Psychosocial outcomes of anxious first graders: A seven-year follow-up

Rachel L. Grover, Golda S. Ginsburg, Nick Ialongo

Research output: Contribution to journalArticlepeer-review

54 Scopus citations


This study examined the concurrent and long-term psychosocial outcomes associated with anxiety symptoms among a community sample of predominately low-income African Americans (N = 149; 72 females). We classified first graders as high or low anxious using child, parent, and teacher reports. Academic, social, and psychological outcomes were assessed in the first and eighth grades. Logistic regressions with concurrent data revealed that highly anxious children were significantly more likely to score lower on measures of academic achievement and peer acceptance, but higher on measures of depression and aggression compared to their low-anxious peers. Longitudinal analyses revealed that high-anxious first graders, compared to their low-anxious peers, scored significantly lower on measures of academic achievement, aggression, and peer acceptance; and higher on measures of anxiety and depression in the eighth grade. Importantly, outcomes varied depending on informant. Findings suggest that, similar to European American youth, early-onset anxious symptoms in African American children are associated with both concurrent and long-term academic, social, and psychological difficulties.

Original languageEnglish (US)
Pages (from-to)410-420
Number of pages11
JournalDepression and anxiety
Issue number6
StatePublished - 2007


  • African American
  • Child anxiety
  • Child psychopathology

ASJC Scopus subject areas

  • Clinical Psychology
  • Psychiatry and Mental health


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