Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance / Nadia S. ANSARY in Development and Psychopathology, 21-1 (January 2009)  

Public ISBD [article]  inDevelopment and Psychopathology > 21-1 (January 2009) . - p.319-341 Titre : Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance Type de document : Texte imprimé et/ou numérique Auteurs : Nadia S. ANSARY, Auteur ; Suniya S. LUTHAR, Auteur Année de publication : 2009 Article en page(s) : p.319-341 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The main objectives of this study were to prospectively examine the relationship between externalizing (substance use and delinquency) and internalizing (depression and anxiety) dimensions and academic achievement (grades and classroom adjustment), as well as continuity over time in these domains, within a sample of wealthy adolescents followed from 10th to 12th grades (n = 256). In both parts of the study, cluster analyses were used to group participants at 10th grade and then group differences were evaluated on adjustment outcomes over time. In Part 1, problem behavior clusters revealed differences on academic indices with the two marijuana using groups—marijuana users and multiproblem youth—exhibiting the worst academic outcomes at all three waves. For Part 2, the two lowest achieving groups reported the highest distress across all externalizing dimensions over time. Stability across the three waves was found for both personal and academic competence as well as the associations between these two domains. Results are discussed in relation to intervention efforts targeting wealthy students at risk. En ligne : http://dx.doi.org/10.1017/s0954579409000182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=681 [article] Distress and academic achievement among adolescents of affluence: A study of externalizing and internalizing problem behaviors and school performance [Texte imprimé et/ou numérique] / Nadia S. ANSARY, Auteur ; Suniya S. LUTHAR, Auteur . - 2009 . - p.319-341. Langues : Anglais (eng) in Development and Psychopathology > 21-1 (January 2009) . - p.319-341 Index. décimale : PER Périodiques Résumé : The main objectives of this study were to prospectively examine the relationship between externalizing (substance use and delinquency) and internalizing (depression and anxiety) dimensions and academic achievement (grades and classroom adjustment), as well as continuity over time in these domains, within a sample of wealthy adolescents followed from 10th to 12th grades (n = 256). In both parts of the study, cluster analyses were used to group participants at 10th grade and then group differences were evaluated on adjustment outcomes over time. In Part 1, problem behavior clusters revealed differences on academic indices with the two marijuana using groups—marijuana users and multiproblem youth—exhibiting the worst academic outcomes at all three waves. For Part 2, the two lowest achieving groups reported the highest distress across all externalizing dimensions over time. Stability across the three waves was found for both personal and academic competence as well as the associations between these two domains. Results are discussed in relation to intervention efforts targeting wealthy students at risk. En ligne : http://dx.doi.org/10.1017/s0954579409000182 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=681

Trajectories of emotional–behavioral difficulty and academic competence: A 6-year, person-centered, prospective study of affluent suburban adolescents / Nadia S. ANSARY in Development and Psychopathology, 29-1 (February 2017)  

Public ISBD [article]  inDevelopment and Psychopathology > 29-1 (February 2017) . - p.215-234 Titre : Trajectories of emotional–behavioral difficulty and academic competence: A 6-year, person-centered, prospective study of affluent suburban adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Nadia S. ANSARY, Auteur ; Thomas J. MCMAHON, Auteur ; Suniya S. LUTHAR, Auteur Article en page(s) : p.215-234 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : AbstractThis longitudinal study of affluent suburban youth (N = 319) tracked from 6th to 12th grade is parsed into two segments examining prospective associations concerning emotional–behavioral difficulties and academic achievement. In Part 1 of the investigation, markers of emotional–behavioral difficulty were used to cluster participants during 6th grade. Generalized estimating equations were then used to document between-cluster differences in academic competence from 6th to 12th grade. In Part 2 of the study, indicators of academic competence were used to cluster the same students during 6th grade, and generalized estimating equations were used to document between-cluster differences in emotional–behavioral difficulty from 6th to 12th grade. The results from Part 1 indicated that patterns of emotional–behavioral difficulty during 6th grade were concurrently associated with poorer grades and classroom adjustment with some group differences in the rate of change in classroom adjustment over time. In Part 2, patterns of academic competence during 6th grade were concurrently associated with less emotional–behavioral difficulty and some group differences in the rate of change in specific forms of emotional–behavioral difficulty over time. These results suggest that the youth sampled appeared relatively well adjusted and any emotional–behavioral–achievement difficulty that was evident at the start of middle school was sustained through the end of high school. En ligne : http://dx.doi.org/10.1017/s0954579416000110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 [article] Trajectories of emotional–behavioral difficulty and academic competence: A 6-year, person-centered, prospective study of affluent suburban adolescents [Texte imprimé et/ou numérique] / Nadia S. ANSARY, Auteur ; Thomas J. MCMAHON, Auteur ; Suniya S. LUTHAR, Auteur . - p.215-234. Langues : Anglais (eng) in Development and Psychopathology > 29-1 (February 2017) . - p.215-234 Index. décimale : PER Périodiques Résumé : AbstractThis longitudinal study of affluent suburban youth (N = 319) tracked from 6th to 12th grade is parsed into two segments examining prospective associations concerning emotional–behavioral difficulties and academic achievement. In Part 1 of the investigation, markers of emotional–behavioral difficulty were used to cluster participants during 6th grade. Generalized estimating equations were then used to document between-cluster differences in academic competence from 6th to 12th grade. In Part 2 of the study, indicators of academic competence were used to cluster the same students during 6th grade, and generalized estimating equations were used to document between-cluster differences in emotional–behavioral difficulty from 6th to 12th grade. The results from Part 1 indicated that patterns of emotional–behavioral difficulty during 6th grade were concurrently associated with poorer grades and classroom adjustment with some group differences in the rate of change in classroom adjustment over time. In Part 2, patterns of academic competence during 6th grade were concurrently associated with less emotional–behavioral difficulty and some group differences in the rate of change in specific forms of emotional–behavioral difficulty over time. These results suggest that the youth sampled appeared relatively well adjusted and any emotional–behavioral–achievement difficulty that was evident at the start of middle school was sustained through the end of high school. En ligne : http://dx.doi.org/10.1017/s0954579416000110 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298

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