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Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school

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Tamayo Martinez, Nathalie ; Tiemeier, Henning ; Luijk, Maartje P C M ; Law, James ; van der Ende, Jan ; Verhulst, Frank ; Jansen, Pauline W. / Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school. I: Social Psychiatry and Psychiatric Epidemiology. 2021 ; Bind 56, Nr. 5. s. 837-846.

Bibtex

@article{2c4ecd7e8d604684aeb3d43caf524a1e,
title = "Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school",
abstract = "PURPOSE: To assess whether aggressive behavior and emotional problems from early childhood onwards are related to academic attainment at the end of primary education, and whether these associations are independent of attention problems.METHODS: Data on 2546 children participating in a longitudinal birth cohort in Rotterdam were analyzed. Aggressive behavior, attention and emotional problems at ages 1½, 3, 5 and 10 years were assessed with the Child Behavior Checklist. Academic attainment at the end of primary school (12 years of age) was measured with the CITO test, a national Dutch academic test score.RESULTS: Aggressive behavior from age 1½ to 10 years was negatively associated with academic attainment, but these associations attenuated to non-significance when accounting for comorbid attention problems. For emotional problems, first, only problems at 10 years were associated with poorer academic attainment. Yet, when accounting for attention problems, the association reversed: more emotional problems from 1½ to 10 years were associated with a better academic attainment. Attention problems at ages 1½ to 10 years were negatively associated with academic attainment, independent of comorbid emotional problems or aggressive behavior.CONCLUSIONS: Attention problems across childhood are related to a poorer academic attainment, while emotional problems predicted better academic attainment. Moreover, the relationship between aggressive behavior and academic attainment was explained by comorbid attention problems. Future research should determine the mechanisms through which attention problems and emotional problems affect academic attainment, to inform strategies for the promotion of better educational attainment.",
keywords = "Academic attainment, Aggressive behavior, Attention problems, Cohort study, Emotional problems",
author = "{Tamayo Martinez}, Nathalie and Henning Tiemeier and Luijk, {Maartje P C M} and James Law and {van der Ende}, Jan and Frank Verhulst and Jansen, {Pauline W}",
note = "Publisher Copyright: {\textcopyright} 2021, The Author(s). Copyright: Copyright 2021 Elsevier B.V., All rights reserved.",
year = "2021",
month = may,
doi = "10.1007/s00127-021-02039-3",
language = "English",
volume = "56",
pages = "837--846",
journal = "Social Psychiatry",
issn = "0933-7954",
publisher = "Dr. Dietrich/Steinkopff Verlag",
number = "5",

}

RIS

TY - JOUR

T1 - Aggressive behavior, emotional, and attention problems across childhood and academic attainment at the end of primary school

AU - Tamayo Martinez, Nathalie

AU - Tiemeier, Henning

AU - Luijk, Maartje P C M

AU - Law, James

AU - van der Ende, Jan

AU - Verhulst, Frank

AU - Jansen, Pauline W

N1 - Publisher Copyright: © 2021, The Author(s). Copyright: Copyright 2021 Elsevier B.V., All rights reserved.

PY - 2021/5

Y1 - 2021/5

N2 - PURPOSE: To assess whether aggressive behavior and emotional problems from early childhood onwards are related to academic attainment at the end of primary education, and whether these associations are independent of attention problems.METHODS: Data on 2546 children participating in a longitudinal birth cohort in Rotterdam were analyzed. Aggressive behavior, attention and emotional problems at ages 1½, 3, 5 and 10 years were assessed with the Child Behavior Checklist. Academic attainment at the end of primary school (12 years of age) was measured with the CITO test, a national Dutch academic test score.RESULTS: Aggressive behavior from age 1½ to 10 years was negatively associated with academic attainment, but these associations attenuated to non-significance when accounting for comorbid attention problems. For emotional problems, first, only problems at 10 years were associated with poorer academic attainment. Yet, when accounting for attention problems, the association reversed: more emotional problems from 1½ to 10 years were associated with a better academic attainment. Attention problems at ages 1½ to 10 years were negatively associated with academic attainment, independent of comorbid emotional problems or aggressive behavior.CONCLUSIONS: Attention problems across childhood are related to a poorer academic attainment, while emotional problems predicted better academic attainment. Moreover, the relationship between aggressive behavior and academic attainment was explained by comorbid attention problems. Future research should determine the mechanisms through which attention problems and emotional problems affect academic attainment, to inform strategies for the promotion of better educational attainment.

AB - PURPOSE: To assess whether aggressive behavior and emotional problems from early childhood onwards are related to academic attainment at the end of primary education, and whether these associations are independent of attention problems.METHODS: Data on 2546 children participating in a longitudinal birth cohort in Rotterdam were analyzed. Aggressive behavior, attention and emotional problems at ages 1½, 3, 5 and 10 years were assessed with the Child Behavior Checklist. Academic attainment at the end of primary school (12 years of age) was measured with the CITO test, a national Dutch academic test score.RESULTS: Aggressive behavior from age 1½ to 10 years was negatively associated with academic attainment, but these associations attenuated to non-significance when accounting for comorbid attention problems. For emotional problems, first, only problems at 10 years were associated with poorer academic attainment. Yet, when accounting for attention problems, the association reversed: more emotional problems from 1½ to 10 years were associated with a better academic attainment. Attention problems at ages 1½ to 10 years were negatively associated with academic attainment, independent of comorbid emotional problems or aggressive behavior.CONCLUSIONS: Attention problems across childhood are related to a poorer academic attainment, while emotional problems predicted better academic attainment. Moreover, the relationship between aggressive behavior and academic attainment was explained by comorbid attention problems. Future research should determine the mechanisms through which attention problems and emotional problems affect academic attainment, to inform strategies for the promotion of better educational attainment.

KW - Academic attainment

KW - Aggressive behavior

KW - Attention problems

KW - Cohort study

KW - Emotional problems

UR - http://www.scopus.com/inward/record.url?scp=85101266205&partnerID=8YFLogxK

U2 - 10.1007/s00127-021-02039-3

DO - 10.1007/s00127-021-02039-3

M3 - Journal article

C2 - 33616691

VL - 56

SP - 837

EP - 846

JO - Social Psychiatry

JF - Social Psychiatry

SN - 0933-7954

IS - 5

ER -

ID: 63735695