Behavior problems and children's academic achievement: A test of growth-curve models with gender and racial differences.

Children and Youth Services Review
Kristen P KremerMichael G Vaughn

Abstract

The aim of this study was to examine the longitudinal association between externalizing and internalizing behavior and children's academic achievement, particularly in terms of whether these variables varied as a function of gender and race. Data pertaining to externalizing and internalizing behavior, academic achievement, gender, and race from three waves of the Child Development Supplement of the Panel Study of Income Dynamics (N = 2028) were used. Results indicate that behavior problems had a negative relationship with academic performance and some of these associations endured over time. Externalizing behavior impacted reading scores more negatively for females compared to males at baseline, but the impact of externalizing behavior on long-term reading outcomes did not vary by gender. Externalizing behavior impacted reading scores more negatively for Black children than White children at multiple points in time. Differences between males, females, Black, and White children concerning behavior and achievement are explained. Implications, limitations, and ideas for future research are also presented.

Citations

Jul 31, 2020·The Neuroscientist : a Review Journal Bringing Neurobiology, Neurology and Psychiatry·Lorenza S ColzatoChristian Beste
Nov 30, 2019·International Journal of Environmental Research and Public Health·Ryan D BurnsTimothy A Brusseau
Feb 23, 2021·Social Psychiatry and Psychiatric Epidemiology·Nathalie Tamayo MartinezPauline W Jansen

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