Non-verbal reasoning ability and academic achievement as moderators of the relation between adverse life events and emotional and behavioural problems in early adolescence: the importance of moderator and outcome specificity.
This study was carried out to model the functional form of the effect of contextual risk (number of adverse life events) on emotional and behavioural problems in early adolescence, and to test how intelligence and academic achievement compare as moderators of this effect. The effect of number of adverse life events on emotional and behavioural problems was non-quadratic. Intelligence rather than academic achievement moderated the association between contextual risk and children's emotional and behavioural problems. However, the interaction effect was significant only on peer problems. These findings suggest that both moderator and outcome specificity should be considered when evaluating the role of intellectual competence in the association between contextual risk and children's emotional and behavioural problems.
Flouri
Eirini
E
Department of Psychology and Human Development, Institute of Education, University of London, 25 Woburn Square, London WC1H 0AA, UK. e.flouri@ioe.ac.uk
Tzavidis
Nikos
N
D000124:Achievement; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology*; D019955:Conduct Disorder / Q000175:diagnosis / Q000523:psychology*; D004522:Educational Status; D004644:Emotions; D005260:Female; D006801:Humans; D008016:Life Change Events; D008131:London; D008297:Male; D008606:Mental Processes; D008960:Models, Psychological; D015999:Multivariate Analysis; D012306:Risk; D012680:Sensitivity and Specificity; D012919:Social Behavior