Relationships Between Problem Behaviors and Academic Achievement in Adolescents

By Alvaro Q. Barriga, Jeffrey W. Doran, Stephanie B. Newell, E. Morrison, V. Barbetti, Brent Dean Robbins. 2002

218 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/95483b160af7fc0b846c121e12bdca6cf54d17a6

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In Clinical Psychology

In Education

In Psychiatry and Mental health

Citations in the corpus

School readiness and later achievement. (2007, background): “These groups also have higher rates of problems with attention and externalizing behavior (Entwisle et al., 2005; Miech, Essex, & Goldsmith, 2001; Raver, 2004).”
Academic Achievement of K-12 Students with Emotional and Behavioral Disorders (2004, background): “…tests as an indicator of the absolute performance of students with E/BD. Researchers have recently begun to investigate the particular types of problem behaviors exhibited by children with E/BD that are related to academic achievement deficits (Barriga et al., 2002; Mattison et al., 1998).”
Early Childhood Memory and Attention as Predictors of Academic Growth Trajectories. (2014, background): “…which is associated with both aggressive behavior and academic achievement, explains the common finding of significant associations between aggressive behavior and underachievement (e.g., Barriga et al., 2002: Frick, Kamphaus, Lahey, Loeber, Christ, Hart, & Tannenbaum, 1991; see Hinshaw, 1992).”
Self-regulated learning: a literature review. [Wider Benefits of Learning Research Report No. 33] (2009, background): “Research also indicates that, when considered separately, attention and related skills are more predictive of later achievement than more general problem behaviours (Barriga et al., 2002; Hinshaw, 1992; Konold and Pianta, 2005; Ladd et al., 1999; Normandeau, 1998; Trzesniewski et al., 2006).”
A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders (2006, background): “Evidence suggests that a relationship between academic diffi culty and problem behavior, although complex, does appear to exist (Barriga et al., 2002). Lee, Sugai, and Horner (1999) suggest that for students with EBD academic failure and escape-motivated problem behavior may be functionally related.”
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School (2011, background): “Children with externalizing behavior problems, which are manifest through overactive, impulsive, or aggressive behaviors, tend to be less engaged in school, to do less well academically, and to develop conduct problems (Barriga et al., 2002).”
Individualized Supports for Students with Problem Behaviors: Designing Positive Behavior Plans (2005, background): “…about the most appropriate way to assess academic performance, a concern relevant to the present chapter is 382 INDIVIDUALIZED SUPPORTS FOR STUDENTS WITH PROBLEM BEHAVIORS whether improvement in student social behavior is related to improvement in academic performance (Barriga et al., 2002).”