Antecedent-consequent associations between externalizing and internalizing distress and academic achievement: A study of affluent suburban adolescents

The objective of this study was to prospectively examine the relationship between externalizing (cigarette, alcohol, and marijuana use, as well as delinquency) and internalizing (depression, physiological and worry-based anxiety) dimensions and academic achievement within a sample of wealthy adolescents followed from 10th to 12th grades (n = 263).; In both Parts of the study, cluster analyses were used to group participants into clusters at 10th grade and then Repeated Measures GLMs were used to evaluate group differences on sets of outcomes over the three assessments. For Part 1, problem behavior clusters were created from externalizing and internalizing dimensions and achievement outcomes were academic grades and classroom adjustment behaviors. Results revealed that both Marijuana Users (M) and Multi-Problem (MP) youth exhibited the most severe academic deficits---as great as a full letter grade lower than Conventional (C) students. Additionally, Internalizing Distressed (ID) individuals performed better than (MP) teens on both achievement outcomes and for classroom adjustment only Cigarette-Alcohol Users (CA) scored higher than (MP) individuals. No significant differences were found between the (C) cluster and the (CA) or (ID) groups. Taken together, these findings imply the damaging consequences marijuana use may have for academic achievement.; In Part 2, clusters were created based on these achievement indicators at 10th grade and group differences were assessed on externalizing and internalizing outcomes over time. On all maladjustment outcomes across the three waves, the lowest achievement group reported substantially greater levels than the highest achievement group. Moreover, findings suggest that girls demonstrating low classroom adjustment behaviors were at significantly greater risk for cigarette and marijuana use, and depression---this was found irrespective of academic grades. Findings also imply greater risk for substance use and depression for individuals whose grades were ranked one level lower than classroom adjustment. That is, these individuals may be exhibiting greater distress resulting from their grades falling short of their achievement goals.; Results are discussed in relation to intervention efforts targeting wealthy students at risk for academic underachievement, as well as those engaging in marijuana use and multiple problem behaviors. Implications for future research directions are also explored.