The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-37e

Bibliographic reference :
Bub, K.L., McCartney, K., & Willet, J.B. (2007). Behavior Problem Trajectories and First-Grade Cognitive Ability and Achievement Skills: A Latent Growth Curve Analysis. Journal of Educational Psychology, 29(3), 653-670.

Abstract :

Study Goals
A good number of studies have examined the correlation between behavioural problems and academic achievement, but few of them have investigated the correlation between behavioural problems appearing early in children and later academic achievement by considering the growth trajectory of these problems.

The authors of this article made this issue the goal of the study they conducted in the United States by hypothesizing that:
(1) Children exhibiting higher levels of behavioural problems at age two should have poorer cognitive ability (level of intellectual development) and achievement skills (educational progress in reading, mathematics, etc.) in first grade;

(2) Children with more rapid increases in behavioural problems over the years prior to school entry should have poorer cognitive ability and achievement skills in first grade, as opposed to their peers with more slowly increasing, or decreasing, behavioural problems over time;

(3) Externalizing and internalizing behavioural problems should not have the same influence on cognitive ability and achievement skills. Internalizing behavioural problems should have a greater negative effect on achievement skills, while externalizing behavioural problems should have a greater negative effect on cognitive ability.

Methodology
The data used in this research were drawn from the vast longitudinal Study of Early Child Care and Youth Development (SECCYD). Among other findings, this study provides information on children’s personal characteristics, family environment and school experiences. Families taking part in this study were recruited in 1991 through visits to hospitals in different areas of the United States at the time their child was born.

For the purposes of this study, the data of 882 families were analyzed. In addition to demographic data collected (e.g., gender, ethnicity), mothers provided information on the behavioural problems exhibited by their children at 24, 36 and 54 months of age as well as in kindergarten and first grade by completing the Child Behavior Check List. Cognitive ability and achievement skills were assessed by administering the Woodcock-Johnson Psycho-Educational Battery-Revised to children during first grade.

Main Results
Results indicate that children’s externalizing and internalizing behavioural problems were not stable over the period of study. Children exhibiting behavioural problems at age two did not necessarily continue to exhibit these problems as they grew up. Internalizing behavioural problems appeared to be less stable. In fact, the correlation between the presence of externalizing behavioural problems at age two and in first grade was stronger than that observed between these two periods for internalizing behavioural problems.

A correlation between behavioural problems at age two and cognitive ability and academic skills in first grade was also established. Children with a higher level of behavioural problems at a young age performed more poorly. However, causal inferences could not be clearly established. A higher level of behavioural problems at age two may lead to poorer performance due to children’s poor attention span and lack of participation. Conversely, the fact of having poorer ability may lead children to develop frustration and, in turn, behavioural problems.

Lastly, the results provided little evidence on the correlation between changes in behavioural problems occurring from age two to first grade and performance assessed in first grade. Children who developed an increasing level of internalizing behavioural problems during this period obtained poorer results only with their cognitive ability. However, no correlation could be established between changes observed in the level of externalizing behavioural problems and first-grade performance. This finding supports the hypothesis that the two types of behavioural problems influence cognitive ability and academic skills differently.

This study highlights the importance of early intervention prior to school entry for students exhibiting behavioural problems who are at risk of experiencing later academic difficulties.

Links :
This journal is also available in electronic format. Publisher’s Website Address: http://www.apa.org/journals/edu/"

Key Words :
Behavioural Disorders, School Performance, Internalizing Behavioural Problems, Externalizing Behavioural Problems, Behaviour Stability, Growth Trajectory, Longitudinal Study, Newsletter10

Monitored Countries :
United States