The significance of childhood competence and problems for adult success in work: A developmental cascade analysis

Abstract

Success in the domain of work is a salient developmental task of adulthood and a key indicator of adaptive function in the evaluation of health and psychopathology. Yet few studies have examined pathways to work competence, especially with strategies testing for cumulative cascade effects over time. Cascade models spanning 20 years were tested via structural equation modeling, linking work competence in early adulthood to antecedent competence in work and other domains of competence in childhood and emerging adulthood. Data were drawn from the Project Competence longitudinal study of 205 school children followed for 20 years. Relative fit of alternative models was evaluated by the Bayesian information criterion. As hypothesized, the effectiveness of adaptive behavior in earlier age-salient developmental task domains forecasted later work competence, which also showed strong concurrent links to competence in other domains. Results suggest there are numerous pathways by which success or failure in major developmental task domains in childhood and adolescence may influence adaptation in other domains and eventually work competence, both concurrently and cumulatively over time. Cascade effects highlight the potential significance for later work competence of childhood conduct (antisocial vs. rule-abiding behavior) and social competence with peers, in addition to the ongoing role that academic attainment may have for work success. Work competence also showed considerable stability over a 10-year period during early adulthood. Implications and applications for future research and intervention are discussed.

Implications of Socioeconomic Status on Academic Competence: A Perspective for Teachers

“…Social inequality generates significant stress that hinders mental adjustment (Alley et al, 2006;D'Angiulli, Lipina, & Olesinska, 2012;Evans & Kim, 2013), predisposes to learned helplessness (Abramson et al, 1978), hopelessness (Bolland, 2003), and lack of competence (D' Angiulli et al, 2012;Masten, Desjardins, McCormick, Kuo, & Long, 2010).…”

“…At school, students develop competence that will determine the way they make decisions and solve problems (Masten et al, 2010). But poverty generates severe stress that disrupts important domains like competence (Caspi, Wright, Moffit, & Silva, 1998;Duncan, 2012;Masten et al, 2010;Pérez and Widom, 1994;Zielinsky, 2009).…”

“…At school, students develop competence that will determine the way they make decisions and solve problems (Masten et al, 2010). But poverty generates severe stress that disrupts important domains like competence (Caspi, Wright, Moffit, & Silva, 1998;Duncan, 2012;Masten et al, 2010;Pérez and Widom, 1994;Zielinsky, 2009). Farah and Hackman (2012) are of the opinion that lower-SES environments also lead to poor cognitive stimulation because low-income children tend to have fewer books and toys, less reading at home, and fewer visits to places that enhance culture like museums.…”

Latino Immigrant Students in Spain: Potential Poly-Victims and School Underachievers

“…In any case, maltreated and neglected children experience significant risk for PTSD because the dramatic experiences they endure have cumulative effects that increase vulnerability and produce long-lasting physical and psychological conditions that compromise academic, social and work competence that put them at risk of social exclusion (Danese & McEwen, 2012;Masten, Desjardins, McCormick, Kuo, & Long, 2010).…”

“…Considered a multidimensional phenomenon, social inequality endangers the individuals' physical and mental health (Alley et al, 2006;Chen, Cohen, & Miller, 2010;D'Angiulli, Lipina, & Olesinska, 2012;Evans & Kim, 2013), predisposing to learned helplessness (Abramson, Seligman, & Teasdale, 1978) and hopelessness (Bolland, 2003), increasing vulnerability and impeding the development of resilience (Chen, Cohen, & Miller, 2010;Werner & Smith, 1992). to effectively search, find, and keep jobs (Masten et al, 2010). Competence, developed during childhood is implemented later in the jobsite but maltreatment seems to impair competence and earning capacity, an effect more frequently observed in males than in females (Caspi, Wright, Moffit, & Silva, 1998;Duncan, 2012;Hoff, 2003;Masten et al, 2010;Pérez and Widom, 1994;Sampson, Sharkey, & Raudemnbush, 2007;Zielinsky, 2009).…”