Academic Performance in Primary School Children With Common Emotional and Behavioral Problems

Mundy, Lisa; Canterford, Louise; Tucker, Dawn; Bayer, Jordana K.; Romaniuk, Helena; Sawyer, Susan Μ; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George C.

doi:10.1111/josh.12531

Cited by 41 publications

(42 citation statements)

References 36 publications

(74 reference statements)

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“…34 Alternatively, there may be common underlying factors that influence educational achievement as well as bullying, such as emotional problems and SES. 18,19,35 However, in the current study, adjustment for emotional problems and SES did little to diminish the associations, but the possibility of confounding cannot be excluded. Also, bullying often occurs within school, which might reduce the victims' connection to school and in turn lead to absences from school, further increasing the risk to academic performance.…”

Section: Discussioncontrasting

confidence: 70%

Peer Victimization and Academic Performance in Primary School Children

Mundy

Canterford

Kosola

et al. 2017

Academic Pediatrics

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Section: Discussioncontrasting

confidence: 70%

Peer Victimization and Academic Performance in Primary School Children

Mundy

Canterford

Kosola

et al. 2017

Academic Pediatrics

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“…Some studies investigated the relations between internalizing behavioral difficulties and learning difficulties. Mundy et al [14] found a significant relationship between emotional problems and reading and mathematical abilities while Wu et al [23] did not confirm a correlation between anxiety symptoms and performance in mathematics. Internalizing symptoms have been systematically reported in developmental dyslexia (for a review, see Mugnaini and colleagues [24]).…”

Section: Introductionmentioning

confidence: 95%

“…The co-occurrence of emotional-behavioral and learning difficulties has been documented by several studies in both clinical settings and in typical development, the latter focused on dimensional quantitative traits. Mundy et al [14] reported, in a community sample of 1239 Australian primary school children, that about one out of five boys and one out of seven girls displayed emotional or behavioral problems (behavioral screening questionnaire), together with significant delays in literacy and mathematic skills.…”

Section: Introductionmentioning

confidence: 99%

Associations between Learning and Behavioral Difficulties in Second-Grade Children

et al. 2020

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Learning and behavioral difficulties often emerge during the first years of primary school and are one of the most important issues of concern for families and schools. The study was aimed at investigating the co-occurrence of difficulties between academic learning and emotional-behavioral control in typically developing school children and the moderating role of sex. A sample of 640 second-grade school children participated in the study. This study used the Strengths and Difficulties Questionnaire to measure the emotional and behavioral difficulties and a battery of objective and standardized tests to evaluate the learning skills in children. In this sample 7% to 16% of children performed below the normal range in reading and/or arithmetic tests. Mixed models showed that children’s hyperactive behaviors were positively related to both reading and math difficulties, and emotional problems correlated negatively with reading accuracy. The more children displayed behavioral difficulties, the more they were exposed to the risk of worsening reading and math performance, especially for girls. The result that among different emotional-behavioral problems within the school setting, hyperactivity behaviors and emotional difficulties are related to learning difficulties with a moderate effect of sex, needs to be taken into account in screening and prevention programs for learning difficulties in order to not disregard the complexity of the associated profiles.

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“…When examining associations between concurrent media use and academic performance, we control for both baseline media use and academic performance, which allows an estimate of the effect of concurrent media regardless of prior media use. In secondary analyses we controlled for variables known to be associated with both screen time and academic performance, namely emotional and behavioural problems [40,41] and body mass index [42,43].…”

Section: Introductionmentioning

confidence: 99%

Electronic media use and academic performance in late childhood: A longitudinal study

et al. 2020

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Introduction The effects of electronic media use on health has received much attention but less is known about links with academic performance. This study prospectively examines the effect of media use on academic performance in late childhood. Materials and methods 1239 8-to 9-year-olds and their parents were recruited to take part in a prospective, longitudinal study. Academic performance was measured on a national achievement test at baseline and 10-11 years of age. Parents reported on their child's duration of electronic media use. Results After control for baseline reading, watching more than two hours of television per day at 8-9 years of age predicted a 12-point lower performance in reading at 10-11 years, equivalent to the loss of a third of a year in learning. Using a computer for more than one hour a day predicted a similar 12-point lower numeracy performance. Regarding cross-sectional associations (presumed to capture short-term effects) of media use on numeracy, after controlling for prior media exposure, watching more than two hours of television per day at 10-11 years was concurrently associated with a 12-point lower numeracy score and using a computer for more than one hour per day with a 13-point lower numeracy performance. There was little evidence for concurrent effects on reading. There was no evidence of short-or long-term associations between videogame use and academic performance. Discussion Cumulative television use is associated with poor reading and cumulative computer use with poorer numeracy. Beyond any links between heavy media use and health risks such as

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Academic Performance in Primary School Children With Common Emotional and Behavioral Problems

Abstract: Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school.

Cited by 41 publications

References 36 publications

Peer Victimization and Academic Performance in Primary School Children

Peer Victimization and Academic Performance in Primary School Children

Associations between Learning and Behavioral Difficulties in Second-Grade Children

Electronic media use and academic performance in late childhood: A longitudinal study

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