The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-29e

Bibliographic reference :
Rapport, M.D., Denney, C.B., Chung, K.M., & Hustace, K. (2001). Internalizing Behavior Problems and Scholastic Achievement in Children: Cognitive and Behavioral Pathways as Mediators of Outcome. Journal of Clinical Child psychology, 30(4), 536-551.

Abstract :

The goal of this American study was to examine the validity of a conceptual model in which class performance (behaviour and ability to carry tasks to successful completion) and some aspects of cognitive functioning tend to influence the relationship among internalizing behavioural problems, intelligence and later academic achievement.

Effects of Internalizing Behavioural Problems
Literature suggests that internalizing behavioural problems, such as withdrawal and anxiety or depression, increase with age and cause children to face difficulties later in life. At school, this type of problem appears related to learning difficulties, academic underachievement, behavioural problems and deficient social problem-solving skills.

Studies have demonstrated moderate to strong correlations between the presence of internalizing behavioural problems and daily classroom performance as well as moderate correlations between internalizing behavioural problems and cognitive functioning. Internalizing behavioural problems are associated with risks of impaired classroom performance along with concentration or memory problems that, over time, are presumed to adversely affect students’ long-term academic achievement.

Methodology
The sample was comprised of 325 students aged 7 to 15 in the 2nd to 9th grades. Attending private and public Hawaiian schools, students were met once a week over two weeks at the Children’s Learning Clinic where they were asked to fill out several questionnaires. Teachers also had to complete questionnaires. Seven measurement tools were used to assess the following components:
(1) Child intelligence (Kaufman Brief Intelligence Test);
(2) Mathematics, reading and spelling skills (Kaufman Test of Educational Achievement);
(3) Internalizing behavioural problems (Child Behavior Checklist);
(4) Class performance involving aspects related to behaviour, such as motivation, and the capacity to carry out required tasks (Academic Performance Rating Scale);
(5) Vigilance (Continuous Performance Test);
(6) Short-term memory (Paired Association Learning Tasks);
(7) Reading, mathematics and language academic scores (SAT – National Test).

Main Results
This quantitative analysis demonstrated that individual differences in the measurement of students’ intelligence are associated with variations in their class performance and cognitive functioning. These two factors contribute to predicting later academic achievement, regardless of the influence of intelligence.

In addition, anxiety or depression and withdrawal predict class performance and cognitive functioning more significantly than intelligence. In turn, class performance and cognitive functioning influence internalizing behavioural problems and long-term academic achievement in the same way as intelligence.

Results also revealed that anxiety or depression and withdrawal are two distinct constructs and, consequently, correlate differently to class performance and cognitive functioning. However, researchers observed that if students exhibited anxiety or depression disorders as well as withdrawal, they were more likely to experience difficulties in terms of class performance and cognitive functioning, which may eventually reflect on their long-term academic achievement.

Key Words :
 Behavioural Disorders, Learning Difficulties, Adaptation, Academic Performance, Internalizing Behavioural Problems, Withdrawal, Anxiety, Depression, Cognitive Functioning, Quantitative Analysis, Primary, Elementary, Secondary/High School, Newsletter5

Monitored Countries :
Hawaii (United States)