Testing a Dual Cascade Model Linking Competence and Symptoms Over 20 Years from Childhood to Adulthood

Examining Associations Between Narcissism, Behavior Problems, and Anxiety in Non-Referred Adolescents

“…This finding is consistent with Calhoun et al (2000), who found that adaptive narcissism, specifically the Authority/Superiority component, was significantly negatively associated with self-reported anxiety and depression symptoms in a sample of male adolescent offenders. These findings fit with the idea that youth with higher levels of adaptive narcissism (e.g., leadership, self-sufficiency) may show greater social competence with peers, which has been linked to lower levels of anxiety (Obradović et al 2010). While to our knowledge research has not examined associations between adaptive narcissism and social competence in youth, adult research has shown that some of the adaptive aspects of narcissism (e.g., authority, self-sufficiency) are associated with positive social characteristics such as sociability and self-confidence (Raskin and Terry 1988).…”

Internalizing symptomatology and academic achievement: Bi-directional prospective relations in adolescence

“…Our findings linking elevated internalizing symptomatology to diminished academic performance provide strong empirical evidence that depression and anxiety cause motivational, cognitive, and biological impairment, which in turn can degrade achievement-related functioning (Eysenck et al, 2007;Gotlib & Joorman, 2010;Nolen-Hoeksema et al, 2008;Strauman, 2002). These types of co-occurring directional effects have been labeled variously as transactional effects, chain reactions, cascade effects, and snowball effects (Obradović , Burt, & Masten, 2010); establishing these effects together in reciprocal fashion therefore supports developmental theories proposing that distinct domains of psychological functioning are related to one another over time (Cicchetti & Schneider-Rosen, 1986;Masten, Roisman, Long, et al, 2005;Rutter, Kim-Cohen, & Maughan, 2006).…”

The opportunity to collaborate increases preschoolers’ motivation for challenging tasks

“…Given the recursive nature of school where early outcomes have cascading effects on later outcomes (Cohen, Garcia, Purdie-Vaughns, Apfel, & Brzustoski, 2009;Lepper & Greene, 1978;Obradović , Burt, & Masten, 2010;Yeager & Walton, 2011), it is essential to identify factors that reliably foster motivation in the face of challenge as children enter formal schooling (Heckman, 2006;Master & Walton, 2013). Indeed, sustained effort on challenging tasks leads to continued learning opportunities, better skills and expertise, and greater achievement, which in turn further boosts motivation (Ames & Archer, 1988;Heyman & Dweck, 1992;Hong, Chiu, Dweck, Lin, & Wan, 1999;Lepper & Greene, 1978).…”