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dc.contributor.authorFergusson, David M
dc.contributor.authorHorwood, L John
dc.contributor.authorRidder, L John
dc.date.available2020-09-11T00:33:20Z
dc.date.copyright2005
dc.identifier0021-9630 1469-7610
dc.identifier.citationFergusson, D. M., Horwood, L. J., & Ridder, E. M. (2005). Show me the child at seven II: Childhood intelligence and later outcomes in adolescence and young adulthood. Journal of Child Psychology & Psychiatry, 46(8), 850-858. doi: 10.1111/j.1469-7610.2005.01472.x
dc.identifier.urihttp://hdl.handle.net/10523/10289
dc.description.abstractBackground: There has been ongoing interest in the role of intelligence in longer-term educational and occupational achievement and social adjustment. The aims of this study were to examine the extent to which IQ in middle childhood (8-9 years) was prognostic of future outcomes when due allowance was made for confounding personal and social factors. Methods: Data were gathered on (WISC-R) IQ at ages 8-9 years and a range of educational and social adjustment measures over the course of the Christchurch Health and Development Study, a 25-year longitudinal study of a birth cohort of 1,265 New Zealand children. Results: IQ assessed at ages 8-9 years was related to a range of outcomes: later crime (offending, arrest/conviction); substance use disorders (nicotine dependence, illicit drug dependence); mental health (anxiety, suicidality); sexual adjustment (number of sexual partners, pregnancy); educational achievement (school leaving qualifications, tertiary qualifications); and occupational outcomes (unemployment, income). However, intelligence was largely unrelated to many of these outcomes: crime, mental health, sexual behaviours, and illicit substance dependence after statistical adjustment for early behaviour problems and family background. Strong relationships remained between childhood intelligence and later educational and occupational outcomes. Conclusions: Much of the association between early intelligence and later social adjustment is mediated by childhood conduct problems and family social circumstances. However, strong relationships exist between early intelligence and later academic achievement and income independently of these factors.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWiley-Blackwell
dc.relation.ispartofJournal of Child Psychology and Psychiatry
dc.relation.urihttp://dx.doi.org/10.1111/j.1469-7610.2005.01472.x
dc.rightsCC BY-NC-ND 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectPsychology
dc.subjectPsychiatry
dc.titleShow me the child at seven II: Childhood intelligence and later outcomes in adolescence and young adulthood
dc.typeJournal Article
otago.schoolUniversity of Otago, Christchurch School of Medicine and Health Sciences
otago.relation.issue8
otago.relation.volume46
dc.identifier.doi10.1111/j.1469-7610.2005.01472.x
otago.bitstream.endpage858
otago.bitstream.startpage850
otago.openaccessOpenen_NZ
dc.rights.statementThis version in OUR Archive is the author's manuscript accepted for publication after peer-review. The published version is: Fergusson, D. M., Horwood, L. J., & Ridder, E. M. (2005). Show me the child at seven II: Childhood intelligence and later outcomes in adolescence and young adulthood. Journal of Child Psychology & Psychiatry, 46(8), 850-858. doi: 10.1111/j.1469-7610.2005.01472.x
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CC BY-NC-ND 4.0
Except where otherwise noted, this item's licence is described as CC BY-NC-ND 4.0