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

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 i...

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Bibliographic Details
Published in:Developmental psychology 2020-07, Vol.56 (7), p.1372-1384
Main Authors: 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.
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Failure
Academic Success
Adolescent
Aggression
Antisocial Behavior
Anxiety
Behavior Problems
Bullying
Check Lists
Child
Child Behavior
Child Behavior Disorders - psychology
Childhood Development
Children
Conduct disorder
Correlation
Crime Victims
Depression (Psychology)
Early Intervention
Elementary School Students
Externalization
Externalizing problems
Failure
Family Income
Female
Foreign Countries
Gender Differences
Human
Humans
Internal-External Control
Internalization
Internalizing disorders
Longitudinal Studies
Male
Parent Attitudes
Peer Group
Peer Relations
Peer Relationship
Peer relationships
Rating Scales
Screening Tests
Teacher Attitudes
Teacher Evaluation
Teachers
Test Construction
Victimization
Victims
Withdrawal (Psychology)
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Summary: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.
ISSN:0012-1649
1939-0599
DOI:10.1037/dev0000935