Longitudinal associations between positive attributes and psychopathology and their interactive effects on educational outcomes

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art_ROMANI-SPONCHIADO_Longitudinal_associations_between_positive_attributes_and_psychopathology_and_2023.PDF (808.99 KB)
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0
Tipo de produção
article
Data de publicação
2023
DOI
Scopus
Web of Science
PubMed
Título da Revista
ISSN da Revista
Título do Volume
Editora
SPRINGER
Autores
ROMANI-SPONCHIADO, Aline
VIDAL-RIBAS, Pablo
BRESSAN, Rodrigo Affonseca
MARI, Jair de Jesus
GADELHA, Ary
ROHDE, Luis Augusto Paim
EVANS-LACKO, Sara
SALUM, Giovanni Abrahao
HOFFMANN, Mauricio Scopel
Citação
EUROPEAN CHILD & ADOLESCENT PSYCHIATRY, v.32, n.3, p.463-474, 2023
Projetos de Pesquisa
Unidades Organizacionais
Fascículo
Resumo
Psychopathology is associated with impaired learning and early termination of schooling, whereas positive attributes are associated with better educational outcomes. However, it is important to understand if and how psychopathology and positive attributes longitudinally impact each other so we could shed light on where to intervene to promote educational outcomes through these constructs. A large prospective school-based community cohort of youths (5-15 years of age, 45% female) were assessed and followed up for 3 years (n = 2010; 80% retention). We assessed the longitudinal impact of positive attributes (Youth Strength Inventory) and psychopathology (bifactor model of Strengths and Difficulties Questionnaire) using a cross-lagged panel model. We also used generalized mixed effects models to investigate how these both constructs predict school dropout and literacy, adjusting for confounders and testing their interaction. Positive attributes negatively predicted, and were negatively predicted by, the general factor of psychopathology and conduct problems in the cross-lagged panel model. Positive attributes (OR = 0.57, 95% CI [0.44, 0.73], p < 0.001) and specific conduct symptoms (OR = 2.33, 95% CI [1.64, 3.33], p < 0.001) predicted school dropout, whereas the general factor of psychopathology predicted lower literacy ability (beta = - 0.08, 95% CI [- 0.11, - 0.05], p < 0.001). However, the protective association of positive attributes on school dropout decreases as the general factor of psychopathology increases. These findings provide new evidence that positive attributes and psychopathology mutually influence each other over development and have interactive effects on educational outcomes.
Palavras-chave
Socioemotional skills, Non-cognitive skills, Mental health, Child psychiatry, Literacy, School dropout
URI
https://observatorio.fm.usp.br/handle/OPI/54035
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Coleções
Artigos e Materiais de Revistas Científicas - FM/MPS
Artigos e Materiais de Revistas Científicas - LIM/23
Artigos e Materiais de Revistas Científicas - ODS/04