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Fernández de Gamarra-Oca L, Lucas-Jiménez O, Ontañón JM, Loureiro-Gonzalez B, Peña J, Ibarretxe-Bilbao N, García-Guerrero MA, Ojeda N, Zubiaurre-Elorza L. Amygdala structure and function and its associations with social-emotional outcomes in a low-risk preterm sample. Brain Struct Funct 2024; 229:477-488. [PMID: 38236400 PMCID: PMC10917835 DOI: 10.1007/s00429-023-02749-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2023] [Accepted: 12/04/2023] [Indexed: 01/19/2024]
Abstract
Amygdala atypical volume development and functional connectivity (FC) at small gestational ages (GA) have been found across childhood. This adult-oriented study assesses whether altered amygdala structure and function is present following low-risk preterm birth. T1-weighted and resting-state functional MRI images of 33 low-risk preterm (30-36 weeks' GA) and 29 full-term (37-42 weeks' GA) young adults of both sexes, aged between 20 and 32 years old, were analyzed using FreeSurfer (v6.0.0) and Coon Toolbox (v21.a). The social-emotional assessment included Happé's Strange Stories Test, the Moral Judgment Test, Delay-Discounting Test, Adult Self Report, and Emotion Regulation Questionnaire. No differences were found in social-emotional outcomes or amygdala volumes between the groups. Low-risk preterm young adults showed increased FC between the left amygdala, right amygdala and medial frontal cortex (MedFC) (F = 9.89, p-FWE = 0.009) at cluster level compared to their full-term peers. However, significant results at connection level were not observed between left and right amygdala. Lastly, increased FC at cluster level between the right amygdala and MedFC, and left amygdala and MedFC, was related to better social-emotional outcomes only in low-risk preterm young adults (F = 6.60, p-FWE = 0.036) at cluster level. At connection level, in contrast, only right amygdala-MedFC increased FC was significantly associated with better social-emotional outcomes. This study reveals that low-risk prematurity does not have an effect on social-emotional outcomes or structural amygdala volumes during young adulthood. However, individuals who were considered to be at a lower risk of exhibiting neurodevelopmental alterations following preterm birth demonstrated increased FC between the left and right amygdala and MedFC.
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Affiliation(s)
| | - O Lucas-Jiménez
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Bizkaia, Spain
| | - J M Ontañón
- OSATEK, MR Unit, Galdakao Hospital, Galdakao, Spain
| | - B Loureiro-Gonzalez
- Division of Neonatology, Biocruces Health Research Institute, Cruces University Hospital, Barakaldo, Bizkaia, Spain
| | - J Peña
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Bizkaia, Spain
| | - N Ibarretxe-Bilbao
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Bizkaia, Spain
| | - M A García-Guerrero
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Bizkaia, Spain
| | - N Ojeda
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Bizkaia, Spain
| | - L Zubiaurre-Elorza
- Department of Psychology, Faculty of Health Sciences, University of Deusto, Bilbao, Bizkaia, Spain.
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Hawkins GT, Chung CS, Hertz MF, Antolin N. The School Environment and Physical and Social-Emotional Well-Being: Implications for Students and School Employees. THE JOURNAL OF SCHOOL HEALTH 2023; 93:799-812. [PMID: 37670600 DOI: 10.1111/josh.13375] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/08/2023] [Accepted: 06/22/2023] [Indexed: 09/07/2023]
Abstract
BACKGROUND The school environment, consisting of the physical environment and social-emotional climate (SEC), plays a crucial role in both student and employee health; however, there is a lack of recent literature synthesizing school environment interventions in K-12 settings. We describe updated evidence about school environment interventions to support K-12 student and employee health in the United States. METHODS A 2-phase search included a review of reviews (2010-2018), followed by a search for individual articles (2010-2020) that targeted school physical environment and/or SEC to address physical activity (PA) and/or nutrition. We also investigated how nutrition and PA interventions with an SEC component improves social-emotional and/or mental health outcomes. Because research on dietary and PA behaviors for school employees is limited; we included studies on other worksites (eg, hospitals and offices) to provide insight for school employees. FINDINGS We identified 40 articles describing 40 unique studies and 45 interventions and grouped them by intervention type. Physical environment interventions demonstrated significant and positive nutrition and PA behavioral outcomes for students; outcomes among employees were mixed. Interventions with SEC components reported improvements in some mental health outcomes. IMPLICATIONS The school environment can affect dietary and PA behaviors as well as mental health for students and employees. CONCLUSIONS Establishing healthy school environments can support student and employee PA, dietary behaviors, and mental health.
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Affiliation(s)
- Georgianne Tiu Hawkins
- Division of Population Health, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Atlanta, GA
| | - Chloe S Chung
- Division of Population Health, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Atlanta, GA
- Oak Ridge Institute for Science and Education, Oak Ridge, TN
| | - Marci F Hertz
- Centers for Disease Control and Prevention, National Center for HIV, Viral Hepatitis, STD, and TB Prevention, Atlanta, GA
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Building elementary students' social and emotional skills: A randomized control trial to evaluate a teacher-led intervention. SCHOOL MENTAL HEALTH 2023; 15:138-150. [PMID: 36068796 PMCID: PMC9438393 DOI: 10.1007/s12310-022-09538-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/08/2022] [Indexed: 11/25/2022]
Abstract
The Faith and Wellness: A Daily Mental Health Resource is a school-based, teacher-led social-emotional learning (SEL) intervention resource for elementary students. It is designed to address the challenges faced by existing SEL interventions, including lack of time, training, and resources. Using a randomized control trial design, this study evaluates short-term outcomes associated with the use of this resource. Participants were elementary teachers (NT1 = 201, NT2 = 129) and students (NT1 = 242, NT2 = 183; ages 4-14; 47.5% girls) from 19 Catholic school boards in [PROVINCE]. Using multi-level models, significant small to medium effect sizes indicated that intervention group teachers: taught SEL more frequently; had higher confidence in teaching SEL; and had more positive perceptions of the classroom climate, students' SEL, and students' school engagement at Time 2 than comparison group teachers. Results for students were less robust, though there was indication of dosage effects. Results highlight the role of teachers and frequent delivery in effective SEL implementation. Supplementary Information The online version contains supplementary material available at 10.1007/s12310-022-09538-x.
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Murphy D, Leonard SJ, Taylor LK, Santos F. Educational achievement and bullying: The mediating role of psychological difficulties. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 92:1487-1501. [PMID: 35596589 PMCID: PMC9790392 DOI: 10.1111/bjep.12511] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2021] [Accepted: 04/28/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND Bullying has a profound and enduring impact on academic achievement. However, there is a lack of clarity surrounding the specific mechanisms of this relationship. AIMS This study examined the link between bullying at age 9 and Numeracy/Literacy achievement at age 15 to determine if this relationship is partially or fully explained by psychological difficulties at age 13. SAMPLE Secondary data analysis was completed on waves 1, 2 and 3 of child cohort (Cohort'98) of the Growing Up in Ireland (GUI) study, respectively, at 9 years (N = 8568), 13 years (N = 7527) and 15 years of age (N = 6216). RESULTS Longitudinal path mediation model was conducted with bullying at age 9 as the predictor, total (emotional and behavioural) difficulties at age 13 as the mediator and Numeracy/Literacy scores at age 15 as outcomes revealing significant indirect effects of bullying on achievement, via psychological difficulties. CONCLUSIONS We discuss the impact of bullying on the student's psychological well-being, the relationship between bullying and academic attainment and how this may be tackled to avoid consequences throughout education and later in life. EDUCATIONAL IMPACT AND IMPLICATIONS This study emphasizes the need for schools to address the emotional and behavioural difficulties occurring as a result of bullying in order to improve the overall educational experience of a child. Existing interventions can be built upon by focusing on the continuous remediation of such psychological difficulties.
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Wang Y, Xia M, Guo W, Xu F, Zhao Y. Academic performance under COVID-19: The role of online learning readiness and emotional competence. CURRENT PSYCHOLOGY 2022; 42:1-14. [PMID: 35039738 PMCID: PMC8755984 DOI: 10.1007/s12144-022-02699-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/02/2022] [Indexed: 01/23/2023]
Abstract
The COVID-19 pandemic caused school closures and social isolation, which created both learning and emotional challenges for adolescents. Schools worked hard to move classes online, but less attention was paid to whether students were cognitively and emotionally ready to learn effectively in a virtual environment. This study focused on online learning readiness and emotional competence as key constructs to investigate their implications for students' academic performance during the COVID-19 period. Two groups of students participated in this study, with 1,316 high school students (Mean age = 16.32, SD = 0.63) representing adolescents and 668 college students (Mean age = 20.20, SD = 1.43) representing young adults. Structural equation modeling was conducted to explore the associations among online learning readiness, emotional competence, and online academic performance during COVID-19 after controlling for pre-COVID-19 academic performance. The results showed that, for high school students, both online learning readiness and emotional competence were positively associated with online academic performance during COVID-19. However, for college students, only online learning readiness showed a significant positive relationship with online academic performance during COVID-19. These results demonstrated that being ready to study online and having high emotional competence could make adolescents more resilient toward COVID-19-related challenges and help them learn more effectively online. This study also highlighted different patterns of associations among cognitive factors, emotional factors, and online academic performance during COVID-19 in adolescence and young adulthood. Developmental implications were also discussed.
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Affiliation(s)
- Yurou Wang
- University of Alabama, Tuscaloosa, AL 35487 USA
| | - Mengya Xia
- University of Alabama, Tuscaloosa, AL 35487 USA
| | - Wenjing Guo
- University of Alabama, Tuscaloosa, AL 35487 USA
| | - Fangjie Xu
- Beijing Normal University, Beijing, China
| | - Yadan Zhao
- Dalian Neusoft University of Information, Dalian, China
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Pei L. Exploring mental health stigma among chinese-english bilinguals: Dual-process model of emotional competence, flipped learning readiness, and academic performance in Mainland Chinese Universities. Front Psychiatry 2022; 13:1001796. [PMID: 36172508 PMCID: PMC9510639 DOI: 10.3389/fpsyt.2022.1001796] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Accepted: 08/16/2022] [Indexed: 11/21/2022] Open
Abstract
Due to severe global competition and performance-related academic challenges, Chinese students are compelled to learn English and become bilinguals despite their non-English majors. Consequently, these students frequently experience psychological issues, including mental health stigma. Hence, the present study aims to explore the psychological factors associated with the academic performance of Chinese-English bilinguals as an outcome of their emotional competence, flipped learning readiness, and mental health stigma. Drawing on data from 448 Chinese-English bilingual students in universities in mainland China, the results based on structural equation modeling (SEM) indicated that their academic performance, flipped learning readiness, and emotional competence are negatively influenced by their mental health stigma. Moreover, the findings also validate that both flipped learning readiness and emotional competence significantly mediate the indirect effects of mental health stigma on the academic performance of bilinguals. The study's implications offer new and compelling evidence on the primary issue of mental health stigma among Gen Z bilingual students to raise deterrence against this psychological menace through collaboration across policymakers, academics, and mental healthcare providers.
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Affiliation(s)
- Lihua Pei
- Faulty of International Studies, Henan Normal University, Xinxiang, China
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Reading Skills, Social Competence, and Physiological Stress in the First Grade. SCHOOL MENTAL HEALTH 2021. [DOI: 10.1007/s12310-021-09487-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
AbstractAn awareness of school-related antecedents of children’s physiological stress at the beginning of school helps educators to prevent and mitigate children’s stress, the one of the major obstacles to their well-being and academic progress. We aimed to study the effect of reading skills and social competence on first-grade students’ salivary cortisol levels in natural settings. Based on previous results of the effects of everyday situations on children’s stress according to gender, we expected that both academic and social skills would affect girls’ physiological stress more, compared to boys. Our sample consisted of 277 students (7–8 years old, 50.2% girls). We used the highest salivary cortisol level of three morning samples and a cortisol level from the middle of the school day as physiological stress indicators. Reading skills were assessed by group-administered tests and social competence by teacher ratings. We found that lower reading comprehension skills and lower disruptiveness were related to higher cortisol levels for girls but not for boys. Higher empathy and lower disruptiveness moderated the effect of better reading comprehension on higher psychological stress in the middle of the school day only for girls. By recognizing the antecedents of children’s stress and supporting their academic and social skills, children’s, especially girls’, physiological self-regulation and coping skills in the primary grades will benefit.
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Kahl T, Grob A, Möhring W. Does emotion regulation compensate deficits in various executive functions in children's and adolescents' mathematical achievement? LEARNING AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.lindif.2021.102034] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Shubert J, Wray-Lake L, McKay B. Looking Ahead and Working Hard: How School Experiences Foster Adolescents' Future Orientation and Perseverance. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2020; 30:989-1007. [PMID: 32910513 DOI: 10.1111/jora.12575] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/27/2019] [Revised: 07/27/2020] [Accepted: 07/30/2020] [Indexed: 05/23/2023]
Abstract
The current study examined developmental change in future orientation and perseverance across childhood and adolescence. Drawing from stage-environment fit theory, the study examined how adolescents' perceptions of key school experiences (teacher support, school climate, high-quality organized activities, school transitions) and socioemotional competencies covaried across time. Using an accelerated longitudinal design, a diverse sample of 4,055 youth in grades 6-12 completed assessments at 4 time points. Latent growth curve analyses revealed future orientation and perseverance both followed a quadratic trajectory marked by growth in early adolescence, followed by a leveling off in later adolescence. School experiences positively covaried with socioemotional competencies. Findings provide insight into patterns of age-related change and offer implications for practices aimed at promoting future orientation and perseverance.
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Franco MDG, Roazzi A, Santos NN. O Teste de Compreensão Emocional (TEC): Estudos Psicométricos numa População Portuguesa. PSICO-USF 2020. [DOI: 10.1590/1413-82712020250204] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
Resumo O objetivo deste estudo é apresentar as vantagens e os contributos em contexto escolar do Teste de Compreensão Emocional (TEC) para a população portuguesa, desenvolvido a partir da versão brasileira, que tem por base o instrumento desenvolvido por Harris, Pons e seus colaboradores. No nosso estudo participaram 766 crianças (381 raparigas), com idades compreendidas entre 3 e 13 anos (M = 7.21, DP = 1.95), de diferentes extratos socioeconómicos. Os resultados mostram que o instrumento tem consistência interna aceitável e que é possível isolar as diferentes fases de desenvolvimento emocional propostas pelos autores. Os componentes que medem relacionam-se com diferentes variáveis importantes em contexto escolar (idade, estatuto socioeconómico, inteligência fluída), e explicam uma parte do rendimento académico e da retenção escolar.
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Lloyd JEV, Boonstra J, Forer B, Hershler R, Milbrath C, Poon BT, Razaz N, Rowcliffe P, Schonert-Reichl K. Robust Confidence Intervals for the Population Mean Alternatives to the Student-t Confidence Interval. JOURNAL OF MODERN APPLIED STATISTICAL METHODS 2020. [DOI: 10.22237/jmasm/1556670060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022]
Abstract
Population-based, person-specific, longitudinal child and youth health and developmental data linkages involve connecting combinations of specially-collected data and administrative data for longitudinal population research purposes. This glossary provides definitions of key terms and concepts related to their theoretical basis, research infrastructure, research methodology, statistical analysis, and knowledge translation.
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Valentini F, Mose LDB, Ramos IDS, Conceição NMD. Development of the Inventory of Supporting for Socio-Emotional Skills, evidence of internal structure controlling for acquiescence. ESTUDOS DE PSICOLOGIA (CAMPINAS) 2020. [DOI: 10.1590/1982-0275202037e180161] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract This study aims to develop the Inventory of Supporting for Socio-Emotional Skills, which is an instrument for assessing the support for socio-emotional development provided by teachers, rated by students. It also aims to gather validity evidence of the internal structure of Inventory of Supporting for Socio-Emotional Skills and to control acquiescence. We elaborated the items, which content were evaluated by six experts. For the internal structure, a sample composed of elementary and high-school students (N = 443) was used to answer the instrument. The instrument presented good psychometric parameters after controlling for acquiescence using the Random Intercept Model. The final structure was set as unidimensional. We suggest controlling acquiescence to avoid biased scores. In addition, we make an inventory available that can be helpful for socio-emotional skills development.
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Thomson KC, Oberle E, Gadermann AM, Guhn M, Rowcliffe P, Schonert-Reichl KA. Measuring social-emotional development in middle childhood: The Middle Years Development Instrument. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2017.03.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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14
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Humphries ML, Williams BV, May T. Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms. JOURNAL OF APPLIED SCHOOL PSYCHOLOGY 2018; 34:157-179. [PMID: 30713472 DOI: 10.1080/15377903.2018.1425790] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
The promotion of social emotional competence (SEC) and implementation of social emotional learning (SEL) programs have increased substantially in schools, however little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (three- to eight-year-old) teachers' perceptions of classroom-based social-emotional programs for young, urban-dwelling children. A focus of the study included learning what teachers believe were the critical components and challenges of such programs. Five themes emerged from the content analysis: Responsibility, Curricula/Program Design, Contextual Relevance, Support, and Barriers. The findings from this study are discussed in regards to educational policy implications about SEL curricula and programs, especially those implemented in urban schools.
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Anthony CJ, DiPerna JC. Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282917743335] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.
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Franco MDG, Beja MJ, Candeias A, Santos N. Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Front Psychol 2017; 8:1376. [PMID: 28861014 PMCID: PMC5559500 DOI: 10.3389/fpsyg.2017.01376] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Accepted: 07/28/2017] [Indexed: 11/29/2022] Open
Abstract
This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.
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Affiliation(s)
- Maria da Glória Franco
- Department of Psychology, Faculty of Arts and Humanities, University of MadeiraFunchal, Portugal
| | - Maria J Beja
- Department of Psychology, Faculty of Arts and Humanities, University of MadeiraFunchal, Portugal
| | - Adelinda Candeias
- Department of Psychology, School of Social Sciences, University of ÉvoraÉvora, Portugal
| | - Natalie Santos
- Department of Psychology, Faculty of Arts and Humanities, University of MadeiraFunchal, Portugal
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Anastasiou AI, Papachristou EM, Diakidoy IAN. Parents’ and teachers’ views on the psychosocial adjustment of students with and without a history of early grade retention. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2017. [DOI: 10.1080/02667363.2017.1306490] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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18
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Independent and compensatory contributions of executive functions and challenge preference for students' adaptive classroom behaviors. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.03.002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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19
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Individual differences in social cognition as predictors of secondary school performance. Trends Neurosci Educ 2016. [DOI: 10.1016/j.tine.2016.11.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/19/2022]
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Malti T, Noam GG. Social-emotional development: From theory to practice. EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1080/17405629.2016.1196178] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Pearce A, Sawyer ACP, Chittleborough CR, Mittinty MN, Law C, Lynch JW. Do early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohorts. Soc Sci Med 2016; 165:108-118. [PMID: 27500943 PMCID: PMC5012893 DOI: 10.1016/j.socscimed.2016.07.016] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2016] [Revised: 06/28/2016] [Accepted: 07/17/2016] [Indexed: 12/04/2022]
Abstract
Socio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and "non-cognitive" attributes (such as self-regulation) are the focus of many early years' interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort). An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two academic outcomes: 'low' maths and literacy scores (based on bottom quintile) at age 7-9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the 'direct effect' of socio-economic disadvantage on academic achievement (not acting through self-regulation and cognitive ability in early childhood), and the 'indirect effects' of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding. Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was 'direct' and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17-1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06-1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01-1.11]). Similar patterns were observed for both outcomes and in both cohorts. Policies to alleviate social inequality (e.g. child poverty reduction) remain important for closing the academic achievement gap. Early interventions to improve cognitive ability (rather than self-regulation) also hold potential for reducing inequalities in children's academic outcomes.
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Affiliation(s)
- Anna Pearce
- School of Population Health, University of Adelaide, Adelaide, Australia; Population, Policy and Practice, UCL Institute of Child Health, University College London, London, United Kingdom.
| | - Alyssa C P Sawyer
- School of Population Health, University of Adelaide, Adelaide, Australia
| | | | - Murthy N Mittinty
- School of Population Health, University of Adelaide, Adelaide, Australia
| | - Catherine Law
- Population, Policy and Practice, UCL Institute of Child Health, University College London, London, United Kingdom
| | - John W Lynch
- School of Population Health, University of Adelaide, Adelaide, Australia; School of Social and Community Medicine, University of Bristol, United Kingdom
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Pearce A, Scalzi D, Lynch J, Smithers LG. Do thin, overweight and obese children have poorer development than their healthy-weight peers at the start of school? Findings from a South Australian data linkage study. EARLY CHILDHOOD RESEARCH QUARTERLY 2016; 35:85-94. [PMID: 27158187 PMCID: PMC4850238 DOI: 10.1016/j.ecresq.2015.10.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/06/2014] [Revised: 10/18/2015] [Accepted: 10/30/2015] [Indexed: 06/05/2023]
Abstract
Little is known about the holistic development of children who are not healthy-weight when they start school, despite one fifth of preschool-aged children in high income countries being overweight or obese. Further to this, there is a paucity of research examining low body mass index (BMI) in contemporary high-income populations, although evidence from the developing world demonstrates a range of negative consequences in childhood and beyond. We investigated the development of 4-6 year old children who were thin, healthy-weight, overweight, or obese (as defined by BMI z-scores) across the five domains of the Australian Early Development Census (AEDC): Physical Health and Wellbeing, Social Competence, Emotional Maturity, Language and Cognitive Skills, and Communication Skills and General Knowledge. We used a linked dataset of South Australian routinely collected data, which included the AEDC, school enrollment data, and perinatal records (n = 7533). We found that the risk of developmental vulnerability among children who were thin did not differ from healthy-weight children, after adjusting for a range of perinatal and socio-economic characteristics. On the whole, overweight children also had similar outcomes as their healthy-weight peers, though they may have better Language and Cognitive skills (adjusted Risk Ratio [aRR] = 0.73 [95% CI 0.50-1.05]). Obese children were more likely to be vulnerable on the Physical Health and Wellbeing (2.20 [1.69, 2.87]) and Social Competence (1.31 [0.94, 1.83]) domains, and to be vulnerable on one or more domains (1.45 [1.18, 1.78]). We conclude that children who are obese in the first year of school may already be exhibiting some developmental vulnerabilities (relative to their healthy-weight peers), lending further support for strategies to promote healthy development of preschoolers.
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Affiliation(s)
- Anna Pearce
- School of Public Health, University of Adelaide, Mail drop DX 650550, Adelaide 5005, Australia
- Population, Policy and Practice, UCL Institute of Child Health, 30 Guilford Street, London WC1N 1EH, United Kingdom
| | - Daniel Scalzi
- School of Public Health, University of Adelaide, Mail drop DX 650550, Adelaide 5005, Australia
| | - John Lynch
- School of Public Health, University of Adelaide, Mail drop DX 650550, Adelaide 5005, Australia
- School of Social & Community Medicine, University of Bristol, BS82BM, United Kingdom
| | - Lisa G. Smithers
- School of Public Health, University of Adelaide, Mail drop DX 650550, Adelaide 5005, Australia
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A closer look at social skills and school performance: students’ peer relations skills and assertion skills as predictors for their written and oral performances. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2016. [DOI: 10.1007/s10212-015-0284-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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