24 recherche sur le mot-clé 'Academic achievement'

Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder / Annette ESTES in Journal of Autism and Developmental Disorders, 41-8 (August 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1044-1052 Titre : Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Annette ESTES, Auteur ; Vanessa RIVERA, Auteur ; Matthew BRYAN, Auteur ; Philip CALI, Auteur ; Geraldine DAWSON, Auteur Année de publication : 2011 Article en page(s) : p.1044-1052 Langues : Anglais (eng) Mots-clés : Academic achievement  Autism  School-aged  Intellectual ability Index. décimale : PER Périodiques Résumé : Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children’s actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children’s level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1127-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 [article] Discrepancies Between Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged Children with Autism Spectrum Disorder [texte imprimé] / Annette ESTES, Auteur ; Vanessa RIVERA, Auteur ; Matthew BRYAN, Auteur ; Philip CALI, Auteur ; Geraldine DAWSON, Auteur . - 2011 . - p.1044-1052. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1044-1052 Mots-clés : Academic achievement  Autism  School-aged  Intellectual ability Index. décimale : PER Périodiques Résumé : Academic achievement patterns and their relationships with intellectual ability, social abilities, and problem behavior are described in a sample of 30 higher-functioning, 9-year-old children with autism spectrum disorder (ASD). Both social abilities and problem behavior have been found to be predictive of academic achievement in typically developing children but this has not been well studied in children with ASD. Participants were tested for academic achievement and intellectual ability at age 9. Problem behaviors were assessed through parent report and social functioning through teacher report at age 6 and 9. Significant discrepancies between children’s actual academic achievement and their expected achievement based on their intellectual ability were found in 27 of 30 (90%) children. Both lower than expected and higher than expected achievement was observed. Children with improved social skills at age 6 demonstrated higher levels of academic achievement, specifically word reading, at age 9. No relationship was found between children’s level of problem behavior and level of academic achievement. These results suggest that the large majority of higher-functioning children with ASD show discrepancies between actual achievement levels and levels predicted by their intellectual ability. In some cases, children are achieving higher than expected, whereas in others, they are achieving lower than expected. Improved social abilities may contribute to academic achievement. Future studies should further explore factors that can promote strong academic achievement, including studies that examine whether intervention to improve social functioning can support academic achievement in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-010-1127-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132

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 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] / 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

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

Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants / George TRAGOUDAS in Journal of Child Psychology and Psychiatry, 67-10 (October 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-10 (October 2026) . - p. 1664-1679 Titre : Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants Type de document : texte imprimé Auteurs : George TRAGOUDAS, Auteur ; Zehra E. ÃœNAL, Auteur ; David C. GEARY, Auteur ; Vinod MENON, Auteur Article en page(s) : p. 1664-1679 Langues : Anglais (eng) Mots-clés : Child psychopathology  social problems  attention problems  academic achievement  replication Index. décimale : PER Périodiques Résumé : Background Understanding which specific behavioral and emotional problems are uniquely associated with achievement and thus potential targets for developing educational interventions. Methods Child Behavior Checklist syndrome scales and standardized measures of mathematics and reading achievement were analyzed using structural equation modeling in a community California cohort (N?=?252) and the clinically diverse Healthy Brain Network cohort (N?=?3,583). Results Attention and social problems were uniquely associated with lower achievement beyond overall psychopathology levels defined by the covariances among syndrome scores. Attention problems were consistently related to poorer mathematics and reading achievement across clinical status, development, and sex. Social problems showed age- and sex-specific patterns and were associated with lower achievement throughout development for girls but only during adolescence for boys. Models examining achievement-to-psychopathology relationships resulted in poorer fits than psychopathology-to-achievement models in typically developing children and adolescents. However, bidirectional relationships emerged in clinical samples, particularly between attention problems and mathematics achievement and between social problems and reading achievement. Conclusions Specific behavioral problems, rather than overall psychopathology, are consistently associated with academic difficulties. Educational screening and interventions should prioritize attention regulation across all developmental stages and implement sex-differentiated social skill support, beginning earlier for girls and during adolescence for boys. These findings replicate across independent samples, demonstrating robust relationships with direct implications for school-based educational and mental health services. En ligne : https://doi.org/10.1111/jcpp.70168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593 [article] Attention and social problems are uniquely associated with academic achievement beyond overall psychopathology: multicohort replication in 3,800 participants [texte imprimé] / George TRAGOUDAS, Auteur ; Zehra E. ÃœNAL, Auteur ; David C. GEARY, Auteur ; Vinod MENON, Auteur . - p. 1664-1679. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-10 (October 2026) . - p. 1664-1679 Mots-clés : Child psychopathology  social problems  attention problems  academic achievement  replication Index. décimale : PER Périodiques Résumé : Background Understanding which specific behavioral and emotional problems are uniquely associated with achievement and thus potential targets for developing educational interventions. Methods Child Behavior Checklist syndrome scales and standardized measures of mathematics and reading achievement were analyzed using structural equation modeling in a community California cohort (N?=?252) and the clinically diverse Healthy Brain Network cohort (N?=?3,583). Results Attention and social problems were uniquely associated with lower achievement beyond overall psychopathology levels defined by the covariances among syndrome scores. Attention problems were consistently related to poorer mathematics and reading achievement across clinical status, development, and sex. Social problems showed age- and sex-specific patterns and were associated with lower achievement throughout development for girls but only during adolescence for boys. Models examining achievement-to-psychopathology relationships resulted in poorer fits than psychopathology-to-achievement models in typically developing children and adolescents. However, bidirectional relationships emerged in clinical samples, particularly between attention problems and mathematics achievement and between social problems and reading achievement. Conclusions Specific behavioral problems, rather than overall psychopathology, are consistently associated with academic difficulties. Educational screening and interventions should prioritize attention regulation across all developmental stages and implement sex-differentiated social skill support, beginning earlier for girls and during adolescence for boys. These findings replicate across independent samples, demonstrating robust relationships with direct implications for school-based educational and mental health services. En ligne : https://doi.org/10.1111/jcpp.70168 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=593

Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD / Tanya ST JOHN in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.276-283 Titre : Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD Type de document : texte imprimé Auteurs : Tanya ST JOHN, Auteur ; Geraldine DAWSON, Auteur ; Annette ESTES, Auteur Article en page(s) : p.276-283 Langues : Anglais (eng) Mots-clés : Academic achievement  Autism  Inhibition  Math  Set shifting  Working memory Index. décimale : PER Périodiques Résumé : The contributions of Executive Function (EF) to academic achievement in children with Autism Spectrum Disorder (ASD) are not well understood. Academic achievement and its association with EF is described in 32, 9-year-old children with ASD. EF at age 6 and 9, and academic achievement at age 9 were assessed as part of a larger longitudinal study. Better performance on a Spatial Reversal task but not A-not-B with Invisible Displacement at age 6 was associated with better math achievement at age 9. No relationship was found between these EF measures at age 6 and reading or spelling achievement at age 9. Future studies are needed to explore whether improving early EF skills can increase math achievement in children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3296-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] Brief Report: Executive Function as a Predictor of Academic Achievement in School-Aged Children with ASD [texte imprimé] / Tanya ST JOHN, Auteur ; Geraldine DAWSON, Auteur ; Annette ESTES, Auteur . - p.276-283. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.276-283 Mots-clés : Academic achievement  Autism  Inhibition  Math  Set shifting  Working memory Index. décimale : PER Périodiques Résumé : The contributions of Executive Function (EF) to academic achievement in children with Autism Spectrum Disorder (ASD) are not well understood. Academic achievement and its association with EF is described in 32, 9-year-old children with ASD. EF at age 6 and 9, and academic achievement at age 9 were assessed as part of a larger longitudinal study. Better performance on a Spatial Reversal task but not A-not-B with Invisible Displacement at age 6 was associated with better math achievement at age 9. No relationship was found between these EF measures at age 6 and reading or spelling achievement at age 9. Future studies are needed to explore whether improving early EF skills can increase math achievement in children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3296-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

Developmental changes in longitudinal associations between academic achievement and psychopathological symptoms from late childhood to middle adolescence / Wenxin ZHANG in Journal of Child Psychology and Psychiatry, 60-2 (February 2019)  

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Effects of maternal sensitivity on low birth weight children's academic achievement: a test of differential susceptibility versus diathesis stress / Julia JAEKEL in Journal of Child Psychology and Psychiatry, 56-6 (June 2015)  

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Maternal perinatal mental health and offspring academic achievement at age 16: the mediating role of childhood executive function / Rebecca M. PEARSON in Journal of Child Psychology and Psychiatry, 57-4 (April 2016)  

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Neural dynamics of executive function in cognitively able kindergarteners with autism spectrum disorders as predictors of concurrent academic achievement / So Hyun KIM in Autism, 24-3 (April 2020)  

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Predicting the Academic Achievement of Gifted Students with Autism Spectrum Disorder / Susan G. ASSOULINE in Journal of Autism and Developmental Disorders, 42-9 (September 2012)  

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