The Longitudinal Association between Externalizing and Internalizing Problems: An Exploration of the Dual Failure Model

Autor/inn/en	Boutin, Stéphanie; Roy, Valérie; St-Pierre, Renée A.; Déry, Michèle; Lemelin, Jean-Pascal; Martin-Storey, Alexa; Poirier, Martine; Toupin, Jean; Verlaan, Pierrette; Temcheff, Caroline E.
Titel	The Longitudinal Association between Externalizing and Internalizing Problems: An Exploration of the Dual Failure Model
Quelle	In: Developmental Psychology, 56 (2020) 7, S.1372-1384 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boutin, Stéphanie) ORCID (St-Pierre, Renée A.) ORCID (Lemelin, Jean-Pascal) ORCID (Temcheff, Caroline E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000935
Schlagwörter	Longitudinal Studies; Behavior Problems; Models; Victims; Academic Failure; Correlation; Elementary School Students; Parent Attitudes; Teacher Attitudes; Peer Relationship; Bullying; Early Intervention; Screening Tests; Academic Achievement; Aggression; Gender Differences; Foreign Countries; Check Lists; Child Behavior; Rating Scales; Family Income; Anxiety; Depression (Psychology); Withdrawal (Psychology); Antisocial Behavior; Canada; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Victim; Opfer; Korrelation; Elternverhalten; Lehrerverhalten; Peer-Beziehungen; Mobbing; Screening-Verfahren; Schulleistung; Geschlechterkonflikt; Ausland; Checkliste; Rating-Skala; Familieneinkommen; Angst; Rückzugsverhalten; Kanada
Abstract	The Dual Failure Model suggests that peer victimization (social failure) and academic difficulties (academic failure) mediate the association between externalizing and later internalizing problems. The present study sought to better understand why children with externalizing problems develop later internalizing problems by testing the Dual Failure Model using a sample of 744 children (aged 6 to 10 at Time 1 [T1]), of whom 434 (44.7% girls) presented with high levels of conduct problems at study inception. Both parent and teacher ratings of externalizing and internalizing problems support the social failure pathway, but not the academic failure pathway. Children with externalizing behaviors at T1 who developed internalizing problems 2 years later did so via their experiences of peer victimization. These results apply for both boys and girls and do not vary according to child age at T1 or the level of conduct problems at study inception. These findings underscore the importance of early screening and intervention for externalizing behavioral problems in order to reduce subsequent peer victimization and internalizing problems. Findings regarding the consequences of internalizing are also discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01