Gender and grade‐level comparisons in the structure of problem behaviors among adolescents

Abstract

Based on Jessor's theory (1987) the comparability of a second‐order problem behavior model (SPBM) was investigated across gender and grade‐level among adolescents. In addition, gender and grade‐level differences in problem behavior engagement were addressed examining latent mean differences. Using a sample of 6504 adolescents drawn from the National Longitudinal Study of Adolescent Health, a series of invariance tests evidenced partial invariance. The non‐invariance of SPBM resulted from aggression across gender and grade‐level. Latent mean difference test results showed greater differences in academic failure, aggression, substance use, and risky sexual activity among males compared to females. Results also showed greater engagement in academic failure, substance use, and risky sexual activity among upper vs. lower grade students. Overall, analyses revealed that both gender and grade‐level differences could be explained by the common cause problem behavior syndrome (PBS), offering further support for Jessor's theory.

The Relationship between Personality Characteristics, Perfectionism of Mothers and Emotional Problems of their Daughters

“…Negative perfectionist mothers never feel triumph and constantly blame themselves because of unrealistic expectations, finally, they experience high levels of anxiety and fear of failure which cause symptoms of depression and neuroticism (Flett & Hewitt, 2006). Moreover, these mental health problems are directly related to behavioral problems in children and adolescents (Salo et al, 2009;Chun and Mobley, 2010;Riahi et al, 2012). In fact, teenagers in these families without parental attention and control feel a sense of abandonment or suspension and cannot find a safe haven for critical times so they experience psychological problems such as anxiety, depression and stress.…”

“…Results showed greater engagement in academic failure, substance use, and risky sexual activity among upper vs. lower grade students. Overall, analyses revealed that both gender and grade-level differences could be explained by the common cause problem behavior syndrome (PBS) (Chun and Mobley, 2010). Young people in any society are the potential sector and mental illness impairs academic, social, and job performance.…”

Influences of developmental contexts and gender differences on school performance of children and adolescents

“…That distinct pattern of interactions could be a possible factor for gender differences in school performance (Mandara et al, 2012). The differences on parental practices according to gender, as well as the different motivations of boys and girls to school activities are the main aspects explaining gender differences in school performance (Chun & Mobley, 2010;Mandara et al, 2012).…”

“…Those differences could be associated with school engagement (Chun & Mobley, 2010). Typically, girls tend to engage more in school tasks than do boys, who tend to have less motivation to engage in school activities and are more likely to have behavioural problems.…”

“…Typically, girls tend to engage more in school tasks than do boys, who tend to have less motivation to engage in school activities and are more likely to have behavioural problems. These behavioural differences may differently impact the school performance of girls and boys (Chun & Mobley, 2010). Moreover, it is considered that girls have superior verbal ability in comparison to boys, and consequently more facility in school tasks (Berninger et al, 2008;Hyde, Lindberg, Linn, Ellis, & Williams, 2008).…”