Modeling the Dynamics of Internalizing Problem Behaviors and Interest inReading across Time

Longitudinal dynamic models permit researchers to evaluate theoretical hypotheses of change involving two or more interrelated constructs over time. We used data from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (N=21,396) to assess change in children’s internalizing problem behaviors (IPB) and interest in reading (IR) from elementary school to middle school. Specifically, we applied Latent Difference Score Models (LDSMs) to evaluate: (a) dynamic structural change and (b) differential lead-lag relations between these two processes. We assessed the effect of each construct’s state at any given time on the changes in the other construct at a subsequent time. Our analyses indicate that children’s IR temporally preceded and predicted changes in IPB from third to eighth grade. The reverse pattern, however, was not supported. We showcase the utility of LDSMs as a tool for evaluation of dynamic changes and lead-lag relations across time.