@article{ref1,
title="Intelligence, classroom behavior, and academic achievement in children at high and low risk for psychopathology: a structural equation analysis",
journal="Journal of abnormal child psychology",
year="1984",
author="Worland, J. and Weeks, D. G. and Janes, C. L. and Strock, B. D.",
volume="12",
number="3",
pages="437-454",
abstract="The intelligence, academic achievement, and classroom behavior of 158 children were assessed in a sample that is being followed longitudinally. The sample included children at high risk for mental disorder by virtue of having a parent with a psychiatric diagnosis of schizophrenia or affective disorder, children at moderate risk, and children at low risk. A series of path analyses indicated that in this sample (1) classroom behavior was more likely an affect that a cause of academic achievement, and (2) the influence of parental psychopathology on classroom behavior was mediated by a child's intelligence and academic achievement. We were unable to substantiate an unmediated causal link between parental psychopathology and children's academic achievement or classroom behavior.<p /><p>Language: en</p>",
language="en",
issn="0091-0627",
doi="",
url="http://dx.doi.org/"
}