Off-campus UMass Amherst users: To download dissertations, please use the following link to log into our proxy server with your UMass Amherst user name and password.
Non-UMass Amherst users, please click the view more button below to purchase a copy of this dissertation from Proquest.
(Some titles may also be available free of charge in our Open Access Dissertation Collection, so please check there first.)
The relation between academic and cognitive skills and externalizing behavior problems in children
Existing research suggests that there is a relation between academic and cognitive ability and externalizing behavior in young children, but the direction of this relation is unclear. The present study tested competing models of the relation between academic and cognitive functioning and behavior problems during early childhood. Participants were 223 children (120 boys, 103 girls) who participated in a longitudinal study from age 3 to 6. A reciprocal model was supported in which early academic and cognitive problems and externalizing behavior predict one another over time, controlling for mothers' education and family stress. When hyperactivity, inattention, and aggression were examined separately with controls, there was evidence that the reciprocal relation was driven primarily by inattention and hyperactivity. No significant gender differences were found. These results suggest that the reciprocal relation between academic and cognitive ability and inattention/hyperactivity is evident early in development, highlighting the need for early assessment and intervention. ^
Educational psychology|Cognitive psychology
Metcalfe, Lindsay A, "The relation between academic and cognitive skills and externalizing behavior problems in children" (2012). Doctoral Dissertations Available from Proquest. AAI3545965.