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Between- and within-child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children.
Oh, Yoonkyung; Morgan, Paul L; Greenberg, Mark T; Zucker, Tricia A; Landry, Susan H.
  • Oh Y; Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA.
  • Morgan PL; Department of Health Policy, Management and Behavior, University at Albany, SUNY, Albany, NY, USA.
  • Greenberg MT; Prevention Research Center, Pennsylvania State University, University Park, PA, USA.
  • Zucker TA; Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA.
  • Landry SH; Children's Learning Institute, Department of Pediatrics, The University of Texas-Health Science Center at Houston, Houston, TX, USA.
J Child Psychol Psychiatry ; 65(8): 1010-1021, 2024 Aug.
Article en En | MEDLINE | ID: mdl-38253062
ABSTRACT

BACKGROUND:

Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co-occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within-child level while also identifying antecedents commonly associated with between-child differences in underlying stability of both EBP and IBP across elementary school.

METHODS:

We analyzed a nationally representative and longitudinal sample of US schoolchildren (N = 7,326; 51% male) using random-intercept cross-lagged panel modeling (RI-CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten (Mage = 6.12 years) through the spring of 5th grade (Mage = 11.09 years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms).

RESULTS:

We found little evidence for within-child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between-child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP.

CONCLUSIONS:

Common etiological factors rather than transactional relations better explain the co-occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP.
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Texto completo: 1 Banco de datos: MEDLINE Asunto principal: Problema de Conducta Tipo de estudio: Clinical_trials / Prognostic_studies / Risk_factors_studies Límite: Child / Female / Humans / Male País como asunto: America do norte Idioma: En Año: 2024 Tipo del documento: Article

Texto completo: 1 Banco de datos: MEDLINE Asunto principal: Problema de Conducta Tipo de estudio: Clinical_trials / Prognostic_studies / Risk_factors_studies Límite: Child / Female / Humans / Male País como asunto: America do norte Idioma: En Año: 2024 Tipo del documento: Article