Relations between Academic and Behavioral Adaptations: The Antecedent Effects of Executive Function

Abstract Using a large sample (n = 1,178) from the National Institute of Child Health and Development Study of Early Child Care and Youth Development, the Random Intercept Cross-Lagged Panel Model was employed to unpack the trait and state aspects in the relations between children’s academic performance and externalizing/internalizing behaviors during primary school and examined the predictive role of early executive function. Results showed that state-level fluctuations in children’s behavioral problems predicted subsequent academic performance, and vice versa. However, at the beginning of primary school and early adolescence, positive reciprocal predictive relations were found between children's problem behaviors and academic performance. Moreover, children with more advanced early executive function were found to have better academic performance and fewer behavioral problems throughout primary school, supporting the antecedent role of early executive function. Therefore, future interventions should focus on improving primary school students' adjustment with developmental-sensitive designs.