Early adolescent outcomes of joint developmental trajectories of problem behavior and IQ in childhood.
Early adolescent outcomes of joint developmental trajectories of problem behavior and IQ in childhood.
复制标题
DOI：
10.1007/s00787-018-1155-7
复制
发表时间：
2018-12
影响因子：
6.4
通讯作者：
Lewis G
中科院分区：
文献类型：
--
作者：
Flouri E;Papachristou E;Midouhas E;Joshi H;Ploubidis GB;Lewis G
儿童的一般认知能力（IQ）和问题行为（外化问题和内化问题）是可变的且相互关联的。然而，尚不清楚它们在一般儿童群体中如何共同发育，以及它们的共同发育模式与以后的结果有何关系。我们进行了这项研究来探索这一点。利用 16,844 名千禧队列研究儿童的数据，我们拟合了三平行过程混合生长模型，以确定 3-11 岁时内化、外化和智商分数的联合发展轨迹。然后我们检查了它们与 11 岁结局的关联。我们确定了一个典型发展群体（83%）和三个非典型群体，他们的行为和能力都较差：行为改善但能力较低（但男性有所改善）的儿童（6%）；问题严重且能力低下的儿童（5%）；以及行为恶化和能力低下的儿童（6%）。与正常发育的儿童相比，后两组儿童更有可能表现出糟糕的决策能力、成为欺凌者或欺凌受害者、从事反社会行为、逃学和不喜欢上学、不快乐和自卑。相比之下，进步组的儿童（尤其是男性）的结果与正常发育的同龄人相似，甚至更好。这些发现鼓励针对有认知和行为困难的儿童制定干预措施。本文的在线版本 (10.1007/s00787-018-1155-7) 包含补充材料，可供授权用户使用。
General cognitive ability (IQ) and problem behavior (externalizing and internalizing problems) are variable and inter-related in children. However, it is unknown how they co-develop in the general child population and how their patterns of co-development may be related to later outcomes. We carried out this study to explore this. Using data from 16,844 Millennium Cohort Study children, we fitted three-parallel-process growth mixture models to identify joint developmental trajectories of internalizing, externalizing and IQ scores at ages 3–11 years. We then examined their associations with age 11 outcomes. We identified a typically developing group (83%) and three atypical groups, all with worse behavior and ability: children with improving behavior and low (but improving in males) ability (6%); children with persistently high levels of problems and low ability (5%); and children with worsening behavior and low ability (6%). Compared to typically developing children, the latter two groups were more likely to show poor decision-making, be bullies or bully victims, engage in antisocial behaviors, skip and dislike school, be unhappy and have low self-esteem. By contrast, children (especially males) in the improver group had outcomes that were similar to, or even better than, those of their typically developing peers. These findings encourage the development of interventions to target children with both cognitive and behavioral difficulties. The online version of this article (10.1007/s00787-018-1155-7) contains supplementary material, which is available to authorized users.
登录
查看更多内容
DOI：
10.1046/j.1365-2788.2003.00498.x
发表时间：
2003-05-01
影响因子：
3.6
作者：
Emerson, E
通讯作者：
Emerson, E
DOI：
10.1111/j.1469-7610.2006.01712.x
发表时间：
2007-05-01
影响因子：
7.6
作者：
de Ruiter, Karen P.;Dekker, Marielle C.;Koot, Hans M.
通讯作者：
Koot, Hans M.
影响因子：
3.7
作者：
Eriksen, Hanne-Lise Falgreen;Kesmodel, Ulrik Schioler;Mortensen, Erik Lykke
通讯作者：
Mortensen, Erik Lykke
影响因子：
2
作者：
Davis, Stephanie;Votruba-Drzal, Elizabeth;Silk, Jennifer S.
通讯作者：
Silk, Jennifer S.
影响因子：
4
作者：
Fanti, Kostas A.;Henrich, Christopher C.
通讯作者：
Henrich, Christopher C.