Growth and change in attention problems, disruptive behavior, and achievement from kindergarten to fifth grade.
Despite widespread interest in children's adjustment problems, existing research does not provide conclusive evidence regarding the direction of the associations of achievement with classroom attention problems and disruptive behavior over the course of elementary school. Using a nationally representative sample of 16,260 kindergarteners, this study examined the temporal sequence of achievement, classroom attention problems, and disruptive behavior, focusing on how changes in skills and problems unfold across key periods between kindergarten and fifth grade. Results indicate that improvements in attention during the earliest years of schooling predict achievement gains through third grade. However, changes in disruptive behavior do not predict subsequent changes in achievement. Evidence linking changes in achievement to changes in classroom attention problems and disruptive behavior was less consistent. These findings point to the need to develop and examine early interventions that can improve attention skills as a mechanism for improving children's academic trajectories in elementary school.
The Harris School of Public Policy, University of Chicago aclaessens@uchicago.edu.
Amy
A
Claessens
Center for Research Methods and Data Analysis, University of Kansas.
Chantelle
C
Dowsett
D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000150:complications / Q000523:psychology*; D002653:Child Behavior Disorders / Q000150:complications / Q000523:psychology*; D002657:Child Development; D002675:Child, Preschool; D015331:Cohort Studies; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male
achievement; classroom attention problems; disruptive behavior; elementary school; piecewise HLM