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

Spanish Journal of Psychology

Volumn 17, Issue , 2014, Pages

  Voltas, Núria ^a   Hernández Martínez, Carmen ^a   Aparicio, Estefania ^a   Arija, Victoria ^a   Canals, Josefa ^a  

^a UNIVERSITAT ROVIRA I VIRGILI   (Spain)

Author keywords

academic achievement; early adolescence; prospective study; psychopathology

Indexed keywords

ADOLESCENT; ANXIETY; ATTENTION DEFICIT DISORDER; CHILD; DEPRESSION; EDUCATIONAL STATUS; EPIDEMIOLOGY; FEMALE; HUMAN; MALE; MENTAL DISEASE; PROSPECTIVE STUDY; PSYCHOLOGIC TEST; PSYCHOLOGICAL RATING SCALE; PSYCHOLOGY; SOCIOECONOMICS;

ADOLESCENT; ANXIETY; ATTENTION DEFICIT DISORDER WITH HYPERACTIVITY; CHILD; DEPRESSION; EDUCATIONAL STATUS; FEMALE; HUMANS; INTERVIEW, PSYCHOLOGICAL; MALE; MENTAL DISORDERS; PROSPECTIVE STUDIES; PSYCHIATRIC STATUS RATING SCALES; PSYCHOLOGY; SOCIOECONOMIC FACTORS;

EID: 84939248564     PISSN: 11387416     EISSN: 19882904     Source Type: Journal    
DOI: 10.1017/sjp.2014.100     Document Type: Article

References (51)

1. Aronen E. T., Vuontela V., Steenari M. R., Salmi J., & Carlson S. (2005). Working memory, psychiatry symptoms, and academic performance at school. Neurobiology of Learning and Memory, 83, 33-42. http://dx.doi.org/10.1016/j.nlm.2004.06.010
2. 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
3. Berg C. Z., Whitaker A., Davies M., Flament M. F., & Rapoport J. L. (1988). The survey form of the Leyton Obsessional Inventory-Child Version: Norms from an epidemiological study. Journal of the American Academy of Child & Adolescent Psychiatry, 27, 759-763. http://dx.doi.org/10.1097/00004583-198811000-00017
4. Birmaher B., Khetarpal S., Brent D., Cully M., Balach L., Kaufman J., & Neer S. M. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36, 545-553. http://dx.doi.org/10.1097/00004583-199704000-00018
5. Calero J., Choi A., & Waisgrais S. (2010). Determinants of the school failure risk in Spain: A multilevel logistic model approach to PISA-2006. Revista de Educación, N° Extraordinario, 225-256.
6. Canals J., Hernández-Martínez C., Cosi S., & Domènech E. (2012). Examination of a cutoff score for the Screen for Child Anxiety Related Emotional Disorders (SCARED) in a non-clinical Spanish population. Journal of Anxiety Disorders, 26, 785-791. http://dx.doi.org/10.1016/j.janxdis.2012.07.008
7. Canals J., Hernández-Martínez C., Cosi S., Lázaro L., & Toro J. (2012). The Leyton Obsessional Inventory-Child Version and reliability in Spanish non-clinical population. International Journal of Clinical and Health Psychology, 12, 81-96.
8. Canals J., Martí-Henneberg C., Ferdández-Ballart J., & Domènech E. (1995). A longitudinal study of depression in urban Spanish puberal population. European Child & Adolescent Psychiatry, 4, 102-111.
9. Caro D. H., McDonald J. T., & Willms J. D. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence. Canadian Journal of Education, 32, 558-590.
10. Chamorro-Premuzic T., & Furnham A. (2005). Personality and intellectual competence. New Jersey, NJ: Lawrence Erlbaum Associates.
11. 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
12. Durlak J. A., Weissberg R. P., Dymnicki A. B., Taylor R. D., & Schellinger K. B. (2011). The impact of enhancing students social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
13. Esbjorn B. H., Bender P. K., Reinholdt-Dunne M. L., Munck L. A., & Ollendick T. H. (2012). The development of anxiety disorders: Considering the contributions of attachment and emotion regulation. Clinical Child and Family Psychology Review, 15, 129-143. http://dx.doi.org/10.1007/s10567-011-0105-4
14. Eysenck M. W., & Derakshan N. (2011). New perspectives in attentional control theory. Personality and Individual Differences, 50, 955-960. http://dx.doi.org/10.1016/j.paid.2010.08.019
15. Fergusson D. M., & Woodward L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59, 225-231. http://dx.doi.org/10.1001/archpsyc.59.3.225
16. Fernández-Macías E., Antón J. I., Braña F. J., & Muñoz de Bustillo R. (2013). Early school-leaving in Spain: Evolution, intensity and determinants. European Journal of Education, 48, 150-164. http://dx.doi.org/10.1111/ejed.12000
17. Figueras A., Amador-Campos J. A., Gómez-Benito J., & Del Barrio V. (2010). Psychometric properties of the Children's Depression Inventory in community and clinical sample. The Spanish Journal of Psychology, 13, 990-999. http://dx.doi.org/10.1017/S1138741600002638
18. Fröjd S. A., Nissinen E. S., Pelkonen M. U. I., Marttunen M. J., Koivisto A. M. &, Kaltiala-Heino R. (2008). Depression and school performance in middle adolescent boys and girls. Journal of Adolescence, 31, 485-498. http://dx.doi.org/10.1016/j.adolescence.2007.08.006
19. Gadow K., & Sprafkin J. (1999). Youth's Inventory-4 Manual. Stony Brook, NY: Checkmate Plus, Ltd.
20. Gadow K. D., Sprafkin J., Carlson G. A., Schneider J., Nolan E. E., Mattison R. E., & Rundberg-Rivera V. (2002). A DSM-IV-Referenced, adolescent self-report rating scale. Journal of the American Academy of Child & Adolescent Psychiatry, 41, 671-679. http://dx.doi.org/10.1097/00004583-200206000-00006
21. Geller D. A., & March J. (2012). Practice parameter for assessment and treatment of children and adolescents with obsessive-compulsive disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 51, 98-113. http://dx.doi.org/10.1016/j.jaac.2011.09.019
22. Grills-Taquechel A. E., Fletcher J. M., Vaughn S. R., Denton C. A., & Taylor P. (2013). Anxiety and inattention as predictors of achievement in early elementary school children. Anxiety, Stress, & Coping, 26, 391-410. http://dx.doi.org/10.1080/10615806.2012.691969
23. Hackman D. A., Farah M. J., & Meaney M. J. (2010). Socioeconomic status and the brain: Mechanistic insights from human and animal research. Science and Society, 11, 651-659. http://dx.doi.org/10.1038/nrn2897
24. Hollingshead A. B. (2011). Four factor index of social status. Yale Journal of Sociology, 8, 21-52.
25. Hughes A. A., Lourea-Waddell B., & Kendall P. C. (2008). Somatic complaints in children with anxiety disorders and their unique prediction of poorer academic performance. Child Psychiatry & Human Development, 39, 211-220. http://dx.doi.org/10.1007/s10578-007-0082-5
26. Karbach J., Gottschling J., Spengler M., Hegewald K., & Spinath F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specifc academic achievement in early adolescence. Learning and Instruction, 23, 43-51. http://dx.doi.org/10.1016/j.learninstruc.2012.09.004
27. Keogh E., Bond F. W., French C. C., Richards A., & Davis R. E. (2004). Test anxiety, susceptibility to distraction and examination performance. Anxiety, Stress, & Coping, 17, 241-252. http://dx.doi.org/10.1080/10615300410001703472
28. Kovacs M. (1992) Children's Depression Inventory. North Tonawanda, NY: Multi-HeBaialth Systems INC.
29. Langberg J. M., Dvorsky M. R., & Evans S. W. (2013). What specifc facets of executive function are associated with academic functioning in youth with attention-defcit/hyperactivity disorder? Journal of Abnormal Child Psychology, 41, 1145-1159. http://dx.doi.org/10.1007/s10802-013-9750-z
30. Langley A. K., Lewin A. B., Bergman R. L., Lee J. C., & Piacentini J. (2010). Correlates of comorbid anxiety and externalizing disorders in childhood obsessive compulsive disorder. European Child & Adolescent Psychiatry, 19, 637-645. http://dx.doi.org/10.1007/s00787-010-0101-0
31. Lundy S. M., Silva G. E., Kaemingk K. L., Goodwin J. L., & Quan S. F. (2010). Cognitive functioning and academic performance in elementary school children with anxious/depressed and withdrawn symptoms. The Open Pediatric Medicine Journal, 4, 1-9. http://dx.doi.org/10.2174/1874309901004010001
32. Ly J., Zhou Q., Chu K., & Chen S. H. (2012). Teacher-child relationship quality and academic achievement of Chinese American children from immigrant families. Journal of School Psychology, 50, 535-553. http://dx.doi.org/10.1016/j.jsp.2012.03.003
33. Marcotte D., Lévesque N., & Fortin L. (2006). Variations of cognitive distortions and school performance in depressed and non-depressed high school adolescents: A two-year longitudinal study. Cognitive Therapy and Research, 30, 211-225. http://dx.doi.org/10.1007/s10608-006-9020-2
34. Matthews K., Coghill D., & Rhodes S. (2008). Neuropsychological functioning in depressed adolescent girls. Journal of Affective Disorders, 111, 113-118. http://dx.doi.org/10.1016/j.jad.2008.02.003
35. Mychailyszyn M. P., Brodman D. M., Read K. L., & Kendall P. C. (2012) Cognitive-behavioral school-based interventions for anxious and depressed youth: A meta-analysis of outcomes. Clinical Psychology: Science and Practice, 19, 129-153. http://dx.doi.org/10.1111/j.1468-2850.2012.01279.x
36. Neil A. L., & Christensen H. (2009). Effcacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29, 208-215. http://dx.doi.org/10.1016/j.cpr.2009.01.002
37. Newcomb M. D., Abbott R. D., Catalano R. F., Hawkins J. D., Battin-Pearson S., & Hill K. (2002). Mediational and deviance theories of late high directly: Process roles of structural strains, academic competence, and general versus specifc problema behavior. Journal of Counseling Psychology, 49, 172-186. http://dx.doi.org/10.1037/0022-0167.49.2.172
38. Ng E., & Lee K. (2010). Children's task performance under stress and non-stress conditions: A test of the processing effciency theory. Cognition & Emotion, 24, 1229-1238. http://dx.doi.org/10.1080/02699930903172328
39. Owens M., Stevenson J., Hadwin J. A., & Norgate R. (2014). When does anxiety help or hinder cognitive test performance? The role of working memory capacity. British Journal of Psychology. 105, 92-101. http://dx.doi.org/10.1111/bjop.12009
40. Pérez-Sánchez C. N., Betancort-Montesinos M., & Cabrera-Rodríguez L. (2013). Infuencias de la familia en el rendimiento académico. Un estudio en Canarias. [Family infuences in academic achievement. A study of the Canary Islands]. Revista Internacional de Sociología, 71, 169-187. http://dx.doi.org/10.3989/ris.2011.04.11
41. Quiroga C. V., Janosz M., Lyons J. S., & Morin A. J. S. (2012). Grade retention and seventh-grade depression symptoms in the course of school dropout among high-risk adolescents. Psychology, 3, 749-755. http://dx.doi.org/10.4236/psych.2012.329113
42. Rapee R. M., Schniering C. A., & Hudson J. L. (2009). Anxiety disorders during childhood and adolescence: Origins and treatment. Annual Review of Clinical Psychology, 5, 311-341. http://dx.doi.org/10.1146/annurev.clinpsy.032408.153628
43. Scholtens S., Rydell A. M., & Yang-Wallentin F. (2013). ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: A longitudinal study. Scandinavian Journal of Psychology, 54, 205-212. http://dx.doi.org/10.1111/sjop.12042
44. Sheehan D. V., Sheehan K. H., Shytle R. D., Janavs J., Bannon Y., Rogers J. E., & Wilkinson B. (2010). Reliability and validity of the Mini International Neuropsychiatric Interview for Children and Adolescents (MINI-KID). Journal of Clinical Psychiatry, 71, 313-326. http://dx.doi.org/10.4088/JCP.09m05305whi
45. Sheehan D., Lecrubier Y., Sheehan K. H., Amorim P., Janavs J., Weiller E., & Dunbar G. C. (1998). The Mini-International Neuropsychiatric Interview (M.I.N.I): The development and validation of a structured diagnostic psychiatric interview for DSM-IV and ICD-10. Journal of Clinical Psychiatry, 59, 22-33.
46. Srin S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417-453. http://dx.doi.org/10.3102/00346543075003417
47. Stallard P., Taylor G., Anderson R., Daniels H., Simpson N., Phillips R., & Skryabina E. (2012). School-based intervention to reduce anxiety in children: Study protocol for randomized controlled trial (PACES). Trials, 13, 227. http://dx.doi.org/10.1186/1745-6215-13-227
48. Valiente C., Swanson J., & Eisenberg N. (2012). Linking students' emotions and academic achievement: When and why emotions matter. Child Development Perspectives, 6, 129-135. http://dx.doi.org/10.1111/j.1750-8606.2011.00192.x
49. Vigil-Colet A., Canals J., Cosi S., Lorenzo-Seva U, Ferrando P. J., Hernández-Martínez C., & Domènech E. (2009). The factorial structure of the 41-item version of the Screen for Child Anxiety related Emotional Disorders (SCARED) in a Spanish population of the 8 to 12 years-old. International Journal of Clinical and Health Psychology, 9, 313-327.
50. Visu-Petra L., Cheie L., Benga O., & Packiam-Alloway T. (2011). Effects of anxiety on memory storage and updating in young children. Journal of Behavioral Development, 35, 38-47. http://dx.doi.org/10.1177/0165025410368945
51. Yeo L. S., & Choi P. M. (2011). Cognitive-behavioural therapy for children with behavioural diffculties in the Singapore mainstream school setting. School Psychology International, 32, 616-631. http://dx.doi.org/10.1177/0143034311406820