Date of Award
2024
Degree Type
Thesis
Degree Name
Master of Science in Human Development and Family Science
Specialization
Developmental Science
Department
Human Development and Family Science
First Advisor
Sammy Ahmad
Abstract
Internalizing and externalizing problem behaviors displayed in classroom settings have been linked to higher prevalence of academic underachievement compared to well-behaved counterparts (Van der Ende et al., 2016). While previous research has explored how these problem behaviors impact academic subjects such as reading and mathematics, fewer studies have examined associations between internalizing and externalizing problem behaviors and STEM achievement. This present study intends to fill that gap by testing relations between internalizing and externalizing problem behaviors exhibited in kindergarten and STEM achievement in the fifth grade. The data used for this study comes from the Early Childhood Longitudinal Study (ECLS), Kindergarten Class of 2010-11, a nationally representative study that tracked approximately 18,174 kindergartners throughout their elementary education (Tourangeau et al., 2019). A series of multiple regression analyses were utilized to specifically examine the association between internalizing and externalizing problem behaviors in kindergarten and science and mathematics achievement in the fifth grade. Findings of this study revealed positive and significant associations between externalizing problem behaviors in kindergarten and academic achievement in both science and mathematics in the fifth grade. However, the results indicate that internalizing problem behaviors in kindergarten is not significantly associated with science or mathematics achievement in the fifth grade. The present findings highlight the relevance of externalizing problem behaviors for children’s science achievement across elementary school.
Recommended Citation
Harpin, Ashley M., "THE RELATION BETWEEN INTERNALIZING AND EXTERNALIZING PROBLEM BEHAVIORS AND STEM ACHIEVEMENT" (2024). Open Access Master's Theses. Paper 2461.
https://digitalcommons.uri.edu/theses/2461