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Auteur Anne RILEY |
Documents disponibles écrits par cet auteur (1)
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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 / Lauren OKANO in Development and Psychopathology, 32-2 (May 2020)
[article]
Titre : Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school Type de document : Texte imprimé et/ou numérique Auteurs : Lauren OKANO, Auteur ; Lieny JEON, Auteur ; AliceAnn CRANDALL, Auteur ; Anne RILEY, Auteur Article en page(s) : p.751-764 Langues : Anglais (eng) Mots-clés : achievement adolescent cascade gender internalizing Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1017/s0954579419000737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426
in Development and Psychopathology > 32-2 (May 2020) . - p.751-764[article] Differential effects of internalizing behaviors on academic functioning for girls versus boys: An analysis of developmental cascades from elementary to high school [Texte imprimé et/ou numérique] / Lauren OKANO, Auteur ; Lieny JEON, Auteur ; AliceAnn CRANDALL, Auteur ; Anne RILEY, Auteur . - p.751-764.
Langues : Anglais (eng)
in Development and Psychopathology > 32-2 (May 2020) . - p.751-764
Mots-clés : achievement adolescent cascade gender internalizing Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1017/s0954579419000737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=426