Citation

Worland J, Weeks DG, Janes CL, Strock BD. J. Abnorm. Child Psychol. 1984; 12(3): 437-454.

Copyright

(Copyright © 1984, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

6747122

Abstract

The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk. A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect that a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a child's intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and children's academic achievement or classroom behavior.

Language: en