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


Flouri, Eirini and Tzavidis, Nikos (2011) 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. Child Psychiatry & Human Development, 42, (1), 42-52. (doi:10.1007/s10578-010-0201-6). (PMID:20730483).

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Description/Abstract

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.

Item Type: Article
ISSNs: 0009-398X (print)
1573-3327 (electronic)
Keywords: academic achievement, adverse life events, contextual risk, emotional and behavioural problems, non-verbal reasoning ability, early adolescence, multivariate response models
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > HA Statistics
R Medicine > RJ Pediatrics > RJ101 Child Health. Child health services
Divisions: University Structure - Pre August 2011 > School of Social Sciences > Social Statistics
ePrint ID: 181915
Date Deposited: 26 Apr 2011 08:52
Last Modified: 27 Mar 2014 19:35
URI: http://eprints.soton.ac.uk/id/eprint/181915

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