Individual differences in language during childhood predict well-being in adolescence

J Bruce Tomblin; Isaac T Petersen; Melissa S Hill; Kristi I Hendrickson

doi:10.1093/chidev/aacaf057

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Individual differences in language during childhood predict well-being in adolescence

Journal article

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Peer reviewed

Individual differences in language during childhood predict well-being in adolescence

J Bruce Tomblin, Isaac T Petersen, Melissa S Hill and Kristi I Hendrickson

Child development

02/26/2026

DOI: 10.1093/chidev/aacaf057

PMCID: PMC13046077

PMID: 41744189

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Abstract

This study examined whether early language ability influences adolescents' well-being, using longitudinal data from 502 children (223 females, 279 males; 86% White, 12% Black, 1% Hispanic, and 1% Asian). Measures of oral language, performance IQ, and socioeconomic status were obtained during elementary grades. At ages 16-17, psychological well-being was assessed using the Perceived Competence Scale (comprising scholastic ability, self-esteem, and friends factors) and Satisfaction with Life scale. Structural equation modeling showed language ability significantly predicted later scholastic ability and friendship. Scholastic ability mediated the association between language ability and satisfaction with life. Socioeconomic status moderated associations between language and scholastic ability. Findings support that individual differences in oral language ability affect adolescents' academic and social self-competence perceptions and life satisfaction.This study examined whether early language ability influences adolescents' well-being, using longitudinal data from 502 children (223 females, 279 males; 86% White, 12% Black, 1% Hispanic, and 1% Asian). Measures of oral language, performance IQ, and socioeconomic status were obtained during elementary grades. At ages 16-17, psychological well-being was assessed using the Perceived Competence Scale (comprising scholastic ability, self-esteem, and friends factors) and Satisfaction with Life scale. Structural equation modeling showed language ability significantly predicted later scholastic ability and friendship. Scholastic ability mediated the association between language ability and satisfaction with life. Socioeconomic status moderated associations between language and scholastic ability. Findings support that individual differences in oral language ability affect adolescents' academic and social self-competence perceptions and life satisfaction.

well-being

language ability

adolescence

Details

Title: Subtitle: Individual differences in language during childhood predict well-being in adolescence
Creators: J Bruce Tomblin - University of Iowa
Isaac T Petersen - University of Iowa
Melissa S Hill - University of Iowa
Kristi I Hendrickson - University of Iowa
Resource Type: Journal article
Publication Details: Child development
DOI: 10.1093/chidev/aacaf057
PMID: 41744189
PMCID: PMC13046077
NLM abbreviation: Child Dev
ISSN: 1467-8624
eISSN: 1467-8624
Publisher: Oxford University Press
Grant note: Eunice Kennedy Shriver National Institute of Child Health and Human DevelopmentNational Institutes of Health: R01DC020143, N01-DC-1-2107, P50 DC 2746, P50 DC002746-08, HD098235
This work was supported by the National Institute on Deafness and Other Communication Disorders (R01DC020143) to K.H.. The funding for the original data collection for the longitudinal study was provided by Contract N01-DC-1-2107, Grant P50 DC 2746, and P50 DC002746-08 (Tomblin, PI). I.T.P. was funded by Grant HD098235 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development.
Language: English
Electronic publication date: 02/26/2026
Academic Unit: Communication Sciences and Disorders; Psychological and Brain Sciences; Iowa Neuroscience Institute; Center for Social Science Innovation
Record Identifier: 9985139485102771

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