Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education

Detalhes bibliográficos
Autor(a) principal: Dias,Natália Martins
Data de Publicação: 2020
Outros Autores: Seabra,Alessandra Gotuzo
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Psico-USF (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300467
Resumo: Abstract The study investigated 1) relationships and explanatory models of mental health indicators from cognitive abilities and 2) relationships between mental health indicators and academic performance one year later. Participants were 86 children, students of the 1st year of Elementary Education, evaluated in intelligence, inhibitory control (IC) and language. Parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ). One year later, the children were re-evaluated in word recognition (WR) and arithmetic. The IC measures were related and could explain up to 21.9% of the variance in the SDQ indices completed by parents and teachers. The SDQ indices completed by teachers were related to WR and arithmetic performances, predicting up to 16.3% of the variance in school performance measures the following year. There was no IC mediation effect on the models generated. The findings suggest an interaction between specific cognitive skills, mental health indicators and academic performance.
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spelling Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Educationcognitionneuropsychological testsfunctionalitybehaviorAbstract The study investigated 1) relationships and explanatory models of mental health indicators from cognitive abilities and 2) relationships between mental health indicators and academic performance one year later. Participants were 86 children, students of the 1st year of Elementary Education, evaluated in intelligence, inhibitory control (IC) and language. Parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ). One year later, the children were re-evaluated in word recognition (WR) and arithmetic. The IC measures were related and could explain up to 21.9% of the variance in the SDQ indices completed by parents and teachers. The SDQ indices completed by teachers were related to WR and arithmetic performances, predicting up to 16.3% of the variance in school performance measures the following year. There was no IC mediation effect on the models generated. The findings suggest an interaction between specific cognitive skills, mental health indicators and academic performance.Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2020-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300467Psico-USF v.25 n.3 2020reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712020250306info:eu-repo/semantics/openAccessDias,Natália MartinsSeabra,Alessandra Gotuzoeng2020-10-20T00:00:00Zoai:scielo:S1413-82712020000300467Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2020-10-20T00:00Psico-USF (Online) - Universidade São Francisco (USF)false
dc.title.none.fl_str_mv Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
title Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
spellingShingle Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
Dias,Natália Martins
cognition
neuropsychological tests
functionality
behavior
title_short Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
title_full Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
title_fullStr Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
title_full_unstemmed Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
title_sort Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
author Dias,Natália Martins
author_facet Dias,Natália Martins
Seabra,Alessandra Gotuzo
author_role author
author2 Seabra,Alessandra Gotuzo
author2_role author
dc.contributor.author.fl_str_mv Dias,Natália Martins
Seabra,Alessandra Gotuzo
dc.subject.por.fl_str_mv cognition
neuropsychological tests
functionality
behavior
topic cognition
neuropsychological tests
functionality
behavior
description Abstract The study investigated 1) relationships and explanatory models of mental health indicators from cognitive abilities and 2) relationships between mental health indicators and academic performance one year later. Participants were 86 children, students of the 1st year of Elementary Education, evaluated in intelligence, inhibitory control (IC) and language. Parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ). One year later, the children were re-evaluated in word recognition (WR) and arithmetic. The IC measures were related and could explain up to 21.9% of the variance in the SDQ indices completed by parents and teachers. The SDQ indices completed by teachers were related to WR and arithmetic performances, predicting up to 16.3% of the variance in school performance measures the following year. There was no IC mediation effect on the models generated. The findings suggest an interaction between specific cognitive skills, mental health indicators and academic performance.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300467
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712020000300467
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/1413-82712020250306
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
publisher.none.fl_str_mv Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
dc.source.none.fl_str_mv Psico-USF v.25 n.3 2020
reponame:Psico-USF (Online)
instname:Universidade São Francisco (USF)
instacron:USF
instname_str Universidade São Francisco (USF)
instacron_str USF
institution USF
reponame_str Psico-USF (Online)
collection Psico-USF (Online)
repository.name.fl_str_mv Psico-USF (Online) - Universidade São Francisco (USF)
repository.mail.fl_str_mv edusf@saofrancisco.edu.br
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