America’s youngest kindergarteners’ elevated levels of internalizing problems at school entry and beyond: Evidence from the early childhood longitudinal study

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dc.contributor.authorZeng, Guang
dc.contributor.authorFu, Pingfu
dc.contributor.authorMay, Henry
dc.contributor.authorLopez, Barbara
dc.contributor.authorSuarez-Morales, Lourdes
dc.contributor.authorVoelkle, Manuel
dc.contributor.authorWang, Chen-Pin
dc.contributor.authorBoruch, Robert F.
dc.creator.orcidhttp://orcid.org/0000-0002-5965-3933en_US
dc.creator.orcidhttp://orcid.org/0000-0002-0194-0884en_US
dc.creator.orcidhttp://orcid.org/0000-0001-5576-8103en_US
dc.date.accessioned2022-05-05T14:16:29Z
dc.date.available2022-05-05T14:16:29Z
dc.date.issued2012-06-02
dc.description.abstractThe study investigated developmental trajectories of internalizing problems from kindergarten to fifth grade in young kindergarteners versus older peers in kindergarten, as well as factors that may be attributed to such differential trajectories. Data on a sample of 9,796 kindergarteners from the Early Childhood Longitudinal Study were analyzed using individual growth curve models. Results revealed that the younger kindergarteners displayed more symptoms of internalizing problems than their older peers at school entry and that such elevated levels of problems persisted into fifth grade. Protective factors included higher socioeconomic status and favorable parental perceptions of child’s abilities to pay attention and solve problems. These findings are informative for school-based early intervention efforts.en_US
dc.description.sponsorshipThis work was supported in part by a grant from the American Educational Research Association (AERA). AERA receives funds for its ‘‘AERA Grants Program’’ from the National Science Foundation and the National Center for Education Statistics of the Institute of Education Sciences (US Department of Education) under NSF Grant #REC-0634035.en_US
dc.identifier.citationZeng, G., Fu, P., May, H., Lopez, B., Suarez-Morales, L., Voelkle, M.C., Wang, C.P. and Boruch, R.F., 2012. America’s youngest kindergarteners’ elevated levels of internalizing problems at school entry and beyond: Evidence from the Early Childhood Longitudinal Study. School mental health, 4(3), pp.129-142.en_US
dc.identifier.doihttps://doi.org/10.1007/s12310-012-9077-x
dc.identifier.urihttps://hdl.handle.net/1969.6/90556
dc.language.isoen_USen_US
dc.publisherSpringeren_US
dc.subjectKindergartenersen_US
dc.subjectInternalizing problemsen_US
dc.subjectExternalizing problemsen_US
dc.subjectDevelopmental trajectoriesen_US
dc.subjectECLS-Ken_US
dc.titleAmerica’s youngest kindergarteners’ elevated levels of internalizing problems at school entry and beyond: Evidence from the early childhood longitudinal studyen_US
dc.typeArticleen_US

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