The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth.
The present study attempted to address developmental differences within the large group of youth with conduct problems through an examination of the relationship between callous-unemotional traits and academic outcomes in an effort to expand the field's understanding of heterogeneity in outcomes ass...
| Published in: | Journal of Youth & Adolescence Vol. 45; no. 6; pp. 1245 - 1261 |
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| Main Authors: | , , , |
| Format: | Article |
| Published: |
Springer Nature
Jun2016
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=115160333&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 115160333 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00472891 JYA jtl: Journal of Youth & Adolescence issn: 00472891 maglogo: N pubinfo: dt: Jun2016 vid: 45 iid: 6 pid: 237 pub: Springer Nature artinfo: ui: 115160333 10.1007/s10964-015-0349-2 ppf: 1245 ppct: 16 formats: fmt: @attributes: type: P size: 467KB tig: atl: The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth. aug: au: Horan, Jacqueline Brown, Joshua Jones, Stephanie Aber, J. affil: Department of Psychology, Fordham University, New York USA Harvard Graduate School of Education, Cambridge USA Steinhardt School of Culture, Education, and Human Development, New York University, New York USA su: New York (State) Academic achievement Behavior disorders in children Elementary schools Apathy Empathy Guilt (Psychology) School children Teacher-student relationships Socioeconomic factors Children Psychology Probability theory Questionnaires Research evaluation Secondary analysis Data analysis software Descriptive statistics Intraclass correlation sug: subj: Academic achievement Behavior disorders in children Elementary schools Apathy Empathy Guilt (Psychology) School children Teacher-student relationships Socioeconomic factors Children Psychology New York (State) Elementary and Secondary Schools Probability theory Questionnaires Research evaluation Secondary analysis Data analysis software Descriptive statistics Intraclass correlation keyword: Callous-unemotional traits Conduct problems Student-teacher relationship Callous-unemotional traits Conduct problems Student-teacher relationship ab: The present study attempted to address developmental differences within the large group of youth with conduct problems through an examination of the relationship between callous-unemotional traits and academic outcomes in an effort to expand the field's understanding of heterogeneity in outcomes associated with behavior problems. Data were collected from a cohort of 3rd grade students ( N = 942; 51 % female; 45.6 % Hispanic/Latino, 41.1 % Black/African American, 4.7 % Non-Hispanic White; mean age = 8.07 years) in eighteen public elementary schools, as well as their parents and teachers. Hierarchical linear modeling revealed that callous-unemotional traits were associated with lower quality student-teacher relationships and worse performance on standardized math and reading exams over and above the effects of conduct problems. These findings suggest that school-based interventions may be particularly effective in ameliorating some of the deficits noted within this subset of youth exhibiting conduct problems. This finding has important policy implications as the field of developmental science attempts to design and enrich programs that focus on improving social-emotional learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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