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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Child Psychiatry

Background:

  • Internalizing and externalizing problems are linked to academic performance issues.
  • The directionality of this relationship and informant effects remain unclear.

Purpose of the Study:

  • To investigate the bidirectional relationship between internalizing/externalizing problems and academic performance.
  • To examine informant differences (parent vs. teacher) in these associations.
  • To assess developmental trajectories from childhood to adolescence.

Main Methods:

  • Longitudinal study with 816 children assessed four times (ages 6-10 to 14-18).
  • Cross-lagged panel models analyzed parent-reported problems and teacher-reported academic performance.
  • Compared models with teacher-reported problems and parent-reported academic performance.

Main Results:

  • Externalizing problems predicted subsequent academic underperformance.
  • Internalizing problems did not predict academic performance.
  • Academic performance predicted problems only when teachers reported them, not parents.
  • These pathways were consistent across childhood and adolescence.

Conclusions:

  • Externalizing behaviors are a significant risk factor for poor academic performance.
  • Interventions should focus on externalizing problems to mitigate academic difficulties.
  • Informant perspective (teacher vs. parent) influences the observed associations.