Co-occurring trajectories of internalizing and externalizing problems from grades 1 to 12: Longitudinal associations with teacher-child relationship quality and academic performance.

This investigation examined patterns of codeveloping internalizing and externalizing problems from early childhood through adolescence (i.e., Grades 1 to 12). Subgroups of children with heterogeneous developmental trajectories (i.e., pure and co-occurring internalizing and externalizing problems) were identified and their long-term associations with teacher-child relationship quality and academic (math and reading) performance were assessed. Findings were based on a sample of 784 children (52.6% girls) who were followed from Grade 1 (Mage = 6.57) to Grade 12 (Mage = 17.57). Children’s internalizing problems, externalizing problems, and teacher-child relationship quality were assessed annually from Grades 1 to 12, and their academic performance was assessed from Grades 1 to 9. Results revealed four distinct trajectories of internalizing and externalizing problems including chronic co-occurring, moderate co-occurring, pure-externalizing, and low-risk groups. Children with chronic co-occurring internalizing and externalizing problems exhibited more sustained teacher-child conflict, lower teacher-child warmth, and lower math and reading performance. Children with pure externalizing and moderate co-occurring problems were also at risk for scholastic difficulties, but to a lesser magnitude than children with chronic co-occurring problems. Compared to children in the low risk group, those in all three risk groups exhibited patterns of scholastic maladjustment that were either sust...
Source: Journal of Educational Psychology - Category: Psychiatry & Psychology Source Type: research