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首页> 外文期刊>Journal of child psychology and psychiatry >Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence
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Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence

机译:童年晚期学术成果与精神病理学症状之间的纵向协会的发展变化

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摘要

Background Research reveals longitudinal bidirectional associations between changes in academic achievement and psychopathological symptoms. However, little is known about developmental changes in the magnitude of these associations, from childhood to adolescence. Methods Participants were 648 Chinese children (347 males) who were followed from Grade 5 (mean age: 11.18 years) to Grade 9. Academic achievement and two types of symptoms (externalizing, depressive) were assessed annually. Structural equation modeling was used to examine longitudinal bidirectional associations between achievement and psychopathological symptoms, and developmental changes in effect sizes. Models were estimated using cross-lagged panel modeling (CLPM), as well as random intercepts cross-lagged panel modeling (RI-CLPM). Results The data supported the hypothesized academic incompetence and adjustment erosion effects, as well as the hypothesized developmental change in the academic incompetence effect whereby prior achievement's effects on subsequent externalizing increased with age. Results were similar for both genders and unaffected by inclusion of common risk factors as covariates. Conclusions There are bidirectional associations between symptoms and achievement that change markedly across the transition into adolescence. Interpreting the effects using a developmental perspective, changes in reciprocal effects may be dynamic. The findings suggest that targeting both psychopathology and low academic achievement is worthwhile, but that distinct treatment effects will be found in childhood versus adolescence.
机译:背景研究揭示了学术成果变化与精神病理学症状之间的纵向双向联想。然而,关于这些关联程度的发育变化很少,从童年到青春期都知道。方法参与者是648名中国儿童(347名男性),遵循5年级(意思是:1118岁)到9年级。每年评估学术成就和两种症状(外化,抑郁症)。结构方程建模用于检查成果和精神病理学症状之间的纵向双向关联,以及影响尺寸的发育变化。使用交叉滞后面板建模(CLPM)估计模型,以及随机拦截交叉滞后面板建模(RI-CLPM)。结果数据支持假设的学术无能和调整侵蚀效应,以及学术无能效应的假设发育变化,从而随着年龄的增长增加了对后续外化的影响。两者的结果都是相似的,并且通过将共同的危险因素作为协变者纳入共同的危险因素而相似。结论症状和成就之间存在双向关联,这些协会在过渡到青春期的过渡中显着变化。使用发展的角度来解释效果,互惠效应的变化可能是动态的。研究结果表明,针对精神病理学和低学术成就是值得的,但在儿童时期与青春期将发现不同的治疗效果。

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