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 Gender and the Interplay of Source of Support a...

volgende artikel Gender Differences in Anxiety Trajectories from...

Tip

Swipe om te navigeren naar een ander artikel

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

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

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.

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. (2009). The Achenbach System of Empirically Based Assessment (ASEBA). Burlington, VT: University of Vermont.

Akse, J., Hale, B., Engels, R., Raaijmakers, Q., & Meeus, W. (2007). Co-occurrence of depression and delinquency in personality types. European Journal of Personality, 21, 235–256. CrossRef

Asparouhov, T., & Muthén, B.O. (2010). Weighted Least Square estimation with missing data. http://www.statmodel.com/download/GstrucMissingRevision.pdf.

Australian Bureau of Statistics. (2005). Yearbook Australia: Population. Canberra, Australia: Government Printer (Document 1301.0).

Australian Bureau of Statistics (2006). ANZSCO - Australian and New Zealand Standard Classification of Occupations, 1st edn. (Document. 1220.0).

Australian Bureau of Statistics. (2012). Australian Social Trends. Canberra, Australia: Government Printer. (Document 4102.0).

Australian Curriculum, Assessment & Reporting Authority. (2015). NAPLAN Achievement in reading, Persuasive Writing, Language Conventions and Numeracy: National Report for 2015. Sydney: ACARA.

Beyers, J. M., & Loeber, R. (2003). Untangling developmental relations between depressed mood and delinquency in male adolescents. Journal of Abnormal Child Psychology, 31, 247–266. PubMedCrossRef

Boylan, K., Georgiades, K., & Szatmari, P. (2010). The longitudinal association between oppositional and depressive symptoms across childhood. Journal of the American Academy of Child & Adolescent Psychiatry, 49, 152–161.

Bracha, H. S., Williams, A. E., Ralston, T. C., Bracha, A. S., & Matsukawa, J. M. (2004). Does “fight or flight” need updating? Psychosomatics, 45, 448–449. PubMedCrossRef

Brentsilver, M., Negriff, S., Mennen, F. E., & Trickett, P. K. (2011). Longitudinal relations between depressive symptoms and externalizing behavior in adolescence: Moderating effects of maltreatment and gender. Journal of Clinical Child & Adolescent Psychology, 40, 607–617. CrossRef

Buist, K. L., Dekovic, M., Meeus, W., & van Aken, M. A. G. (2004). The reciprocal relationship between early adolescent attachment and internalizing and externalizing problem behavior. Journal of Adolescence, 27, 251–266. PubMedCrossRef

Burt, K. B., Obradović, J., Long, J., & Masten, A. (2008). The interplay of social competence and psychopathology over 20 years. Child Development, 79, 359–374. PubMedCrossRef

Capaldi, D. M. (1991). Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: I. Family factors and general adjustment at grade 6. Development & Psychopathology, 3, 277–300. CrossRef

Capaldi, D. M. (1992). Co-occurrence of conduct problems and depressive symptoms in early adolescent boys: II. A 2-year follow-up Grade 8. Development & Psychopathology, 4, 125–144. CrossRef

Carlson, G. A., & Cantwell, D. P. (1980). Unmasking masked depression in children and adolescents. American Journal of Psychiatry, 137, 445–449. PubMedCrossRef

Caron, C., & Rutter, M. (1991). Co-morbidity in child psychopathology: Concepts, issues, and research strategies. Journal of Child Psychology & Psychiatry, 132, 1063–1080.

Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling, 14, 464–504. CrossRef

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255. CrossRef

Ciarrochi, J., Heaven, P. C. L., & Davies, F. (2007). The impact of hope, self-esteem, and attributional style on adolescents’ school grades and emotional well-being: A longitudinal study. Journal of Research in Personality, 41, 1161–1178. CrossRef

Ciarrochi, J., Heaven, P. C. L., & Skinner, T. (2012). Cognitive ability and health-related behaviors during adolescence: A prospective study across five years. Intelligence, 40, 317–324. CrossRef

Cicchetti, D. (2013). Developmental psychopathology. In P. Zelazo (Ed.), Oxford Handbook of Developmental Psychology 2, (pp. 455–480). New York: Oxford University.

Connell, A. M., & Dishion, T. J. (2006). The contribution of peers to monthly variation in adolescent depressed mood: A short-term longitudinal study with time varying predictors. Development & Psychopathology, 18, 139–154. CrossRef

Craven, R. G., Morin, A. J. S., Tracey, D., Parker, P. D., & Zhong, H. F. (2015). Inclusive Education for Students with Intellectual Disabilities. Charlotte, NC: IAP.

Curran, P. J., & Bollen, K. A. (2001). The best of both worlds: Combining autoregressive and latent curve models. In L. M. Collins, & A. G. Sayer (Eds.), New methods for the analysis of change (pp. 105–136). Washington, DC: American Psychological Association.

Cole, D. A., & Maxwell, S. E. (2003). Testing mediational models with longitudinal data. Journal of Abnormal Psychology, 112, 558–577. PubMedCrossRef

Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13–21. CrossRef

Dekker, M. C., Koot, H. M., Van der Ende, J., & Verhulst, F. C. (2002). Emotional and behavioral problems in children and adolescents with and without intellectual disability. Journal of Child Psychology & Psychiatry, 43, 1087–1098. CrossRef

De Los Reyes, A., Augenstein, T. M., Wang, M., Thomas, S. A., Drabick, D. A. G., Burgers, D. E., & Rabinowitz, J. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health.. Psychological Bulletin, 141, 858–900. PubMedPubMedCentralCrossRef

de Ruiter, K. P., Dekker, M. C., Verhulst, F. C., & Koot, H. M. (2007). Developmental course of psychopathology in youths with and without intellectual disabilities. Journal of Child Psychology and Psychiatry, 48, 498–507. PubMedCrossRef

Drabick, D. A. G., Olendick, T. H., & Bubier, J. L. (2010). Co-occurrence of ODD and anxiety: Shared risk processes and evidence for a dual-pathway model. Clinical Psychology, 17, 307–318. PubMedPubMedCentral

Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48, 90–101. PubMedCrossRef

Enders, C. K. (2010). Applied missing data analysis. New York, NY: Guilford.

Englund, M. M., & Siebenbruner, J. (2012). Developmental pathways linking externalizing symptoms, internalizing symptoms, and academic competence to adolescent substance use. Journal of Adolescence, 35, 1123–1140. PubMedPubMedCentralCrossRef

Fanti, K. A., & Henrich, C. C. (2010). Trajectories of pure and co-occurring internalizing and externalizing problems from age 2 to age 12: Findings from the National Institute of Child Health and Human Development Study of Early Child Care. Developmental Psychology, 46, 1159–1175. PubMedCrossRef

Finney, S. J., & DiStefano, C. (2013). Non-normal and categorical data in structural equation modeling. In G. R. Hancock, & R. O. Mueller (Eds), Structural Equation Modeling: A Second Course. 2nd edn. (pp. 439–492). Greenwich, CO: IAP.

Finlay, W. M., & Lyons, E. (2001). Methodological issues in interviewing and using self-report questionnaires with people with mental retardation. Psychological Assessment, 13, 319–335. PubMedCrossRef

Frey, M. C., & Detterman, D. (2004). Scholastic assessment or g? Psychological Science, 15, 373–378. PubMedCrossRef

Gilliom, M., & Shaw, D. S. (2004). Co-development of externalizing and internalizing problems in early childhood. Development & Psychopathology, 16, 313–333. CrossRef

Gold, M., Mattlin, J., & Osgood, D. W. (1989). Background characteristics and responses to treatment of two types of institutionalized delinquent boys. Criminal Justice and Behavior, 16, 5–33. CrossRef

Gooren, E. M., van Lier, P. A., Stegge, H., Terwogt, M. M., & Koot, H. M. (2011). The development of conduct problems and depressive symptoms in early elementary school children: the role of peer rejection. Journal of Clinical Child & Adolescent Psychology, 40, 245–253. CrossRef

Hayes, L., & Ciarrochi, J. (2015). The thriving adolescent: Using acceptance and commitment therapy and positive psychology to help young people manage emotions, achieve goals, and build positive relationships. Oakland, CA: New Harbinger.

Heaven, P. C. L., & Ciarrochi, J. (2008). Parental styles, conscientiousness, and academic performance: A three-wave longitudinal study. Personality & Social Psychology Bulletin, 34, 451–461. CrossRef

Heaven, P. C. L., & Ciarrochi, J. (2012). When IQ is not everything: Intelligence, personality and academic performance at school. Personality & Individual Differences, 53, 518–522. CrossRef

Heaven, P. C. L., Ciarrochi, J., & Leeson, P. (2011). Cognitive ability, right‐wing authoritarianism, and social dominance orientation: A five‐year longitudinal study. Intelligence, 39, 15–21. CrossRef

Heaven, P. C. L., Leeson, P., & Ciarrochi, J. (2009). Personality development at school: Assessing a reciprocal influence model of teachers’ evaluations and students’ personality. Journal of Research in Personality, 43, 815–821. CrossRef

Helps, S. (2015). Psychopathology: Anxiety, Depression and Schizophrenia. In J. L. Matson, & M. L. Matson (Eds.), Comorbid conditions in individuals with intellectual disabilities (pp. 85–107). Cham, Switzerland: Springer. CrossRef

Herrenkohl, T. I., Kosterman, R., Mason, W. A., Hawkins, J. D., McCarty, C. A., & McCauley, E. (2010). Effects of childhood conduct problems and family adversity on health, health behaviors, and service use in early adulthood: Tests of developmental pathways involving adolescent risk taking and depression. Development & Psychopathology, 22, 655–665. CrossRef

Ho, D. E., Imai, K., King, G., & Stuart, E. A. (2011). MatchIt: Nonparametric Preprocessing for Parametric Causal Inference. Journal of Statistical Software, 42, 1–28. CrossRef

Hu, L. -T., & Bentler, P. M. (1999). Cut-off criteria for fit indexes in covariance structure analysis. Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55. CrossRef

Jackson, M., Jonsson, J. O., & Rudolphi, F. (2012). Ethnic inequality in choice-driven education systems: A longitudinal study of performance and choice in England and Sweden. Sociology of Education, 85, 158–178. CrossRef

Jackson, Y., Frick, P., & Dravage-Bush, J. (2000). Perceptions of control in children with externalizing and mixed behavior disorders. Child Psychiatry & Human Development, 31, 43–58. CrossRef

Joiner, Jr., T. E., & Coyne, J. C. (1999). The interactional nature of depression: Advances in interpersonal approaches. Washington, DC: American Psychological Association. CrossRef

Keiley, M. K., Bates, J. E., Dodge, K. A., & Pettit, G. S. (2000). A cross-domain growth analysis: Externalizing and internalizing behaviors during 8 years of childhood. Journal of Abnormal Child Psychology, 28, 161–179. PubMedPubMedCentralCrossRef

Kiddle, H., & Dagnan, D. (2011). Vulnerability to depression in adolescents with intellectual disabilities. Advances in Mental Health and Intellectual Disabilities, 5, 3–8. CrossRef

Klostermann, S., Connel, A., & Stormshak, E.A. (2015, in press). Gender differences in the developmental links between conduct problems and depression across early adolescence. Journal of Research on Adolescence. Advance online publication. doi: 10.1111/jora.12170.

Krueger, R. F., & Markon, K. E. (2006). Reinterpreting comorbidity: A model-based approach to understanding and classifying psychopathology. Annual Review of Clinical Psychology, 2, 111–133. PubMedPubMedCentralCrossRef

Kunimatsu, M. M., & Marsee, M. A. (2012). Examining the presence of anxiety in aggressive individuals: The illuminating role of fight-or-flight mechanisms. Child Youth Care Forum, 41, 247–258. CrossRef

Larsen, R. (2011). Missing data imputation versus full information maximum likelihood with second-level dependencies. Structural Equation Modeling, 18, 649–662. CrossRef

Lee, E. J., & Bukowski, W. M. (2012). Co-development of internalizing and externalizing problem behaviors: Causal direction and common vulnerability. Journal of Adolescence, 35, 713–729. PubMedCrossRef

Lee, E. J., & Stone, S. I. (2012). Co-occurring internalizing and externalizing behavioral problems: The mediating effect of negative self-concept. Journal of Youth & Adolescence, 41, 717–731. CrossRef

Maack, D. J., Buchanan, E., & Young, J. (2015). Development and psychometric investigation of an inventory to assess fight, flight, and freeze tendencies: The Fight, Flight, and Freeze Questionnaire. Cognitive Behaviour Therapy, 44, 117–127. PubMedCrossRef

Marsh, H. W., Hau, K. -T., & Grayson, D. (2005). Goodness of fit evaluation in structural equation modeling. In A. Maydeu-Olivares, & J. McArdle (Eds.), Contemporary psychometrics. A Festschrift for Roderick P. McDonald. Mahwah NJ: Erlbaum.

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

Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103, 701–732. CrossRef

Masten, A. S., Roisman, G. I., Long, J. D., Burt, K. B., Obradovic, J., Riley, J., Boelcke-Stennes, K., & Tellegen, A. (2005). Developmental cascades: Linking academic achievement and externalizing and internalizing symptoms over 20 years. Developmental Psychology, 41, 733–746. PubMedCrossRef

Mathiesen, K. S., Sanson, A., Stoolmiller, M., & Karevold, E. (2009). The nature and predictors of underconrolled and internalizing problem trajectories across early childhood. Journal of Abnormal Child Psychology, 37, 209–222. PubMedCrossRef

McDonald, R. P. (1970). Theoretical foundations of principal factor analysis and alpha factor analysis. British Journal of Mathematical and Statistical Psychology, 23, 1–21. CrossRef

Measelle, J. R., Stice, E., & Hogansen, J. M. (2006). Developmental trajectories of co-occurring depressive, eating, antisocial, and substance abuse problems in female adolescents. Journal of Abnormal Psychology, 115, 524–538. PubMedPubMedCentralCrossRef

Metcalfe, L. A., Harvey, E. A., & Laws, H. B. (2013). The longitudinal relation between academic/cognitive skills and externalizing behavior problems in preschool children. Journal of Educational Psychology, 105, 881. PubMedPubMedCentralCrossRef

Miers, A. C., Blöte, A. W., Heyne, D. A., & Westenberg, P. M. (2014). Developmental pathways of social avoidance across adolescence: The role of social anxiety and negative cognition. Journal of Anxiety Disorders, 28, 787–794. PubMedCrossRef

Millsap, R. E. (2011). Statistical approaches to measurement invariance. New York: Routledge.

Mitchison, D., Morin, A. J. S., Mond, J., Slewa-Younan, S., & Hay, P. (2015). The bidirectional relationship between quality of life and eating disorder symptoms: A 9-year community-based study of Australian women. PLOS One, 10, e0120591. PubMedPubMedCentralCrossRef

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

Morin, A. J. S., Moullec, G., Maïano, C., Layet, L., Just, J. -L., & Ninot, G. (2011). Psychometric properties of the Center for Epidemiologic Studies Depression Scale (CES-D) in French Clinical and Non-Clinical Adults. Epidemiology and Public Health/Revue d’Épidémiologie et de Santé Publique, 59, 327–340. PubMedCrossRef

Morin, A. J. S., & Wang, J. C. K. (2016). A gentle introduction to mixture modeling using physical fitness data. In N. Ntoumanis, & N. Myers (Eds.), An Introduction to Intermediate and Advanced Statistical Analyses for Sport and Exercise Scientists (pp. 183–210). London, UK: Wiley.

Muthén, L. K., & Muthén, B. O. (2014). Mplus User’s Guide. Los Angeles, CA: Muthén & Muthén.

Nesse, R. M. (2000). Is depression an adaptation? Archives of General Psychiatry, 57, 14–20. PubMedCrossRef

Newman, D., Moffitt, T., Caspi, A., & Silva, P. (1998). Comorbid mental disorders: Implications for treatment and sample selection. Journal of Abnormal Psychology, 107, 305–311. PubMedCrossRef

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 & Family Psychology Review, 8, 247–270. CrossRef

Organisation for European Co-Operation and Development (OECD). (1999). Inclusive education at work: students with disabilities in mainstream schools. Paris: OECD.

Osgood, D. W., Johnston, L. D., O’Malley, P. M., & Bachman, J. G. (1988). The generality of deviance in late adolescence and early adulthood. American Sociological Review, 53, 81–93. CrossRef

Ottenbreit, N. S., Dobson, K. S., & Quigley, L. (2014). An examination of avoidance in major depression in comparison to social anxiety disorder. Behaviour Research & Therapy, 56, 82–90. CrossRef

Overbeek, G., Vollebergh, W., Meeus, W., Engels, R., & Luijpers, E. (2001). Course, co-occurrence, and longitudinal associations of emotional disturbance and delinquency from adolescence to young adulthood: A six-year three-wave study. Journal of Youth & Adolescence, 30, 401–426. CrossRef

Price, J. S., Gardner, R., & Erickson, M. (2004). Can depression, anxiety, and somatization be understood as appeasement displays?. Journal of Affective Disorders, 79, 1–11. PubMedCrossRef

Price, J., Sloman, L., Gardner, Jr., R., Gilbert, P., & Rohde, P. (1994). The social competition hypothesis of depression. British Journal of Psychiatry, 164, 309–315. PubMedCrossRef

Pulkkinen, L., Kaprio, J., & Rose, R. J. (1999). Peers, teachers and parents as assessors of the behavioural and emotional problems of twins and their adjustment: The multidimensional peer nomination inventory. Twin Research, 2, 274–285. PubMedCrossRef

Quiroga, C. V., Janosz, M., Bisset, S., & Morin, A. J. S. (2013). Early adolescent depression symptoms and school dropout: Mediating processes involving self-reported academic competence and achievement. Journal of Educational Psychology, 105, 552–560. CrossRef

R Core Team. (2013). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing.

Ram, N., & Grimm, K. J. (2009). Growth mixture modeling: A method for identifying differences in longitudinal change among unobserved groups. International Journal of Behavioral Development, 33, 565–576. PubMedPubMedCentralCrossRef

Reitz, E., Deković, M., & Meijer, A. (2005). The structure and stability of externalizing and internalizing problems during early adolescence. Journal of Youth & Adolescence, 34, 577–588. CrossRef

Rhemtulla, M., Brosseau-Liard, P. E., & Savalei, V. (2012). When can categorical variables be treated as continuous? A cmparison of robust continuous and categorical SEM estimation methods under suboptimal conditions. Psychological Methods, 17, 354–373. PubMedCrossRef

Rogosch, F. A., Oshri, A., & Cicchetti, D. (2010). From child maltreatment to adolescent cannabis use and dependence: A developmental cascade model. Development & Psychopathology, 22, 883–897. CrossRef

Rose, C. A., Monda-Amaya, L. E., & Espelage, D. L. (2011). Bullying perpetration and victimization in special education: A review of the literature. Remedial and Special Education, 32, 114–130. CrossRef

Rubin, K. H., Coplan, R. J., & Bowker, J. C. (2009). Social withdrawal in childhood. Annual Review of Psychology, 60, 141–171. PubMedPubMedCentralCrossRef

Sameroff, A. J. (1983). Developmental systems: Contexts and evolution. In W. Kessen (Ed.), Handbook of child psychology 1, (pp. 237–294). New York: Wiley.

Snyder, J. (2002). Reinforcement and coercion mechanisms in the development of antisocial behavior: Peer relationships. In J. B. Reid, G. R. Patterson, & J. Snyder (Eds.), Antisocial behavior in children and adolescents (pp. 101–122). Washington, DC: American Psychological Association. CrossRef

Snyder, J., & Patterson, G. R. (1995). Individual differences in social aggression: A test of a reinforcement model of socialization in the natural environment. Behavior Therapy, 26, 371–391. CrossRef

Snyder, J., & Stoolmiller, M. (2002). Reinforcement and coercion mechanisms in the development of antisocial behavior: the family. In J. B. Reid, G. R. Patterson, & J. Snyder (Eds.), Antisocial behavior in children and adolescents: A developmental analysis and model for intervention (pp. 65–100). Washington, DC: American Psychological Association. CrossRef

Stone, L. L., Otten, R., Engels, R. C. M. E., Kuijpers, R. C. W. M., & Janssens, J. M. A. M. (2015). Relations between internalizing and externalizing problems in early childhood. Child Youth Care Forum, 44, 635–653. CrossRef

Thoemmes, F., & Kim, E. (2011). A systematic review of propensity score methods in the social sciences. Multivariate Behavioral Research, 46, 90–118. PubMedCrossRef

Tracey, D., Marsh, H. W., & Craven, R. G. (2003). Self-concepts of preadolescents with mild intellectual disabilities. In H. W. Marsh, R. G. Craven, & D. M. McInerney (Eds.), International advances in self research (pp. 203–229). Greenwich, CT: Information Age.

Valas, H. (1999). Students with learning disabilities and low-achieving students: Peer acceptance, loneliness, self-esteem, and depression. Social Psychology of Education, 3, 173–192. CrossRef

Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3, 4–70. CrossRef

Van der Ende, J., Verhulst, F. C., & Tiemeier, H. (2016). The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years. Development and Psychopathology, 28, 855–867. PubMedCrossRef

Van der Giessen, D., Branje, S., Overbeek, G., Frijns, T., van Lier, P. A. C., Koot, H. M., & Meeus, W. (2013). Co-occurrence of aggressive behavior and depressive symptoms in early adolescence: A longitudinal multi-informant study. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology, 63, 193–201. CrossRef

Van Lier, P. A. C., & Koot, H. M. (2010). Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school. Development & Psychopathology, 22, 569–582. CrossRef

Van Lier, P. A., Vitaro, F., Barker, E. D., Brendgen, M., Tremblay, R. E., & Boivin, M. (2012). Peer victimization, poor academic achievement, and the link between childhood externalizing and internalizing problems. Child Development, 83, 1775–1788. PubMedCrossRef

Vieno, A., Kiesner, J., Pastore, M., & Santinello, M. (2008). Antisocial behavior and depressive symptoms: Longitudinal and concurrent relations. Adolescence, 43, 649–660. PubMed

Wechsler, D., Kaplan, E., Fein, D., Kramer, J., Morris, R., Delis, D., & Maelender, A. (2003). Wechsler intelligence scale for children: Fourth edition. San Antonio, TX: Pearson.

Weeks, M., Wild, T. C., Ploubidis, G. B., Naicker, K., Cairney, J., North, C. R., & Colman, I. (2014). Childhood cognitive ability and its relationship with anxiety and depression in adolescence. Journal of Affective Disorders, 152, 139–145. PubMedCrossRef

Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities. Research & Practice for Persons with Severe Disabilities, 30, 113–120. CrossRef

Westwood, P., & Graham, L. (2000). How many children with special needs in regular classes? Official predictions VS teachers’ perceptions in South Australia and New South Wales. Australian Journal of Learning Disabilities, 5, 24–35. CrossRef

Wiesner, M. (2003). A longitudinal latent variable analysis of reciprocal relations between depressive symptoms and delinquency during adolescence. Journal of Abnormal Psychology, 112, 633–645. PubMedCrossRef

Whitaker, S., & Read, S. (2006). The prevalence of psychiatric disorders among people with intellectual disabilities: An analysis of the literature. Journal of Applied Research in Intellectual Disabilities, 19, 330–345. CrossRef

Wolff, J. C., & Ollendick, T. H. (2006). The comorbidity of conduct problems and depression in childhood and adolescence. Clinical Child & Family Psychology Review, 9, 201–220. CrossRef

Yu, C. Y. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes. Los Angeles, CA: University of California.

Zinbarg, R. E., Barlow, D. H., Brown, T. A., & Hertz, R. M. (1992). Cognitive behavioral approaches to the nature and treatment of anxiety disorders. Annual Review of Psychology, 43, 235–267. PubMedCrossRef

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

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 4/2017

Erratum to: Personal Identity Development in Hispanic Immigrant Adolescents: Links with Positive Psychosocial Functioning, Depressive Symptoms, and Externalizing Problems

Gender Differences in Anxiety Trajectories from Middle to Late Adolescence

Video Gaming and Children’s Psychosocial Wellbeing: A Longitudinal Study

Social Capital and Bystander Behavior in Bullying: Internalizing Problems as a Barrier to Prosocial Intervention

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

The Prospective Associations between Self-Efficacy and Depressive Symptoms from Early to Middle Adolescence: A Cross-Lagged Model