Behavior problems and children's academic achievement: A test of growth-curve models with gender and racial differences

Kremer, Kristen P.; Flower, Andrea; Huang, Jin; Vaughn, Michael G.

doi:10.1016/j.childyouth.2016.06.003

Cited by 95 publications

(75 citation statements)

References 53 publications

(72 reference statements)

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“…Fourth, the findings of this study indicate that children's problem behavior influences their academic performance. Such results are similar to the findings of a longitudinal study conducted on children in the U.S. [23], which reported that children's problem behavior is related to academic performance. It M=mean, SD=standard deviation…”

Section: Discussionsupporting

confidence: 89%

Effect of parental depression on asthmatic children’s problem behavior and academic performance: using actor and partner interdependence model of parental variables

Kim¹,

Lee²,

Han³

2019

Preprint

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Background The health issues of children with asthma is emerging to be a social problem because in many cases it is a disease that requires repetitive and long-term treatment, and the financial burden of parents raising children with asthma is relatively greater than parents raising normal children. It is necessary for health care providers to approach the mental health of parents in addition to managing the health of asthmatic children so that asthmatic children recover, smoothly adjust to school life like other normal children. This study attempts to determine the factors on the problem behavior and academic performance of the children with asthma.Methods The data of 236 pairs of children and parents from the 10th Panel Study on Korean Children were used and analysis was performed using SPSS 20.0 and AMOS 20.0.Results Parental depression had actor and partner effects on marital conflict, and marital conflict perceived by the father had actor and partner effects on parent-child interactions, while marital conflict perceived by the mother had actor effect on parent-child interactions. Parent-child interaction perceived by the father was found to affect the problem behavior of children, and parent-child interaction perceived by the mother was seen to affect the problem behavior of children. The problem behavior of children affects academic performance.Discussion This study is significant since it prepares basic data for improving the academic performance of children with asthma. We suggest research that longitudinally confirms the influence using variables presented in this study is necessary.

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Section: Discussionsupporting

confidence: 89%

Effect of parental depression on asthmatic children’s problem behavior and academic performance: using actor and partner interdependence model of parental variables

Kim¹,

Lee²,

Han³

2019

Preprint

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“…The data analysis also revealed that parents' level of job qualifications is positively related to adolescent academic achievement, which in turn is negatively correlated with adolescents' problem behavior. A similar link between academic achievement and problem behavior has been identified in other studies (Kremer, Flower, Huang & Vaugh, 2016). It should be noted that the relationship between parental qualifications and academic achievement is statistically significant only as regards maternal qualifications, which may be explained by culturally defined gender roles.…”

Section: Discussionsupporting

confidence: 83%

The role of family factors and self-regulation: Problem behavior in Georgian adolescents

Bandzeladze¹,

Arutiunov

Espinosa

2019

R Est Inv Psico y Educ

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The aim of this study is to assess the psychosocial factors of adolescents’ problem behavior. Within this research, the relationships among family structure, parental modeling, parental monitoring, and adolescents’ self-regulation were assessed. Data were collected by self-report questionnaires. The sample consisted of 150 participants aged 14 to 17. Sixty adolescents were in conflict with the law, and the other 90 adolescents who did not have such a contact with the legal system. Results show that more adolescents in conflict with the law live in single-parent families than their peers who do not have a similar experience. At the same time, adolescents living with single parents have a higher mean score of problem behavior and a lower mean score of parental monitoring. Correlational and regression analyses revealed that parents’ problem behavior models and parental monitoring are statistically significant predictors of adolescents’ problem behavior. In the present study, self-regulation was revealed to be a significant correlate of adolescents’ problem behavior, and that family factors mediate the relationship between self-regulation and problem behavior. Results also confirm the importance of an approach for the prevention of deviant behavior focused primarily on family supporting measures.

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“…School engagement has also emerged as protective against problem behaviors, such as internalizing and externalizing, for youth in the general population (Hirschfield & Gasper, 2011;Shochet, Dadds, Ham, & Montague, 2006). Internalizing and externalizing behaviors can impede academic achievement (Kremer, Flower, Huang, & Vaughn, 2016;Riglin, Petrides, Frederickson, & Rice, 2014) and are unfortunately prevalent among youth in foster care (e.g., Baker, Schneiderman, & Licandro, 2017). More research is needed to better understand associations between school engagement and behavior problems among foster youth, in order to effectively inform muchneeded intervention efforts.…”

mentioning

confidence: 99%

Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills

Mihalec-Adkins

Cooley

2019

Child & Family Social Work

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Students' school engagement is widely regarded as critical for positive school adjustment and overall academic success. Foster youth persistently face poorer educational outcomes than peers and demonstrate lower levels of school engagement and higher levels of academically threatening behaviors. The goals of the present study were (a) to explore relationships amongst various child‐level correlates of school engagement and problem behaviors—namely, self‐esteem and social skills—and (b) to respectively investigate the protective potential of self‐esteem and social skills in the association between school engagement and behavior problems that threaten educational trajectories. Results indicate significant associations between school engagement and problem behaviors, as well as between self‐esteem, social skills, and school engagement. Further, self‐esteem mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior, and social skills mediated the association between school engagement and both youth‐ and foster parent‐reported externalizing behavior. Implications for future practice, research, and policy are discussed.

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Behavior problems and children's academic achievement: A test of growth-curve models with gender and racial differences

Cited by 95 publications

References 53 publications

Effect of parental depression on asthmatic children’s problem behavior and academic performance: using actor and partner interdependence model of parental variables

Effect of parental depression on asthmatic children’s problem behavior and academic performance: using actor and partner interdependence model of parental variables

The role of family factors and self-regulation: Problem behavior in Georgian adolescents

Examining individual‐level academic risk and protective factors for foster youth: School engagement, behaviors, self‐esteem, and social skills

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