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Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school

Published online by Cambridge University Press:  22 July 2019

Lauren Okano Open the ORCID record for Lauren Okano [Opens in a new window] ,
Lieny Jeon ,
AliceAnn Crandall  and
Anne Riley
Lauren Okano*
Affiliation:
The Department of Pediatrics, Johns Hopkins School of Medicine, Baltimore, Maryland, USA
Lieny Jeon
Affiliation:
The Johns Hopkins University School of Education, Baltimore, Maryland, USA
AliceAnn Crandall
Affiliation:
Department of Health Science, Brigham Young University, Provo, UT, USA
Anne Riley
Affiliation:
The Department of Population, Family, and Reproductive Health, Johns Hopkins School of Public Health, Baltimore, Maryland, USA
*
Author for correspondence: Lauren Okano, The Department of Pediatrics, Johns Hopkins School of Medicine, Room 2017, 200 N Wolfe St, Baltimore, MD, 21287. E-mail: [email protected]
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Abstract

Youth's academic and emotional functioning are closely related, yet little is known about the timing and direction of relationships involving internalizing problems, which are characterized by over control of emotions, anxiety, and depression as well as multiple aspects of academic achievement. This study addresses these gaps using data from the Study of Early Child Care and Youth Development (N = 1,048) to examine the processes by which problems in one domain of functioning lead to problems in another, known as a “cascade effect.” Results of longitudinal structural equation modeling indicate (a) a direct and indirect negative cascade effect from girls’ internalizing problems to their school achievement in high school, (b) a positive contemporaneous association of 9th grade boys’ internalizing problems with their cognitive achievement; and (c) ways in which demographic characteristics and adolescent social and maturational processes account for variation in functioning yet do not alter the processes by which the emotional and academic functioning interact. Results are discussed with regard to identifiying adolescents’ internalizing problems, gender differences in the effects of internalizing problems on academic functioning, timing of evidence-based interventions, and implications for mental health promotion among girls.

Keywords

achievementadolescentcascadegenderinternalizing
Type
Regular Articles
Information
Development and Psychopathology , Volume 32 , Issue 2 , May 2020 , pp. 751 - 764
Copyright
Copyright © Cambridge University Press 2019

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