Academic functioning and mental health in adolescence: Patterns, progressions, and routes from childhood

Robert W. Roeser, Jacquelynne S. Eccles, Carol Freedman-Doan

Research output: Contribution to journalArticle

109 Scopus citations

Abstract

The current study examines patterns of academic functioning and mental health in 184 middle school children and the relation of such patterns to their prior and subsequent functioning. Data were collected from children during their second, third, fourth, eighth, and ninth grade school years. Cluster analyses were used to delineate patterns of academic functioning and mental health during eighth grade. The authors examined the relation of these patterns to academic functioning and mental health 1 year later the transition to high school, and then examined the long-term developmental roots of the eighth grade patterns using data collected during elementary school years. Results indicated variegated patterns of academic and emotional functioning at eighth grade and stability in these patterns across the high school transition. Some long-term continuity was found among children showing uniformly positive or negative functioning at eighth grade. Studying child functioning across multiple domains and time periods is discussed.

Original languageEnglish (US)
Pages (from-to)135-174
Number of pages40
JournalJournal of Adolescent Research
Volume14
Issue number2
DOIs
StatePublished - Apr 1999

All Science Journal Classification (ASJC) codes

  • Developmental and Educational Psychology
  • Sociology and Political Science

Fingerprint Dive into the research topics of 'Academic functioning and mental health in adolescence: Patterns, progressions, and routes from childhood'. Together they form a unique fingerprint.

  • Cite this