POVEZANOST INTERNALIZIRANIH I EKSTERNALIZIRANIH PROBLEMA U PONAŠANJU SA ŠKOLSKIM USPIJEHOM MLADIH
THE RELATIONSHIP BETWEEN INTERNALIZED AND EXTERNALIZED BEHAVIORAL PROBLEMS AND YOUNG PEOPLE'S SCHOOL SUCCESS

Summary/Abstract: The processes that lead to difficulties in children's and young people's behavior are not totally predictable, and many problems are due to a combination of environmental influences combined with other qualities and talents of the individual. Emotional difficulties in childhood and adolescence are classified into two types: externalizing and internalizing behavior disorders. The transition to high school for certain teenagers can result in the appearance of the aforementioned behavioral issues. Given that school success is cited as important for young people's behavior and experiences, as well as a significant factor in psychological and social functioning, the main problem was to investigate the relationship between externalized and internalized problems and school success in young people. The goal was to see if school success is strongly related to externalized and internalized difficulties, if there are gender and age disparities, and if so, how to prevent the aforementioned behavioral problems through the identification of protective variables. The study included 140 high school students (71 males and 69 females). In the study, the self-esteem measure (Rosenberg, 1965) and the YRS questionnaire (Achenbach and Rescorla, 2001) were utilized. Internalized/externalized behavior problems had a strong link with school performance (r=-.264, p =.00; r=-.286; p =.00). Internalized behavior problems differed significantly by gender (t=3.435; p=.001), as did externalized difficulties(t=3.397; p=.001). Internalized (F=4.647; p=.004) and externalized (F=6.139; p=.001) youth difficulties varied significantly by age. The findings suggest that by preventing difficulties in young people's conduct, it is possible to impact students' school progress.

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