Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence

2018 ◽  
Vol 60 (2) ◽  
pp. 178-188 ◽  
Author(s):  
Wenxin Zhang ◽  
Liang Zhang ◽  
Liang Chen ◽  
Linqin Ji ◽  
Kirby Deater-Deckard
Keyword(s):  
Academic Achievement ◽  
Developmental Changes ◽  
Late Childhood ◽  
Psychopathological Symptoms ◽  
Middle Adolescence ◽  
Longitudinal Associations

scholarly journals Developmental changes in the structure of the social brain in late childhood and adolescence

2012 ◽  
Vol 9 (1) ◽  
pp. 123-131 ◽  
Author(s):  
Kathryn L. Mills ◽  
François Lalonde ◽  
Liv S. Clasen ◽  
Jay N. Giedd ◽  
Sarah-Jayne Blakemore
Keyword(s):  
Developmental Changes ◽  
Late Childhood ◽  
Childhood And Adolescence ◽  
Social Brain ◽  
The Social

Social phobia, depression and eating disorders during middle adolescence: longitudinal associations and treatment seeking

2017 ◽  
Vol 71 (8) ◽  
pp. 605-613 ◽  
Author(s):  
Klaus Ranta ◽  
Juha Väänänen ◽  
Sari Fröjd ◽  
Rasmus Isomaa ◽  
Riittakerttu Kaltiala-Heino ◽  
...  
Keyword(s):  
Eating Disorders ◽  
Social Phobia ◽  
Treatment Seeking ◽  
Middle Adolescence ◽  
Longitudinal Associations

Negative emotionality and peer status: Evidence for bidirectional longitudinal influences during the elementary school years

2021 ◽  
pp. 014303432110635
Author(s):  
Hans Bengtsson ◽  
Åsa Arvidsson ◽  
Beatrice Nyström
Keyword(s):  
Longitudinal Study ◽  
Feedback Loop ◽  
Structural Models ◽  
Negative Emotionality ◽  
Peer Status ◽  
Second Grade ◽  
Late Childhood ◽  
Peer Ratings ◽  
Longitudinal Associations ◽  
Over Time

Prior research indicates that high negative emotionality in combination with low peer status is conducive of clinically identified problems in childhood. This three-wave longitudinal study examined how negative emotionality and peer status are linked over time in middle and late childhood. Participants were recruited from second grade ( n = 90, mean age = 8.85) and fourth grade ( n = 119, mean age = 10.81) and were followed across a period of 2 years. Cross-lagged structural models examining concurrent and longitudinal associations between teacher-reported negative emotionality and peer ratings of likability were analyzed separately for externalizing emotion (anger) and internalizing emotion (sadness and fear). Both analyses provided support for a conceptual model in which high negative emotionality lowers peer status, and low peer status, in turn, through a feedback loop, increases negative emotionality over time. Bidirectional influences are interpreted as reflecting a transactional process involving the effects of negative emotionality on social behavior. The findings highlight the need for active efforts to help children with high negative emotionality gain acceptance from classmates.

Developmental changes in genetic and environmental influences on Chinese child and adolescent anxiety and depression

2016 ◽  
Vol 46 (9) ◽  
pp. 1829-1838 ◽  
Author(s):  
Y. Zheng ◽  
F. Rijsdijk ◽  
J.-B. Pingault ◽  
R. J. McMahon ◽  
J. B. Unger
Keyword(s):  
Sex Differences ◽  
Environmental Factors ◽  
Transition Period ◽  
Environmental Influences ◽  
Child And Adolescent ◽  
Developmental Changes ◽  
Anxiety And Depression ◽  
Future Research ◽  
Late Childhood ◽  
Adolescent Anxiety

BackgroundTwin and family studies using Western samples have established that child and adolescent anxiety and depression are under substantial genetic, modest shared environmental, and substantial non-shared environmental influences. Generalizability of these findings to non-Western societies remains largely unknown, particularly regarding the changes of genetic and environmental influences with age. The current study examined changes in genetic and environmental influences on self-reported anxiety and depression from late childhood to mid-adolescence among a Chinese twin sample. Sex differences were also examined.MethodSelf-reported anxiety and depression were collected from 712 10- to 12-year-old Chinese twins (mean = 10.88 years, 49% males) and again 3 years later. Quantitative genetic modeling was used to examine developmental changes in genetic and environmental influences on anxiety and depression, and sex differences.ResultsHeritability of anxiety and depression in late childhood (23 and 20%) decreased to negligible in mid-adolescence, while shared environmental influences increased (20 and 27% to 57 and 60%). Shared environmental factors explained most of the continuity of anxiety and depression (75 and 77%). Non-shared environmental factors were largely time-specific. No sex differences were observed.ConclusionsShared environmental influences might be more pronounced during the transition period of adolescence in non-Western societies such as China. Future research should examine similarities and differences in the genetic and environmental etiologies of child and adolescent internalizing and other psychopathology in development between Western and non-Western societies.

scholarly journals The Longitudinal Associations of Fitness and Motor Skills with Academic Achievement

2019 ◽  
Vol 51 (10) ◽  
pp. 2050-2057 ◽  
Author(s):  
HEIDI J. SYVÄOJA ◽  
ANNA KANKAANPÄÄ ◽  
LAURA JOENSUU ◽  
JOUNI KALLIO ◽  
HARTO HAKONEN ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Motor Skills ◽  
Longitudinal Associations

Testing longitudinal associations between executive function and academic achievement.

2019 ◽  
Vol 55 (4) ◽  
pp. 767-779 ◽  
Author(s):  
Michael T. Willoughby ◽  
Amanda C. Wylie ◽  
Michael H. Little
Keyword(s):  
Academic Achievement ◽  
Executive Function ◽  
Longitudinal Associations
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