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 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] / 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

Parental emotion socialization and internalizing problems in childhood and adolescence: A meta-analytic review / Laura E. BRUMARIU in Development and Psychopathology, 37-5 (December 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-5 (December 2025) . - p.2806-2826 Titre : Parental emotion socialization and internalizing problems in childhood and adolescence: A meta-analytic review Type de document : texte imprimé Auteurs : Laura E. BRUMARIU, Auteur ; Travis K. NAIR, Auteur ; Stephanie M. WASLIN, Auteur ; Gabriela A. RODRIGUES, Auteur ; Michael T. MOORE, Auteur ; Kathryn A. KERNS, Auteur Article en page(s) : p.2806-2826 Langues : Anglais (eng) Mots-clés : Emotion socialization  elaboration  internalizing problems  supportive and nonsupportive behaviors Index. décimale : PER Périodiques Résumé : Anxiety and depression symptoms and disorders are the leading child mental health problems in western societies. This systematic review evaluated how parental emotion socialization (ES) relates to children’s internalizing problems (from birth to age 18 years). Three meta-analyses, evaluating supportive (k = 50, N = 10,698), nonsupportive ES behaviors (k = 47, N = 10,970), and elaboration (k = 6, N = 867) were conducted. Supportive ES behaviors had a very small negative association with children’s internalizing problems (r = −.06), nonsupportive ES behaviors had a medium positive association with internalizing problems (r = .18), and elaboration had a small negative association with internalizing problems (r = −.11). Very few significant moderators emerged, and no differences based on parent gender were found. The results suggest that incorporating an ES framework in intervention and preventive efforts might be beneficial for children at risk of experiencing internalizing problems. En ligne : https://dx.doi.org/10.1017/S095457942510059X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572 [article] Parental emotion socialization and internalizing problems in childhood and adolescence: A meta-analytic review [texte imprimé] / Laura E. BRUMARIU, Auteur ; Travis K. NAIR, Auteur ; Stephanie M. WASLIN, Auteur ; Gabriela A. RODRIGUES, Auteur ; Michael T. MOORE, Auteur ; Kathryn A. KERNS, Auteur . - p.2806-2826. Langues : Anglais (eng) in Development and Psychopathology > 37-5 (December 2025) . - p.2806-2826 Mots-clés : Emotion socialization  elaboration  internalizing problems  supportive and nonsupportive behaviors Index. décimale : PER Périodiques Résumé : Anxiety and depression symptoms and disorders are the leading child mental health problems in western societies. This systematic review evaluated how parental emotion socialization (ES) relates to children’s internalizing problems (from birth to age 18 years). Three meta-analyses, evaluating supportive (k = 50, N = 10,698), nonsupportive ES behaviors (k = 47, N = 10,970), and elaboration (k = 6, N = 867) were conducted. Supportive ES behaviors had a very small negative association with children’s internalizing problems (r = −.06), nonsupportive ES behaviors had a medium positive association with internalizing problems (r = .18), and elaboration had a small negative association with internalizing problems (r = −.11). Very few significant moderators emerged, and no differences based on parent gender were found. The results suggest that incorporating an ES framework in intervention and preventive efforts might be beneficial for children at risk of experiencing internalizing problems. En ligne : https://dx.doi.org/10.1017/S095457942510059X Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=572

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