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

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, 1...

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Bibliographic Details
Published in:Developmental psychology 2005-09, Vol.41 (5), p.733-746
Main Authors: Masten, Ann S, Roisman, Glenn I, Long, Jeffrey D, Burt, Keith B, Obradović, Jelena, Riley, Jennifer R, Boelcke-Stennes, Kristen, Tellegen, Auke
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement
Adaptation, Psychological
Adolescent
Adolescents
Behavior Problems
Biological and medical sciences
Child
Child Development
Child Rearing
Childhood Development
Competence
Developmental psychology
Educational psychology
Externalization
Externalizing behaviour
Externalizing Symptoms
Female
Fundamental and applied biological sciences. Psychology
Human
Humans
Intelligence
Intelligence Quotient
Internalization
Internalizing behaviour
Internalizing Symptoms
Intervention
Longitudinal studies
Male
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Regression analysis
Sample surveys
Sex
Sex Factors
Socioeconomic Background
Socioeconomic Factors
Structural Equation Models
Surveys and Questionnaires
Symptoms
Symptoms (Individual Disorders)
Time series
Urban Schools
Urban studies
Young Adults
Young children
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Summary: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.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.41.5.733