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Unpacking the associations between heterogeneous externalising symptom development and academic attainment in middle childhood

Patalay, P; Fink, E; Fonagy, P; Deighton, J; (2016) Unpacking the associations between heterogeneous externalising symptom development and academic attainment in middle childhood. European Child and Adolescent Psychiatry: official journal of the European Society for Child and Adolescent Psychiatry , 25 (5) pp. 493-500. 10.1007/s00787-015-0758-5. Green open access

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Abstract

This study explores children’s externalising symptom development pathways between 8 and 11 years of age (three time points across 2 years) and examines their sociodemographic correlates and associations with change in academic attainment. Externalising symptoms were assessed for 5485 children across three consecutive years (Mage = 8.7 years, SD = 0.30 at time 1). National standardised test scores served as an index of academic attainment. Using latent class growth analysis, six distinct trajectories of externalising symptom development were identified. Children who showed increasing externalising symptomatology across the three time points were more likely to be male or have special educational needs. These derived trajectories differentially predicted children’s subsequent academic attainment (controlling for earlier attainment). Children with increasing externalising symptomatology were significantly more likely to demonstrate negative change in academic achievement compared with children with consistently low externalising problems. The study helps to clarify the longitudinal association between externalising symptom development and academic attainment, and highlights the importance of early intervention for children with increasing externalising symptoms across middle childhood

Type: Article
Title: Unpacking the associations between heterogeneous externalising symptom development and academic attainment in middle childhood
Open access status: An open access version is available from UCL Discovery
DOI: 10.1007/s00787-015-0758-5
Publisher version: http://dx.doi.org/10.1007/s00787-015-0758-5
Language: English
Additional information: © Springer-Verlag Berlin Heidelberg 2015. The final publication is available at Springer via: http://link.springer.com/article/10.1007%2Fs00787-015-0758-5
Keywords: Behaviour, Conduct, Children, Externalising, Attainment, Education
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Cardiovascular Science
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Cardiovascular Science > Population Science and Experimental Medicine
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Population Health Sciences > Institute of Cardiovascular Science > MRC Unit for Lifelong Hlth and Ageing
URI: https://discovery.ucl.ac.uk/id/eprint/1470240
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