Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel A Non-bipartite Propensity Score Analysis of th...

volgende artikel Examining the Protective Effect of Ethnic Ident...

Tip

Swipe om te navigeren naar een ander artikel

04-11-2016 | Empirical Research | Uitgave 8/2017

Cognitive Abilities, Social Adaptation, and Externalizing Behavior Problems in Childhood and Adolescence: Specific Cascade Effects Across Development

Tijdschrift:: Journal of Youth and Adolescence > Uitgave 8/2017

Auteurs:: Sarah Jensen Racz, Diane L. Putnick, Joan T. D. Suwalsky, Charlene Hendricks, Marc H. Bornstein

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Sarah Jensen Racz’s present address: University of Maryland, College Park, MD 20742, USA.

Abstract

Children’s and adolescents’ cognitive abilities, social adaptation, and externalizing behaviors are broadly associated with each other at the bivariate level; however, the direction, ordering, and uniqueness of these associations have yet to be identified. Developmental cascade models are particularly well-suited to (1) discern unique pathways among psychological domains and (2) model stability in and covariation among constructs, allowing for conservative tests of longitudinal associations. The current study aimed to identify specific cascade effects among children’s cognitive abilities, social adaptation, and externalizing behaviors, beginning in preschool and extending through adolescence. Children (46.2 % female) and mothers (N = 351 families) provided data when children were 4, 10, and 14 years old. Cascade effects highlighted significant stability in these domains. Unique longitudinal associations were identified between (1) age-10 cognitive abilities and age-14 social adaptation, (2) age-4 social adaptation and age-10 externalizing behavior, and (3) age-10 externalizing behavior and age-14 social adaptation. These findings suggest that children’s social adaptation in preschool and externalizing behavior in middle childhood may be ideal intervention targets to enhance adolescent well-being.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychiatry.

Adams, G. R. (1983). Social competence during adolescence: social sensitivity, locus of control, empathy, and peer popularity. Journal of Youth and Adolescence, 12, 203–211. doi: 10.1007/BF02090986. CrossRefPubMed

Almirall, D., & Chronis-Tuscano, A. (2016). Adaptive interventions in child and adolescent mental health. Journal of Clinical Child & Adolescent Psychology, 45, 383–395. doi: 10.1080/15374416.2016.1152555. CrossRef

Behar, L., & Stringfield, S. (1974). A behavior rating scale for the preschool child. Developmental Psychology, 10, 601–610. doi: 10.1037/h0037058. CrossRef

Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88, 588–606. doi: 10.1037/00332909.88.3.588. CrossRef

Blakemore, S. -J., & Choudhury, S. (2006). Development of the adolescent brain: Implications for executive function and social cognition. Journal of Child Psychology and Psychiatry, 47, 296–312. doi: 10.1111/j.1469-7610.2006.01611.x. CrossRefPubMed

Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., & O’Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22, 737–748. doi: 10.1017/S0954579410000428. CrossRefPubMedPubMedCentral

Bornstein, M. H. (2010). Parents’ reports about their children’s lives. In A. Ben-Arieh, J. Cashmore, G. Goodman, J. Kampmann, & G. Melton (Eds.), Handbook of child research (pp. 486–533). Thousand Oaks, CA: Sage.

Bornstein, M. H., Hahn, C. -S., & Haynes, O. M. (2010). Social competence, externalizing, and internalizing behavioral adjustment from early childhood through early adolescence: Developmental cascades. Development and Psychopathology, 22, 717–735. doi: 10.1017/S0954579410000416. CrossRefPubMedPubMedCentral

Bornstein, M. H., Hahn, C. -S., & Suwalsky, J. T. D. (2013). Developmental pathways among adaptive functioning and externalizing and internalizing behavioral problems: Cascades from childhood into adolescence. Applied Developmental Science, 17, 76–87. doi: 10.1080/10888691.2013.774875. CrossRefPubMedPubMedCentral

Bornstein, M. H., Jager, J., & Steinberg, L. D. (2012). Adolescents, parents, friends/peers: A relationships model. In I. Weiner (Ed.), Handbook of psychology. 2nd edn. New York, NY: Wiley. R. M. Lerner, M. A. Easterbrooks, & J. Mistry (Eds.), Developmental psychology (Vol. 6, pp. 393–433).

Bornstein, M. H., Putnick, D. L., Lansford, J. E., Pastorelli, C., Skinner, A. T., Sorbring, E., et al. (2015). Mother and father socially desirable responding in nine countries: Two kinds of agreement and relations to parenting self-reports. International Journal of Psychology, 50, 174–185. doi: 10.1002/ijop.12084. CrossRefPubMed

Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. doi: 10.1146/annurev.psych.53.100901.135233. CrossRefPubMed

Burt, K. B., Obradović, J., Long, J. D., & Masten, A. S. (2008). The interplay of social competence and psychopathology over 20 years: Testing transactional and cascade models. Child Development, 79, 359–374. doi: 10.1111/j.1467-8624.2007.01130.x. CrossRefPubMed

Burt, K. B., & Roisman, G. I. (2010). Competence and psychopathology: Cascade effects in the NICHD study of early child care and youth development. Development and Psychopathology, 22, 557–567. doi: 10.1017/S0954579410000271. CrossRefPubMed

Choudhury, S., Blakemore, S. -J., & Charman, T. (2006). Social cognitive development during adolescence. Social Cognitive and Affective Neuroscience, 1, 165–174. doi: 10.1093/scan/nsl024. CrossRefPubMedPubMedCentral

Compas, B. E., Hinden, B. R., & Gerhardt, C. A. (1995). Adolescent development: pathways and processes of risk and resilience. Annual Review of Psychology, 46, 265–293. doi: 10.1146/annurev.ps.46.020195.001405. CrossRefPubMed

Cook, E. T., Greenberg, M. T., & Kusche, C. A. (1994). The relations between emotional understanding, intellectual functioning, and disruptive behavior problems in elementary-school-aged children. Journal of Abnormal Child Psychology, 22, 205–219. doi: 10.1007/BF02167900. CrossRefPubMed

Crick, N. R., & Dodge, K. A. (1994). A review and reformulation of social information-processing mechanisms in children’s social adjustment. Psychological Bulletin, 115, 74–101. doi: 10.1037/0033-2909.115.1.74. CrossRef

Crick, N. R., & Dodge, K. A. (1996). Social information-processing mechanisms in reactive and proactive aggression. Child Development, 67, 993–1002. doi: 10.2307/1131875. CrossRefPubMed

Dodge, K. A., Greenberg, M. T., & Malone, P. S., Conduct Problems Prevention Research Group. (2008). Testing an idealized dynamic cascade model of the development of serious violence in adolescence. Child Development, 79, 1907–1927. doi: 10.1111/j.1467-8624.2008.01233.x. CrossRefPubMedPubMedCentral

Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., & Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393. doi: 10.1111/1467-8624.7402004. CrossRefPubMedPubMedCentral

Dodge, K. A., Malone, P. S., Lansford, J. E., Sorbring, E., Skinner, A. T., Tapanya, S., et al. (2015). Hostile attributional bias and aggressive behavior in global context. Proceedings of the National Academy of Science, 112, 9310–9315. doi: 10.1073/pnas.1418572112. CrossRef

Dodge, K. A., & Pettit, G. S. (2003). A biopsychosocial model of the development of chronic conduct problems in adolescence. Developmental Psychology, 39, 349–371. doi: 10.1037/0012-1649.39.2.349. CrossRefPubMedPubMedCentral

Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of Primary Prevention, 28, 67–91. doi: 10.1007/s10935-007-0081-0. CrossRefPubMed

Eddy, J. M., Reid, J. B., Stoolmiller, M., & Fetrow, R. A. (2003). Outcomes during middle school for an elementary school-based preventive intervention for conduct problems: Follow-up results from a randomized trial. Behavior Therapy, 34, 535–552. CrossRef

Emmerich, W., Cocking, R. R., & Sigel, I. E. (1979). Relationships between cognitive and social functioning in preschool children. Developmental Psychology, 15, 495–504. doi: 10.1037/0012-1649.15.5.495. CrossRef

Emond, A., Ormel, J., Veenestra, R., & Oldehinkel, A. J. (2007). Preschool behavioral and social-cognitive problems as predictors of (pre)adolescent disruptive behavior. Child Psychiatry and Human Development, 38, 221–236. doi: 10.1007/s10578-007-0058-5. CrossRefPubMedPubMedCentral

Fergusson, D. M., & Horwood, L. J. (1995). Early disruptive behavior, IQ, and later school achievement and delinquent behavior. Journal of Abnormal Child Psychology, 23, 183–199. doi: 10.1007/BF01447088. CrossRefPubMed

Fergusson, D. M., & Horwood, L. J. (1998). Early conduct problems and later life opportunities. Journal of Child Psychology and Psychiatry, 39, 1097–1108. doi: 10.1111/1469-7610.00414. CrossRefPubMed

Fergusson, D. M., Lynskey, M. T., & Horwood, L. J. (1996). Factors associated with continuity and changes in disruptive behavior patterns between childhood and adolescence. Journal of Abnormal Child Psychology, 24, 533–553. doi: 10.1007/BF01670099. CrossRefPubMed

Harrington, R. O., Kimbrell, J., & Dai, X. (1992). The relationship between the Woodcock-Johnson psycho-educational battery-revised (early development) and the Wechsler preschool and primary scale of intelligence-revised. Psychology in the Schools, 29, 116–125. doi:10.1002/1520-6807(199204)29:2<116::AID-PITS2310290205>3.0.CO;2-B. CrossRef

Heller, T. L., Baker, B. L., Henker, B., & Hinshaw, S. P. (1996). Externalizing behavior and cognitive functioning from preschool to first grade: Stability and predictors. Journal of Clinical Child Psychology, 25, 376–387. doi: 10.1207/s15374424jccp2504_3. CrossRef

Hinshaw, S. P., & Lee, S. S. (2003). Conduct and oppositional defiant disorders. In E. J. Mash, & R. A. Barkley (Eds.), Child psychopathology. 2nd edn. (pp. 144–198). New York, NY: Guilford.

Hollingshead, A. B. (1975). Four-factor index of social status. New Haven, CT: Yale University. Unpublished manuscript.

Hu, L. -T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. doi: 10.1080/10705519909540118. CrossRef

Hughes, C., & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108, 663–676. doi: 10.1016/j.jecp.2010.06.005. CrossRefPubMed

Kazdin, A. E. (2005). Parent management training: treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. New York, NY: Oxford University Press, Inc.

Kazdin, A. E., Siegel, T. C., & Bass, D. (1992). Cognitive problem-solving skills training and parent management training in the treatment of antisocial behavior in children. Journal of Consulting and Clinical Psychology, 60, 733–747. doi: 10.1037/0022-006X.60.5.733. CrossRefPubMed

Kellam, S., Rebok, G. W., Ialongo, N., & Mayer, L. S. (1994). The course and malleability of aggressive behavior from early first grade into middle school: Results of a developmental epidemiologically-based preventive trial. Journal of Child Psychology and Psychiatry and Allied Disciplines, 35, 259–281. doi: 10.1111/j.1469-7610.1994.tb01161.x. CrossRef

Kline, R. B. (2010). Principles and practice of structural equation modeling. 3rd edn. New York, NY: Guilford.

Lansford, J. E., Malone, P. S., Dodge, K. A., Pettit, G. S., & Bates, J. E. (2010). Developmental cascades of peer rejection, social information processing biases, and aggression during middle childhood. Development and Psychopathology, 22, 593–602. doi: 10.1017/S0954579410000301. CrossRefPubMedPubMedCentral

Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data. 2nd edn. New York, NY: Wiley Interscience.

Lochman, J. E., Conduct Problems Prevention Research Group. (1995). Screening of child behavior problems for prevention programs at school entry. Journal of Consulting and Clinical Psychology, 63, 549–559. doi: 10.1037//0022-006X.63.4.549. CrossRefPubMed

Lochman, J. E., & Wells, K. C. (2002). Contextual social-cognitive mediators and child outcome: A test of the theoretical model in the coping power program. Development and Psychopathology, 14, 945–967. doi: 10.1017/S0954579402004157. CrossRefPubMed

Lynam, D., Moffitt, T., & Stouthamer-Loeber, M. (1993). Explaining the relation between IQ and delinquency: Class, race, test motivation, school failure, or self-control? Journal of Abnormal Psychology, 102, 187–196. doi: 10.1037//0021-843X.102.2.187. CrossRefPubMed

Marsh, H. W., Hau, K. -T., & Wen, Z. (2004). In search of golden rules: comment on hypothesis-testing approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu and Bentler’s (1999) findings. Structural Equation Modeling, 11, 320–341. doi: 10.1207/s15328007sem1103_2. CrossRef

Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22, 491–495. doi: 10.1017/S0954579410000222. CrossRefPubMed

Masten, A. S., & Coatsworth, J. D. (1998). The development of competence in favorable and unfavorable environments: Lessons from research on successful children. American Psychologist, 53, 205–220. doi: 10.1037/0003-066X.53.2.205. CrossRefPubMed

Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradović, J., Riley, J. R., et al. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–746. doi: 10.1037/0012-1649.41.5.733. CrossRefPubMed

McLeod, J. D., & Kaiser, K. (2004). Childhood emotional and behavioral problems and educational attainment. American Sociological Review, 69, 636–658. doi: 10.1177/000312240406900502. CrossRef

Moffitt, T. E. (1993). Adolescence-limited and life-course persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100, 674–701. doi: 10.1037/0033-295X.100.4.674. CrossRefPubMed

Moffitt, T. E., Lynam, D. R., & Silva, P. A. (1994). Neuropsychological tests predicting persistent male delinquency. Criminomology, 32, 277–300. doi: 10.1111/j.1745-9125.1994.tb01155.x. CrossRef

Moilanen, K. L., Shaw, D. S., & Maxwell, K. L. (2010). Developmental cascades: Externalizing, internalizing, and academic competence from middle childhood to early adolescence. Development and Psychopathology, 22, 635–653. doi: 10.1017/S0954579410000337. CrossRefPubMedPubMedCentral

Muthén, B., & Muthén, L. (2014). Mplus. Los Angeles, CA: Authors. (version 7.2).

Nangle, D. W., Erdley, C., Carpenter, E. M., & Newman, J. E. (2002). Social skills training as a treatment for aggressive children and adolescents: A developmental-clinical integration. Aggression and Violent Behavior, 7, 169–199. doi: 10.1016/S1359-1789(00)00040-9. CrossRef

Nigg, J. T., Quamma, J. P., Greenberg, M. T., & Kusche, C. A. (1999). A two-year longitudinal study of neuropsychological and cognitive performance in relation to behavioral problems and competences in elementary school children. Journal of Abnormal Child Psychology, 27, 51–63. doi: 10.1023/A:1022614407893. CrossRefPubMed

Obradović, J., Burt, K. B., & Masten, A. S. (2010). Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood. Journal of Clinical Child & Adolescent Psychology, 39, 90–102. doi: 10.1080/15374410903401120. CrossRef

Oland, A. A., & Shaw, D. S. (2005). Pure versus co-occurring externalizing and internalizing symptoms in children: The potential role of socio-developmental milestones. Clinical Child and Family Psychology Review, 8, 247–270. doi: 10.1007/s10567-005-8808-z. CrossRefPubMed

Racz, S. J., King, K. M., Wu, J., Witkiewitz, K., & McMahon, R. J., the Conduct Problems Prevention Research Group. (2013). The predictive utility of a brief kindergarten screening measure of child behavior problems. Journal of Consulting and Clinical Psychology, 81, 588–599. doi: 10.1037/a0032366. CrossRefPubMedPubMedCentral

Raine, A., Yaralian, P. S., Reynolds, C., Venables, P. H., & Mednick, S. A. (2002). Spatial but not verbal cognitive deficits at age 3 years in persistently antisocial individuals. Development and Psychopathology, 14, 25–44. doi: 10.1017/S0954579402001025. CrossRefPubMed

Reynolds, W. M. (1982). Development of reliable and valid short forms of the Marlowe-Crowne social desirability scale. Journal of Clinical Psychology, 38, 119–125. doi: 10.1002/1097-4679(198201)38:13.0.CO;2-I. CrossRef

Rudolph, K. D., & Clark, A. G. (2001). Conceptions of relationships in children with depressive and aggressive symptoms: social-cognitive distortion or reality? Journal of Abnormal Child Psychology, 29, 41–56. doi: 10.1023/A:1005299429060. CrossRefPubMed

Salmivalli, C., Kaukiainen, A., & Lagerspetz, K. (2000). Aggression and sociometric status among peers: Do gender and type of aggression matter? Scandinavian Journal of Psychology, 41, 17–24. doi: 10.1111/1467-9450.00166. CrossRefPubMed

Sameroff, A. J., & Mackenzie, M. J. (2003). Research strategies for capturing transactional models of development: The limits of the possible. Development and Psychopathology, 15, 613–640. doi: 10.1017/S0954579403000312. CrossRefPubMed

Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 333–343. doi: 10.1007/BF02296192. CrossRef

Sattler, J. M. (1992). Assessment of children: revised and updated. 3rd edn. San Diego, CA: Jerome M. Sattler, Inc.

Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. (Interview edn.) Circle Pines, MN: American Guidance Service, Inc.

Spear, L. P. (2000). The adolescent brain and age-related behavioral manifestations. Neuroscience and Biobehavioral Review, 24, 417–463. doi: 10.1016/S0149-7634(00)00014-2. CrossRef

Steinberg, L. (2005). Cognitive and affective development in adolescence. TRENDS in Cognitive Sciences, 9, 69–74. doi: 10.1016/j.tics.2004.12.005. CrossRefPubMed

Steinberg, L., & Morris, A. S. (2001). Adolescent development. Annual Review of Psychology, 52, 83–110. doi: 10.1146/annurev.psych.52.1.83. CrossRefPubMed

Streiner, D. L. (2003). Being inconsistent about consistency: When coefficient alpha does and doesn’t matter. Journal of Personality Assessment, 80, 217–222. doi: 10.1207/S15327752JPA8003_01. CrossRefPubMed

Sutton, J., Smith, P. K., & Swettenham, J. (1999). Social cognition and bullying: social inadequacy or skilled manipulation? British Journal of Developmental Psychology, 17, 435–450. doi: 10.1348/026151099165384. CrossRef

Trentacosta, C. J., & Shaw, D. S. (2009). Emotional self-regulation, peer rejection, and antisocial behavior: Developmental associations from early childhood to early adolescence. Journal of Applied Developmental Psychology, 30, 356–365. doi: 10.1016/j.appdev.2008.12.016. CrossRefPubMedPubMedCentral

Toupin, J., Déry, M., Pauzé, R., Mercier, H., & Fortin, L. (2000). Cognitive and familial contributions to conduct disorder in children. Journal of Child Psychology and Psychiatry, 41, 333–344. doi: 10.1111/1469-7610.00617. CrossRefPubMed

U. S. Department of Education, Planning and Evaluation Service, Elementary and Secondary Education Division. (2003). Third national even start evaluation: program impacts and implications for improvement. Washington, DC: U. S. Department of Education.

van Goozen, S. H. M., Fairchild, G., Snoek, H., & Harold, G. T. (2007). The evidence for a neurobiological model of childhood antisocial behavior. Psychological Bulletin, 133, 149–182. doi: 10.1037/0033-2909.133.1.149. CrossRefPubMed

Wechsler, D. (1989). Wechsler preschool and primary scale of intelligence-revised. San Antonio, TX: Psychological Corporation.

Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson revised tests of achievement. Allen, TX: DLM Teaching Resources.

Titel: Cognitive Abilities, Social Adaptation, and Externalizing Behavior Problems in Childhood and Adolescence: Specific Cascade Effects Across Development
Auteurs:: Sarah Jensen Racz
Diane L. Putnick
Joan T. D. Suwalsky
Charlene Hendricks
Marc H. Bornstein
Publicatiedatum: 04-11-2016
DOI: https://doi.org/10.1007/s10964-016-0602-3
Uitgeverij: Springer US
Tijdschrift: Journal of Youth and Adolescence A Multidisciplinary Research Publication
Uitgave 8/2017
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 8/2017

Transactional Relations between Motivational Beliefs and Help Seeking from Teachers and Peers across Adolescence

The Role of Adolescent Friendship Group Integration and Cohesion in Weapon-Related Violent Crime as a Young Adult

Lauren J. Silver: System Kids: Adolescent Mothers and the Politics of Regulation

Examining the Protective Effect of Ethnic Identity on Drug Attitudes and Use Among a Diverse Youth Population

Conduct Problem Trajectories Between Age 4 and 17 and Their Association with Behavioral Adjustment in Emerging Adulthood

Examining Socio-Cultural and Neighborhood Factors Associated with Trajectories of Mexican-Origin Mothers’ Education-Related Involvement