Writing difficulties at the end of grade 1 predicted higher emotional problems, conduct problems, hyperactivity, and peer problems at the end of grade 2¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Writing difficulties at T1 strongly predicted all four problem facets at T2 (β = 0.15 to 0.18), supporting a unidirectional achievement-to-behavior path in writing. → 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 · i1 · associational · r2

In the writing-domain CLPM (N = 461), "writing difficulties at T1 strongly predicted emotional problems at T2 (β = 0.15)" and the other three facets (β = 0.16–0.18); behavioral problems did not predict writing at any point.

"writing difficulties at T1 strongly predicted emotional problems at T2 (β = 0.15), conduct problems at T2 (β = 0.16), hyperactivity at T2 (β = 0.16), and problems with peers at T2 (β = 0.18)"

Discussion¶

Related Claims¶

• Mathematics shows the most heterogeneous reciprocal pattern, with early reciprocal links to emotional problems and prosocial behavior and negative externalizing-to-math paths — related
• Reading achievement was nearly unrelated to behavioral problems across primary school, with only two significant cross-lagged paths — related
• Internalizing and externalizing behavioral problems show moderate to strong rank-order stability from grade 1 to grade 4 — related