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23-09-2016 | Empirical Research | Uitgave 4/2017

Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities

Tijdschrift:: Journal of Youth and Adolescence > Uitgave 4/2017

Auteurs:: Alexandre J. S. Morin, A. Katrin Arens, Christophe Maïano, Joseph Ciarrochi, Danielle Tracey, Philip D. Parker, Rhonda G. Craven

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Alexandre J. S. Morin and A. Katrin Arens contributed equally to this article and their order was determined at random: both should thus be considered first authors.

Abstract

Are internalizing and externalizing behavior problems interrelated via mutually reinforcing relationships (with each behavior leading to increases over time in levels of the other behavior) or mutually suppressing relationships (with each behavior leading to decreases over time in levels of the other behavior)? Past research on the directionality of these relationships has led to ambiguous results, particularly in adolescence. Furthermore, the extent to which prior results will generalize to adolescents with low levels of cognitive abilities remains unknown. This second limit is particularly important, given that these adolescents are known to present higher levels of externalizing and internalizing behaviors than their peers with average-to-high levels of cognitive abilities, and that the mechanisms involved in the reciprocal relationships between these two types of behaviors may differ across both populations. This study examines the directionality of the longitudinal relationships between externalizing and internalizing behavior problems as rated by teachers across three measurement waves (corresponding to Grades 8–10) in matched samples of 138 adolescents (34.78 % girls) with low levels of cognitive abilities and 556 adolescents (44.88 % girls) with average-to-high levels of cognitive abilities. The results showed that the measurement structure was fully equivalent across time periods and groups of adolescents, revealing high levels of developmental stability in both types of problems, and moderately high levels of cross-sectional associations. Levels of both internalizing and externalizing behaviors were higher among adolescents with low levels of cognitive abilities relative to those with average-to-high levels of cognitive abilities. Finally, the predictive analyses revealed negative reciprocal longitudinal relationships (i.e., mutually suppressing relationships) between externalizing and internalizing problems, a result that was replicated within samples of adolescents with low, and average-to-high levels of cognitive ability.

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Titel: Reciprocal Relationships between Teacher Ratings of Internalizing and Externalizing Behaviors in Adolescents with Different Levels of Cognitive Abilities
Auteurs:: Alexandre J. S. Morin
A. Katrin Arens
Christophe Maïano
Joseph Ciarrochi
Danielle Tracey
Philip D. Parker
Rhonda G. Craven
Publicatiedatum: 23-09-2016
DOI: https://doi.org/10.1007/s10964-016-0574-3
Uitgeverij: Springer US
Tijdschrift: Journal of Youth and Adolescence A Multidisciplinary Research Publication
Uitgave 4/2017
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601

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Comparing Different Sequential Mediational Interpretations of Beck’s Cognitive Model of Depression in Adolescents