Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods / Stephanie M. WASLIN ; Marissa GASTELLE ; Logan B. KOCHENDORFER ; Kathryn A. KERNS in Development and Psychopathology, 35-4 (October 2023)  

Public ISBD [article]  inDevelopment and Psychopathology > 35-4 (October 2023) . - p.1597-1613 Titre : Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie M. WASLIN, Auteur ; Marissa GASTELLE, Auteur ; Logan B. KOCHENDORFER, Auteur ; Kathryn A. KERNS, Auteur Article en page(s) : p.1597-1613 Langues : Anglais (eng) Mots-clés : academic achievement  academic self-concept  anxiety  school dropout Index. décimale : PER Périodiques Résumé : This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N?s for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = ?.06), language achievement (r = ?.07), and math achievement (r = ?.09), and a nonsignificant effect size for science achievement (r = ?.01). Participants with greater anxiety were also significantly more likely to not complete high school (r = .11). They also had a poorer overall academic self-concept (r = ?.25) and mathematics self-concept (r = ?.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations. En ligne : https://dx.doi.org/10.1017/S0954579422000323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515 [article] Anxiety, academic achievement, and academic self-concept: Meta-analytic syntheses of their relations across developmental periods [Texte imprimé et/ou numérique] / Stephanie M. WASLIN, Auteur ; Marissa GASTELLE, Auteur ; Logan B. KOCHENDORFER, Auteur ; Kathryn A. KERNS, Auteur . - p.1597-1613. Langues : Anglais (eng) in Development and Psychopathology > 35-4 (October 2023) . - p.1597-1613 Mots-clés : academic achievement  academic self-concept  anxiety  school dropout Index. décimale : PER Périodiques Résumé : This systematic review examined how anxiety symptoms and anxiety disorders relate to academic achievement, school dropout, and academic self-concept. Studies with children or adult samples were included in seven meta-analyses (ks for number of samples ranged from 5 to 156; N?s for participants ranged from 780 to 37, 203). Results revealed significant but very small effect sizes for the relations between anxiety and overall academic achievement (r = ?.06), language achievement (r = ?.07), and math achievement (r = ?.09), and a nonsignificant effect size for science achievement (r = ?.01). Participants with greater anxiety were also significantly more likely to not complete high school (r = .11). They also had a poorer overall academic self-concept (r = ?.25) and mathematics self-concept (r = ?.30). Few methodological moderators (e.g., study design, age) were significant. Results show that anxiety does not strongly hinder academic achievement, but it is an important correlate of dropout and academic self-concept, which in turn could contribute to poorer life outcomes. Interventions and preventive programs need to consider ways to ameliorate the relations of anxiety with academic outcomes, especially school continuation and academic self-concept. Future studies should identify risk factors that may amplify these relations. En ligne : https://dx.doi.org/10.1017/S0954579422000323 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=515

Mother–child relationships, family context, and child characteristics as predictors of anxiety symptoms in middle childhood / Kathryn A. KERNS in Development and Psychopathology, 23-2 (May 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-2 (May 2011) . - p.593-604 Titre : Mother–child relationships, family context, and child characteristics as predictors of anxiety symptoms in middle childhood Type de document : Texte imprimé et/ou numérique Auteurs : Kathryn A. KERNS, Auteur ; Shannon SIENER, Auteur ; Laura E. BRUMARIU, Auteur Année de publication : 2011 Article en page(s) : p.593-604 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The goal of the study was to examine several factors that may explain the development of anxiety symptoms in middle childhood. Using data from the NICHD Study of Early Child Care (n = 1,364 families), we examined mother–child relationships, other aspects of family context, and child characteristics as predictors of anxiety in preadolescence. Latent growth curve analyses revealed that children who were more anxious at the beginning of middle childhood had been more behaviorally inhibited as preschoolers, and in middle childhood lived in families who experienced more negative life events and had mothers who were more anxious. Children who became more anxious across middle childhood were less behaviorally inhibited as preschoolers and in middle childhood perceived less security in their attachments to their mothers, experienced more negative life events, and had mothers who were more anxious. The findings illustrate the need to include a broad set of risk factors in etiological models of anxiety. In addition, the evidence for cumulative effects suggests several possible points of intervention with anxious children and their parents. En ligne : http://dx.doi.org/10.1017/S0954579411000228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Mother–child relationships, family context, and child characteristics as predictors of anxiety symptoms in middle childhood [Texte imprimé et/ou numérique] / Kathryn A. KERNS, Auteur ; Shannon SIENER, Auteur ; Laura E. BRUMARIU, Auteur . - 2011 . - p.593-604. Langues : Anglais (eng) in Development and Psychopathology > 23-2 (May 2011) . - p.593-604 Index. décimale : PER Périodiques Résumé : The goal of the study was to examine several factors that may explain the development of anxiety symptoms in middle childhood. Using data from the NICHD Study of Early Child Care (n = 1,364 families), we examined mother–child relationships, other aspects of family context, and child characteristics as predictors of anxiety in preadolescence. Latent growth curve analyses revealed that children who were more anxious at the beginning of middle childhood had been more behaviorally inhibited as preschoolers, and in middle childhood lived in families who experienced more negative life events and had mothers who were more anxious. Children who became more anxious across middle childhood were less behaviorally inhibited as preschoolers and in middle childhood perceived less security in their attachments to their mothers, experienced more negative life events, and had mothers who were more anxious. The findings illustrate the need to include a broad set of risk factors in etiological models of anxiety. In addition, the evidence for cumulative effects suggests several possible points of intervention with anxious children and their parents. En ligne : http://dx.doi.org/10.1017/S0954579411000228 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

Parent–child attachment and internalizing symptoms in childhood and adolescence: A review of empirical findings and future directions / Laura E. BRUMARIU in Development and Psychopathology, 22-1 (January 2010)  

Public ISBD [article]  inDevelopment and Psychopathology > 22-1 (January 2010) . - p.177-203 Titre : Parent–child attachment and internalizing symptoms in childhood and adolescence: A review of empirical findings and future directions Type de document : Texte imprimé et/ou numérique Auteurs : Laura E. BRUMARIU, Auteur ; Kathryn A. KERNS, Auteur Année de publication : 2010 Article en page(s) : p.177-203 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The purpose of this paper is to evaluate the theory and evidence for the links of parent–child attachment with internalizing problems in childhood and adolescence. We address three key questions: (a) how consistent is the evidence that attachment security or insecurity is linked to internalizing symptoms, anxiety, and depression? (b) How consistent is the evidence that specific forms of insecurity are more strongly related to internalizing symptoms, anxiety, and depression than are other forms of insecurity? (c) Are associations with internalizing symptoms, anxiety, and depression consistent for mother–child and father–child attachment? The current findings are consistent with the hypothesis that insecure attachment is associated with the development of internalizing problems. The links between specific insecure attachment patterns and internalizing problems are difficult to evaluate. Father–child and mother–child attachments have a comparable impact, although there are relatively few studies of father–child attachment. No moderators consistently affect these relations. We also propose two models of how attachment insecurity may combine with other factors to lead to anxiety or depression. En ligne : http://dx.doi.org/10.1017/s0954579409990344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=970 [article] Parent–child attachment and internalizing symptoms in childhood and adolescence: A review of empirical findings and future directions [Texte imprimé et/ou numérique] / Laura E. BRUMARIU, Auteur ; Kathryn A. KERNS, Auteur . - 2010 . - p.177-203. Langues : Anglais (eng) in Development and Psychopathology > 22-1 (January 2010) . - p.177-203 Index. décimale : PER Périodiques Résumé : The purpose of this paper is to evaluate the theory and evidence for the links of parent–child attachment with internalizing problems in childhood and adolescence. We address three key questions: (a) how consistent is the evidence that attachment security or insecurity is linked to internalizing symptoms, anxiety, and depression? (b) How consistent is the evidence that specific forms of insecurity are more strongly related to internalizing symptoms, anxiety, and depression than are other forms of insecurity? (c) Are associations with internalizing symptoms, anxiety, and depression consistent for mother–child and father–child attachment? The current findings are consistent with the hypothesis that insecure attachment is associated with the development of internalizing problems. The links between specific insecure attachment patterns and internalizing problems are difficult to evaluate. Father–child and mother–child attachments have a comparable impact, although there are relatively few studies of father–child attachment. No moderators consistently affect these relations. We also propose two models of how attachment insecurity may combine with other factors to lead to anxiety or depression. En ligne : http://dx.doi.org/10.1017/s0954579409990344 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=970

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