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<p>Prior research has demonstrated that youth internalizing and externalizing problems significantly correlate with youths’ psychosocial and academic outcomes. However, only a few studies have used data from self-report school-based mental health screenings to explore the empirical relationships among these variables. Moreover, most studies investigate self-reported internalizing or externalizing problems, without considering the relative effects of both kinds of problems together. This study addressed these issues in the literature by conducting a secondary analysis of naturalistic data from school-wide mental health screenings across two secondary schools (<i>N</i> = 1880) within a suburban school district in the western United States. Regression analyses were conducted to evaluate the contributions of self-reported internalizing and externalizing screening scores on concurrent levels of student well-being and academic problems. Findings indicated that both internalizing and externalizing screenings were substantial predictors of both student well-being and academic problems and that, compared to internalizing problems, externalizing problems were a much stronger predictor of academic problems. Implications for practice, limitations, and future directions are discussed.</p>

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Association of Self-Reported Internalizing and Externalizing Screener Scores with Student Well-Being and Academic Performance Problems

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月9日

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  • Nai-Jiin Yang,
  • Tyler L. Renshaw,
  • Chia-Lin Tsai,
  • Thomas K. Franzmann

摘要

Prior research has demonstrated that youth internalizing and externalizing problems significantly correlate with youths’ psychosocial and academic outcomes. However, only a few studies have used data from self-report school-based mental health screenings to explore the empirical relationships among these variables. Moreover, most studies investigate self-reported internalizing or externalizing problems, without considering the relative effects of both kinds of problems together. This study addressed these issues in the literature by conducting a secondary analysis of naturalistic data from school-wide mental health screenings across two secondary schools (N = 1880) within a suburban school district in the western United States. Regression analyses were conducted to evaluate the contributions of self-reported internalizing and externalizing screening scores on concurrent levels of student well-being and academic problems. Findings indicated that both internalizing and externalizing screenings were substantial predictors of both student well-being and academic problems and that, compared to internalizing problems, externalizing problems were a much stronger predictor of academic problems. Implications for practice, limitations, and future directions are discussed.