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| Formato: | Artículo Open Access |
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Wiley
2024
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| Acceso en línea: | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.13950 |
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| _version_ | 1867014829049380864 |
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| author | Yoonkyung Oh Paul L. Morgan Mark T. Greenberg Tricia A. Zucker Susan H. Landry |
| author_facet | Yoonkyung Oh Paul L. Morgan Mark T. Greenberg Tricia A. Zucker Susan H. Landry Yoonkyung Oh Paul L. Morgan Mark T. Greenberg Tricia A. Zucker Susan H. Landry |
| collection | Wiley Open Access |
| contents | Between‐ and within‐child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children Yoonkyung Oh Paul L. Morgan Mark T. Greenberg Tricia A. Zucker Susan H. Landry Journal of Child Psychology and Psychiatry Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co‐occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within‐child level while also identifying antecedents commonly associated with between‐child differences in underlying stability of both EBP and IBP across elementary school. Methods We analyzed a nationally representative and longitudinal sample of US schoolchildren ( N = 7,326; 51% male) using random‐intercept cross‐lagged panel modeling (RI‐CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten ( M age = 6.12 years) through the spring of 5th grade ( M age = 11.09 years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). Results We found little evidence for within‐child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between‐child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Conclusions Common etiological factors rather than transactional relations better explain the co‐occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP. 10.1111/jcpp.13950 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| doi_str_mv | 10.1111/jcpp.13950 |
| format | Artículo Open Access |
| id | wiley_oa_10_1111_jcpp_13950 |
| institution | Wiley Open Access |
| license_str_mv | http://onlinelibrary.wiley.com/termsAndConditions#vor |
| publishDate | 2024 |
| publisher | Wiley |
| record_format | wiley_oa |
| spellingShingle | Between‐ and within‐child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children Yoonkyung Oh Paul L. Morgan Mark T. Greenberg Tricia A. Zucker Susan H. Landry Journal of Child Psychology and Psychiatry Between‐ and within‐child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children Yoonkyung Oh Paul L. Morgan Mark T. Greenberg Tricia A. Zucker Susan H. Landry Journal of Child Psychology and Psychiatry Background Both transactional and common etiological models have been proposed as explanations of why externalizing behavior problems (EBP) and internalizing behavior problems (IBP) co‐occur in children. Yet little research has empirically evaluated these competing theoretical explanations. We examined whether EBP and IBP are transactionally related at the within‐child level while also identifying antecedents commonly associated with between‐child differences in underlying stability of both EBP and IBP across elementary school. Methods We analyzed a nationally representative and longitudinal sample of US schoolchildren ( N = 7,326; 51% male) using random‐intercept cross‐lagged panel modeling (RI‐CLPM). We used teacher ratings of EBP and IBP as annually assessed from the spring of kindergarten ( M age = 6.12 years) through the spring of 5th grade ( M age = 11.09 years). Early childhood antecedents included child internal (i.e. inhibitory control, cognitive flexibility, working memory, and language/literacy) and external factors (i.e. parental warmth, harsh parenting, parenting stress, and maternal depressive symptoms). Results We found little evidence for within‐child, transactional relations between EBP and IBP. Both types of behavior problems instead were substantially associated at the between‐child level. Inhibitory control was the strongest common antecedent that explained this longitudinal overlap. Cognitive flexibility, working memory, language/literacy skills, and maternal depression contributed specifically to the stability of IBP. Measures of parenting were specific to the stability of EBP. Conclusions Common etiological factors rather than transactional relations better explain the co‐occurrence of EBP and IBP during elementary school. Inhibitory control is a promising target of early intervention efforts for schoolchildren at risk of displaying both EBP and IBP. 10.1111/jcpp.13950 http://onlinelibrary.wiley.com/termsAndConditions#vor |
| title | Between‐ and within‐child level associations between externalizing and internalizing behavior problems in a nationally representative sample of US elementary school children |
| topic | Journal of Child Psychology and Psychiatry |
| url | https://acamh.onlinelibrary.wiley.com/doi/10.1111/jcpp.13950 |