TY - JOUR
T1 - Academic achievement and emotional and behavioural problems
T2 - the moderating role of gender
AU - Dias, Pedro
AU - Veríssimo, Lurdes
AU - Carneiro, Alexandra
AU - Figueiredo, Bárbara
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, autorship, and/or publication of this article: This work was supported by the Fundação para a Ciência e a Tecnologia grant number PTDC/PSI-PCL/105489/2008.
Publisher Copyright:
© The Author(s) 2022.
PY - 2022/10
Y1 - 2022/10
N2 - 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.
AB - 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.
KW - Academic achievement
KW - CBCL
KW - TRF
KW - Children and adolescents
KW - Emotional and behavioural problems
KW - Gender
KW - Parents
KW - Teachers
UR - http://www.scopus.com/inward/record.url?scp=85124623233&partnerID=8YFLogxK
U2 - 10.1177/13591045211059410
DO - 10.1177/13591045211059410
M3 - Article
C2 - 35114813
SN - 1359-1045
VL - 27
SP - 1184
EP - 1196
JO - Clinical Child Psychology and Psychiatry
JF - Clinical Child Psychology and Psychiatry
IS - 4
ER -