You are not logged in.

Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood

Smart, Diana, Youssef, George J., Sanson, Ann, Prior, Margot, Toumbourou, John W. and Olsson, Craig A. 2017, Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood, British journal of educational psychology, vol. 87, no. 2, pp. 288-308, doi: 10.1111/bjep.12150.

Attached Files
Name Description MIMEType Size Downloads

Title Consequences of childhood reading difficulties and behaviour problems for educational achievement and employment in early adulthood
Author(s) Smart, Diana
Youssef, George J.ORCID iD for Youssef, George J. orcid.org/0000-0002-6178-4895
Sanson, Ann
Prior, Margot
Toumbourou, John W.ORCID iD for Toumbourou, John W. orcid.org/0000-0002-8431-3762
Olsson, Craig A.ORCID iD for Olsson, Craig A. orcid.org/0000-0002-5927-2014
Journal name British journal of educational psychology
Volume number 87
Issue number 2
Start page 288
End page 308
Total pages 21
Publisher Wiley-Blackwell
Place of publication Chichester, Eng.
Publication date 2017-06
ISSN 2044-8279
Keyword(s) adult outcomes
childhood behaviour problems
childhood reading difficulties
education
Summary BACKGROUND: Reading difficulties (RDs) and behaviour problems (BPs) are two common childhood problems that have a high degree of stability and often negatively affect well-being in both the short and longer terms. AIMS: The study aimed to shed light on the unique and joint consequences of these two childhood problems for educational and occupational outcomes in early adulthood. SAMPLE: Data were drawn from a life-course longitudinal study of psychosocial development, the Australian Temperament Project. METHODS: Parent and teacher reports and a standard reading test were used to define four groups of children at 7-8 years: RDs only; BPs only; both problems; and neither problem. These groups were followed forward to ascertain educational attainment and employment status at 19-20 and 23-24 years. RESULTS: Each childhood problem was a unique risk for poorer educational and occupational outcomes, with co-occurring problems significantly increasing the risk of poorer educational outcomes. Further analyses revealed that the effects of childhood BPs on occupational status were mediated by secondary school non-completion, but childhood RDs were not. CONCLUSIONS: The findings point to the importance of screening and early intervention to prevent or minimize the development of these two childhood problems, as well as continuing to support vulnerable children to increase their likelihood of secondary school completion.
Language eng
DOI 10.1111/bjep.12150
Field of Research 170199 Psychology not elsewhere classified
1303 Specialist Studies In Education
1701 Psychology
Socio Economic Objective 929999 Health not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2017, British Psychological Society
Persistent URL http://hdl.handle.net/10536/DRO/DU:30093921

Document type: Journal Article
Collection: School of Psychology
Connect to link resolver
 
Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved.

Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 0 times in TR Web of Science
Scopus Citation Count Cited 0 times in Scopus
Google Scholar Search Google Scholar
Access Statistics: 7 Abstract Views, 0 File Downloads  -  Detailed Statistics
Created: Fri, 07 Apr 2017, 14:29:12 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.