| Guang
Zeng
University of Pennsylvania
An exploratory
investigation of the internalizing problem behavior among children
from kindergarten to third grade
FINAL
REPORT:
Using the Early Childhood Longitudinal Study data
issued by the National Center for Education Statistics, this
dissertation examined the prevalence of the internalizing problem
behavior among a nationally representative sample of children from
kindergarten to third grade in the United States. Hierarchical
Individual Growth Curve Modeling was conducted to explore the
stability, early trajectories, and risk factors of such internalizing
problems. It was found that about 2.28% of kindergarten children
displayed symptoms of severe internalizing problems, and that the
prevalence increased steadily over time from kindergarten to third
grade. In particular, the school level socio-economic status was
inversely related to the level of children's internalizing problems.
The study also showed that boys tend to display more internalizing
problems than girls, and black children more so than non-black
children. Collectively, these demographic variables, which include
child age, child gender, child level SES, school level SES, and child
race (black vs. non-black) explained about 3.38% of variations of
internalizing problems across children. Thus, although demographic
variables are generally associated with differential levels of child
psychopathology, they are not the defining risk factors for
children's internalizing problems.
For the first time,
national statistics on the characteristics of children's
internalizing problems are made available through this dissertation.
By providing evidence of the existing mental health problems among
school children, this study helps to inform discussions about the
importance of proper attention to children's social-emotional
development, which was often an oversight in the traditional
education paradigm. This dissertation will contribute to current
national debates on the efficacy of the No Child Left Behind Act of
2001. More importantly, it holds great promise to positively impact
the future directions of U.S. education
policies.
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