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

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.