Cross-lagged effects between behavioral problems and achievement are sporadic and domain-dependent, not consistently reciprocal, across elementary school¶

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? Cross-lagged panel analyses of 461 students across four school years found no consistent reciprocal effects between internalizing/externalizing behavioral problems and achievement; effects depended on the achievement domain. → 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

Cross-lagged panel models (15 models, N = 461, five measurement points from grade 1 to grade 4, controlling for cognitive ability, attention, and gender) showed that "cross-lagged effects depended on the achievement domain" rather than showing uniform reciprocal paths.

"we did not find conclusive support for the reciprocal effects model as hypothesized. Instead, cross-lagged effects depended on the achievement domain and were inconsistent concerning externalizing and internalizing behavioral problems."

Discussion¶

Related Claims¶

• Reading achievement was nearly unrelated to behavioral problems across primary school, with only two significant cross-lagged paths — a narrower finding that bears on this claim
• The choice of longitudinal statistical model can determine whether reciprocal motivation-achievement relations are found — 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
• Internalizing and externalizing behavioral problems show moderate to strong rank-order stability from grade 1 to grade 4 — related