Longitudinal examination of relationships between problem behaviors and academic achievement in young adolescents

Research output: Chapter in Book/Report/Conference proceedingConference contribution

4 Citations (Scopus)

Abstract

A substantial body of research has documented associations between a variety of problem behaviors and academic achievement measures. A systemic viewpoint posits that behavioral and academic problems exert reciprocal influences on one another, which, over time, can negatively affect the development of individuals and their environments. However, the results of these studies should be interpreted cautiously, given the considerable comorbidity of problem behaviors that often exists among school-age youth. Another limitation is that those associations mostly are documented in cross-sectional studies. This longitudinal study addressed the relationships between internalizing and externalizing self-reported problem behavior syndromes (withdrawal, somatic complaints, anxiety/depression, delinquent behavior, and aggressive behavior) and mean measures of academic achievement (overall, mean score of reading & spelling, and arithmetic performance). We found some interaction effects of problem behavior, gender and grade on academic achievement. First, we found a decrease of academic achievement trough grades 6 to 8, among girls who exhibit less aggressiveness, while academic achievement among ones that are "more" aggressive stays the same across grades. Academic achievement among girls is pretty much the same across all grades, yet overall academic achievement is higher in non-delinquent group in all age groups Secondly, in boys group there is a decrease of academic achievement trough grades 6 to 8 among boys who show more aggressiveness, while academic achievement among boys who exhibit less aggressiveness stays the same across grades. The significant multivariate effect of "grade", "gender" and delinquency interaction indicates that there is a decrease of academic achievement across grades in both boys group, yet the decrease among boys showing more delinquent behaviors is bigger than among the normal boys group.

Original languageEnglish
Title of host publicationProcedia - Social and Behavioral Sciences
Pages3415-3421
Number of pages7
Volume15
DOIs
Publication statusPublished - 2011
Event3rd World Conference on Educational Sciences, WCES-2011 - Istanbul, Turkey
Duration: Feb 3 2011Feb 7 2011

Other

Other3rd World Conference on Educational Sciences, WCES-2011
CountryTurkey
CityIstanbul
Period2/3/112/7/11

Fingerprint

academic achievement
adolescent
examination
aggressiveness
Group
school grade
Problem Behavior
aggressive behavior
gender
comorbidity
interaction
delinquency
cross-sectional study
complaint
withdrawal
Longitudinal Studies
Comorbidity
Reading
age group
longitudinal study

Keywords

  • Academic achievement
  • Adolescence
  • Problem behaviors

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

Cite this

Longitudinal examination of relationships between problem behaviors and academic achievement in young adolescents. / Malinauskiene, Oksana; Vosylis, Rimantas; Zukauskiene, Rita.

Procedia - Social and Behavioral Sciences. Vol. 15 2011. p. 3415-3421.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Malinauskiene, O, Vosylis, R & Zukauskiene, R 2011, Longitudinal examination of relationships between problem behaviors and academic achievement in young adolescents. in Procedia - Social and Behavioral Sciences. vol. 15, pp. 3415-3421, 3rd World Conference on Educational Sciences, WCES-2011, Istanbul, Turkey, 2/3/11. https://doi.org/10.1016/j.sbspro.2011.04.311
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