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Using Lehigh Longitudinal Study data (N = 457), the authors compare prospective parent self-reports and retrospective adolescent reports of early childhood physical abuse, exploring their correspondence, predictive equivalence, and outcomes associated with conflicting reports. Correspondence between prospective and retrospective reports of child maltreatment was moderate (Phi = 0.27). Concurrence rates were similar for males and females. Analyses of the relative predictive capacity of prospective and retrospective measures revealed both to be significant predictors of key outcomes in adolescence. Findings support the predictive validity of both measures of childhood maltreatment and underscore the methodological challenges of measuring this important construct. Given the abundance and salience of research on the consequences of childhood maltreatment, greater attention to such measurement issues is due.

This study investigates several factors as possible mediators of physical child abuse in the prediction of violence among adolescents. Prospective and retrospective measures of abuse are compared in mediation tests. Data are from the Lehigh Longitudinal Study, a prospective study of 457 children followed from preschool into adolescence. Structural equation models examined the degree to which abuse is mediated in the prediction of violence through youths' bonds to family, commitment to school, involvement with antisocial peers during adolescence, and attitudes about the use of violence. The model included measures of family socioeconomic status and youths' gender and age as controls on violence. Findings suggest that abuse (whether measured prospectively or retrospectively) is heavily mediated in its prediction of later violence and that a sizeable proportion of variance is accounted for in the violence outcome. A fuller pattern of mediation was shown when the retrospective abuse variable was modeled.

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Internalizing mental health issues are a significant developmental and clinical concern during adolescence, but rarely identified as a problem among school staff. Using data from the National Longitudinal Study of Adolescent Health, this study examined the associations between adolescent emotional distress, school connectedness, and educational achievement by exploring potential mechanistic and interactive roles of perceived school connectedness on the emotion–education association. Emotional distress was negatively associated with adolescents’ perceptions of belonging to school, which, in turn, may negatively influence educational achievement. School connectedness also had both additive and multiplicative interaction effects on the emotion–education relationship. Results support previous evidence of school connectedness as a protective factor for adolescents with internalizing mental health concerns, although much of the work to date has focused on externalizing problems. This study informs our understanding of how, why, and for whom emotional problems influence educational outcomes in light of social support in the school context.

There is a strong connection between healthy nutrition and adequate PA, and the average performance within the population. Thus, results from this study suggest a supporting relationship between students' health and academic achievement. Findings also provide implications for school and district policy changes.