Relationship between cognitive processes and academic performance in high school students

Puerta, Laura

doi:10.21500/19002386.1816

Cited by 5 publications

(4 citation statements)

References 40 publications

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“…First, the frequency of sleep disturbances in children with CKD may result in poor concentration, excessive daytime sleepiness, and lower academic performance (38). Second, the interactions of complex medication routines and strict dialysis cycles may decrease attentional control, working memory, and executive function, cognitive domains that are important to children's ability to acquire, understand, and retain information in social and educational environments (37,39,40). In particular, lower mathematic scores may be attributed to the reduced overall neurocognitive function of children with CKD, with fluid reasoning and processing speed having direct and indirect effects on mathematic ability (41,42).…”

Section: Discussionmentioning

confidence: 99%

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

Chen¹,

Didsbury²,

Zwieten³

et al. 2018

CJASN

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Background and objectives Poor cognition can affect educational attainment, but the extent of neurocognitive impairment in children with CKD is not well understood. This systematic review assessed global and domainspecific cognition and academic skills in children with CKD and whether these outcomes varied with CKD stage.Design, setting, participants, & measurements Electronic databases were searched for observational studies of children with CKD ages 21 years old or younger that assessed neurocognitive or educational outcomes. Risk of bias was assessed using a modified Newcastle-Ottawa scale. We used random effects models and expressed the estimates as mean differences with 95% confidence intervals stratified by CKD stage.Results Thirty-four studies (25 cross-sectional, n=2095; nine cohort, n=991) were included. The overall risk of bias was high because of selection and measurement biases. The global cognition (full-scale intelligence quotient) of children with CKD was classified as low average. Compared with the general population, the mean differences (95% confidence intervals) in full-scale intelligence quotient were 210.5 (95% confidence interval, 213.2 to 27.72; all CKD stages, n=758), 29.39 (95% confidence interval, 212.6 to 26.18; mild to moderate stage CKD, n=582), 216.2 (95% confidence interval, 233.2 to 0.86; dialysis, n=23), and 211.2 (95% confidence interval, 217.8 to 24.50; transplant, n=153). Direct comparisons showed that children with mild to moderate stage CKD and kidney transplants scored 11.2 (95% confidence interval, 2.98 to 19.4) and 10.1 (95% confidence interval, 21.81 to 22.0) fullscale intelligence quotient points higher than children on dialysis. Children with CKD also had lower scores than the general population in executive function and memory (verbal and visual) domains. Compared with children without CKD, the mean differences in academic skills (n=518) ranged from 215.7 to 21.22 for mathematics, from 29.04 to 20.17 for reading, and from 214.2 to 2.53 for spelling.Conclusions Children with CKD may have low-average cognition compared with the general population, with mild deficits observed across academic skills, executive function, and visual and verbal memory. Limited evidence suggests that children on dialysis may be at greatest risk compared with children with mild to moderate stage CKD and transplant recipients.

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Section: Discussionmentioning

confidence: 99%

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

Chen¹,

Didsbury²,

Zwieten³

et al. 2018

CJASN

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“…Several studies have investigated cognitive functioning of students and its association with academic outcomes. [33][34][35][36] In particular, high cognitive abilities in the domains of working memory and attention have been found to be significantly associated with better academic performance. [37][38][39] Understanding the relationship between psychological attributes and cognitive functioning is crucial for comprehensively assessing the overall well-being and academic performance of university students.…”

Section: Discussionmentioning

confidence: 99%

Mind Matters: Exploring the Intersection of Psychological Factors and Cognitive Abilities of University Students by Using ANN Model

Khan,

Perwez,

Gaddam

et al. 2024

NDT

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While previous studies have suggested close association of psychological variables of students withtheir higher-order cognitive abilities, such studies have largely been lacking for third world countries like India, with their unique socio-economiccultural set of challenges. We aimed to investigate the relationship between psychological variables (depression, anxiety and stress) and cognitive functions among Indian students, and to predict cognitive performance as a function of these variables. Patients and Methods: Four hundred and thirteen university students were systematically selected using purposive sampling. Widely used and validated offline questionnaires were used to assess their psychological and cognitive statuses. Correlational analyses were conducted to examine the associations between these variables. An Artificial Neural Network (ANN) model was applied to predict cognitive levels based on the scores of psychological variables. Results: Correlational analyses revealed negative correlations between emotional distress and cognitive functioning. Principal Component Analysis (PCA) reduced the dimensionality of the input data, effectively capturing the variance with fewer features. The feature weight analysis indicated a balanced contribution of each mental health symptom, with particular emphasis on one of the symptoms. The ANN model demonstrated moderate predictive performance, explaining a portion of the variance in cognitive levels based on the psychological variables. Conclusion:The study confirms significant associations between emotional statuses of university students with their cognitive abilities. Specifically, we provide evidence for the first time that in Indian students, self-reported higher levels of stress, anxiety, and depression are linked to lower performance in cognitive tests. The application of PCA and feature weight analysis provided deeper insights into the structure of the predictive model. Notably, use of the ANN model provided insights into predicting these cognitive domains as a function of the emotional attributes. Our results emphasize the importance of addressing mental health concerns and implementing interventions for the enhancement of cognitive functions in university students.

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“…Cognitive abilities, which are usually exhibited include the aptitude for problem-solving, reasoning, possession of language and social skills among others, are known to have a strong relationship with intelligence [ 4 ]. Cognitive function has been shown to be a determinant of academic performance [ 5 ]. Various studies have found relationships between the different components of cognitive function and academic performance.…”

Section: Introductionmentioning

confidence: 99%

Physical fitness and cognitive function among school–aged children in selected basic schools in the Ho Municipality of Ghana

Amenya

Annan

Apprey

et al. 2021

Heliyon

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Physical fitness is thought to promote cognitive function. Evidence about this is however lacking in the Ghanaian context. This study aimed to investigate the association between physical fitness and cognitive function among basic school children aged 8–13 years. A cross-sectional study involving 591 school children, recruited from 12 randomly selected public and private basic schools was conducted. Physical fitness tests were done using a five-test battery (Fifty metre run, handgrip strength, sit-up, flexibility and standing board jump) following standardized procedures. Cognitive function test using the Raven's Coloured Progressive Matrices (RCPM) were carried out. More girls (55%), children from 8-13 years old (49.1%) and public school children (66.1%) participated in the study. For fitness, boys performed better than girls in sit ups 3.4 ± 2.2 (mean ± SD), p = 0.012, handgrip 4.3 ± 2.0, p = 0.001 and overall fitness 4.3 ± 2.0, p = 0.007. Children in public schools performed significantly better in forward jump (p < 0.001) while those in private schools did better in 50m run (p < 0.001). For cognition, 46.1% of participants had less than 50% of the total score. Cognitive test score varied for forward jump and handgrip alone and not for sit ups, 50m run and overall score. Mean forward jump score was lowest in poor cognition group (4.9 ± 2.3), followed by good (5.3 ± 2.2) and highest among excellent (5.5 ± 2.3, p = 0.044) cognition group. Similar observation was made for handgrip. Cognition score and hand grip strength were positively but weakly correlated. (r = 0.132, p = 0.026). Although handgrip strength (measuring muscular strength) was significantly associated with cognitive function, this study found no significant association between overall physical fitness and cognitive function. These results indicate that only some components of physical fitness may be associated with cognitive function. This study is however correlational and one cannot infer causality.

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Relationship between cognitive processes and academic performance in high school students

Cited by 5 publications

References 40 publications

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

Neurocognitive and Educational Outcomes in Children and Adolescents with CKD

Mind Matters: Exploring the Intersection of Psychological Factors and Cognitive Abilities of University Students by Using ANN Model

Physical fitness and cognitive function among school–aged children in selected basic schools in the Ho Municipality of Ghana

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