This study assessed the effects of self-perceived health on the trajectories of academic performance (TAP) in children from Córdoba-Argentina, taking into account socioeconomic characteristics and intellectual capacity. A total of 494 children (mean = 9.5 years old) who attend public schools were followed-up from fourth to six grade to measure their TAP. Self-perceived health was measured at baseline using the KIDSCREEN-52 questionnaire, which provided information of ten health’s dimensions. Means and standard deviations of health scores at baseline were compared between TAP by calculating the effect size (ES) and logistic regression models were run to evaluate the effect of each dimension of health on children’s school outcomes. Lower average scores in almost all psychosocial dimensions of health corresponded to worse TAP. Children ‘self-perceived health at baseline showed more pronounced differences as more contrastive were TAP to each other. Self-perception, autonomy and school environment showed to have the most pronounced effects on TAP. Students with poorer psychosocial health showed a disadvantage as such students were more likely to get an educational risk TAP. These findings are important to develop nontraditional school achievement strategies potential to enhance both student health and academic achievement.

这项研究考虑了社会经济特征和智力能力，评估了自我感知健康对科尔多瓦-阿根廷儿童学习成绩（TAP）轨迹的影响。对从公立学校就读的四年级至六年级的494名儿童（平均9.5岁）进行了随访。使用KIDSCREEN-52问卷在基线时测量自我感知的健康状况，该问卷提供了十个健康维度的信息。通过计算效果量（ES）比较TAP之间基线健康评分的平均值和标准差，并运行logistic回归模型评估健康的各个方面对儿童学业的影响。在健康的几乎所有社会心理层面上较低的平均分数表示更差的TAP。儿童的自我感觉健康状况在基线时表现出更明显的差异，因为彼此之间的TAP对比更大。自我感知，自主权和学校环境对TAP有最明显的影响。心理社会健康状况较差的学生表现出劣势，因为此类学生更有可能获得教育风险TAP。这些发现对于制定非传统的学校成就策略很重要，可提高学生的健康和学业成绩。