Related Experiment Video
Updated: Jun 10, 2026
06:52
Using Cholesky Decomposition to Explore Individual Differences in Longitudinal Relations between Reading Skills
Published on: September 17, 2019
Behavior problems at ages 6 and 11 and high school academic achievement: longitudinal latent variable modeling
Naomi Breslau1, Joshua Breslau, Elizabeth Miller
1Department of Epidemiology, Michigan State University, College of Human Medicine, East Lansing, MI 48824, USA. breslau@epi.msu.edu
Psychiatry Research
|August 20, 2010
Summary
Early childhood behavior problems significantly impact long-term academic achievement. These effects persist even when accounting for later behavioral issues, highlighting the importance of early intervention for academic success.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Child Psychiatry
Background:
- Long-term effects of early behavior problems on academic achievement are documented.
- Previous studies did not differentiate effects of early vs. later behavior problems.
- Children's behavior problems often show persistence over time.
Purpose of the Study:
- To estimate the independent effects of behavior problems at ages 6 and 11 on academic achievement at age 17.
- To determine if early behavior problems have lasting impacts independent of later behavioral issues.
- To investigate the role of persistent behavior problems in academic outcomes.
Main Methods:
- Latent variable modeling applied to longitudinal data (n=823).
- Analysis controlled for intelligence quotient (IQ), birth weight, maternal, family, and community factors.
- Examined behavior problems at ages 6 and 11 predicting academic achievement at age 17.
Main Results:
- Behavior problems at age 6 independently predicted lower math and reading scores at age 17.
- Behavior problems at age 11 independently predicted lower math and reading scores at age 17.
- Early behavior problems showed lingering effects on academic achievement, independent of later issues.
Conclusions:
- Behavior problems at the start of school have enduring effects on academic achievement.
- These early issues impede the development of foundational cognitive skills necessary for academic progress.
- Addressing early behavior problems is crucial for fostering long-term academic success.
Related Concept Videos
01:28Conduct Disorder
Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
01:30Attention-Deficit/Hyperactivity Disorder
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings.
02:20Longitudinal Research
Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
01:26Modeling in Therapy
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
01:30Oppositional Defiant Disorder
A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
Diagnostic Criteria and...
01:29Theory of Attribution II: Kelley's Covariation Theory
Attribution theory plays a crucial role in social psychology, helping to explain how individuals interpret the causes of behavior. One prominent model within this field is Harold Kelley's covariation theory, which provides a systematic approach to determining whether internal traits or external circumstances drive a person's actions. The model posits that individuals rely on three key types of information—consensus, consistency, and distinctiveness—to make these judgments.Consensus: Comparing...