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Related Experiment Video

Updated: Dec 25, 2025

A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
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Externalizing behaviour, task-focused behaviour, and academic achievement: An indirect relation?

Julia Becherer1, Olaf Köller2, Friederike Zimmermann1

  • 1Institute for Psychology of Learning and Instruction, Kiel University, Germany.

The British Journal of Educational Psychology
|April 3, 2020
PubMed
Summary
This summary is machine-generated.

Externalizing behaviors negatively impact academic achievement by reducing task focus. This longitudinal study reveals task-focused behavior as a key mediator, explaining the link between externalizing behaviors and lower grades and test scores in adolescents.

Keywords:
antisocial behaviourclass participationmediationschool achievementsocial behaviourtask-avoidant behaviourtask-focused behaviour

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Area of Science:

  • Developmental Psychology
  • Educational Psychology
  • Adolescent Behavior

Background:

  • Externalizing behaviors, such as aggression and rule-breaking, are linked to poorer academic outcomes.
  • The specific mechanisms underlying this negative relationship remain underexplored.

Purpose of the Study:

  • To longitudinally investigate if task-focused behavior mediates the relationship between externalizing behaviors and academic achievement (grades and test scores).
  • To control for initial academic achievement and general cognitive abilities.
  • To examine the influence of different rating perspectives (parents, teachers) and gender moderation.

Main Methods:

  • A longitudinal study followed 1,039 students from 5th to 9th grade.
  • Externalizing behaviors, task-focused behavior, and cognitive abilities were assessed using parent/teacher ratings and standardized tests.
  • Academic achievement was measured by grades and test scores in 9th grade.

Main Results:

  • Structural equation models confirmed that externalizing behaviors indirectly impact academic achievement through reduced task-focused behavior.
  • These indirect effects were observed even after controlling for initial achievement and cognitive abilities.
  • Results were consistent across parent and teacher ratings, and for both male and female students.

Conclusions:

  • Externalizing behaviors negatively affect adolescent academic achievement by impairing task-focused behavior.
  • This study highlights task-focused behavior as a crucial mediator in the pathway from externalizing behaviors to academic underachievement.