scholarly journals Longitudinal examination of relationships between problem behaviors and academic achievement in young adolescents

2011 ◽  
Vol 15 ◽  
pp. 3415-3421 ◽  
Author(s):  
Oksana Malinauskiene ◽  
Rimantas Vosylis ◽  
Rita Zukauskiene
Keyword(s):  
Academic Achievement ◽  
Problem Behaviors ◽  
Young Adolescents ◽  
Longitudinal Examination

scholarly journals Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance

2009 ◽  
Vol 21 (1) ◽  
pp. 319-341 ◽  
Author(s):  
Nadia S. Ansary ◽  
Suniya S. Luthar
Keyword(s):  
Academic Achievement ◽  
Problem Behaviors ◽  
School Performance ◽  
Group Differences ◽  
Depression And Anxiety ◽  
Students At Risk ◽  
Classroom Adjustment ◽  
Internalizing Problem ◽  
The Relationship ◽  
Over Time

AbstractThe main objectives of this study were to prospectively examine the relationship between externalizing (substance use and delinquency) and internalizing (depression and anxiety) dimensions and academic achievement (grades and classroom adjustment), as well as continuity over time in these domains, within a sample of wealthy adolescents followed from 10th to 12th grades (n = 256). In both parts of the study, cluster analyses were used to group participants at 10th grade and then group differences were evaluated on adjustment outcomes over time. In Part 1, problem behavior clusters revealed differences on academic indices with the two marijuana using groups—marijuana users and multiproblem youth—exhibiting the worst academic outcomes at all three waves. For Part 2, the two lowest achieving groups reported the highest distress across all externalizing dimensions over time. Stability across the three waves was found for both personal and academic competence as well as the associations between these two domains. Results are discussed in relation to intervention efforts targeting wealthy students at risk.

Developing talents: A longitudinal examination of intellectual ability and academic achievement

2017 ◽  
Vol 28 (1) ◽  
pp. 7-28 ◽  
Author(s):  
D. Betsy McCoach ◽  
Huihui Yu ◽  
Allen W. Gottfried ◽  
Adele Eskeles Gottfried
Keyword(s):  
Academic Achievement ◽  
Intellectual Ability ◽  
Longitudinal Examination

scholarly journals A Longitudinal Examination of the Bidirectional Links Between Academic Achievement and Parent–Adolescent Conflict

2007 ◽  
Vol 29 (6) ◽  
pp. 762-779 ◽  
Author(s):  
Aryn M. Dotterer ◽  
Lesa Hoffman ◽  
Ann C. Crouter ◽  
Susan M. McHale
Keyword(s):  
Academic Achievement ◽  
Middle Class ◽  
Predominantly White ◽  
Relationship Quality ◽  
Adolescent Conflict ◽  
Math Grades ◽  
Longitudinal Examination ◽  
Middle Class Families ◽  
Reciprocal Associations

We examined reciprocal associations between parent-adolescent conflict and academic achievement over a 2-year period. Participants were mothers, fathers, and adolescents from predominantly White, working and middle class families ( N = 168). After accounting for previous academic achievement, parent—adolescent conflict predicted relative declines in academic achievement 2 years later. After controlling for relationship quality at Time 1, lower math grades predicted relative increases in parent-adolescent conflict 2 years later among families with less education.

Measuring the Relationship Between Parent, Teacher, and Student Problem Behavior Reports and Academic Achievement: Implications for School Counselors

2014 ◽  
Vol 18 (1) ◽  
pp. 2156759X0001800 ◽  
Author(s):  
Kaprea Johnson ◽  
Michael D. Hannon
Keyword(s):  
Academic Achievement ◽  
Problem Behavior ◽  
School Counselors ◽  
Problem Behaviors ◽  
The United States ◽  
Multiple Informants ◽  
Child Reports ◽  
Student Problem Behavior ◽  
The Relationship ◽  
Student Problem

This study investigates the relationship between academic achievement and reports of student problem behavior from teachers, parents, and child self-reports. Participants included 108 teachers, 113 parents/caregivers, and 129 students from an urban school in the Northeast region of the United States. Results suggest parent and child reports were closely related on identification of problem behaviors. The authors discuss implications for how school counselors can utilize multiple informants.

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