TY - JOUR
T1 - Trajectories of emotional-behavioral difficulty and academic competence
T2 - A 6-year, person-centered, prospective study of affluent suburban adolescents
AU - Ansary, Nadia S.
AU - McMahon, Thomas J.
AU - Luthar, Suniya
N1 - Funding Information:
This research was supported by National Institutes of Health Grants RO1-DA10726, RO1-DA11498, and R01-DA14385. Many thanks to the students who participated in this study as well as the school personnel who assisted in making this happen.
Publisher Copyright:
Copyright © Cambridge University Press 2016.
PY - 2017/2/1
Y1 - 2017/2/1
N2 - This longitudinal study of affluent suburban youth (N = 319) tracked from 6th to 12th grade is parsed into two segments examining prospective associations concerning emotional-behavioral difficulties and academic achievement. In Part 1 of the investigation, markers of emotional-behavioral difficulty were used to cluster participants during 6th grade. Generalized estimating equations were then used to document between-cluster differences in academic competence from 6th to 12th grade. In Part 2 of the study, indicators of academic competence were used to cluster the same students during 6th grade, and generalized estimating equations were used to document between-cluster differences in emotional-behavioral difficulty from 6th to 12th grade. The results from Part 1 indicated that patterns of emotional-behavioral difficulty during 6th grade were concurrently associated with poorer grades and classroom adjustment with some group differences in the rate of change in classroom adjustment over time. In Part 2, patterns of academic competence during 6th grade were concurrently associated with less emotional-behavioral difficulty and some group differences in the rate of change in specific forms of emotional-behavioral difficulty over time. These results suggest that the youth sampled appeared relatively well adjusted and any emotional-behavioral-achievement difficulty that was evident at the start of middle school was sustained through the end of high school.
AB - This longitudinal study of affluent suburban youth (N = 319) tracked from 6th to 12th grade is parsed into two segments examining prospective associations concerning emotional-behavioral difficulties and academic achievement. In Part 1 of the investigation, markers of emotional-behavioral difficulty were used to cluster participants during 6th grade. Generalized estimating equations were then used to document between-cluster differences in academic competence from 6th to 12th grade. In Part 2 of the study, indicators of academic competence were used to cluster the same students during 6th grade, and generalized estimating equations were used to document between-cluster differences in emotional-behavioral difficulty from 6th to 12th grade. The results from Part 1 indicated that patterns of emotional-behavioral difficulty during 6th grade were concurrently associated with poorer grades and classroom adjustment with some group differences in the rate of change in classroom adjustment over time. In Part 2, patterns of academic competence during 6th grade were concurrently associated with less emotional-behavioral difficulty and some group differences in the rate of change in specific forms of emotional-behavioral difficulty over time. These results suggest that the youth sampled appeared relatively well adjusted and any emotional-behavioral-achievement difficulty that was evident at the start of middle school was sustained through the end of high school.
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U2 - 10.1017/S0954579416000110
DO - 10.1017/S0954579416000110
M3 - Article
C2 - 26899949
AN - SCOPUS:84959085626
SN - 0954-5794
VL - 29
SP - 215
EP - 234
JO - Development and psychopathology
JF - Development and psychopathology
IS - 1
ER -