Developmental cascades: linking academic achievement and externalizing and internalizing symptoms over 20 years.

By A. Masten, Glenn I. Roisman, Jeffrey D. Long, Keith B Burt, J. Obradović, Jennifer R. Riley, Kristen Boelcke-Stennes, A. Tellegen. Developmental Psychology, 2005

1,167 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2898ce10ad96e01c517548e26f6232ef41d90a53

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Citations in the corpus

The role of emotion regulation in children's early academic success. (2007, background): “Most of these studies, however, have focused on middle-school children or adolescents (Masten et al., 2005; Normandeau & Guay, 1998) while the early childhood period remains less explored.”
A 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood (2013, background): “…is because most studies have (1) focused within, not beyond, the child and adolescent years (Carroll, Maughan, Goodman, & Meltzer, 2005; Maughan, Rowe, Loeber, & Stouthamer-Loeber, 2003), and (2) focused on psychopathological outcomes rather than well-being (Bond et al., 2004; Masten et al., 2005).”
Emerging Adulthood as a Critical Stage in the Life Course (2018, background): “In addition, adult support and mentorship are important factors that help promote resilience (Miller GE 2015; Masten et al. 2005; Arnett 2005).”
Disentangling the relationship between delinquency and hyperactivity, low achievement, depression, and low socioeconomic status: Analysis of repeated longitudinal data (2013, background): “Masten et al. (2005), in a Minneapolis longitudinal study of over 200 children from age 8 to age 20, concluded that childhood externalizing behavior (aggression and delinquency) led to low academic achievement in adolescence, which in turn led to externalizing and internalizing problems later in…”
Attachment in the Classroom (2009, background): “Antisocial children tend to have low achievement even when other risk factors such as low intelligence, single parent household, high absenteeism, unstimulating home environment, and low SES are statistically controlled (Masten et al. 2005; Prior et al. 1999; Wentzel 1993).”
Developmental Antecedents of Young Adult Civic Engagement (2007, methodology): “…were drawn from a normative sample of 205 children (91 boys and 114 girls), who together with their parents participated in a 20-year longitudinal study of competence and resilience (“Project Competence”), initiated when the children were ages 8 to 12 (Masten & Powell, 2003; Masten et al., 2005).”
It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents (2015, background): “Consistent with our findings, research has shown that students who feel rejected in school often feel depressed and helpless while learning because of social isolation (Buhs & Ladd, 2001; Buhs, Ladd, & Herald, 2006), and they tend to have low academic achievement (Bellmore, 2011; Coie, 1990; Hinshaw”
Reading Anxiety: An Early Affective Impediment to Children’s Success in Reading (2018, background): “Students’ perceptions of their own abilities and their broader interpretive and meaning-making lens can shape the emotional response that they subsequently have toward academic domains (Jamieson, Mendes, Blackstock, & Schmader, 2010; Lewin, 1947; Masten et al., 2005; Meece et al., 1990).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “Over time, adverse experiences in school can lead to a cascade of negative academic and behavioral transactions that can lead children to withdraw and become less motivated, leading to greater gaps in school performance and achievement (e.g., Masten et al., 2005; Ursache, Blair, & Raver, 2012).”