Kindergarten Disruptive Behaviors, Protective Factors, and Educational Achievement by Early Adulthood.
Abstract
This study examined whether 2 aspects of disruptive behaviors (i.e., hyperactivity-inattention and aggressiveness-opposition) observed in kindergarten predict noncompletion of high school by early adulthood. Also investigated was whether other personal characteristics such as anxiety or prosociality as well as parent child-rearing attitudes and teacher management style exert a compensatory or protective role with respect to these predictive links. A community sample of 4,330 children participated in this study. Results showed that hyperactivity-inattention made a stronger contribution to predicting noncompletion of high school than did aggressiveness-opposition. However, prosociality and 2 parental child-rearing aspects (i.e., pleasure and discipline) played a compensatory role in this process. Theoretical and preventive implications of these results are stressed in the discussion.
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Vitaro, Brendgen, Larose et al. [2005] find that kindergarten teacher ratings of hyperactivity-inattention (inversely) predicted completion of high school better than did aggressiveness-opposition.
“In contrast, Vitaro, Brendgen, Larose et al. [2005] examine individuals in a population-based sample of Quebec children and find that kindergarten teacher ratings of hyperactivity-inattention (inversely) predicted completion of high school better than did aggressiveness-opposition.”
From Personality Psychology and Economics (2011) · cites this paper as Vitaro, Brendgen, Larose et al. [2005]
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Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009) · Developmental Psychology · doi:10.1037/a0015365 · Cited by 934 · see citing works
Personality Psychology and Economics
Almlund, M., Duckworth, A. L., Heckman, J., & Kautz, T. (2011) · National Bureau of Economic Research · doi:10.3386/w16822 · Cited by 540 · see citing works
Pingault, J.-B., Tremblay, R. E., Vitaro, F., Carbonneau, R., Genolini, C., Falissard, B., & Côté, S. M. (2011) · American Journal of Psychiatry · doi:10.1176/appi.ajp.2011.10121732 · Cited by 244 · see citing works
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McDermott, J. M., Westerlund, A., Zeanah, C. H., Nelson, C. A., & Fox, N. A. (2012) · Developmental Cognitive Neuroscience · doi:10.1016/j.dcn.2011.09.008 · Cited by 146 · see citing works
Controlling parenting and physical aggression during elementary school
Joussemet, M., Vitaro, F., Barker, E. D., Côté, S., Nagin, D. S., Zoccolillo, M., & Tremblay, R. E. (2008) · Child Development · doi:10.1111/j.1467-8624.2007.01133.x · Cited by 143 · see citing works
Self-citationBrezo, J., Bureau, A., Mérette, C., Jomphe, V, Barker, E. D., Vitaro, F., Hébert, M., Carbonneau, R., Tremblay, R. E., & Turecki, G. (2010) · Molecular Psychiatry · doi:10.1038/mp.2009.19 · Cited by 109 · see citing works
Self-citationLarose, S., Boisclair-Châteauvert, G., De Wit, D. J., DuBois, D., Erdem, G., & Lipman, E. L. (2018) · The Journal of Primary Prevention · doi:10.1007/s10935-018-0509-8 · Cited by 24 · see citing works
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- Authors
- Vitaro, F., Brendgen, M., Larose, S., & Trembaly, R. E.
- Affiliations
- Université de Montréal (CA)
- Université du Québec à Montréal (CA)
- Université Laval (CA)
- Venue
- Journal of Educational Psychology
- Published
- 2005-11
- Volume
- 97
- Issue
- 4
- Pages
- 617-629
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2009012726
- Cited by
- 275
- References
- 0
- Citations by year
- 2026: 4 · 2025: 8 · 2024: 6 · 2023: 13 · 2022: 9 · 2021: 10 · 2020: 4 · 2019: 19 · 2018: 20 · 2017: 18 · 2016: 13 · 2015: 24 · 2014: 11 · 2013: 16 · 2012: 28
- FWCI
- 6.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Early Childhood Education and Development
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Keywords
- disruptive behavior, hyperactivity/inattention, kindergarten children, academic performance, early adulthood, protective factors, compensatory factors, anxiety, prosocial behavior, parental discipline, preventive interventions
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