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 (β_prenatal = −0.24; β_postnatal = −0.28), lower IQ (β_prenatal = −0.20; β_postnatal = −0.22), and lower academic achievement (β_prenatal = −0.31; β_postnatal = −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：

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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。