标题：Gender Differences in the Longitudinal Influence of Effortful Control on Academic Performance and Behavioral Problems in Early Adolescents: Mediating Effects of Social Skills
摘要：Objective: This study examined the extent to which early adolescents’ effortful control influenced academic competence and behavioral problems 2 years later, focusing on the mediating effects of social skills. Additionally, gender differences in these mediating effects were examined. Methods: A community sample of 397 fourth graders (213 girls, M = 10.43 years) and their parents and teachers participated in the study and were followed for 2 years (M = 12.38 years). Effortful control, social skills, academic performance, and problem behaviors were assessed. Data were analyzed using SEM using Mplus 7.4. Results: Findings indicated that effortful control significantly predicted positive social skills, which in turn led to positive adjustment outcomes 2 years later. In addition, there were significant gender differences. Boys’ effortful control was directly associated with lower levels of externalizing symptoms and indirectly associated with positive academic performance through enhanced social skills. On the other hand, the direct effects of effortful control on academic performance were not significant for girls. Instead, their effortful control was significantly predictive of lower levels of internalizing and externalizing symptoms mediated via high levels of social skills. Conclusion: These findings can inform future efforts to develop effective gender-specific prevention and intervention programs to facilitate healthy development among Korean youth.
