Longitudinal and Bidirectional Relationships Between Reading Ability, Internalising Symptoms, and Academic Self-Concept in Adolescence: Evidence from the Longitudinal Study of Australian Children.

Authors

Alana Jones, Carly Johnco, Elisabeth Beyersmann, Serje Robidoux, Genevieve McArthur

Published in

Child psychiatry and human development. Jun 25, 2026. Epub Jun 25, 2026.

Abstract

Poor reading ability is associated with internalising symptoms in children; however, little research has been done with adolescents. The current study used self- and parent-report data from two cohorts of the Longitudinal Study of Australian Children (LSAC; N = 2222 and N = 2213) to test the longitudinal and bidirectional relationships between reading ability and internalising symptoms across adolescence (10/11 years, 12/13 years, 14/15 years, 16/17 years), and whether academic self-concept mediated these relationships. Adapted cross-lagged panel models found no significant longitudinal relationships between reading ability and later internalising symptoms or between internalising symptoms and later reading ability. There was a significant relationship between reading ability at 12/13 years and academic self-concept at 14/15 years, but no significant relationship between academic self-concept at 14/15 years and internalising symptoms at 16/17 years. Poor reading ability does not appear to increase adolescents' risk of mental health problems either directly or indirectly.

PMID:
42347913
Bibliographic data and abstract were imported from PubMed on 25 Jun 2026.

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