Abstract
A series of structural equation models is developed to examine the relationship between early externalizing behaviors (conduct problems, attention deficit) and IQ measured at age 8 years, academic achievement over the period 10 to 13 years, and delinquent behavior to the age of 15 in a birth cohort of New Zealand children. These models indicated that early externalizing behaviors and IQ were related to later academic achievement and delinquent behavior by two quite distinct but highly correlated developmental sequences. In one sequence early conduct problems were predictive of later delinquency but were not directly related to later academic achievement. In the other sequence, attention deficit and IQ were prognostic of later school achievement but were not directly related to delinquency. Further, the apparent correlations between academic achievement and delinquency were adequately explained by the common and correlated effects of early behavior and IQ on later achievement and delinquency. These conclusions remained unchanged when the sample was stratified by gender, and when further explanatory factors were introduced into the model.
Similar content being viewed by others
References
Berk, R. A. (1983). An introduction to sample selection bias in sociological data.American Sociological Review, 48, 386–398.
Bradley, R. H., & Caldwell, B. M. (1977). Home observation for measurement of the environment: A validation study of screen efficiency.American Journal of Mental Deficiency, 81, 417–424.
Conners, C. K. (1969). A teacher rating scale for use in drug studies with children.American Journal of Psychiatry, 126, 884–888.
Conners, C. K. (1970). Symptom patterns in hyperkinetic, neurotic and normal children.Child Development, 41, 667–682.
Elley, W. B., & Reid, N. A. (1969).Progressive Achievement Tests teacher's manual: Reading comprehension, reading vocabulary. Wellington: New Zealand Council for Educational Research.
Fergusson, D. M. (1988).A longitudinal study of dentine lead, cognitive ability and behavior in a birth cohort of New Zealand children. Unpublished doctoral dissertation, University of Otago.
Fergusson, D. M., Dimond, M. E., Horwood, L. J., & Shannon, F. T. (1984). The utilisation of preschool health and education services.Social Science and Medicine, 19, 1173–1180.
Fergusson, D. M., Fergusson, J. E., Horwood, L. J., & Kinzett, N. G. (1988). A longitudinal study of dentine lead levels, intelligence, school performance and behavior. Part II: Dentine lead and cognitive ability.Journal of Child Psychology and Psychiatry, 29, 793–809.
Fergusson, D. M., & Horwood, L. J. (1992). Attention deficit and reading achievement.Journal of Child Psychology and Psychiatry, 33, 375–385.
Fergusson, D. M., Horwood, L. J., & Lawton, J. M. (1990). Vulnerability to childhood problems and family social background.Journal of Child Psychology and Psychiatry, 31, 1145–1160.
Fergusson, D. M., Horwood, L. J., & Lynskey, M. T. (1992). Family change, parental discord and early offending.Journal of Child Psychology and Psychiatry, 33, 1059–1075.
Fergusson, D. M., Horwood, L. J., & Lynskey, M. T. (1993). The effects of conduct disorder and attention deficit in middle childhood on offending and scholastic ability at age 13.Journal of Child Psychology and Psychiatry, 34, 899–916.
Fergusson, D. M., Horwood, L. J., Shannon, F. T., & Lawton, J. M. (1989). The Christchurch Child Development Study: A review of epidemiological findings.Paediatric and Perinatal Epidemiology, 3, 278–301.
Fergusson, D. M., & Lloyd, M. (1991). Smoking during pregnancy and effects on child cognitive ability from the ages of 8 to 12 years.Paediatric and Perinatal Epidemiology, 5, 189–200.
Frick, P., Kamphaus, R. W., Lahey, B. B., Loeber, R., Christ, M. G., Hart, E., & Tannenbaum, L. E. (1991). Academic underachievement and the disruptive behavior disorders.Journal of Consulting and Clinical Psychology, 59, 289–294.
Hawkins, J. D., & Lishner, D. M. (1987). Schooling and delinquency. In E. H. Johnson (Ed.),Handbook on crime and delinquency prevention (pp. 179–221). Westport, CT: Greenwood Press.
Hawkins, J. D., & Weiss, J. G. (1985). The social development model: An integrated approach to delinquency prevention.Journal of Primary Prevention, 6, 73–97.
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in childhood and adolescence: Causal relationships and underlying mechanisms.Psychological Bulletin, 111, 127–155.
Hirschi, T. (1969).Causes of delinquency. Berkeley: University of California Press.
Joreskog, K. G., & Sorbom, D. (1989).LISREL 7: User's reference guide. Mooresville, In: Scientific Software.
Loney, J., Kramer, J., & Milich, R. S. (1981). The hyperactive child grows up: Predictors of symptoms of delinquency and achievement at follow-up. In K. D. Gadow & J. Loney (Eds.).Psychosocial aspects of drug treatment for hyperactivity (pp. 381–415). Boulder, CO: Westview Press.
Maguin, E., Loeber, R., & LeMahieu, P. G. (1993). Does the relationship between poor reading and delinquency hold for males of different ages and ethnic groups?Journal of Emotional and Behavioral Disorders, 1, 88–100.
McGee, R., & Share, D. L. (1988). Attention deficit disorder-hyperactivity and academic failure: Which comes first and which should be treated?Journal of the American Academy of Child and Adolescent Psychiatry, 27, 318–325.
Moffitt, T. E., & Silva, P. A. (1988). Self-reported delinquency: Results from an instrument for New Zealand.Australian and New Zealand Journal of Criminology, 21, 227–240.
Olweus, D. (1983). Low school achievement and aggressive behavior in adolescent boys. In D. Magnusson & V. L. Allen (Eds.),Human development: An interactional perspective (pp. 353–365). New York: Academic Press.
Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (1989). A developmental perspective on antisocial behavior.American Psychologist, 44, 329–335.
Reid, N. A., & Hughes, D. C. (1974).Progressive Achievement Tests teacher's manual: Mathematics. Wellington: New Zealand Council for Educational Research.
Reid, N. A., Jackson, P. F., Gilmore, A., & Croft, C. (1981).Test of Scholastic Abilities. Wellington: New Zealand Council for Educational Research.
Rutter, M., Tizard, J., & Whitmore, K. (1970).Education, Health and behaviour. London: Longman.
Spivack, G. (1983).High risk behaviors indicating vulnerability to delinquency in the community and school: A 15 year longitudinal study. Philadelphia, PA: Department of Mental Health Sciences, Hahnemann University.
Tracy, P. E., Wolfgang, M. E., & Figlio, R. M. (1990).Delinquency careers in two birth cohorts. New York: Plenum Press.
Tremblay, R. E., Masse, B., Perron, D., Leblanc, M., Schwartzman, A. E., & Ledingham, J. E. (1992). Early disruptive behavior, poor school achievement, delinquent behavior, and delinquent personality: Longitudinal analyses.Journal of Consulting and Clinical Psychology, 60, 64–72.
Wechsler, D. (1974).Manual for the Wechsler Intelligence Scale for Children—revised. New York: Psychological Corporation.
Werry, J. S., Elkind, G. S., & Reeves, J. C. (1987). Attention deficit, conduct, oppositional, and anxiety disorders in children: III. Laboratory differences.Journal of Abnormal Child Psychology, 15, 409–428.
Author information
Authors and Affiliations
Additional information
This research was funded by grants from the Health Research Council of New Zealand, the Canterbury Medical Research Foundation and the National Child Health Research Foundation.
Rights and permissions
About this article
Cite this article
Fergusson, D.M., Horwood, L.J. Early disruptive behavior, IQ, and later school achievement and delinquent behavior. J Abnorm Child Psychol 23, 183–199 (1995). https://doi.org/10.1007/BF01447088
Received:
Issue Date:
DOI: https://doi.org/10.1007/BF01447088