TY - JOUR
T1 - Interpersonal relationships and the development of behavior problems in adolescents in urban schools
T2 - A longitudinal study
AU - Montague, Marjorie
AU - Cavendish, Wendy
AU - Enders, Craig
AU - Dietz, Samantha
N1 - Funding Information:
Acknowledgments This research was supported by grant No. H324C010091 from the Office of Special Education Programs (OSEP), U.S. Department of Education. Opinions expressed herein are those of the authors and do not represent the position of the U.S. Department of Education. The authors are grateful to the school personnel and students in the Miami-Dade County Public Schools for their cooperation and support.
Copyright:
Copyright 2010 Elsevier B.V., All rights reserved.
PY - 2010/6
Y1 - 2010/6
N2 - The purpose of this study was to investigate the trajectories of behavioral problems for a sample of predominately minority adolescents (n = 212, 91% African-American and/or Hispanic, 45% boys, 55% girls) in a large, urban school district and to determine the impact of parental and peer relationships, gender, and risk status on their development during middle and high school. Multi-level growth modeling was the primary statistical procedure used to track internalizing and externalizing behavioral problems across time. Results indicated that behavioral problems as rated by students' teachers declined significantly for both boys and girls, a finding that is in direct contrast to previous studies of adolescent behavior. The quality of parental relationships was a strong predictor of both types of behavior whereas the quality of peer relationships predicted only internalizing behavioral symptoms. These findings suggest that behavioral trajectories may be somewhat unique for this population underscoring the need for additional research in this area. The findings also have implications for intervening with children and youth who display behavioral problems during critical developmental periods.
AB - The purpose of this study was to investigate the trajectories of behavioral problems for a sample of predominately minority adolescents (n = 212, 91% African-American and/or Hispanic, 45% boys, 55% girls) in a large, urban school district and to determine the impact of parental and peer relationships, gender, and risk status on their development during middle and high school. Multi-level growth modeling was the primary statistical procedure used to track internalizing and externalizing behavioral problems across time. Results indicated that behavioral problems as rated by students' teachers declined significantly for both boys and girls, a finding that is in direct contrast to previous studies of adolescent behavior. The quality of parental relationships was a strong predictor of both types of behavior whereas the quality of peer relationships predicted only internalizing behavioral symptoms. These findings suggest that behavioral trajectories may be somewhat unique for this population underscoring the need for additional research in this area. The findings also have implications for intervening with children and youth who display behavioral problems during critical developmental periods.
KW - Behavioral problems
KW - Parent relationships
KW - Peer relationships
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U2 - 10.1007/s10964-009-9440-x
DO - 10.1007/s10964-009-9440-x
M3 - Article
C2 - 19657727
AN - SCOPUS:77951765095
SN - 0047-2891
VL - 39
SP - 646
EP - 657
JO - Journal of youth and adolescence
JF - Journal of youth and adolescence
IS - 6
ER -