Internalizing and externalizing behavioral problems show moderate to strong rank-order stability from grade 1 to grade 4¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Teacher-rated behavioral problems were moderately to strongly stable across the first four school years, e.g., conduct problems β = 0.52–0.66. → Kulakow 2023

Evidence¶

Kulakow 2023¶

Kulakow, S., Mahlau, K., & Kocaj, A. (2023). The longitudinal relationship between internalizing and externalizing behavioral problems with academic achievement in elementary school. https://osf.io/cyqak/?view_only=37eade9dd7c142e88fe9bef9451c125e

q3 · i? · associational · r2

In the CLPM stability results (N = 461, SDQ teacher ratings), "Conduct problems exhibited consistent strong autocorrelations across time (β = 0.52 to β = 0.66)"; emotional problems, hyperactivity, and peer problems showed similar moderate-to-strong stability.

"Conduct problems exhibited consistent strong autocorrelations across time (β = 0.52 to β = 0.66)."

Discussion¶

Related Claims¶

• Self-control shows substantial rank-order stability in early adolescence, yet situational influences still matter — related
• Achievement rank-order stability is high across primary school, with written-language stability (β = 0.62–0.75) exceeding mathematics stability (β = 0.38–0.45) — related
• The rank ordering of math and reading skills is highly stable over time, while four SEL domains are more strongly influenced by contextual factors — related
• Cross-lagged effects between behavioral problems and achievement are sporadic and domain-dependent, not consistently reciprocal, across elementary school — related
• Writing difficulties at the end of grade 1 predicted higher emotional problems, conduct problems, hyperactivity, and peer problems at the end of grade 2 — related