Mechanisms and pathways linking kindergarten behavior problems with mid-life employment earnings for males from low-income neighborhoods.
Journal
Child development
ISSN: 1467-8624
Titre abrégé: Child Dev
Pays: United States
ID NLM: 0372725
Informations de publication
Date de publication:
10 Jul 2023
10 Jul 2023
Historique:
revised:
29
05
2023
received:
31
08
2021
accepted:
12
06
2023
medline:
10
7
2023
pubmed:
10
7
2023
entrez:
10
7
2023
Statut:
aheadofprint
Résumé
Childhood behavior problems are associated with reduced labor market participation and lower earnings in adulthood, but little is known about the pathways and mechanisms that explain these associations. Drawing on a 33-year prospective birth cohort of White males from low-income backgrounds (n = 1040), we conducted a path analysis linking participants' teacher-rated behavior problems at age 6 years-that is, inattention, hyperactivity, aggression-opposition, and low prosociality-to employment earnings at age 35-39 years obtained from tax records. We examined three psychosocial mediators at age 11-12 years (academic, behavioral, social) and two mediators at age 25 years (non-high school graduation, criminal convictions). Our findings support the notion that multiple psychosocial pathways-especially low education attainment-link kindergarten behavior problems to lower employment earnings decades later.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Social Sciences and Humanities Research Council (SSHRC)
Organisme : Canadian Institutes of Health Research (CIHR)
Organisme : Canada Foundation for Innovation (CFI)
Organisme : Statistics Canada
Organisme : Fonds de recherche du Québec
Organisme : FRQS
Informations de copyright
© 2023 The Authors. Child Development published by Wiley Periodicals LLC on behalf of Society for Research in Child Development.
Références
Ahmad, S. I., & Hinshaw, S. P. (2017). Attention-deficit/hyperactivity disorder, trait impulsivity, and externalizing behavior in a longitudinal sample. Journal of Abnormal Child Psychology, 45(6), 1077-1089.
Andrade, B. F., & Tannock, R. (2014). Sustained impact of inattention and hyperactivity-impulsivity on peer problems: Mediating roles of prosocial skills and conduct problems in a community sample of children. Child Psychiatry & Human Development, 45, 318-328.
Babinski, L. M., Hartsough, C. S., & Lambert, N. M. (1999). Childhood conduct problems, hyperactivity-impulsivity, and inattention as predictors of adult criminal activity. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 40(3), 347-355.
Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72(1), 187-206.
Blishen, B. R., Carroll, W. K., & Moore, C. (1987). The 1981 socioeconomic index for occupations in Canada. Canadian Review of Sociology/Revue Canadienne de Sociologie, 24(4), 465-488. https://doi.org/10.1111/j.1755-618X.1987.tb00639.x
Bowles, S., Gintis, H., & Osborne, M. (2001). The determinants of earnings: A behavioral approach. Journal of Economic Literature, 39(4), 1137-1176. https://doi.org/10.1257/jel.39.4.1137
Breslau, J., Miller, E., Breslau, N., Bohnert, K., Lucia, V., & Schweitzer, J. (2009). The impact of early behavior disturbances on academic achievement in high school. Pediatrics, 123(6), 1472-1476. https://doi.org/10.1542/peds.2008-1406
Caspi, A., Roberts, B. W., & Shiner, R. L. (2005). Personality development: Stability and change. Annual Review of Psychology, 56, 453-484. https://doi.org/10.1146/annurev.psych.55.090902.141913
Caspi, A., Wright, B. R. E., Moffitt, T. E., & Silva, P. A. (1998). Early failure in the labor market: Childhood and adolescent predictors of unemployment in the transition to adulthood. American Sociological Review, 63, 424-451.
Cawley, J., Heckman, J., & Vytlacil, E. (2001). Three observations on wages and measured cognitive ability. Labour Economics, 8(4), 419-442. https://doi.org/10.1016/S0927-5371(01)00039-2
Converse, P. D., Pathak, J., DePaul-Haddock, A. M., Gotlib, T., & Merbedone, M. (2012). Controlling your environment and yourself: Implications for career success. Journal of Vocational Behavior, 80(1), 148-159. https://doi.org/10.1016/j.jvb.2011.07.003
Converse, P. D., Piccone, K. A., & Tocci, M. C. (2014). Childhood self-control, adolescent behavior, and career success. Personality and Individual Differences, 59(Supplement C), 65-70. https://doi.org/10.1016/j.paid.2013.11.007
Coulombe, B. R., & Yates, T. M. (2018). Prosocial pathways to positive adaptation: The mediating role of teacher-child closeness. Journal of Applied Developmental Psychology, 58, 9-17. https://doi.org/10.1016/j.appdev.2018.08.003
Cunha, F., Heckman, J., Lochner, L., & Masterov, D. V. (2006). Interpreting the evidence on life cycle skill formation. Handbook of the Economics of Education, 1, 697-812.
Deptula, D. P., & Cohen, R. (2004). Aggressive, rejected, and delinquent children and adolescents: A comparison of their friendships. Aggression and Violent Behavior, 9(1), 75-104. https://doi.org/10.1016/S1359-1789(02)00117-9
Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science (New York, N.Y.), 333(6045), 959-964. https://doi.org/10.1126/science.1204529
Dodge, K. A., Coie, J. D., & Lynam, D. (2006). Aggression and antisocial behavior in youth. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 719-788). John Wiley & Sons Inc.
Duckworth, A., Weir, D., Tsukayama, E., & Kwok, D. (2012). Who does well in life? Conscientious adults excel in both objective and subjective success. Frontiers in Psychology, 3, 356-363. https://doi.org/10.3389/fpsyg.2012.00356
Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Feinstein, L. (2000). The relative economic importance of academic, psychological and behavioural attributes developed in childhood [Monograph]. http://cep.lse.ac.uk
Fergusson, D. M., Boden, J. M., & Horwood, L. J. (2013). Childhood self-control and adult outcomes: Results from a 30-year longitudinal study. Journal of the American Academy of Child and Adolescent Psychiatry, 52(7), 709-717.e1. https://doi.org/10.1016/j.jaac.2013.04.008
Fischer, M. J., & Kmec, J. A. (2004). Neighborhood socioeconomic conditions as moderators of family resource transmission: High school completion among at-risk youth. Sociological Perspectives, 47(4), 507-527. https://doi.org/10.1525/sop.2004.47.4.507
Flynn, E., Ehrenreich, S. E., Beron, K. J., & Underwood, M. K. (2015). Prosocial behavior: Long-term trajectories and psychosocial outcomes. Social Development (Oxford, England), 24(3), 462-482. https://doi.org/10.1111/sode.12100
Fontaine, N. M. G., Lacourse, E., Vitaro, F., & Tremblay, R. E. (2014). Links between trajectories of self-reported violent and nonviolent offending and official offending during adolescence and adulthood. Criminal Behaviour and Mental Health: CBMH, 24(4), 277-290. https://doi.org/10.1002/cbm.1935
Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95(1), 148-162.
Heckman, J., Stixrud, J., & Urzua, S. (2006). The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior. Journal of Labor Economics, 24(3), 411-482. https://doi.org/10.1086/504455
Jensen, A. R. (1998). The g factor: The science of mental ability. Praeger Publishers/Greenwood Publishing Group.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283-2290. https://doi.org/10.2105/AJPH.2015.302630
Kautz, T., Heckman, J., Diris, R., ter Weel, B., & Borghans, L. (2014). Fostering and measuring skills: Improving cognitive and non-cognitive skills to promote lifetime success (Working Paper No. 20749). National Bureau of Economic Research. https://doi.org/10.3386/w20749
Kenny, D. (2021). Multiple mediators. Mediation. https://davidakenny.net/cm/mediate.htm
Kline, R., Bankert, A., Levitan, L., & Kraft, P. (2019). Personality and prosocial behavior: A multilevel meta-analysis. Political Science Research and Methods, 7(1), 125-142. https://doi.org/10.1017/psrm.2017.14
Knapp, M., McDaid, D., & Parsonage, M. (2011). Mental health promotion and mental illness prevention: The economic case [Monograph]. http://www.pssru.ac.uk/
Krohn, M. D., Thornberry, T. P., Collins-Hall, L., & Lizotte, A. J. (1995). School dropout, delinquent behavior, and drug use. In H. B. Kaplan (Ed.), Drugs, crime, and other deviant adaptations: Longitudinal studies (pp. 163-183). Springer US. https://doi.org/10.1007/978-1-4899-0970-1_7
Mackintosh, N. (2011). IQ and human intelligence. Oxford University Press.
Masten, A. S., & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491-495. https://doi.org/10.1017/S0954579410000222
McDonald, K. L., Wang, J., Menzer, M. M., Rubin, K. H., & Booth-LaForce, C. (2011). Prosocial behavior moderates the effects of aggression on young adolescents' friendships. International Journal of Developmental Science, 5, 127-137. https://doi.org/10.3233/DEV-2011-10066
Mikolajewski, A. J., Chavarria, J., Moltisanti, A., Hart, S. A., & Taylor, J. (2014). Examining the factor structure and etiology of prosociality. Psychological Assessment, 26(4), 1259-1267. https://doi.org/10.1037/a0037132
Moffitt, T. E. (1993). Adolescence-limited and life-course-persistent antisocial behavior: A developmental taxonomy. Psychological Review, 100(4), 674-701. https://doi.org/10.1037/0033-295X.100.4.674
Mrug, S., Molina, B. S. G., Hoza, B., Gerdes, A. C., Hinshaw, S. P., Hechtman, L., & Arnold, L. E. (2012). Peer rejection and friendships in children with attention-deficit/hyperactivity disorder: Contributions to long-term outcomes. Journal of Abnormal Child Psychology, 40(6), 1013-1026. https://doi.org/10.1007/s10802-012-9610-2
Nagin, D. S., & Tremblay, R. E. (2001). Parental and early childhood predictors of persistent physical aggression in boys from kindergarten to high school. Archives of General Psychiatry, 58(4), 389-394.
Ng, T. W. H., Eby, L. T., Sorensen, K. L., & Feldman, D. C. (2005). Predictors of objective and subjective career success: A meta-analysis. Personnel Psychology, 58(2), 367-408. https://doi.org/10.1111/j.1744-6570.2005.00515.x
Olson, S. L. (1992). Development of conduct problems and peer rejection in preschool children: A social systems analysis. Journal of Abnormal Child Psychology, 20(3), 327-350. https://doi.org/10.1007/BF00916696
Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Links with peer group acceptance and feelings of loneliness and social dissatisfaction. Developmental Psychology, 29(4), 611-621. https://doi.org/10.1037/0012-1649.29.4.611
Pekarik, E. G., Prinz, R. J., Liebert, D. E., Weintraub, S., & Neale, J. M. (1976). The pupil evaluation inventory. A sociometric technique for assessing children's social behavior. Journal of Abnormal Child Psychology, 4(1), 83-97. https://doi.org/10.1007/BF00917607
Pingault, J.-B., Côté, S. M., Lacourse, E., Galéra, C., Vitaro, F., & Tremblay, R. E. (2013). Childhood hyperactivity, physical aggression and criminality: A 19-year prospective population-based study. PLoS ONE, 8(5), e62594. https://doi.org/10.1371/journal.pone.0062594
Pingault, J.-B., Tremblay, R. E., Vitaro, F., Carbonneau, R., Genolini, C., Falissard, B., & Côté, S. M. (2011). Childhood trajectories of inattention and hyperactivity and prediction of educational attainment in early adulthood: A 16-year longitudinal population-based study. The American Journal of Psychiatry, 168(11), 1164-1170. https://doi.org/10.1176/appi.ajp.2011.10121732
Poorthuis, A. M. G., Thomaes, S., Denissen, J. J. A., van Aken, M. A. G., & Orobio de Castro, B. (2012). Prosocial tendencies predict friendship quality, but not for popular children. Journal of Experimental Child Psychology, 112(4), 378-388. https://doi.org/10.1016/j.jecp.2012.04.002
Prinstein, M. J., & Giletta, M. (2016). Peer relations and developmental psychopathology. In Developmental psychopathology: Theory and method (Vol. 1, 3rd ed., pp. 527-579). John Wiley & Sons, Inc. https://doi.org/10.1002/9781119125556.devpsy112
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on students' school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81(4), 493-529. https://doi.org/10.3102/0034654311421793
Rubin, K. H., Bukowski, W. M., & Bowker, J. C. (2015). Children in peer groups. In Handbook of child psychology and developmental science (pp. 1-48). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118963418.childpsy405
Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24(2), 107-120. https://doi.org/10.1016/j.ecresq.2008.12.003
Schmitt, J., & Warner, K. (2011). Ex-offenders and the labor market. Workingusa, 14(1), 87-109.
Shi, Y., & Moody, J. (2017). Most likely to succeed: Long-run returns to adolescent popularity. Social Currents, 4(1), 13-33. https://doi.org/10.1177/2329496516651642
Spengler, M., Damian, R. I., & Roberts, B. W. (2018). How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability. Journal of Personality and Social Psychology, 114(4), 620-636. https://doi.org/10.1037/pspp0000185
Stormshak, E. A., Bierman, K. L., Bruschi, C., Dodge, K. A., Coie, J. D., & Conduct Problems Prevention Research Group. (1999). The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70(1), 169-182. https://doi.org/10.1111/1467-8624.00013
Tremblay, R. E., Loeber, R., Gagnon, C., Charlebois, P., Larivée, S., & LeBlanc, M. (1991). Disruptive boys with stable and unstable high fighting behavior patterns during junior elementary school. Journal of Abnormal Child Psychology, 19(3), 285-300.
Tremblay, R. E., Pihl, R. O., Vitaro, F., & Dobkin, P. L. (1994). Predicting early onset of male antisocial behavior from preschool behavior. Archives of General Psychiatry, 51(9), 732-739.
Trentacosta, C. J., & Shaw, D. S. (2009). Emotional self-regulation, peer rejection, and antisocial behavior: Developmental associations from early childhood to early adolescence. Journal of Applied Developmental Psychology, 30(3), 356-365.
Vergunst, F., Tremblay, R. E., Galera, C., Nagin, D., Vitaro, F., Boivin, M., & Côté, S. M. (2019). Multi-rater developmental trajectories of hyperactivity-impulsivity and inattention symptoms from 1.5 to 17 years: A population-based birth cohort study. European Child & Adolescent Psychiatry, 28(7), 973-983. https://doi.org/10.1007/s00787-018-1258-1
Vergunst, F., Tremblay, R. E., Nagin, D., Algan, Y., Beasley, E., Park, J., Galera, C., Vitaro, F., & Côté, S. M. (2019). Association of behavior in boys from low socioeconomic neighborhoods with employment earnings in adulthood. JAMA Pediatrics, 173(4), 334-341. https://doi.org/10.1001/jamapediatrics.2018.5375
Vergunst, F., Tremblay, R. E., Nagin, D., Algan, Y., Beasley, E., Park, J., Vitaro, F., & Côté, S. (2019). Association between childhood behaviors and adult employment earnings in Canada. JAMA Psychiatry, 76(10), 1044-1051. https://doi.org/10.1001/jamapsychiatry.2019.1326
Vergunst, F., Tremblay, R. E., Vitaro, F., Nagin, D., Park, J., Algan, Y., Beasley, E., & Côté, S. M. (2021). Behaviors in kindergarten are associated with trajectories of long-term welfare receipt: A 30-year population-based study. Development and Psychopathology, 35(1), 119-129. https://pubmed.ncbi.nlm.nih.gov/34103101/
Veroff, J., McClelland, L., & Marquis, K. (1971). Measuring intelligence and achievement motivation in surveys: Final report to the Department of Health, Education, and Welfare Office of Economic Opportunity. Basic Books.
Véronneau, M.-H., & Vitaro, F. (2007). Social experiences with peers and high school graduation: A review of theoretical and empirical research. Educational Psychology, 27(3), 419-445. https://doi.org/10.1080/01443410601104320
Véronneau, M.-H., Vitaro, F., Pedersen, S., & Tremblay, R. E. (2008). Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys? Journal of Educational Psychology, 100(2), 429-442. https://doi.org/10.1037/0022-0663.100.2.429
Vitaro, F., Boivin, M., & Poulin, F. (2018). The Interface of aggression and peer relations in childhood and adolescence. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (pp. 284-301). Guilford.
Vitaro, F., Brendgen, M., Larose, S., & Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97(4), 617-629.
Vitaro, F., Brendgen, M., & Tremblay, R. E. (2014). Early predictors of high school completion: The developmental interplay between behavior, motivation, and academic performance. In M. Boivin & K. L. Bierman (Eds.), Promoting school readiness and early learning: Implications of developmental research for practice (pp. 15-45). Guilford.
Vitaro, F., Tremblay, R. E., Kerr, M., Pagani, L., & Bukowski, W. M. (1997). Disruptiveness, friends' characteristics, and delinquency in early adolescence: A test of two competing models of development. Child Development, 68(4), 676-689. https://doi.org/10.2307/1132118
Watts, T. W. (2020). Academic achievement and economic attainment: Reexamining associations between test scores and long-run earnings. AERA Open, 6(2), 2332858420928985. https://doi.org/10.1177/2332858420928985
Weir, K., Stevenson, J., & Graham, P. (1980). Behavioral deviance and teacher ratings of prosocial behavior: Preliminary findings. Journal of the American Academy of Child Psychiatry, 19(1), 68-77.
Wentzel, K. R. (2014). Prosocial behavior and peer relations in adolescence. In Prosocial development: A multidimensional approach (pp. 178-200). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0009
Wilmot, M. P., & Ones, D. S. (2022). Agreeableness and its consequences: A quantitative review of meta-analytic findings. Personality and Social Psychology Review, 26, 242-280. https://doi.org/10.1177/10888683211073007
Wu, T. C.-H., Maughan, B., Moreno-Agostino, D., & Barker, E. D. (2021). Not in education, employment and training: Pathways from toddler difficult temperament. Journal of Child Psychology and Psychiatry, 63, 1234-1242. https://doi.org/10.1111/jcpp.13557
Zill, N. (1990). Behavior problems index based on parent report. Child Trends.