Behavior problems at ages 6 and 11 and high school academic achievement: Longitudinal latent variable modeling.
Summary of "Behavior problems at ages 6 and 11 and high school academic achievement: Longitudinal latent variable modeling."
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.
Department of Epidemiology, Michigan State University, College of Human Medicine, B645 West Fee Hall, East Lansing, MI 48824, United States.
This article was published in the following journal.
Name: Psychiatry research
- PubMed Source: http://www.ncbi.nlm.nih.gov/pubmed/20719395
- DOI: http://dx.doi.org/10.1016/j.psychres.2010.07.027
Medical and Biotech [MESH] Definitions
A cognitive disorder characterized by an impaired ability to comprehend written and printed words or phrases despite intact vision. This condition may be developmental or acquired. Developmental dyslexia is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education. The disturbance in reading significantly interferes with academic achievement or with activities of daily living that require reading skills. (From DSM-IV)
The assessing of academic or educational achievement. It includes all aspects of testing and test construction.
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