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

Masten, Ann S.; Roisman, Glenn I.; Long, Jeffrey D.; Burt, Keith B.; Obradović, Jelena; Riley, Jennifer R.; Boelcke-Stennes, Kristen; Tellegen, Auke

doi:10.1037/0012-1649.41.5.733

Cited by 928 publications

(1,085 citation statements)

References 79 publications

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“…Há um reconhecimento crescente de que não se trata de identificar quais fatores levam a quais resultados. Em vez disso, o modelo causal linear vem sendo substituído por um modelo sistêmico multidimensional, transacional e evolutivo (desenvolvimental), que considera condições sediadas na criança e no ambiente, bem como as mutações nessas variáveis ao longo do tempo (acumulação, atenuação, supressão, aparecimento) e em momentos sensíveis (Masten et al, 2005).…”

Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

“…Estudos têm investigado como essa associação influencia a trajetória de desenvolvimento das pessoas afetadas. Masten et al (2005), em seguimento de 20 anos, constataram que problemas externalizantes evidentes na meninice prejudicam o desempenho na adolescência e o desempenho rebaixado, por sua vez, está associado a problemas internalizantes no início da idade adulta. Hinshaw (1992) realizou extensa revisão bibliográfica investigando a relação entre baixo desempenho escolar e problemas de comportamento externalizantes.…”

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Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

D'Abreu

Marturano

2010

Estud. psicol. (Natal)

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ResumoFoi feito um levantamento na literatura de estudos prospectivos e longitudinais investigando a associação entre problemas de comportamento externalizantes e baixo desempenho escolar no ensino fundamental, no período de 1990 a 2006. Por meio dos sistemas PsycInfo, Medline, Lilacs, Scielo e Web of Science, foram selecionados e adquiridos 18 artigos, classificados em quatro categorias: estudos com amostras clínicas; estudos comparando grupos com ou sem comorbidade; estudos que buscam testar modelos de trajetória de desenvolvimento; estudos sobre precursores da associação entre problemas de comportamento e baixo desempenho escolar. A análise dos artigos evidencia que a co-ocorrência de baixo desempenho escolar e problemas externalizantes sugere a influência de variáveis antecedentes, como condições adversas na família e baixo nível socioeconômico. Indica, ainda, que a associação traz mau prognóstico às crianças, como comorbidades com transtornos psiquiátricos, posteriores problemas acadêmicos e de comportamento anti-social, evidenciando a situação de risco psicossocial em que se encontram.Palavras-chave: baixo desempenho escolar; problemas de comportamento externalizantes; TDAH; estudo longitudinal. AbstractAssociation between externalizing behavior and underachievement: a review of prospective and longitudinal studies. A survey in the literature of prospective and longitudinal studies was made investigating the association between externalizing behavior and underachievement in the period of 1990-2006. It was used PsycInfo, Medline, Lilacs, Scielo and Web of Science systems and it was selected and acquired 18 articles, classified in four categories: studies with clinical samples; studies comparing groups with or without comorbidity; studies that try to establish or to test models of developmental trajectory; studies of precursors of the association between behavior problems and underachievement. The analysis of articles evidences that the co-occurrence of underachievement and externalizing behavior suggests the influence of antecedent variables, such as adverse conditions in the family and low socio-economic level. It indicates that the association brings bad prognostic to the children, such as comorbidity with psychiatric disorders, later academic problems, and antisocial behavior, evidencing the psychosocial risk situation in that they are.

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Section: Estudos Sobre Precursores Da Associação Entre Problemas De Cunclassified

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Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

D'Abreu

Marturano

2010

Estud. psicol. (Natal)

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“…Indeed, there is considerable evidence that early academic failure is predictive of later internalizing and externalizing problems (Cole et al 1996;Dishion et al 1991;Patterson et al 1998). Adequate performance in school is a salient developmental task of childhood and adolescence (Masten and Curtis 2000) and academic difficulties can interfere with functioning in other domains (Masten et al 2005). …”

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Friendships with Peers Who are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

Schwartz

Gorman

Dodge

et al. 2008

J Abnorm Child Psychol

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This paper reports two prospective investigations of the role of friendship in the relation between peer victimization and grade point averages (GPA). Study 1 included 199 children (105 boys, 94 girls; mean age of 9.1 years) and Study 2 included 310 children (151 boys, 159 girls; mean age of 8.5 years). These children were followed for two school years. In both projects, we assessed aggression, victimization, and friendship with a peer nomination inventory, and we obtained children's GPAs from a review of school records. Peer victimization was associated with academic declines only when children had either a high number of friends who were above the classroom mean on aggression or a low number of friends who were below the classroom mean on aggression. These results highlight the importance of aggression levels among friends for the academic adjustment of victimized children. KeywordsPeer relationships; Academic functioning; Friendship; Peer victimization There is growing evidence that children who experience frequent mistreatment by peers are at risk for deficient academic performance and other related forms of school maladjustment. Children who are persistently targeted for bullying may develop negative attitudes toward school and, as a result, disengage from the academic environment (Kochenderfer and Ladd 1996a, b). Victimization by peers can also lead to feelings of loneliness and depression that interfere with concentration and focus in the classroom (Juvonen et al. 2000;Schwartz et al. 2005). In addition, peer victimization has been linked to the emergence of disruptive behavior disorders and other impairments in self-regulation (Schwartz et al. 1998) that can detract from classroom performance (Wentzel 1991). Not surprisingly, a number of researchers have reported modest associations between victimization in the peer group and poor achievement NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript (Buhs and Ladd 2001;Juvonen et al. 2000) although the availability of relevant longitudinal data is currently limited.The negative impact of peer group victimization on academic functioning is important to consider because school maladjustment can portend dysfunction later in life. Indeed, there is considerable evidence that early academic failure is predictive of later internalizing and externalizing problems (Cole et al. 1996;Dishion et al. 1991;Patterson et al. 1998). Adequate performance in school is a salient developmental task of childhood and adolescence (Masten and Curtis 2000) and academic difficulties can interfere with functioning in other domains (Masten et al. 2005).The existing findings have provided some insight into the pathways through which victimization in the peer group might influence academic outcomes. However, research in this area has relied primarily on main-effect models of risk. Such models incorporate the assumption that there is a linear relation between exposure to victimization by peers and academic functioning difficulties. Victimization in the peer gr...

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“…Our results suggest that two years could be a relevant interval of time to appraise the impact of the early risk factors under consideration. It can also be argued that within this interval of time, negative developmental cascades (Masten et al, 2005) occurred between the risk factors, with for example negative parenting preventing inhibition capacities from progressing well. Such negative cascades could explain the important role played by the two-year interval in revealing the predictive power of the early risk factors measured at T1.…”

Section: Discussionmentioning

confidence: 99%

When there seem to be no predetermining factors: Early child and proximal family risk predicting externalizing behavior in young children incurring no distal family risk

Roskam¹,

Meunier²,

Stiévenart³

et al. 2013

Research in Developmental Disabilities

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Externalizing behavior (EB) is characterized by agitation, opposition, aggression, provocation, negative thoughts and transgression of social norms (Achenbach & Rescorla, 2000). A certain level of EB is considered to be typical in preschoolers (Wakschlag et al., 2007). But persistent high levels of EB were found in subgroups of children (e.g. Calkins, Blandon, Williford, & Keane, 2007). Research has tried to identify risk factors that potentially increase the likelihood of EB. Based on the work of key leaders in this topic, Loeber and Farrington (2000) established a list according to several ecological levels, i.e. child, family, school, peer and neighborhood factors. The relations between child and family factors and EB have especially been documented in young children, while the potential contribution of school, peer and neighborhood factors was more specific in the prediction of school age children's and adolescents' EB. The current research examines the impact of two single risk factors at the child level, i.e. personality and inhibition capacities, and two single risk factors at the family level, i.e. attachment and parenting, and the impact of their cumulative effect on young children's EB incurring no distal family risk. We first review studies documenting the relations between children's EB and each of the four risk factors at the child and family levels. Second, we document research into cumulative risk with EB as an outcome. The main objective of the current study was to examine the impact of two child risk factors, i.e. personality and inhibition, and two proximal family risk factors, i.e. parenting and attachment, and the impact of their cumulative effect on later externalizing behavior among young children incurring no distal family risk. Data were collected in a longitudinal two-wave design from 161 non-referred and referred children aged three to five years at the onset of the study. All of the children were raised in families of middle to high socioeconomic status, i.e. their parents were educated to a middle to high level, had access to the job market and lived together as couples. The four risk domains were assessed at the onset of the study, while EB was rated both at the onset of the study and in the 24-month follow-up. Results confirmed that the four risk domains were each both correlates of EB and efficient at discriminating non-referred from referred children; that their combination regardless of their content (cumulative risk) provided a strong prediction of both later EB and non-referred vs referred sample membership. The results are discussed both for research and clinical purposes. ß

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

Cited by 928 publications

References 79 publications

Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

Associação entre comportamentos externalizantes e baixo desempenho escolar: uma revisão de estudos prospectivos e longitudinais

Friendships with Peers Who are Low or High in Aggression as Moderators of the Link between Peer Victimization and Declines in Academic Functioning

When there seem to be no predetermining factors: Early child and proximal family risk predicting externalizing behavior in young children incurring no distal family risk

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