Scholarlink

<p>Poor reading ability is associated with internalising symptoms in children; however, little research has been done with adolescents. The current study used self- and parent-report data from two cohorts of the Longitudinal Study of Australian Children (LSAC;&#xa0;<i>N</i> = 2222 and&#xa0;<i>N</i> = 2213) to test the longitudinal and&#xa0;bidirectional relationships between reading ability and internalising symptoms across adolescence (10/11&#xa0;years, 12/13&#xa0;years,&#xa0;14/15&#xa0;years, 16/17&#xa0;years), and&#xa0;whether&#xa0;academic self-concept mediated these relationships. Adapted cross-lagged panel models found no significant longitudinal relationships between reading ability and later internalising symptoms or between internalising symptoms and later reading ability. There was a significant relationship between reading ability at 12/13&#xa0;years and academic self-concept at 14/15&#xa0;years, but no significant relationship between academic self-concept at 14/15&#xa0;years&#xa0;and internalising symptoms at 16/17&#xa0;years. Poor reading ability does not appear to increase adolescents’ risk of mental health problems either directly or indirectly.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Longitudinal and Bidirectional Relationships Between Reading Ability, Internalising Symptoms, and Academic Self-Concept in Adolescence: Evidence from the Longitudinal Study of Australian Children

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年6月25日

查看全文
  • Alana Jones,
  • Carly Johnco,
  • Elisabeth Beyersmann,
  • Serje Robidoux,
  • Genevieve McArthur

摘要

Poor reading ability is associated with internalising symptoms in children; however, little research has been done with adolescents. The current study used self- and parent-report data from two cohorts of the Longitudinal Study of Australian Children (LSAC; N = 2222 and N = 2213) to test the longitudinal and bidirectional relationships between reading ability and internalising symptoms across adolescence (10/11 years, 12/13 years, 14/15 years, 16/17 years), and whether academic self-concept mediated these relationships. Adapted cross-lagged panel models found no significant longitudinal relationships between reading ability and later internalising symptoms or between internalising symptoms and later reading ability. There was a significant relationship between reading ability at 12/13 years and academic self-concept at 14/15 years, but no significant relationship between academic self-concept at 14/15 years and internalising symptoms at 16/17 years. Poor reading ability does not appear to increase adolescents’ risk of mental health problems either directly or indirectly.