Emotional self-efficacy, conduct problems, and academic attainment: Developmental cascade effects in early adolescence

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Abstract

The study is amongst the first of its kind to utilise developmental cascade modelling in order to examine the inter-relations between emotional self-efficacy, conduct problems, and attainment in a large, nationally representative sample of English adolescents (n = 2414, aged 11 years). Using a 3-wave, longitudinal, cross lagged-design, we tested three cascading hypotheses: adjustment erosion, adjustment fortification, and academic incompetence. A fourth hypothesis considered the role of shared risk. Results supported small effects consistent with the cascade hypotheses, and a small but significant effect was found for shared risk. Strengths and limits of the study are considered alongside a discussion of the implications for these findings.

Original languageEnglish
Pages (from-to)172-189
Number of pages18
JournalEuropean Journal of Developmental Psychology
Volume14
Issue number2
Early online date9 May 2016
DOIs
Publication statusPublished - 9 May 2016

Keywords

  • attainment
  • conduct problems
  • developmental cascade
  • Emotional self-efficacy

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