Psychopathological Factors that can Influence Academic Achievement in early Adolescence: a Three-Year Prospective Study

Identificador:  imarina:6364082

Handle: https://hdl.handle.net/20.500.11797/imarina6364082

Autores:  Voltas, Nuria; Hernandez-Martinez, Carmen; Aparicio, Estefania; Arija, Victoria; Canals, Josefa

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