The Cascading Effects of Externalizing Behaviors and Academic Achievement Across Developmental Transitions: Implications for Prevention and Intervention

Okano, Lauren; Jeon, Lieny; Crandall, AliceAnn; Powell, Terrinieka W.; Riley, Anne W.

doi:10.1007/s11121-019-01055-9

Cited by 37 publications

(33 citation statements)

References 35 publications

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“…Although only a few studies have directly examined punitive responses to grades (Robinson and Harris 2013;Tang and Davis-Kean 2015), the literature on punitive parenting, more broadly, provides evidence that this form of punitive parenting may be negatively related to grades. Previous literature suggests that punitive parenting is associated with socioemotional adjustment problems (e.g., defiance and aggression; Roche et al 2007Roche et al , 2011 and socioemotional adjustment problems are associated with poor academic achievement (Okano et al 2020). Therefore, it is plausible that socioemotional adjustment problems may be one mechanism linking punitive parenting to academic outcomes.…”

Section: Parental Responses To Gradesmentioning

confidence: 99%

The Role of Cognitive Stimulation in the Home and Maternal Responses to Low Grades in Low-Income African American Adolescents’ Academic Achievement

Hardaway

Sterrett-Hong

Genna

et al. 2020

J Youth Adolescence

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Parental involvement in education has generally been shown to foster adolescent academic achievement, yet little is known about whether two important forms of parental involvement-how parents respond to academic underachievement and how parents provide cognitive stimulation in the home-are related to academic achievement for African American adolescents. This study uses two waves of data to evaluate whether these forms of parental involvement are related to future academic achievement for low-income African American adolescents and whether there are gender differences in these associations. African American mothers and adolescents (N = 226; 48% girls) were interviewed when adolescents were ages 14 and 16. Mothers of girls reported higher mean levels of punitive responses to grades than mothers of boys, but child gender did not moderate associations between parental involvement and academic achievement. Cognitive stimulation in the home was related to changes in academic achievement from 14 to 16 years of age, controlling for age 14 academic achievement. This study provides evidence that nonpunitive responses to inadequate grades and cognitive stimulation at home are linked to academic achievement among African American adolescents.

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Section: Parental Responses To Gradesmentioning

confidence: 99%

The Role of Cognitive Stimulation in the Home and Maternal Responses to Low Grades in Low-Income African American Adolescents’ Academic Achievement

Hardaway

Sterrett-Hong

Genna

et al. 2020

J Youth Adolescence

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“…For instance, a rise in internalizing and externalizing difficulties as children transition into adolescence has been documented [ 2 ]. Clear findings also show that internalizing and externalizing difficulties during adolescence interfere with positive functioning with peers and academic achievement, and that externalizing difficulties confer risk for substance use and abuse, violent behavior, and crime [ 3 , 4 ]. Thus, identifying risk as well as protective factors associated with the development and maintenance of both internalizing and externalizing difficulties is an important endeavor.…”

Section: Introductionmentioning

confidence: 99%

Peer Influence during Adolescence: The Moderating Role of Parental Support

et al. 2021

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Although many studies show that peers influence the development of adolescent internalizing and externalizing difficulties, few have considered both internalizing and externalizing difficulties in the same study, and fewer have considered the contributions of parents. Using a longitudinal sample of 385 adolescents, the contributions of best friends’ internalizing and externalizing difficulties (as assessed in Grade 6; G6: Mage = 13.64 years; 53% female; 40% ethnic or racial minority) were examined as they predicted subsequent adolescent internalizing and externalizing difficulties (at G8); in addition, the moderating role of both maternal and paternal support (at G6) was explored. Structural equation modelling revealed that best friend internalizing difficulties predicted decreases, but that best friend externalizing difficulties predicted increases in adolescents’ externalizing difficulties over time. Significant interactions involving both maternal and paternal support revealed that the negative impact of a G6 best friend having internalizing problems on later G8 adolescent externalizing problems was stronger at low levels of maternal and paternal support. The findings highlight the complex, and interactive, influences of friends and parents on the development of internalizing and externalizing symptomatology during adolescence, and underscore the importance of targeting both sources of social influence in research and clinical work.

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“…There are three reasons why we should examine materialism and antisocial behavior, particularly in adolescents. First, researchers have regarded some delinquent behavior (such as vandalism and theft) as externalizing behavior [ 10 , 11 ], which is commonly used as an indicator of well-being. Second, many forms of adolescent delinquent behavior are motivated by materialistic incentives, such as compensated dating, selling pirated items and shoplifting.…”

Section: Introductionmentioning

confidence: 99%

Concurrent and Longitudinal Predictors of Adolescent Delinquency in Mainland Chinese Adolescents: The Role of Materialism and Egocentrism

Shek

Zhu

et al. 2020

IJERPH

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Background: Although studies have examined the influence of materialism on adolescent well-being, there are several methodological limitations: studies examining the influence of materialism on adolescent delinquency are almost non-existent; researchers commonly used cross-sectional designs; the sample size in some studies was not large; validated measures on materialism in non-Western contexts are rare; there are very few Chinese studies. Besides, no study has examined the hypothesis that egocentrism is the mediator in the influence of materialism on adolescent delinquency. Methods: Using a short-term longitudinal design, two waves of data were collected from 2648 early adolescents in mainland China. At each wave, students completed validated measures of materialism, egocentrism and delinquent behavior. Results: Materialism and egocentrism positively predicted adolescent delinquency at Wave 1 and Wave 2 and over time. While materialism at Wave 1 positively predicted increase in delinquency over time, egocentrism did not. However, PROCESS analysis showed that egocentrism mediated the longitudinal influence of materialism on adolescent delinquent behavior. Conclusions: Materialism and egocentrism are predictors of adolescent delinquency, with egocentrism serving as a mediator in the influence of materialism on adolescent delinquency.

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The Cascading Effects of Externalizing Behaviors and Academic Achievement Across Developmental Transitions: Implications for Prevention and Intervention

Cited by 37 publications

References 35 publications

The Role of Cognitive Stimulation in the Home and Maternal Responses to Low Grades in Low-Income African American Adolescents’ Academic Achievement

The Role of Cognitive Stimulation in the Home and Maternal Responses to Low Grades in Low-Income African American Adolescents’ Academic Achievement

Peer Influence during Adolescence: The Moderating Role of Parental Support

Concurrent and Longitudinal Predictors of Adolescent Delinquency in Mainland Chinese Adolescents: The Role of Materialism and Egocentrism

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