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The association of early life stress with IQ-achievement discrepancy in children: A population-based study
Child Development ( IF 3.9 ) Pub Date : 2022-07-13 , DOI: 10.1111/cdev.13825
Isabel K Schuurmans 1, 2 , Annemarie I Luik 1, 3 , Donna A de Maat 2, 4 , Manon H J Hillegers 3 , M Arfan Ikram 1 , Charlotte A M Cecil 1, 3, 5
Affiliation  

Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population-based study Generation R Study, latent factors of prenatal and postnatal (age 0–10) ELS were estimated, and IQ-achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ-achievement discrepancy (βprenatal = −0.24; βpostnatal = −0.28), lower IQ (βprenatal = −0.20; βpostnatal = −0.22), and lower academic achievement (βprenatal = −0.31; βpostnatal = −0.36). Associations were stronger for latent ELS than for specific ELS domains. Results point to ELS as a potential prevention target to improve academic potential.

中文翻译:

早年生活压力与儿童智商成就差异的关联:一项基于人群的研究

早年生活压力 (ELS) 与较低的智商和学业成绩有关;然而,尚不清楚它是否另外解释了它们的差异。在来自基于人口的研究 Generation R Study 的 2,401 名儿童(54% 女孩,30.2% 移民背景)中,估计了产前和产后(0-10 岁)ELS 的潜在因素,并量化了智商成就差异(12 岁)学业成绩的差异不能用智商来解释。ELS 前瞻性地与较大的智商成就差异(β产前 = -0.24;β产后 = -0.28)、较低的智商(β产前 = -0.20;β产后 = -0.22)和较低的学业成就(β产前)相关 = −0.31;β产后 = −0.36)。与特定 ELS 域相比,潜在 ELS 的关联更强。结果表明 ELS 是提高学术潜力的潜在预防目标。
更新日期:2022-07-13
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