Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years

Autor/inn/en	Masten, Ann S.; Roisman, Glenn I.; Long, Jeffrey D.; Burt, Keith B.; Obradovic, Jelena; Riley, Jennifer R.; Boelcke-Stennes, Kristen; Tellegen, Auke
Titel	Developmental Cascades: Linking Academic Achievement and Externalizing and Internalizing Symptoms Over 20 Years
Quelle	In: Developmental Psychology, 41 (2005) 5, S.733-746 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Urban Schools; Structural Equation Models; Academic Achievement; Behavior Problems; Symptoms (Individual Disorders); Adolescents; Young Adults; Sex; Intelligence Quotient; Child Rearing; Socioeconomic Background; Intervention + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Psychiatrische Symptomatik; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Geschlecht; Geschlechtsverkehr; Intelligenzquotient; Kindererziehung; Sozioökonomische Lage
Abstract	A developmental cascade model linking competence and symptoms was tested in a study of a normative, urban school sample of 205 children (initially 8 to 12 years old). Internalizing and externalizing symptoms and academic competence were assessed by multiple methods at the study outset and after 7, 10, and 20 years. A series of nested cascade models was tested through structural equation modeling. The final model indicated 2 hypothesized cascade effects: Externalizing problems evident in childhood appeared to undermine academic competence by adolescence, which subsequently showed a negative effect on internalizing problems in young adulthood. A significant exploratory effect was consistent with internalizing symptoms containing or lowering the net risk for externalizing problems under some conditions. These 3 cascade effects did not differ by gender and were not attributable to effects of IQ, parenting quality, or socioeconomic differences. Implications are discussed for developmental models of cascades, progressions, and preventive interventions. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10