The relationship between internalising symptom development and academic attainment in early adolescence.

Looking at the model in which different trajectories predict scores (model C), when compared to the low symptom trajectory pupils with increasing trajectories demonstrated significant or nearly significant negative co-efficients of change in attainment (increasing low-moderate β = −.05, p<.05, ES = .07; increasing low-high β = −.18, p<.10, ES = .20).

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