Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity
Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity
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DOI：
10.1007/s10802-012-9639-2
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发表时间：
2012-11-01
影响因子：
3.6
通讯作者：
Wilson, Melvin
中科院分区：
文献类型：
--
作者：
Brennan, Lauretta M.;Shaw, Daniel S.;Wilson, Melvin
本项目在566个高风险儿童和家庭的样本中检验了父母对学龄儿童攻击性、对立性、注意力不集中和多动冲动对学龄儿童学业成绩的独特预测有效性。该研究还调查了家庭检查通过改变儿童行为问题对学龄学业成绩的潜在间接影响。结果表明，幼儿时期的攻击性与学龄时期的学业成绩关系最为一致，尽管关系不大。此外，研究结果表明，与对照组相比，干预预测2-3岁至4-5岁的攻击性下降幅度更大。结果表明，在高风险幼儿中，攻击性可能比其他外化维度更能预测学龄期学业成绩，这对早期识别和促进儿童适应具有重要意义。
This project examined the unique predictive validity of parent ratings of toddler-age aggression, oppositionality, inattention, and hyperactivity-impulsivity to academic achievement at school-age in a sample of 566 high-risk children and families. The study also investigated potential indirect effects of the Family Check-Up on school-age academic achievement through changes in child behavior problems. The results demonstrated that toddler-age aggression was most consistently associated with school-age academic achievement, albeit modestly. Moreover, findings showed that the intervention predicted greater decreases in aggression from ages 2-3 to 4-5 compared to controls. The results suggest that in high-risk toddler-aged children, aggression may be a more consistent predictor of school-age academic achievement than other externalizing dimensions, which has implications for early identification and efforts to promote children's adaptation.