Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors / Divyangana RAKESH in Journal of Child Psychology and Psychiatry, 66-4 (April 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.417-439 Titre : Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors Type de document : Texte imprimé et/ou numérique Auteurs : Divyangana RAKESH, Auteur ; Paris Anne LEE, Auteur ; Amruta GAIKWAD, Auteur ; Katie A. MCLAUGHLIN, Auteur Article en page(s) : p.417-439 Langues : Anglais (eng) Mots-clés : Childhood and adolescence  socioeconomic status  poverty  cognitive function  language ability  academic achievement  mediators  moderators Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long-term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES-related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school- and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher?student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES-related cognitive and educational disparities. En ligne : https://doi.org/10.1111/jcpp.14082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Annual Research Review: Associations of socioeconomic status with cognitive function, language ability, and academic achievement in youth: a systematic review of mechanisms and protective factors [Texte imprimé et/ou numérique] / Divyangana RAKESH, Auteur ; Paris Anne LEE, Auteur ; Amruta GAIKWAD, Auteur ; Katie A. MCLAUGHLIN, Auteur . - p.417-439. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-4 (April 2025) . - p.417-439 Mots-clés : Childhood and adolescence  socioeconomic status  poverty  cognitive function  language ability  academic achievement  mediators  moderators Index. décimale : PER Périodiques Résumé : Low socioeconomic status (SES) is negatively associated with children's cognitive and academic performance, leading to long-term educational and economic disparities. In particular, SES is a powerful predictor of executive function (EF), language ability, and academic achievement. Despite extensive research documenting SES-related differences in these domains, our understanding of the mechanisms underlying these associations and factors that may mitigate these relationships is limited. This systematic review aimed to identify the mediators and moderators in the association of SES with EF, language ability, and academic achievement. Our synthesis revealed stress, support, stimulation, and broader contextual factors at the school- and neighborhood level to be important mediators and protective factors in these associations. In particular, cognitive stimulation mediated the association of SES with EF, language ability, and academic achievement. Educational expectations, classroom and school environment, and teacher?student relationships also played a key role in the association of SES with academic achievement. In addition, factors such as preschool attendance, home learning activities, and parental support buffered the association between low SES and lower cognitive and language outcomes. We discuss these findings in the context of interventions that may help to reduce SES-related cognitive and educational disparities. En ligne : https://doi.org/10.1111/jcpp.14082 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

The role of pubertal development in the association between trauma and internalising symptoms in female youth / Niamh MACSWEENEY in Journal of Child Psychology and Psychiatry, 66-8 (August 2025)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 66-8 (August 2025) . - p.1197-1208 Titre : The role of pubertal development in the association between trauma and internalising symptoms in female youth Type de document : Texte imprimé et/ou numérique Auteurs : Niamh MACSWEENEY, Auteur ; Phoebe THOMSON, Auteur ; Tilmann VON SOEST, Auteur ; Christian K. TAMNES, Auteur ; Divyangana RAKESH, Auteur Article en page(s) : p.1197-1208 Langues : Anglais (eng) Mots-clés : Trauma  puberty  internalising symptoms  pubertal timing  pubertal tempo  longitudinal Index. décimale : PER Périodiques Résumé : Background Exposure to trauma in childhood is associated with an increased risk for internalising symptoms. Alterations in pubertal development has been proposed as a potential mechanism underpinning this association. However, longitudinal studies, which are needed to examine pubertal development over time, are scarce. The goal of this pre-registered study was to examine how trauma exposure shapes the timing and tempo of pubertal development, and in turn contributes to risk for internalising symptoms in female youth. Methods Using the largest longitudinal sample to date, we characterised profiles of pubertal development across four time points in female youth from the Adolescent Brain Cognitive Development (ABCD) Study (N?=?4,225, age range?=?9?14?years) using latent profile analysis. Pubertal development was assessed using the Pubertal Development Scale (at four time points). Trauma exposure was quantified using the post-traumatic stress disorder subscale from the parent-report Kiddie Schedule for Affective Disorders and Schizophrenia for DSM-5 (at baseline), and internalising symptoms were assessed using the self-report Brief Problem Monitor (at 3-year follow-up). Results Pubertal development could be grouped into three latent classes: early starters (9% of sample), typical developers (76%) and slow developers (15%). The early starters demonstrated higher levels of trauma exposure compared to typical developers and slow developers, while slow developers showed the least exposure to trauma. Youth with greater exposure to trauma were at an increased risk for internalising symptoms at ages 12?14?years, and this association was mediated by a higher pubertal status at ages 9?10?years, but not by a faster pubertal tempo. Conclusions Accelerated pubertal development, characterised by an earlier age of onset but not a higher pubertal tempo in the transition from late childhood to early adolescence, may be a mechanism through which trauma exposure in childhood increases risk for internalising symptoms in female youth. En ligne : https://doi.org/10.1111/jcpp.14139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565 [article] The role of pubertal development in the association between trauma and internalising symptoms in female youth [Texte imprimé et/ou numérique] / Niamh MACSWEENEY, Auteur ; Phoebe THOMSON, Auteur ; Tilmann VON SOEST, Auteur ; Christian K. TAMNES, Auteur ; Divyangana RAKESH, Auteur . - p.1197-1208. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 66-8 (August 2025) . - p.1197-1208 Mots-clés : Trauma  puberty  internalising symptoms  pubertal timing  pubertal tempo  longitudinal Index. décimale : PER Périodiques Résumé : Background Exposure to trauma in childhood is associated with an increased risk for internalising symptoms. Alterations in pubertal development has been proposed as a potential mechanism underpinning this association. However, longitudinal studies, which are needed to examine pubertal development over time, are scarce. The goal of this pre-registered study was to examine how trauma exposure shapes the timing and tempo of pubertal development, and in turn contributes to risk for internalising symptoms in female youth. Methods Using the largest longitudinal sample to date, we characterised profiles of pubertal development across four time points in female youth from the Adolescent Brain Cognitive Development (ABCD) Study (N?=?4,225, age range?=?9?14?years) using latent profile analysis. Pubertal development was assessed using the Pubertal Development Scale (at four time points). Trauma exposure was quantified using the post-traumatic stress disorder subscale from the parent-report Kiddie Schedule for Affective Disorders and Schizophrenia for DSM-5 (at baseline), and internalising symptoms were assessed using the self-report Brief Problem Monitor (at 3-year follow-up). Results Pubertal development could be grouped into three latent classes: early starters (9% of sample), typical developers (76%) and slow developers (15%). The early starters demonstrated higher levels of trauma exposure compared to typical developers and slow developers, while slow developers showed the least exposure to trauma. Youth with greater exposure to trauma were at an increased risk for internalising symptoms at ages 12?14?years, and this association was mediated by a higher pubertal status at ages 9?10?years, but not by a faster pubertal tempo. Conclusions Accelerated pubertal development, characterised by an earlier age of onset but not a higher pubertal tempo in the transition from late childhood to early adolescence, may be a mechanism through which trauma exposure in childhood increases risk for internalising symptoms in female youth. En ligne : https://doi.org/10.1111/jcpp.14139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=565

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