Childhood neglect and academic performance in Chinese adolescents: A serial mediation model

Bai, Baoyu; Wang, Zhengfu; Zhang, Ruiping

doi:10.1016/j.chiabu.2022.105642

Cited by 6 publications

(3 citation statements)

References 43 publications

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“…The peculiar and unexpected findings in the previous longitudinal study had been explained that some investigated factors, such as qualities of violent homes, were associated with externalizing behavior problems when they co-occur and other factors that may have a greater influence on the development of internalizing patterns of behavior, such as maternal depression, may affect the authenticity of the results but were not investigated [23]. In terms of academic achievement, our findings are also in line with previous studies that showed +ACEs were significantly associated with lower academic achievement of children and adolescents [29][30][31]54]. Our study also found that among all types of ACEs, emotional abuse had the strongest correlation with emotional and behavioral problems and sleep quality of children and adolescents, and the strength of the association between extremely hard family economy and academic achievement of adolescents was the greatest.…”

Section: Discussionsupporting

confidence: 90%

“…Academic achievement of children is easily affected by multiple factors including external social and environmental factors and internal biological factors. In recent years, the association between ACEs and academic performance or achievement (e.g, lower educational achievements, grade retention) has been revealed by few studies [29][30][31], but the evidence on Chinese adolescents is rare. Although two studies in Chinese children and adolescent have revealed the association between psychological abuse and neglect and academic outcomes [30,31], the consequence of other types of ACEs on academic achievements is not clear.…”

Section: Adverse Childhood Experiences and Academic Achievementmentioning

confidence: 99%

“…In recent years, the association between ACEs and academic performance or achievement (e.g, lower educational achievements, grade retention) has been revealed by few studies [29][30][31], but the evidence on Chinese adolescents is rare. Although two studies in Chinese children and adolescent have revealed the association between psychological abuse and neglect and academic outcomes [30,31], the consequence of other types of ACEs on academic achievements is not clear. In addition, the pathway of how ACEs affect the academic level is still unclear, and the mediating effect of potential intermediate factors deserves further exploration.…”

Section: Adverse Childhood Experiences and Academic Achievementmentioning

confidence: 99%

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Association between adverse childhood experiences and sleep quality, emotional and behavioral problems and academic achievement of children and adolescents

Liu

Han

et al. 2023

Eur Child Adolesc Psychiatry

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The impact of adverse childhood experiences (ACEs) on adult health has been extensively examined, but the association between ACEs and sleep, emotion, behavior and academic outcomes of children and adolescents is not well known. A total of 6363 primary and middle school students were included to examine the effect of ACEs on sleep quality, emotional and behavioral problems and academic achievement and further explore the mediation role of sleep quality and emotional and behavioral problems. Children and adolescents with ACE exposure had 1.37 times risk of poor sleep quality (adjusted odds ratio [OR] = 1.37, 95% confidence interval [CI]: 1.21–1.55), 1.91 times risk of emotional and behavioral problems (adjusted OR = 1.91, 95%CI: 1.69–2.15) and 1.21 times risk of self-reported lower academic achievement (adjusted OR = 1.21, 95%CI: 1.08–1.36). Most types of ACEs were significantly associated with poor sleep quality, emotional and behavioral problems and lower academic achievement. There were dose-response relationships between cumulative ACE exposure and risk of poor sleep quality, emotional and behavioral problems, and lower academic achievement. Sleep quality and emotional and behavioral performance mediated 45.9% of the effect of ACEs exposure on math scores and 15.2% of the effect of ACEs exposure on English scores. Early detection and prevention of ACEs among children and adolescents are urgent and essential, and targeted interventions for sleep and emotional and behavioral performance as well as early educational interventions are recommended for children with ACEs exposure. Supplementary Information The online version contains supplementary material available at 10.1007/s00787-023-02185-w.

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Section: Discussionsupporting

confidence: 90%

Section: Adverse Childhood Experiences and Academic Achievementmentioning

confidence: 99%

Section: Adverse Childhood Experiences and Academic Achievementmentioning

confidence: 99%

See 1 more Smart Citation

Association between adverse childhood experiences and sleep quality, emotional and behavioral problems and academic achievement of children and adolescents

Liu

Han

et al. 2023

Eur Child Adolesc Psychiatry

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How parent–teacher relationship affects Chinese pupils' school attitudes? The moderation of students' perceptions of academic performance

Zhou,

Zhang,

Liang

et al. 2024

Infant and Child Development

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Although the benefits of the close relationship between parent and teacher to child development are widely recognized, it's still unclear how the parent–teacher relationship affects Chinese pupils' school attitudes. The study aimed to investigate this question with a nuanced approach by focusing on the components of the parent–teacher relationship and exploring the moderation of students' perceptions of academic performance. Data were from 1755 fifth graders (M age = 12.19, 51.3% girls) and their mothers (M age = 41.38) in a two‐wave longitudinal dataset. Parents' reports of parent‐initiated contact, teacher‐initiated contact, the quality of the parent–teacher relationship, and students' perceptions of school attitudes and academic performance were analysed by multiple regression models. In terms of the main effect, parent–teacher relationship quality was negatively associated with school avoidance. In terms of the moderation effects, parent‐initiated contact was negatively associated with students' school liking who had low academic perceptions, and the relationship quality was positively associated with students' school liking who had high academic perceptions. The findings provide insights into promoting pupils' school psychological adjustment from the perspective of home–school collaboration in the Chinese context.

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The Relationship Between Violence Exposure and Academic Performance: the Mediating Role of Depression and the Moderating Role of Gender

Li,

Long,

et al. 2024

J Fam Viol

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Childhood neglect and academic performance in Chinese adolescents: A serial mediation model

Cited by 6 publications

References 43 publications

Association between adverse childhood experiences and sleep quality, emotional and behavioral problems and academic achievement of children and adolescents

Association between adverse childhood experiences and sleep quality, emotional and behavioral problems and academic achievement of children and adolescents

How parent–teacher relationship affects Chinese pupils' school attitudes? The moderation of students' perceptions of academic performance

The Relationship Between Violence Exposure and Academic Performance: the Mediating Role of Depression and the Moderating Role of Gender

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