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
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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