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

AI Summary

No significant longitudinal or bidirectional associations between reading ability and later internalising symptoms across adolescence.
Reading ability at 12/13 years predicted academic self-concept at 14/15 years.
Academic self-concept at 14/15 years did not predict internalising symptoms at 16/17 years; poor reading did not increase mental health risk.

AI Summary

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.

Basic summary

Child Psychiatry Hum Dev. 2026 Jun 25. doi: 10.1007/s10578-026-02048-w. Online ahead of print.

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 | DOI:10.1007/s10578-026-02048-w

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