TABLE 3.
Growth Curve Results of Behavioral and Emotional Well-Being Among Children From Kindergarten to Fifth Grade: Early Childhood Longitudinal Study, Kindergarten Cohort, United States, 1998–2004
| Internalizing Behavior Problemsa |
Externalizing Behavior Problemsb |
|||
| Fixed Effects, b (95% CI) | Rate of Change, b (95% CI) | Fixed Effects, b (95% CI) | Rate of Change, b (95% CI) | |
| English monolingual (Ref) | 0.076* (−0.002, 0.154) | 0.049*** (0.031, 0.067) | 0.089* (0.013, 0.165) | 0.022** (0.006, 0.038) |
| English-dominant bilingual | 0.028 (−0.033, 0.089) | 0.010 (−0.032, 0.012) | 0.010 (−0.075, 0.055) | 0.003 (−0.015, 0.021) |
| Fluent bilingual | 0.033 (−0.115, 0.049) | 0.019 (−0.044, 0.006) | 0.041 (−0.127, 0.045) | 0.014 (−0.036, 0.008) |
| Non–English-dominant bilingual | 0.007 (−0.101, 0.087) | 0.017 (−0.054, 0.020) | 0.005 (−0.093, 0.103) | 0.048** (−0.079, -0.017) |
| Non-English monolingual | 0.008 (−0.115, 0.131) | 0.049 (−0.016, 0.114) | 0.049 (−0.178, 0.080) | 0.041 (−0.012, 0.094) |
| Reading score | 0.009 (−0.029, 0.011) | 0.002*** (−0.003, -0.001) | 0.001 (−0.019, 0.021) | 0.032** (−0.052, -0.012) |
| Variance components | ||||
| Level 1, within person | 0.600*** (0.580, 0.620) | 0.377*** (0.355, 0.399) | ||
| Level 2, between person | ||||
| In initial status | 0.327*** (0.305, 0.349) | 0.588*** (0.564, 0.612) | ||
| In rate of change | 0.014*** (0.010, 0.018) | 0.010*** (0.006, 0.014) | ||
| Level 3, between school | ||||
| In initial status | 0.088*** (0.078, 0.098) | 0.064*** (0.054, 0.074) | ||
| In rate of change | 0.006** (0.002, 0.010) | 0.004* (0.000, 0.008) | ||
| R2 | 0.073 | 0.112 | ||
Note. CI = confidence interval. Analyses were controlled for child's country of origin (East Asia; Thailand, Vietnam, Cambodia, and Laos; other Southeast Asia; India; or US-born Asian, with US-born non-Hispanic White as the reference group), child characteristics (being male, low birth weight, and attending center-based care before kindergarten), family characteristics (mother married at child's birth, having siblings present, number of family members under age 18 years at home, family's socioeconomic status, and living in a single-parent family), and parental educational practices and home environment (parental educational expectations, parental participation in school events, home learning activities, region and location of residence), and school characteristics, including the type of school (being public), student minority composition, providing instructional English as a second language (ESL) activities, providing Title I services, teachers and principals' ESL experience, providing services to ESL families, whether the school's academic standards were too low, school stability, student learning environment, student academic performance, teacher's effort, school supportive and teaching environments, school work climate, and school physical facility/resources.
The frequency of arguing, fighting, getting angry, acting impulsively, and disturbing ongoing activities; drawn from teacher-reported data.
The apparent presence of anxiety, loneliness, low self-esteem, and sadness; drawn from teacher-reported data.
*P < .05; **P < .01; ***P < .001