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This study examined longitudinal predictive relationships between young children's classroom behaviors and their growth in mathematics skills during the primary grades. Using the Early Childhood Longitudinal Study-Kindergarten cohort, the authors tested a longitudinal model featuring positive (interpersonal skills and approaches to learning) and negative (internalizing and externalizing) behaviors at kindergarten entry as predictors of growth in mathematics achievement through 3rd grade. Results indicated that negative behaviors demonstrate negligible relationships with early development of mathematics skills. Interpersonal skills demonstrated a small negative relationship with mathematics growth when other positive behaviors were included as predictors in the model. In contrast, approaches to learning (goal-directed behavior, persistence, organization) demonstrated small positive relationships with growth in mathematical skills and may represent a skill domain for educators to consider in designing their instructional practices.

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BACKGROUND Mitigation of substance use (SU) disorder (SUD) risk factors is a common goal of prevention. Research has clarified much about risk factors including their prediction of SU/SUD, associations with other etiological variables and mediation of SU outcomes. Greater understanding of the emergence of risk factors themselves may improve prevention. For example, in lieu of experimental data, the level of resistance to change of a risk factor (its pliability) could inform “dosage” of intervention needed to reduce the risk. METHODS Two attributes of 22 previously-documented predictors of SU/SUD were quantified: natural history (average age-related trend) and pliability (quantified using correlations between intercepts and growth parameters of hierarchical linear modeling trajectories). The longitudinal sample of 1,147 8- through 16-year-olds were recruited from a northeastern summer camp for youth experiencing chronic stress due to one or more stressors (X̄ = 2.2 stressors, SD=1.41) which typically last at least one year. Half were male, 69.3% were European-American, 8.5% were African-American, and the remaining were small proportions each of other or mixed races/ethnicities. RESULTS Average trajectories of 21 predictors correspond to increasing SUD risk with age. Predictor pliability varied greatly, ranging from extremely high for School Commitment to extremely low for Peer Pressure Susceptibility. CONCLUSIONS Results suggest different intervention strategies may be needed to manage risk factors over the long-term. To illustrate, maintaining a high school commitment appears to require boosters whereas reducing peer pressure susceptibility appears to require high initial “dosage” with less need for boosters.