Effects of Poverty on Academic Failure and Delinquency in Boys: A Change and Process Model Approach / Linda PAGANI in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1209-1219 Titre : Effects of Poverty on Academic Failure and Delinquency in Boys: A Change and Process Model Approach Type de document : Texte imprimé et/ou numérique Auteurs : Linda PAGANI, Auteur ; Bernard BOULERICE, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur Année de publication : 1999 Article en page(s) : p.1209-1219 Langues : Anglais (eng) Mots-clés : ADD/ADHD  aggression  executive function  intelligence  cognition  hyperactivity Index. décimale : PER Périodiques Résumé : Using data from the Montreal Longitudinal-Experimental Study, we examined the impact of poverty (and its correlate, family configuration status) on academic placement and self-reported delinquency in boys at age 16. We then investigated whether the relation between family economic hardship and antisocial behaviour is direct or indirect by considering the value of parenting practices and academic failure as process variables in the model. Data included official records, and parent, teacher, and self-reports. The temporal intensity of poverty was classified into five categories: never-poor; always-poor; poor-earlier ; poor-later ; and transitory-poverty. Family configuration status was classified by both temporal characteristics and number of marital transitions: intact-family ; short-term-single; long-term-single; short-term-remarried; long-term-remarried; and multiple-marital-transitions. Results revealed that when maternal education and early childhood behaviour were controlled, poverty had an effect on both academic failure and extreme delinquency. This effect was independent of family configuration status. Although they both significantly predicted extreme delinquency on their own, academic failure and parental supervision did not mediate the relationship between poverty and delinquency. Divorce increased the risk of theft and fighting at age 16, regardless of financial hardship. Parental supervision only helped explain the effects of divorce on boys' fighting. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Effects of Poverty on Academic Failure and Delinquency in Boys: A Change and Process Model Approach [Texte imprimé et/ou numérique] / Linda PAGANI, Auteur ; Bernard BOULERICE, Auteur ; Frank VITARO, Auteur ; Richard E. TREMBLAY, Auteur . - 1999 . - p.1209-1219. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1209-1219 Mots-clés : ADD/ADHD  aggression  executive function  intelligence  cognition  hyperactivity Index. décimale : PER Périodiques Résumé : Using data from the Montreal Longitudinal-Experimental Study, we examined the impact of poverty (and its correlate, family configuration status) on academic placement and self-reported delinquency in boys at age 16. We then investigated whether the relation between family economic hardship and antisocial behaviour is direct or indirect by considering the value of parenting practices and academic failure as process variables in the model. Data included official records, and parent, teacher, and self-reports. The temporal intensity of poverty was classified into five categories: never-poor; always-poor; poor-earlier ; poor-later ; and transitory-poverty. Family configuration status was classified by both temporal characteristics and number of marital transitions: intact-family ; short-term-single; long-term-single; short-term-remarried; long-term-remarried; and multiple-marital-transitions. Results revealed that when maternal education and early childhood behaviour were controlled, poverty had an effect on both academic failure and extreme delinquency. This effect was independent of family configuration status. Although they both significantly predicted extreme delinquency on their own, academic failure and parental supervision did not mediate the relationship between poverty and delinquency. Divorce increased the risk of theft and fighting at age 16, regardless of financial hardship. Parental supervision only helped explain the effects of divorce on boys' fighting. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

Executive Functions and Physical Aggression after Controlling for Attention Deficit Hyperactivity Disorder, General Memory, and IQ / Jean R. SEGUIN in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1197-1208 Titre : Executive Functions and Physical Aggression after Controlling for Attention Deficit Hyperactivity Disorder, General Memory, and IQ Type de document : Texte imprimé et/ou numérique Auteurs : Jean R. SEGUIN, Auteur ; Bernard BOULERICE, Auteur ; Philip W. HARDEN, Auteur ; Richard E. TREMBLAY, Auteur ; Robert O. PIHL, Auteur Année de publication : 1999 Article en page(s) : p.1197-1208 Langues : Anglais (eng) Mots-clés : ADD/ADHD  aggression  executive function  intelligence  cognition  hyperactivity Index. décimale : PER Périodiques Résumé : This study examined the role of ADHD in the association between physical aggression and two types of executive functions. Boys received a cognitive-neuropsychological test battery over the ages of 13, 14, and 15 years. Diagnostic Interview Schedule for Children (DISC 2.25) data were collected from the boys and one parent between ages 14 and 16, and an IQ estimate was obtained at age 15. Three groups, differing in stability and level of physical aggression since kindergarten, were formed: Stable Aggressive, Unstable Aggressive, and Nonaggressive. Composite scores of validated executive function tests of working memory representing subjective ordering and conditional association learning were formed. A MANCOVA (N= 149) using ADHD status, teacher-rated negative emotionality, general memory abilities, and IQ as covariates was performed on the two composite scores. ADHD and teacher-rated emotionality did not provide significant adjustment to the dependent variables. Number of ADHD symptoms was negatively associated only with general memory and IQ. General memory contributed significantly to adjusting for conditional association test scores. Group differences indicated lower conditional association scores for Unstable Aggressive boys relative to the other groups. Both IQ and general memory abilities interacted with subjective ordering within the groups. Specifically, Stable Aggressive boys performed poorly on this measure and did not benefit from increases in IQ whereas Nonaggressive boys performed best and were not disadvantaged by lower general memory abilities. This suggests a relationship exists between aspects of working memory and a history of physical aggression regardless of ADHD and IQ. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 [article] Executive Functions and Physical Aggression after Controlling for Attention Deficit Hyperactivity Disorder, General Memory, and IQ [Texte imprimé et/ou numérique] / Jean R. SEGUIN, Auteur ; Bernard BOULERICE, Auteur ; Philip W. HARDEN, Auteur ; Richard E. TREMBLAY, Auteur ; Robert O. PIHL, Auteur . - 1999 . - p.1197-1208. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 40-8 (November 1999) . - p.1197-1208 Mots-clés : ADD/ADHD  aggression  executive function  intelligence  cognition  hyperactivity Index. décimale : PER Périodiques Résumé : This study examined the role of ADHD in the association between physical aggression and two types of executive functions. Boys received a cognitive-neuropsychological test battery over the ages of 13, 14, and 15 years. Diagnostic Interview Schedule for Children (DISC 2.25) data were collected from the boys and one parent between ages 14 and 16, and an IQ estimate was obtained at age 15. Three groups, differing in stability and level of physical aggression since kindergarten, were formed: Stable Aggressive, Unstable Aggressive, and Nonaggressive. Composite scores of validated executive function tests of working memory representing subjective ordering and conditional association learning were formed. A MANCOVA (N= 149) using ADHD status, teacher-rated negative emotionality, general memory abilities, and IQ as covariates was performed on the two composite scores. ADHD and teacher-rated emotionality did not provide significant adjustment to the dependent variables. Number of ADHD symptoms was negatively associated only with general memory and IQ. General memory contributed significantly to adjusting for conditional association test scores. Group differences indicated lower conditional association scores for Unstable Aggressive boys relative to the other groups. Both IQ and general memory abilities interacted with subjective ordering within the groups. Specifically, Stable Aggressive boys performed poorly on this measure and did not benefit from increases in IQ whereas Nonaggressive boys performed best and were not disadvantaged by lower general memory abilities. This suggests a relationship exists between aspects of working memory and a history of physical aggression regardless of ADHD and IQ. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125

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