ABSTRACT: In the present study we examined 1) whether childhood disruptive behaviour, in terms of aggressiveness, hyper - activity and social adjustment, predicts school performance
since toddler age or whether becomes it relevant first
since middle or late childhood, 2) whether gender differences within the associations between school perform -
ance and disruptive behaviour exist, and 3) whether there are trait specific effects in these associations, i.e. whether hyperactivity is more relevant determinant for later school success than aggression and social adjust - ment.