Psychopathological factors that can influence academic achievement in early adolescence: A three-year prospective study

• Núria Voltas Moreso ^[1] ; Carmen Hernández Martínez ^[1] ; Estefanía Aparicio Llopis ^[1] ; Maria Victoria Arija Val ^[1] ; Josefa Canals Sans ^[1]
  1. [1] Universitat Rovira i Virgili

     Universitat Rovira i Virgili

     Tarragona, España

     
• Localización: The Spanish Journal of Psychology, ISSN 1138-7416, Vol. 17, 2014, págs. 1-9
• Idioma: inglés
• DOI: 10.1017/sjp.2014.100
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen

  • This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children�s Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = �.130, p = .001; phase 1 + phase 2 B = �.187, p < .001), persistent anxiety symptoms (phase 1 + phase 2 B = �1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p < .001). Socio-economic status (SES) was positively related to academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes

• Referencias bibliográficas
  • Aronen E. T., Vuontela V., Steenari M. R., Salmi J., & Carlson S. (2005). Working memory, psychiatry symptoms, and academic performance...
  • Barber B. K., & Olsen J. A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19, 3-30. http://dx.doi.org/10.1177/0743558403258113
  • Berg C. Z., Whitaker A., Davies M., Flament M. F., & Rapoport J. L. (1988). The survey form of the Leyton Obsessional Inventory-Child...
  • Birmaher B., Khetarpal S., Brent D., Cully M., Balach L., Kaufman J., & Neer S. M. (1997). The Screen for Child Anxiety Related Emotional...
  • Calero J., Choi A., & Waisgrais S. (2010). Determinants of the school failure risk in Spain: A multilevel logistic model approach to PISA-2006....
  • Canals J., Hernández-Martínez C., Cosi S., & Domènech E. (2012). Examination of a cutoff score for the Screen for Child Anxiety Related...
  • Canals J., Hernández-Martínez C., Cosi S., Lázaro L., & Toro J. (2012). The Leyton Obsessional Inventory-Child Version and reliability...
  • Canals J., Martí-Henneberg C., Ferdández-Ballart J., & Domènech E. (1995). A longitudinal study of depression in urban Spanish puberal...
  • Caro D. H., McDonald J. T., & Willms J. D. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence....
  • Chamorro-Premuzic T., & Furnham A. (2005). Personality and intellectual competence. New Jersey, NJ: Lawrence Erlbaum Associates.
  • Christopher G., & MacDonald J. (2005). The impact of clinical depression on working memory. Cognitive Neuropsychiatry, 10, 379-399. http://dx.doi.org/10.1080/13546800444000128
  • Durlak J. A., Weissberg R. P., Dymnicki A. B., Taylor R. D., & Schellinger K. B. (2011). The impact of enhancing students social and emotional...
  • Esbjorn B. H., Bender P. K., Reinholdt-Dunne M. L., Munck L. A., & Ollendick T. H. (2012). The development of anxiety disorders: Considering...
  • Eysenck M. W., & Derakshan N. (2011). New perspectives in attentional control theory. Personality and Individual Differences, 50, 955-960....
  • Fergusson D. M., & Woodward L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives...
  • Fernández-Macías E., Antón J. I., Braña F. J., & Muñoz de Bustillo R. (2013). Early school-leaving in Spain: Evolution, intensity and...
  • Figueras A., Amador-Campos J. A., Gómez-Benito J., & Del Barrio V. (2010). Psychometric properties of the Children's Depression Inventory...
  • Fröjd S. A., Nissinen E. S., Pelkonen M. U. I., Marttunen M. J., Koivisto A. M. &, Kaltiala-Heino R. (2008). Depression and school performance...
  • Gadow K., & Sprafkin J. (1999). Youth's Inventory-4 Manual. Stony Brook, NY: Checkmate Plus, Ltd.
  • Gadow K. D., Sprafkin J., Carlson G. A., Schneider J., Nolan E. E., Mattison R. E., & Rundberg-Rivera V. (2002). A DSM-IV-Referenced,...
  • Geller D. A., & March J. (2012). Practice parameter for assessment and treatment of children and adolescents with obsessive-compulsive...
  • Grills-Taquechel A. E., Fletcher J. M., Vaughn S. R., Denton C. A., & Taylor P. (2013). Anxiety and inattention as predictors of achievement...
  • Hackman D. A., Farah M. J., & Meaney M. J. (2010). Socioeconomic status and the brain: Mechanistic insights from human and animal research....
  • Hollingshead A. B. (2011). Four factor index of social status. Yale Journal of Sociology, 8, 21-52.
  • Hughes A. A., Lourea-Waddell B., & Kendall P. C. (2008). Somatic complaints in children with anxiety disorders and their unique prediction...
  • Karbach J., Gottschling J., Spengler M., Hegewald K., & Spinath F. M. (2013). Parental involvement and general cognitive ability as predictors...
  • Keogh E., Bond F. W., French C. C., Richards A., & Davis R. E. (2004). Test anxiety, susceptibility to distraction and examination performance....
  • Kovacs M. (1992) Children's Depression Inventory. North Tonawanda, NY: Multi-HeBaialth Systems INC.
  • Langberg J. M., Dvorsky M. R., & Evans S. W. (2013). What specifc facets of executive function are associated with academic functioning...
  • Langley A. K., Lewin A. B., Bergman R. L., Lee J. C., & Piacentini J. (2010). Correlates of comorbid anxiety and externalizing disorders...
  • Lundy S. M., Silva G. E., Kaemingk K. L., Goodwin J. L., & Quan S. F. (2010). Cognitive functioning and academic performance in elementary...
  • Ly J., Zhou Q., Chu K., & Chen S. H. (2012). Teacher-child relationship quality and academic achievement of Chinese American children...
  • Marcotte D., Lévesque N., & Fortin L. (2006). Variations of cognitive distortions and school performance in depressed and non-depressed...
  • Matthews K., Coghill D., & Rhodes S. (2008). Neuropsychological functioning in depressed adolescent girls. Journal of Affective Disorders,...
  • Mychailyszyn M. P., Brodman D. M., Read K. L., & Kendall P. C. (2012) Cognitive-behavioral school-based interventions for anxious and...
  • Neil A. L., & Christensen H. (2009). Effcacy and effectiveness of school-based prevention and early intervention programs for anxiety....
  • Newcomb M. D., Abbott R. D., Catalano R. F., Hawkins J. D., Battin-Pearson S., & Hill K. (2002). Mediational and deviance theories of...
  • Ng E., & Lee K. (2010). Children's task performance under stress and non-stress conditions: A test of the processing effciency theory....
  • Owens M., Stevenson J., Hadwin J. A., & Norgate R. (2014). When does anxiety help or hinder cognitive test performance? The role of working...
  • Pérez-Sánchez C. N., Betancort-Montesinos M., & Cabrera-Rodríguez L. (2013). Infuencias de la familia en el rendimiento académico. Un...
  • Quiroga C. V., Janosz M., Lyons J. S., & Morin A. J. S. (2012). Grade retention and seventh-grade depression symptoms in the course of...
  • Rapee R. M., Schniering C. A., & Hudson J. L. (2009). Anxiety disorders during childhood and adolescence: Origins and treatment. Annual...
  • Scholtens S., Rydell A. M., & Yang-Wallentin F. (2013). ADHD symptoms, academic achievement, self-perception of academic competence and...
  • Sheehan D. V., Sheehan K. H., Shytle R. D., Janavs J., Bannon Y., Rogers J. E., & Wilkinson B. (2010). Reliability and validity of the...
  • Sheehan D., Lecrubier Y., Sheehan K. H., Amorim P., Janavs J., Weiller E., & Dunbar G. C. (1998). The Mini-International Neuropsychiatric...
  • Srin S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75,...
  • Stallard P., Taylor G., Anderson R., Daniels H., Simpson N., Phillips R., & Skryabina E. (2012). School-based intervention to reduce anxiety...
  • Valiente C., Swanson J., & Eisenberg N. (2012). Linking students' emotions and academic achievement: When and why emotions matter....
  • Vigil-Colet A., Canals J., Cosi S., Lorenzo-Seva U, Ferrando P. J., Hernández-Martínez C., & Domènech E. (2009). The factorial structure...
  • Visu-Petra L., Cheie L., Benga O., & Packiam-Alloway T. (2011). Effects of anxiety on memory storage and updating in young children. Journal...
  • Yeo L. S., & Choi P. M. (2011). Cognitive-behavioural therapy for children with behavioural diffculties in the Singapore mainstream school...