Testing a dual cascade model linking competence and symptoms over 20 years from childhood to adulthood.
This study examined the unique longitudinal effects linking academic competence, social competence, and internalizing symptoms from childhood to adulthood. A multimethod and multi-informant approach was used to assess psychopathology and competence in 205 participants during four developmental periods. Social competence in childhood had a cascading effect on internalizing symptoms in adolescence, whereas social and academic competence in emerging adulthood had dual cascading effects on internalizing in young adulthood. Results suggested a developmental cascade beginning with externalizing symptoms in childhood, which contributed to lower academic achievement in adolescence, which in turn influenced social competence in emerging adulthood and internalizing symptoms in young adulthood.
Obradovic
Jelena
J
Stanford University, School of Education, Stanford, CA 94305-3096, USA. jelena.obradovic@stanford.edu
Burt
Keith B
KB
Masten
Ann S
AS
D000223:Adaptation, Psychological; D000293:Adolescent; D041923:Adolescent Development; D016009:Chi-Square Distribution; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology*; D002657:Child Development; D004522:Educational Status; D056348:Emotional Intelligence; D006801:Humans; D007398:Interpersonal Relations; D008137:Longitudinal Studies; D008960:Models, Psychological; D010552:Personality Assessment; D010553:Personality Development; D012649:Self Concept; D012919:Social Behavior; D012938:Social Perception; D011795:Surveys and Questionnaires