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Predicting developmental outcomes at school entry using a multiple-risk model: four American communities. The Conduct

M T Greenberg1, L J Lengua, J D Coie

  • 1Human Development and Family Studies, Pennsylvania State University, University Park 16802, USA. mxg47@psu.edu

Developmental Psychology
|March 19, 1999
PubMed
Summary

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This study identified key risk factors for children's 1st-grade outcomes. Family psychosocial status and mother's depression significantly predicted psychological and academic results.

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Understanding risk factors is crucial for early intervention in children.
  • Ecobehavioral risk assessment provides a multi-level framework for analyzing influences on child development.

Purpose of the Study:

  • To examine the predictive contributions of various ecobehavioral risk factors on children's psychological and academic outcomes.
  • To identify which risk factors are most influential for predicting outcomes at the end of first grade.

Main Methods:

  • A regression model was used to assess ecobehavioral risk levels.
  • Predictor variables were measured in kindergarten across 337 families in four US communities.
  • Child outcomes (behavioral and academic) were assessed at the end of first grade by teachers and parents.

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Main Results:

  • Each level of ecobehavioral risk analysis contributed to predicting most outcomes.
  • 18%-29% of the variance in outcomes was explained by the assessed risk factors.
  • Family psychosocial status and mother's depressive symptoms were significant predictors across multiple outcomes.

Conclusions:

  • Ecobehavioral risk factors collectively predict a substantial portion of children's first-grade outcomes.
  • While ethnicity showed minimal unique prediction, neighborhood quality uniquely predicted externalizing problems.
  • Targeting family-level factors may be key for improving child psychological and academic success.