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Catalogue Information
Field name	Details
Nuova numerazione	79335
Collocazione	UPS BIBL CENTR 39-C-2775
Autore	DEIGHTON, J.
Titolo	Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence. Parte componente di periodico
Descrizione fisica	pp. 110-126.
Nota generale	Estratto da: British Journal of Developmental Psychology 2018, 36, 1.
Riassunto	There is a growing appreciation that child functioning in different domains, levels, or systems are interrelated over time. Here, we investigate links between internalizing symptoms, externalizing problems, and academic attainment during middle childhood and early adolescence, drawing on two large data sets (child: mean age 8.7 at enrolment, n = 5,878; adolescent: mean age 11.7, n = 6,388). Using a 2‐year cross‐lag design, we test three hypotheses – adjustment erosion, academic incompetence, and shared risk – while also examining the moderating influence of gender. Multilevel structural equation models provided consistent evidence of the deleterious effect of externalizing problems on later academic achievement in both cohorts, supporting the adjustment‐erosion hypothesis. Evidence supporting the academic‐incompetence hypothesis was restricted to the middle childhood cohort, revealing links between early academic failure and later internalizing symptoms. In both cohorts, inclusion of shared‐risk variables improved model fit and rendered some previously established cross‐lag pathways non‐significant. Implications of these findings are discussed, and study strengths and limitations noted.
Tipo di documento	RICERCA.
Soggetto	RENDIMENTO.
	ADOLESCENTI.
	RISCHIO.
	COMPETENZE.
	PROBLEMI SCOLASTICI.
	SALUTE.
	SVILUPPO COGNITIVO.
	APPRENDIMENTO.
	QUESTIONARIO.
	INGHILTERRA.
Ambito	Psicologico
Autore Secondario	HUMPHREY, N.
	BELSKY, J.
	BOEHNKE, J.
	VOSTANIS, P.
	PATALAY, P.
Titolo correlato	British Journal of Developmental Psychology 2018, 36, 1.
Accesso online	https://doi.org/10.1111/bjdp.12218

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Longitudinal pathways between mental health difficulties and academic performance during middle childhood and early adolescence.