Trajectories of Pure and Co-Occurring Internalizing and Externalizing Problems From Early Childhood to Adolescence: Associations With Early Childhood Individual and Contextual Antecedents
As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codeve...
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| Veröffentlicht in: | Developmental psychology 2020-10, Vol.56 (10), p.1906-1918 |
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| container_end_page | 1918 |
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| container_issue | 10 |
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| container_title | Developmental psychology |
| container_volume | 56 |
| creator | Shi, Qinxin Ettekal, Idean Deutz, Marike H. F Woltering, Steven |
| description | As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that might explain differentiated codevelopmental patterns. The antecedents consisted of individual (i.e., ego-resilient personality, intelligence, language ability, gender, and ethnicity) and contextual factors (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher-child relationship conflict, and peer rejection). We identified 4 distinct codevelopment patterns including a chronic co-occurring group (30.1%), a moderate co-occurring group (28.5%), a pure-externalizing group (18.6%), and a low-risk group (22.8%). While children who belonged to any of the 3 higher risk groups exhibited more adverse early childhood antecedents compared with the low-risk group, the chronic co-occurring group displayed the most severe profiles of early childhood antecedents compared with the moderate co-occurring and the pure-externalizing groups. Common antecedents for the 3 higher risk groups were lower ego-resilient personality, higher teacher-child relationship conflict, being male, and being African American. Low language ability and peer rejection were identified as unique antecedents for the chronic co-occurring group. |
| doi_str_mv | 10.1037/dev0001095 |
| format | Article |
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F ; Woltering, Steven</creator><contributor>Dubow, Eric F</contributor><creatorcontrib>Shi, Qinxin ; Ettekal, Idean ; Deutz, Marike H. F ; Woltering, Steven ; Dubow, Eric F</creatorcontrib><description>As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that might explain differentiated codevelopmental patterns. The antecedents consisted of individual (i.e., ego-resilient personality, intelligence, language ability, gender, and ethnicity) and contextual factors (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher-child relationship conflict, and peer rejection). We identified 4 distinct codevelopment patterns including a chronic co-occurring group (30.1%), a moderate co-occurring group (28.5%), a pure-externalizing group (18.6%), and a low-risk group (22.8%). While children who belonged to any of the 3 higher risk groups exhibited more adverse early childhood antecedents compared with the low-risk group, the chronic co-occurring group displayed the most severe profiles of early childhood antecedents compared with the moderate co-occurring and the pure-externalizing groups. Common antecedents for the 3 higher risk groups were lower ego-resilient personality, higher teacher-child relationship conflict, being male, and being African American. Low language ability and peer rejection were identified as unique antecedents for the chronic co-occurring group.</description><identifier>ISSN: 0012-1649</identifier><identifier>EISSN: 1939-0599</identifier><identifier>DOI: 10.1037/dev0001095</identifier><language>eng</language><publisher>Washington: American Psychological Association</publisher><subject>Adolescent Development ; Adolescents ; Adversity ; African Americans ; African languages ; Antecedents ; Antisocial Behavior ; At risk populations ; At Risk Students ; At risk youth ; Behavior Problems ; Child Behavior ; Child Development ; Child poverty ; Childhood ; Children ; Comorbidity ; Context Effect ; Demographic Characteristics ; Early Childhood Development ; Ego ; Elementary School Students ; Ethnicity ; Externalization ; Externalizing problems ; Family Conflict ; Family support ; Female ; Grade 1 ; Human ; Individual Characteristics ; Intelligence ; Internalization ; Internalizing disorders ; Language Aptitude ; Longitudinal Studies ; Low Income Groups ; Low Income Students ; Male ; Mixture Modeling ; Peer rejection ; Peer Relations ; Personality ; Psychopathology ; Resilience (Psychological) ; Responsiveness ; Secondary School Students ; Self Concept ; Self Destructive Behavior ; Social Acceptance ; Student teacher relationship ; Teacher Student Interaction ; Teenagers ; Young Children</subject><ispartof>Developmental psychology, 2020-10, Vol.56 (10), p.1906-1918</ispartof><rights>2020 American Psychological Association</rights><rights>2020, American Psychological Association</rights><rights>Copyright American Psychological Association Sep 2020</rights><rights>Copyright American Psychological Association Oct 2020</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a444t-8cdff8427d72b3dc215fa136ae00b105087291dc45c26d266cd6501bec7e082a3</citedby><orcidid>0000-0003-2157-0590 ; 0000-0003-3306-9330</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902,30976</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1268396$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Dubow, Eric F</contributor><creatorcontrib>Shi, Qinxin</creatorcontrib><creatorcontrib>Ettekal, Idean</creatorcontrib><creatorcontrib>Deutz, Marike H. F</creatorcontrib><creatorcontrib>Woltering, Steven</creatorcontrib><title>Trajectories of Pure and Co-Occurring Internalizing and Externalizing Problems From Early Childhood to Adolescence: Associations With Early Childhood Individual and Contextual Antecedents</title><title>Developmental psychology</title><description>As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that might explain differentiated codevelopmental patterns. 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Low language ability and peer rejection were identified as unique antecedents for the chronic co-occurring group.</description><subject>Adolescent Development</subject><subject>Adolescents</subject><subject>Adversity</subject><subject>African Americans</subject><subject>African languages</subject><subject>Antecedents</subject><subject>Antisocial Behavior</subject><subject>At risk populations</subject><subject>At Risk Students</subject><subject>At risk youth</subject><subject>Behavior Problems</subject><subject>Child Behavior</subject><subject>Child Development</subject><subject>Child poverty</subject><subject>Childhood</subject><subject>Children</subject><subject>Comorbidity</subject><subject>Context Effect</subject><subject>Demographic Characteristics</subject><subject>Early Childhood Development</subject><subject>Ego</subject><subject>Elementary School Students</subject><subject>Ethnicity</subject><subject>Externalization</subject><subject>Externalizing problems</subject><subject>Family Conflict</subject><subject>Family support</subject><subject>Female</subject><subject>Grade 1</subject><subject>Human</subject><subject>Individual Characteristics</subject><subject>Intelligence</subject><subject>Internalization</subject><subject>Internalizing disorders</subject><subject>Language Aptitude</subject><subject>Longitudinal Studies</subject><subject>Low Income Groups</subject><subject>Low Income Students</subject><subject>Male</subject><subject>Mixture Modeling</subject><subject>Peer rejection</subject><subject>Peer Relations</subject><subject>Personality</subject><subject>Psychopathology</subject><subject>Resilience (Psychological)</subject><subject>Responsiveness</subject><subject>Secondary School Students</subject><subject>Self Concept</subject><subject>Self Destructive Behavior</subject><subject>Social Acceptance</subject><subject>Student teacher relationship</subject><subject>Teacher Student Interaction</subject><subject>Teenagers</subject><subject>Young Children</subject><issn>0012-1649</issn><issn>1939-0599</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2020</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kk1vEzEQhi0EEqH0wh3JEhdUacHfu-YWRSkEVWoPrTiuHHuWONqsg-2tGv4afw4vqQC1Uk_2zDx-7Xc8CL2h5AMlvP7o4JYQQomWz9CMaq4rIrV-jmYlySqqhH6JXqW0LaHgWs7Qr-totmBziB4SDh2-GiNgMzi8CNWltWOMfviOV0OGOJje_5yiqby8-z9zFcO6h13C5zHs8NLE_oAXG9-7TQgO54DnLvSQLAwWPuF5SsF6k30YEv7m8-bRidXg_K13o-nv31Luv8tTOC87Cw6GnF6jF53pE5zeryfo5nx5vfhSXVx-Xi3mF5URQuSqsa7rGsFqV7M1d5ZR2RnKlQFC1pRI0tRMU2eFtEw5ppR1ShK6BlsDaZjhJ-j9UXcfw48RUm53vljpezNAGFPLBFdca650Qd89QLdhnNo0UZIKWnOinqaEUI3gUjxNcSlrUkwU6uxI2RhSitC1--h3Jh5aStppJtp_M1Hgt0cYord_weVXylTD9SRWHetmb9p9OlgTs7fTx5U5KC2ftFqp_kjrYuQ3m2TEXA</recordid><startdate>20201001</startdate><enddate>20201001</enddate><creator>Shi, Qinxin</creator><creator>Ettekal, Idean</creator><creator>Deutz, Marike H. 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F</au><au>Woltering, Steven</au><au>Dubow, Eric F</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1268396</ericid><atitle>Trajectories of Pure and Co-Occurring Internalizing and Externalizing Problems From Early Childhood to Adolescence: Associations With Early Childhood Individual and Contextual Antecedents</atitle><jtitle>Developmental psychology</jtitle><date>2020-10-01</date><risdate>2020</risdate><volume>56</volume><issue>10</issue><spage>1906</spage><epage>1918</epage><pages>1906-1918</pages><issn>0012-1649</issn><eissn>1939-0599</eissn><abstract>As internalizing and externalizing problems often co-occur, the current study utilized a longitudinal dataset of 784 at-risk children (predominantly from low-income families and academically at-risk; 52.6% male) followed yearly from Grade 1 to Grade 12 to: (a) explore the heterogeneity in the codevelopment patterns of internalizing and externalizing problems by using a person-centered approach, and (b) investigate early childhood antecedents that might explain differentiated codevelopmental patterns. The antecedents consisted of individual (i.e., ego-resilient personality, intelligence, language ability, gender, and ethnicity) and contextual factors (i.e., maternal support and responsiveness, family socioeconomic adversity, teacher-child relationship conflict, and peer rejection). We identified 4 distinct codevelopment patterns including a chronic co-occurring group (30.1%), a moderate co-occurring group (28.5%), a pure-externalizing group (18.6%), and a low-risk group (22.8%). While children who belonged to any of the 3 higher risk groups exhibited more adverse early childhood antecedents compared with the low-risk group, the chronic co-occurring group displayed the most severe profiles of early childhood antecedents compared with the moderate co-occurring and the pure-externalizing groups. Common antecedents for the 3 higher risk groups were lower ego-resilient personality, higher teacher-child relationship conflict, being male, and being African American. Low language ability and peer rejection were identified as unique antecedents for the chronic co-occurring group.</abstract><cop>Washington</cop><pub>American Psychological Association</pub><doi>10.1037/dev0001095</doi><tpages>13</tpages><orcidid>https://orcid.org/0000-0003-2157-0590</orcidid><orcidid>https://orcid.org/0000-0003-3306-9330</orcidid><oa>free_for_read</oa></addata></record> |
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| ispartof | Developmental psychology, 2020-10, Vol.56 (10), p.1906-1918 |
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| subjects | Adolescent Development Adolescents Adversity African Americans African languages Antecedents Antisocial Behavior At risk populations At Risk Students At risk youth Behavior Problems Child Behavior Child Development Child poverty Childhood Children Comorbidity Context Effect Demographic Characteristics Early Childhood Development Ego Elementary School Students Ethnicity Externalization Externalizing problems Family Conflict Family support Female Grade 1 Human Individual Characteristics Intelligence Internalization Internalizing disorders Language Aptitude Longitudinal Studies Low Income Groups Low Income Students Male Mixture Modeling Peer rejection Peer Relations Personality Psychopathology Resilience (Psychological) Responsiveness Secondary School Students Self Concept Self Destructive Behavior Social Acceptance Student teacher relationship Teacher Student Interaction Teenagers Young Children |
| title | Trajectories of Pure and Co-Occurring Internalizing and Externalizing Problems From Early Childhood to Adolescence: Associations With Early Childhood Individual and Contextual Antecedents |
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