Intelligence, classroom behavior, and academic achievement in children at high and low risk for psychopathology: a structural equation analysis.
The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk. A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect that a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a child's intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and children's academic achievement or classroom behavior.
D000124:Achievement; D002648:Child; D002652:Child Behavior; D003866:Depressive Disorder / Q000235:genetics*; D005260:Female; D006801:Humans; D007360:Intelligence; D008297:Male; D008960:Models, Psychological; D012306:Risk; D012559:Schizophrenia / Q000235:genetics*; D012574:Schools; D012923:Social Class