Academic achievement and emotional and behavioural problems: the moderating role of gender

Pedro Dias*, Lurdes Veríssimo, Alexandra Carneiro, Bárbara Figueiredo

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

The present study aimed to explore the association between academic achievement and emotional and behavioural problems and the moderation role of gender in this association. 1350 Portuguese school-aged children and adolescents from first to ninth grade (6–15-year-old), part of a national
representative sample, were assessed by teachers and parents with questionnaires from the Achenbach System of Empirically Based Assessment (ASEBA). Results show that academic achievement significantly predicts child and adolescent’s internalizing, externalizing, and total problems. Gender moderates the association between academic achievement and child and adolescent’s externalizing and total problems, both at school and in the family context. The results underscore the relevance of academic achievement in children and adolescent’s emotional and
behavioural problems, and particularly in boys.
Original languageEnglish
JournalClinical Child Psychology and Psychiatry
DOIs
Publication statusAccepted/In press - 4 Feb 2022

Keywords

  • Academic achievement
  • CBCL
  • TRF
  • Children and adolescents
  • Emotional and behavioural problems
  • Gender
  • Parents
  • Teachers

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