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Related Experiment Video

Updated: Sep 1, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

Published on: August 28, 2021

Transactions between Problem Behaviors and Academic Performance in Early Childhood.

Chin-Chih Chen¹, Sheng-Lun Cheng², Yaoying Xu¹

¹Department of Counseling and Special Education, Virginia Commonwealth University, Richmond, VA 23284, USA.

International Journal of Environmental Research and Public Health

|August 12, 2022

Summary

Problem behaviors like externalizing and internalizing impact early academic performance. Lower academic performance also predicts increased problem behaviors in young children, highlighting a transactional relationship from kindergarten to third grade.

Keywords:

academic performance early childhood problem behaviors transactional relationship

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Area of Science:

Child Psychology
Developmental Psychology
Educational Psychology

Background:

Early childhood academic and behavioral difficulties are linked to later school disengagement and failure.
The reciprocal nature of these difficulties in early development requires further investigation.

Purpose of the Study:

To examine the transactional relationship between problem behaviors (internalizing and externalizing) and academic performance (reading and math) in early childhood.
To understand how these factors influence each other from kindergarten to third grade.

Main Methods:

Utilized data from 18,135 students in the Early Childhood Longitudinal Study, Kindergarten Class of 2011 (ECLS-K: 2011).
Employed cross-lagged panel modeling (CLPM) to analyze yearly teacher ratings of behaviors and direct academic assessments.

Main Results:

Confirmed transactional relationships: higher problem behaviors predicted lower academic performance.
Demonstrated that lower academic performance predicted higher problem behaviors (both externalizing and internalizing).

Conclusions:

Early academic and behavioral problems exhibit a reciprocal, transactional relationship during elementary school years.
Findings underscore the need for integrated research, prevention, and intervention strategies for both academic and behavioral challenges in early childhood.