The International Observatory on Academic Achievement - Documentary search

File number :
CS-PC-28e

Bibliographic reference :
Halonen, A., Aunola, K., Ahonen, T., & Nurmi, J.E. (2006).The Role of Learning to Read in the Development of Problem Behaviour: A Cross-lagged Longitudinal Study. British Journal of Educational Psychology, 76(3), 517-534.

Abstract :

This Finnish longitudinal study investigated the relationship between the difficulties in learning to read and externalizing and internalizing problem behaviour of students during the transition from preschool to elementary school. It also investigated the relationship between internalizing problem behaviour (e.g., depression) and externalizing problem behaviour (e.g., aggressiveness, hyperactivity and attention deficit).

Several research projects had already been conducted to establish the relationship between learning difficulties and problem behaviour, whether internalizing or externalizing. However, researchers were unable to agree on whether a phenomenon was the cause or the outcome of another.

Methodology
The pre-reading and reading skills of 196 children (104 boys and 92 girls) participating in the Jyvöskylä Entrance to Primary School Study were measured on six occasions: twice during the preschool year, twice during first grade and twice during second grade. These measurements were taken by using questionnaires completed during individual interviews. Likewise, the presence or absence of problem behaviour was assessed during these interviews with a questionnaire based on the Johns Hopkins Depression Scale and the Strengths and Difficulties Questionnaire.

Relationship between Learning Difficulties and Problem Behaviour
Results revealed that difficulties in learning to read predicted increased internalizing problem behaviour at preschool and in first grade. However, in second grade, learning difficulties were instead linked to externalizing problem behaviour.

The authors hypothesized that students in transition from preschool to first grade, who understand the importance of learning to read but receive more negative feedback than their more competent peers when performing poorly in reading are likely to experience internalizing problem behaviour such as anxiety and symptoms of depression. As a result, learning difficulties experienced by these students could lead them to neglect their schoolwork, which in turn could lead them to adopt externalizing problem behaviour.

Relationship between Internalizing and Externalizing Problem Behaviour
Results also revealed that from preschool to early in the first grade, internalizing problem behaviour predicted externalizing problem behaviour. According to the authors, students exhibiting internalizing problem behaviour such as anxiety might eventually react through externalizing problem behaviour, perhaps because they have no other means of handling their negative feelings. For instance, depressed students might have low tolerance for disappointments and low self-esteem, which might eventually increase aggressive behaviour.

Later on, during first and second grades, the opposite relationship was observed. Externalizing problem behaviour predicted internalizing problem behaviour. Once again, the authors formulated the hypothesis that in preschool, peer relationships are particularly important. Students exhibiting externalizing problem behaviour may realize that this type of behaviour makes it harder to relate with their peers and contributes to increasing their feelings of depression. Negative feeback from teachers and parents might also contribute to this effect.

Links :
This journal is also available in electronic format.

Key Words :
Behavioural Disorders, Externalizing Behaviour, Internalizing Behaviour, Internalizing-Externalizing Behaviour Relationship, Reading Difficulties, Preschool-Elementary School Transition, Longitudinal Study, Preschool, Primary, Elementary, Newsletter4

Monitored Countries :
Finland