The Longitudinal Relation between Academic/Cognitive Skills and Externalizing Behavior Problems in Preschool Children

Autor/inn/en	Metcalfe, Lindsay A.; Harvey, Elizabeth A.; Laws, Holly B.
Titel	The Longitudinal Relation between Academic/Cognitive Skills and Externalizing Behavior Problems in Preschool Children
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.881-894 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032624
Schlagwörter	Longitudinal Studies; Cognitive Ability; Academic Ability; Behavior Problems; Correlation; Academic Achievement; Socioeconomic Status; Aggression; Models; Prediction; Control Groups; Intervention; Attention Deficit Hyperactivity Disorder; Preschool Children; Causal Models; Mother Attitudes; Mothers; Stress Variables; Family Environment; Measurement; Goodness of Fit; Maximum Likelihood Statistics; Massachusetts; Diagnostic Interview Schedule for Children; McCarthy Scales of Childrens Abilities; Behavior Assessment System for Children; Center for Epidemiologic Studies Depression Scale; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Denkfähigkeit; Korrelation; Schulleistung; Socio-economic status; Sozioökonomischer Status; Analogiemodell; Vorhersage; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kausalanalyse; Mutterliebe; Mother; Mutter; Familienmilieu; Messverfahren; Master-Studiengang; WIAT; Eignungsprüfung; Eignungstest
Abstract	Existing research suggests that there is a relation between academic/cognitive deficits and externalizing behavior in young children, but the direction of this relation is unclear. The present study tested competing models of the relation between academic/cognitive functioning and behavior problems during early childhood. Participants were 221 children (120 boys, 101 girls) who participated in a longitudinal study from ages 3 to 6. A reciprocal relation (Model 3) was observed only between inattention and academic achievement; this relation remained when socioeconomic status and family stress were controlled. The relation between inattention and cognitive ability was consistent with Model 1 (cognitive skills predicting later inattention) with controls. For hyperactivity and aggression, there was some support for Model 2 (early behavior predicting later academic/cognitive ability), but this model was no longer supported when family functioning was controlled. These results suggest that the relation between academic achievement/cognitive ability and externalizing problems may be driven primarily by inattention. These results also suggest that this relation is evident early in development, highlighting the need for early assessment and intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01