Abstract
Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n = 823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 433-437 |
| Number of pages | 5 |
| Journal | Psychiatry Research |
| Volume | 185 |
| Issue number | 3 |
| DOIs | |
| State | Published - Feb 28 2011 |
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Keywords
- Academic achievement
- Early behavior problems
- Latent variable longitudinal modeling
ASJC Scopus subject areas
- Psychiatry and Mental health
- Biological Psychiatry
Cite this
Behavior problems at ages 6 and 11 and high school academic achievement : Longitudinal latent variable modeling. / Breslau, Naomi; Breslau, Joshua; Miller, Elizabeth; Raykov, Tenko.
In: Psychiatry Research, Vol. 185, No. 3, 28.02.2011, p. 433-437.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Behavior problems at ages 6 and 11 and high school academic achievement
T2 - Longitudinal latent variable modeling
AU - Breslau, Naomi
AU - Breslau, Joshua
AU - Miller, Elizabeth
AU - Raykov, Tenko
PY - 2011/2/28
Y1 - 2011/2/28
N2 - Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n = 823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress.
AB - Previous studies documented long-run effects of behavior problems at the start of school on academic achievement. However, these studies did not examine whether the observed effects of early behavior problems are explained by more proximate behavior problems, given the tendency of children's behavior problems to persist. Latent variable modeling was applied to estimate the effects of behavior problems at ages 6 and 11 on academic achievement at age 17, using data from a longitudinal study (n = 823). Behavior problems at ages 6 and 11, each stage independently of the other, predicted lower math and reading test scores at age 17, controlling for intelligence quotient (IQ), birth weight, maternal characteristics, family and community environment, and taking into account behavior problems at age 17. Behavior problems at the start of school, independent of later behavior problems, exert lingering effects on achievement by impeding the acquisition of cognitive skills that are the foundation for later academic progress.
KW - Academic achievement
KW - Early behavior problems
KW - Latent variable longitudinal modeling
UR - http://www.scopus.com/inward/record.url?scp=79251594212&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=79251594212&partnerID=8YFLogxK
U2 - 10.1016/j.psychres.2010.07.027
DO - 10.1016/j.psychres.2010.07.027
M3 - Article
C2 - 20719395
AN - SCOPUS:79251594212
VL - 185
SP - 433
EP - 437
JO - Psychiatry Research
JF - Psychiatry Research
SN - 0165-1781
IS - 3
ER -