Display Settings:

Format

Send to:

Choose Destination
See comment in PubMed Commons below
Dev Psychol. 2005 Sep;41(5):733-46.

Developmental cascades: linking academic achievement and externalizing and internalizing symptoms over 20 years.

Author information

  • 1Institute of Child Development, University of Minnesota, Twin Cities, Minneapolis, 55455, USA. amasten@umn.edu

Abstract

A developmental cascade model linking competence and symptoms was tested in a study of a normative, urban school sample of 205 children (initially 8 to 12 years old). Internalizing and externalizing symptoms and academic competence were assessed by multiple methods at the study outset and after 7, 10, and 20 years. A series of nested cascade models was tested through structural equation modeling. The final model indicated 2 hypothesized cascade effects: Externalizing problems evident in childhood appeared to undermine academic competence by adolescence, which subsequently showed a negative effect on internalizing problems in young adulthood. A significant exploratory effect was consistent with internalizing symptoms containing or lowering the net risk for externalizing problems under some conditions. These 3 cascade effects did not differ by gender and were not attributable to effects of IQ, parenting quality, or socioeconomic differences. Implications are discussed for developmental models of cascades, progressions, and preventive interventions.

Copyright 2005 APA, all rights reserved.

PMID:
16173871
[PubMed - indexed for MEDLINE]
PubMed Commons home

PubMed Commons

0 comments
How to join PubMed Commons

    Supplemental Content

    Full text links

    Icon for American Psychological Association
    Loading ...
    Write to the Help Desk