Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model

Wang, Yongchun; Liu, Xiqin; Wu, Tingting; Zheng, Danna; Chen, Qishan; Chen, Caiqi

doi:10.1007/s10578-023-01559-0

Cited by 2 publications

(1 citation statement)

References 48 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, their functioning remains relatively normal in non-academic domains. Although CDS and LB have some similarities such as inactivity during learning and academic impairment ( 8 – 10 ), they differ fundamentally in their essential characteristics. CDS represents an enduring, cross-situational cognitive deficit, whereas LB is a more transient state confined to academic contexts ( 6 ).…”

Section: Introductionmentioning

confidence: 99%

Unified and distinct cognitive control deficits in adolescents with cognitive disengagement syndrome and learning burnout

Weng,

Wu,

Wei

et al. 2024

Front. Psychiatry

Self Cite

View full text Add to dashboard Cite

IntroductionCognitive disengagement syndrome (CDS) is a psychological disorder characterized by daydreaming, mental fogginess, and slow thinking, while learning burnout (LB) is characterized by a passive and inattentive attitude toward learning. These two disorders are closely related but can be challenging to differentiate from one another. The present study aimed to identify shared and distinct cognitive control deficits between CDS and LB.MethodsWe recruited 136 adolescents (aged 14 to 17 years) from an initial screening of CDS and LB (N = 476) and divided them into four groups: CDS, LB, CDS + LB, and typically developing control. After a second screening, 129 adolescents completed two tasks to assess their attentional networks and cognitive control capacity (CCC).ResultsAdolescents with high CDS symptoms (both CDS group and CDS+LB group) exhibited impaired disengaging effect of attention and lower CCC, indicating deficits in orienting attention and the upper limit of information processing for cognitive control specifically. Furthermore, support vector machine modeling identified CCC as the most significant parameter differentiating the CDS and LB groups.DiscussionOur findings suggest that while adolescents with high CDS and high LB symptoms have similar outward manifestations in the adolescent’s school life, deficits in attention and cognitive control, particularly in the CCC, may distinguish between the two groups.

show abstract

Section: Introductionmentioning

confidence: 99%