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The codevelopment of effortful control and school behavioral problems.

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Youth with declining effortful control show increasing school behavior problems, and vice versa. This bidirectional relationship highlights the importance of self-regulation for academic success.

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Area of Science:

  • Developmental Psychology
  • Adolescent Behavior
  • Self-Regulation

Background:

  • Effortful control, the ability to manage impulses and attention, is crucial for school success.
  • Limited longitudinal research exists on the interplay between effortful control and school behavioral problems in youth.
  • The reciprocal relationship between declining self-regulation and increasing behavioral issues needs further investigation.

Purpose of the Study:

  • To examine the codevelopment of effortful control and school behavioral problems in Mexican-origin youth.
  • To investigate the bidirectional pathways between effortful control and school behavioral issues over time.
  • To explore potential moderating factors in this developmental relationship.

Main Methods:

  • Longitudinal study with multimethod data from 674 Mexican-origin adolescents (5th-11th grade).
  • Bivariate latent growth curve modeling to assess developmental trajectories.
  • Cross-lagged regression analyses to examine bidirectional associations.

Main Results:

  • A significant negative association was found: decreases in effortful control predicted increases in school behavioral problems.
  • The relationship was bidirectional: low effortful control led to more behavioral problems, and behavioral problems led to less effortful control.
  • Gender, nativity, cultural values, and school context did not moderate these pathways.

Conclusions:

  • Effortful control and school behavioral problems exhibit a reciprocal developmental pattern during adolescence.
  • Interventions targeting self-regulation may help mitigate school behavioral problems.
  • Understanding this codevelopment offers insights into personality development and adolescent adjustment.