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Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students / Jelena OBRADOVIC in Development and Psychopathology, 32-5 (December 2020)
[article]
Titre : Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students Type de document : Texte imprimé et/ou numérique Auteurs : Jelena OBRADOVIC, Auteur ; Emma ARMSTRONG-CARTER, Auteur Article en page(s) : p.1899-1913 Langues : Anglais (eng) Mots-clés : Achievement Child Educational Status Humans *Learning Schools *Students *classroom context *elementary school students *inequality *stress physiology Index. décimale : PER Périodiques Résumé : To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school? (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations? (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice. En ligne : http://dx.doi.org/10.1017/s0954579420001443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437
in Development and Psychopathology > 32-5 (December 2020) . - p.1899-1913[article] Addressing educational inequalities and promoting learning through studies of stress physiology in elementary school students [Texte imprimé et/ou numérique] / Jelena OBRADOVIC, Auteur ; Emma ARMSTRONG-CARTER, Auteur . - p.1899-1913.
Langues : Anglais (eng)
in Development and Psychopathology > 32-5 (December 2020) . - p.1899-1913
Mots-clés : Achievement Child Educational Status Humans *Learning Schools *Students *classroom context *elementary school students *inequality *stress physiology Index. décimale : PER Périodiques Résumé : To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school? (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations? (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice. En ligne : http://dx.doi.org/10.1017/s0954579420001443 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 Adolescent sleep quality and quantity and educational attainment: a test of multiple mechanisms using sibling difference models / Jinho KIM in Journal of Child Psychology and Psychiatry, 63-12 (December 2022)
[article]
Titre : Adolescent sleep quality and quantity and educational attainment: a test of multiple mechanisms using sibling difference models Type de document : Texte imprimé et/ou numérique Auteurs : Jinho KIM, Auteur ; Gum-Ryeong PARK, Auteur ; Angelina R. SUTIN, Auteur Article en page(s) : p.1644-1657 Langues : Anglais (eng) Mots-clés : Adult Male Female Adolescent Humans Siblings Longitudinal Studies Sleep Quality Educational Status Sleep Wake Disorders Sleep educational attainment gender life course multiple mechanisms sibling fixed effects Index. décimale : PER Périodiques Résumé : OBJECTIVE: The objective of this study is to determine whether and how sleep quality and quantity during adolescence are related to educational attainment in adulthood. This study also investigates whether this relationship varies by gender. METHODS: Using data from the National Longitudinal Study of Adolescent to Adult Health, the present study employed a sibling fixed effect approach that takes into account unobserved family background factors such as genetics and social environments. Gender-stratified analyses were conducted to consider the potential gendered relationship between adolescent sleep and educational attainment. RESULTS: Controlling for unobserved family-level heterogeneity attenuated the associations between adolescent sleep characteristics and educational attainment, albeit in different ways for boys and girls. Gender-stratified models suggest that, for boys, only the association between short sleep duration and educational attainment was robust to adjustment for sibling fixed effects. In contrast, for girls, among three sleep quality measures, only trouble falling or staying asleep remained significantly associated with educational attainment even after controlling for unobserved family heterogeneity. Sibling fixed effects estimates suggest that short sleep duration (6 or fewer hours per night) was negatively associated with years of schooling only among boys (b=-0.443), whereas trouble falling or staying asleep was associated with a reduction in years of schooling only among girls (b=-0.556). The mechanisms underlying the observed associations also differed by gender. For boys, the association between short sleep duration and educational attainment was partially explained by a combination of educational, social, and psychological factors. Only intermediate educational factors explained part of the association between trouble falling or staying asleep and educational attachment among girls. CONCLUSIONS: The study's finding that the relationship between adolescent sleep characteristics and educational attainment and the mechanisms underlying this relationship differ by gender calls attention to the need for gender-specific interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1644-1657[article] Adolescent sleep quality and quantity and educational attainment: a test of multiple mechanisms using sibling difference models [Texte imprimé et/ou numérique] / Jinho KIM, Auteur ; Gum-Ryeong PARK, Auteur ; Angelina R. SUTIN, Auteur . - p.1644-1657.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-12 (December 2022) . - p.1644-1657
Mots-clés : Adult Male Female Adolescent Humans Siblings Longitudinal Studies Sleep Quality Educational Status Sleep Wake Disorders Sleep educational attainment gender life course multiple mechanisms sibling fixed effects Index. décimale : PER Périodiques Résumé : OBJECTIVE: The objective of this study is to determine whether and how sleep quality and quantity during adolescence are related to educational attainment in adulthood. This study also investigates whether this relationship varies by gender. METHODS: Using data from the National Longitudinal Study of Adolescent to Adult Health, the present study employed a sibling fixed effect approach that takes into account unobserved family background factors such as genetics and social environments. Gender-stratified analyses were conducted to consider the potential gendered relationship between adolescent sleep and educational attainment. RESULTS: Controlling for unobserved family-level heterogeneity attenuated the associations between adolescent sleep characteristics and educational attainment, albeit in different ways for boys and girls. Gender-stratified models suggest that, for boys, only the association between short sleep duration and educational attainment was robust to adjustment for sibling fixed effects. In contrast, for girls, among three sleep quality measures, only trouble falling or staying asleep remained significantly associated with educational attainment even after controlling for unobserved family heterogeneity. Sibling fixed effects estimates suggest that short sleep duration (6 or fewer hours per night) was negatively associated with years of schooling only among boys (b=-0.443), whereas trouble falling or staying asleep was associated with a reduction in years of schooling only among girls (b=-0.556). The mechanisms underlying the observed associations also differed by gender. For boys, the association between short sleep duration and educational attainment was partially explained by a combination of educational, social, and psychological factors. Only intermediate educational factors explained part of the association between trouble falling or staying asleep and educational attachment among girls. CONCLUSIONS: The study's finding that the relationship between adolescent sleep characteristics and educational attainment and the mechanisms underlying this relationship differ by gender calls attention to the need for gender-specific interventions. En ligne : http://dx.doi.org/10.1111/jcpp.13686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study / Rosa CHEESMAN in Journal of Child Psychology and Psychiatry, 63-10 (October 2022)
[article]
Titre : How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study Type de document : Texte imprimé et/ou numérique Auteurs : Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur Année de publication : 2022 Article en page(s) : p.1174-1185 Langues : Anglais (eng) Mots-clés : Academic Success Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics Cohort Studies Educational Status Humans Schools Adhd gene-environment interaction genetics school school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185[article] How interactions between ADHD and schools affect educational achievement: a family-based genetically sensitive study [Texte imprimé et/ou numérique] / Rosa CHEESMAN, Auteur ; Espen M. EILERTSEN, Auteur ; Ziada AYORECH, Auteur ; Nicolai T. BORGEN, Auteur ; Ole A. ANDREASSEN, Auteur ; Henrik LARSSON, Auteur ; Henrik ZACHRISSON, Auteur ; Fartein A. TORVIK, Auteur ; Eivind YSTROM, Auteur . - 2022 . - p.1174-1185.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-10 (October 2022) . - p.1174-1185
Mots-clés : Academic Success Attention Deficit Disorder with Hyperactivity/diagnosis/epidemiology/genetics Cohort Studies Educational Status Humans Schools Adhd gene-environment interaction genetics school school performance Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with ADHD tend to achieve less than their peers in school. It is unknown whether schools moderate this association. Nonrandom selection of children into schools related to variations in their ADHD risk poses a methodological problem. METHODS: We linked data on ADHD symptoms of inattention and hyperactivity and parent-child ADHD polygenic scores (PGS) from the Norwegian Mother, Father, and Child Cohort Study (MoBa) to achievement in standardised tests and school identifiers. We estimated interactions of schools with individual differences between students in inattention, hyperactivity, and ADHD-PGS using multilevel models with random slopes for ADHD effects on achievement over schools. In our PGS analyses, we adjust for parental selection of schools by adjusting for parental ADHD-PGS (a within-family PGS design). We then tested whether five school sociodemographic measures explained any interactions. RESULTS: Analysis of up to 23,598 students attending 2,579 schools revealed interactions between school and ADHD effects on achievement. The variability between schools in the effects of inattention, hyperactivity and within-family ADHD-PGS on achievement was 0.08, 0.07 and 0.05 SDs, respectively. For example, the average effect of inattention on achievement wasÎ2=-0.23 (SE=0.009), but in 2.5% of schools with the weakest effects, the value was -0.07 or less. ADHD has a weaker effect on achievement in higher-performing schools. Schools make more of a difference to the achievements of students with higher levels of ADHD, explaining over four times as much variance in achievement for those with high versus average inattention symptoms. School sociodemographic measures could not explain the ADHD-by-school interactions. CONCLUSIONS: Although ADHD symptoms and genetic risk tend to hinder achievement, schools where their effects are weaker do exist. Differences between schools in support for children with ADHD should be evened out. En ligne : http://dx.doi.org/10.1111/jcpp.13656 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 Associations of conflict and migration on childhood cognitive development in Ethiopia: Evidence from a longitudinal study / Lina Y. DEMIS in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)
[article]
Titre : Associations of conflict and migration on childhood cognitive development in Ethiopia: Evidence from a longitudinal study Type de document : Texte imprimé et/ou numérique Auteurs : Lina Y. DEMIS, Auteur ; Jeremy C. KANE, Auteur ; Martha Claire GREENE, Auteur Article en page(s) : p.1279-1287 Langues : Anglais (eng) Mots-clés : Child Child, Preschool Humans Infant Longitudinal Studies Ethiopia/epidemiology Child Development Cognition Educational Status Cognitive development caregiver mental health conflict migration Index. décimale : PER Périodiques Résumé : BACKGROUND: Migration has substantial consequences on the wellness of affected households, thereby exposing children to circumstances that are detrimental for healthy cognitive development. This study evaluates the relationship between conflict and migration during conception or early childhood and childhood cognitive development outcomes among families in Ethiopia. We hypothesized that migration is associated with worse cognitive development outcomes among children and that this association is mediated by educational disparities and caregiver psychological distress. METHODS: The study used longitudinal data of children enrolled in the Young Lives Study (YLS) conducted in Ethiopia during 2002 (age 1), 2006-2007 (age 5), and 2009-2010 (age 8). We used multivariate linear and logistic regression to analyze the association between migration on cognitive development during middle childhood. Household migration and caregiver psychological distress were measured during round 1, type of education was measured at round 2, and cognitive development was measured at round 3. RESULTS: Results of the multivariate regression analysis showed that migrant children achieved lower scores on a test of verbal intelligence after controlling for sex, ethnicity, religion, and caregiver distress (Î2: -8.09; 95% CI: -15.33, -0.85). Results of the mediation analysis show that the type of schooling that children attended, but not caregiver psychological distress, mediated the association between migration and cognitive development. Migrant children were more likely to attend private schools, which buffered the association between migration and lower cognitive development. CONCLUSIONS: This study suggests that migration is a key determinant of childhood cognitive development among migrated populations. More research is needed to build the evidence base to support interventions for this growing, underserved population. En ligne : http://dx.doi.org/10.1111/jcpp.13571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1279-1287[article] Associations of conflict and migration on childhood cognitive development in Ethiopia: Evidence from a longitudinal study [Texte imprimé et/ou numérique] / Lina Y. DEMIS, Auteur ; Jeremy C. KANE, Auteur ; Martha Claire GREENE, Auteur . - p.1279-1287.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1279-1287
Mots-clés : Child Child, Preschool Humans Infant Longitudinal Studies Ethiopia/epidemiology Child Development Cognition Educational Status Cognitive development caregiver mental health conflict migration Index. décimale : PER Périodiques Résumé : BACKGROUND: Migration has substantial consequences on the wellness of affected households, thereby exposing children to circumstances that are detrimental for healthy cognitive development. This study evaluates the relationship between conflict and migration during conception or early childhood and childhood cognitive development outcomes among families in Ethiopia. We hypothesized that migration is associated with worse cognitive development outcomes among children and that this association is mediated by educational disparities and caregiver psychological distress. METHODS: The study used longitudinal data of children enrolled in the Young Lives Study (YLS) conducted in Ethiopia during 2002 (age 1), 2006-2007 (age 5), and 2009-2010 (age 8). We used multivariate linear and logistic regression to analyze the association between migration on cognitive development during middle childhood. Household migration and caregiver psychological distress were measured during round 1, type of education was measured at round 2, and cognitive development was measured at round 3. RESULTS: Results of the multivariate regression analysis showed that migrant children achieved lower scores on a test of verbal intelligence after controlling for sex, ethnicity, religion, and caregiver distress (Î2: -8.09; 95% CI: -15.33, -0.85). Results of the mediation analysis show that the type of schooling that children attended, but not caregiver psychological distress, mediated the association between migration and cognitive development. Migrant children were more likely to attend private schools, which buffered the association between migration and lower cognitive development. CONCLUSIONS: This study suggests that migration is a key determinant of childhood cognitive development among migrated populations. More research is needed to build the evidence base to support interventions for this growing, underserved population. En ligne : http://dx.doi.org/10.1111/jcpp.13571 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 Not in education, employment and training: pathways from toddler difficult temperament / Tom C.H. WU in Journal of Child Psychology and Psychiatry, 63-11 (November 2022)
[article]
Titre : Not in education, employment and training: pathways from toddler difficult temperament Type de document : Texte imprimé et/ou numérique Auteurs : Tom C.H. WU, Auteur ; Barbara MAUGHAN, Auteur ; Dario MORENO-AGOSTINO, Auteur ; Edward D. BARKER, Auteur Article en page(s) : p.1234-1242 Langues : Anglais (eng) Mots-clés : Child Adolescent Adult Humans Child, Preschool Female Male Temperament Attention Deficit Disorder with Hyperactivity/diagnosis Longitudinal Studies Educational Status Employment Adhd Alspac Difficult temperament Neet antisocial behaviours Index. décimale : PER Périodiques Résumé : BACKGROUND: Youths disengaged from the education system and labour force (i.e. 'Not in Education, Employment, or Training' or 'NEET') are often at reduced capacity to flourish and thrive as adults. Developmental precursors to NEET status may extend back to temperamental features, though this - and possible mediators of such associations such as attention deficit hyperactivity (ADHD) symptoms and antisocial behaviours (ASB) - have yet to be directly tested. This study investigates if i) difficult temperament in toddlerhood associates with NEET status in adulthood and ii) different subdomains of ADHD (i.e. hyperactivity-impulsivity vs. inattention) in late childhood and ASB in adolescence partially explain this pathway. METHODS: Participants were 6,240 mother-child dyads (60.7% female) from the Avon Longitudinal Study of Parents and Children. Mothers reported on their child's (a) difficult temperament (i.e. mood, intensity and adaptability) at age 2 and (b) ADHD symptoms at ages 8 and 10. Participants reported their own ASB at age 14 and NEET status in adulthood (ages 18, 20, 22 and 23). RESULTS: First, higher levels of difficult temperament in toddlerhood directly associated with an increased probability of being NEET in adulthood. Second, this effect was carried through hyperactivity-impulsivity, but not inattention, in late childhood, and ASB in adolescence; this demonstrates differential contribution to the pathway between the ADHD dimensions, with symptoms of hyperactivity-impulsivity playing a prominent role. CONCLUSIONS: Early difficult temperament is a vulnerability factor for NEET status in adulthood. Our findings suggest that one developmental pathway for this vulnerability manifests through increased hyperactivity-impulsivity in childhood and ASB in adolescence. Of note, difficult temperament, as measured here, reflects difficulties in emotional and behavioural self-control (e.g. low adaptability and high intensity negative emotional expressions). Our results, therefore, suggest a prominent developmental role for lack of self-control from toddlerhood onwards in increasing risk for NEET. En ligne : http://dx.doi.org/10.1111/jcpp.13557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490
in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1234-1242[article] Not in education, employment and training: pathways from toddler difficult temperament [Texte imprimé et/ou numérique] / Tom C.H. WU, Auteur ; Barbara MAUGHAN, Auteur ; Dario MORENO-AGOSTINO, Auteur ; Edward D. BARKER, Auteur . - p.1234-1242.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 63-11 (November 2022) . - p.1234-1242
Mots-clés : Child Adolescent Adult Humans Child, Preschool Female Male Temperament Attention Deficit Disorder with Hyperactivity/diagnosis Longitudinal Studies Educational Status Employment Adhd Alspac Difficult temperament Neet antisocial behaviours Index. décimale : PER Périodiques Résumé : BACKGROUND: Youths disengaged from the education system and labour force (i.e. 'Not in Education, Employment, or Training' or 'NEET') are often at reduced capacity to flourish and thrive as adults. Developmental precursors to NEET status may extend back to temperamental features, though this - and possible mediators of such associations such as attention deficit hyperactivity (ADHD) symptoms and antisocial behaviours (ASB) - have yet to be directly tested. This study investigates if i) difficult temperament in toddlerhood associates with NEET status in adulthood and ii) different subdomains of ADHD (i.e. hyperactivity-impulsivity vs. inattention) in late childhood and ASB in adolescence partially explain this pathway. METHODS: Participants were 6,240 mother-child dyads (60.7% female) from the Avon Longitudinal Study of Parents and Children. Mothers reported on their child's (a) difficult temperament (i.e. mood, intensity and adaptability) at age 2 and (b) ADHD symptoms at ages 8 and 10. Participants reported their own ASB at age 14 and NEET status in adulthood (ages 18, 20, 22 and 23). RESULTS: First, higher levels of difficult temperament in toddlerhood directly associated with an increased probability of being NEET in adulthood. Second, this effect was carried through hyperactivity-impulsivity, but not inattention, in late childhood, and ASB in adolescence; this demonstrates differential contribution to the pathway between the ADHD dimensions, with symptoms of hyperactivity-impulsivity playing a prominent role. CONCLUSIONS: Early difficult temperament is a vulnerability factor for NEET status in adulthood. Our findings suggest that one developmental pathway for this vulnerability manifests through increased hyperactivity-impulsivity in childhood and ASB in adolescence. Of note, difficult temperament, as measured here, reflects difficulties in emotional and behavioural self-control (e.g. low adaptability and high intensity negative emotional expressions). Our results, therefore, suggest a prominent developmental role for lack of self-control from toddlerhood onwards in increasing risk for NEET. En ligne : http://dx.doi.org/10.1111/jcpp.13557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=490 Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice / Jantine L. SPILT in Journal of Child Psychology and Psychiatry, 63-7 (July 2022)
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