Article
A longitudinal relationship between early childhood externalizing behavior problem trajectories and academic abilities at first grade
| e-ISSN | 2982-6845 |
| p-ISSN | 1226-4474 |
| Metrics | Views 0 / Downloads 0 |
Abstract
The present study sought to identify the longitudinal associations between children’s externalizing behavioral problems during early childhood and their academic performance abilities as rated by their first-grade teachers. Using data from the Panel Study of Korean Children, externalizing behavioral problem trajectories were identified using a sample of 1,777 children from age 4 to 6 by means of growth mixture modeling. Differences in academic performance abilities by trajectories were analyzed with analysis of covariance. Children were classified into three groups based on the severity and changes in their externalizing behavioral problem levels during early childhood (Low, 68.5%; Medium, 25.2%; High 6.3%). The academic performance abilities rated by their first-grade teachers differed significantly according to the trajectory group. Korean language, mathematics and the overall academic performance abilities of the children in the High group were significantly lower than those of the children in the Low or Medium groups. Externalizing behavioral problems during early childhood may have a prolonged negative impact on children’s academic performance throughout their school years. Screening and interventions for children with severe externalizing behavioral problems should be implemented as early as possible.