Skip to main content
Top
Gepubliceerd in: Journal of Youth and Adolescence 8/2017

04-11-2016 | Empirical Research

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

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 8/2017

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

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.
Literatuur
go back to reference Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychiatry. Achenbach, T. M. (1991). Integrative guide for the 1991 CBCL/4-18, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychiatry.
go back to reference 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. (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.
go back to reference 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., 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).
go back to reference 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 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
go back to reference 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 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
go back to reference 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., 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
go back to reference 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., 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
go back to reference 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 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
go back to reference 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 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
go back to reference 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. (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
go back to reference 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 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
go back to reference 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 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
go back to reference 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 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/​s15374424jccp250​4_​3.CrossRef
go back to reference 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. 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.
go back to reference Hollingshead, A. B. (1975). Four-factor index of social status. New Haven, CT: Yale University. Unpublished manuscript. Hollingshead, A. B. (1975). Four-factor index of social status. New Haven, CT: Yale University. Unpublished manuscript.
go back to reference 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 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/​1070551990954011​8.CrossRef
go back to reference 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 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
go back to reference 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. (2005). Parent management training: treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. New York, NY: Oxford University Press, Inc.
go back to reference 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 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
go back to reference 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 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
go back to reference Kline, R. B. (2010). Principles and practice of structural equation modeling. 3rd edn. New York, NY: Guilford. Kline, R. B. (2010). Principles and practice of structural equation modeling. 3rd edn. New York, NY: Guilford.
go back to reference Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data. 2nd edn. New York, NY: Wiley Interscience. Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data. 2nd edn. New York, NY: Wiley Interscience.
go back to reference 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 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
go back to reference 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 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
go back to reference Muthén, B., & Muthén, L. (2014). Mplus. Los Angeles, CA: Authors. (version 7.2). Muthén, B., & Muthén, L. (2014). Mplus. Los Angeles, CA: Authors. (version 7.2).
go back to reference 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 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
go back to reference 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 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
go back to reference 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 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/​1537441090340112​0.CrossRef
go back to reference 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 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
go back to reference 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 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
go back to reference 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 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/​S095457940200102​5.CrossRefPubMed
go back to reference 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 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
go back to reference Sattler, J. M. (1992). Assessment of children: revised and updated. 3rd edn. San Diego, CA: Jerome M. Sattler, Inc. Sattler, J. M. (1992). Assessment of children: revised and updated. 3rd edn. San Diego, CA: Jerome M. Sattler, Inc.
go back to reference Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. (Interview edn.) Circle Pines, MN: American Guidance Service, Inc. Sparrow, S. S., Balla, D. A., & Cicchetti, D. V. (1984). Vineland adaptive behavior scales. (Interview edn.) Circle Pines, MN: American Guidance Service, Inc.
go back to reference 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 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
go back to reference 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. 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.
go back to reference Wechsler, D. (1989). Wechsler preschool and primary scale of intelligence-revised. San Antonio, TX: Psychological Corporation. Wechsler, D. (1989). Wechsler preschool and primary scale of intelligence-revised. San Antonio, TX: Psychological Corporation.
go back to reference Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson revised tests of achievement. Allen, TX: DLM Teaching Resources. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson revised tests of achievement. Allen, TX: DLM Teaching Resources.
Metagegevens
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
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 8/2017
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-016-0602-3

Andere artikelen Uitgave 8/2017

Journal of Youth and Adolescence 8/2017 Naar de uitgave