Relationship between children’s cognitions and later educational progress in rural South Africa: a longitudinal study

Abstract

BackgroundChildren in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC.MethodsUsing the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders.ResultsEducational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11).ConclusionIf children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.

Is Neurodevelopmental Assessment in Early Childhood Predictive of Performance Assessed Later in Childhood and Adolescence in Sub-Saharan Africa? A Systematic Review of the Literature

“…One study employed the Bayley Scales of Infant Development (BSID) and the Vineland Social Maturity Scale (VSMS) to study children’s social maturity ( Richter et al., 2015 ). The Mullen Scales of Early Learning (MSEL) were used in two studies to assess children’s psychomotor development ( Boivin et al., 2021 ; Familiar et al., 2022 ); and the Strengths and Difficulties Questionnaire (SDQ) was used in two studies for emotional and behavioral screening ( Boivin et al., 2021 ; Cortina et al., 2019 ). The Cognitive Triad Inventory for Children (CTI-C) was used in one study to assess children’s psychological functioning ( Cortina et al., 2019 ).…”

“…The Mullen Scales of Early Learning (MSEL) were used in two studies to assess children’s psychomotor development ( Boivin et al., 2021 ; Familiar et al., 2022 ); and the Strengths and Difficulties Questionnaire (SDQ) was used in two studies for emotional and behavioral screening ( Boivin et al., 2021 ; Cortina et al., 2019 ). The Cognitive Triad Inventory for Children (CTI-C) was used in one study to assess children’s psychological functioning ( Cortina et al., 2019 ). The South African Child Assessment Schedule, the Youth Self-Report Questionnaire, and the World Health Organization (WHO) Self-Report Questionnaire were used to determine externalizing disorders in children ( Orri et al., 2022 ).…”

“…One study proved that a child who thinks positively about themselves, their future, and the world around them makes better educational progress ( Cortina et al., 2019 ). This study showed that interventions that strengthen and enhance a child’s cognitive style can reduce the number of school dropouts, strengthen school performance, and improve a child’s lifelong trajectories.…”

“…Overall cognitive and motor performance on the Mullen and the Bayley scales are highly correlated in Western-based samples of children ( Bradley-Johnson, 2001 ). Screening tests that are not performance based but instead are largely based on parental report (e.g., Denver Developmental Screening Tests, Ages and Stages Questionnaire, SDQ) are less predictive of cognitive, academic achievement, and psychosocial adjustment outcomes at school age ( Cortina et al., 2019 ; Zuilkowski et al., 2016 ).…”

“…The review also identified data on children’s mental development and perception of themselves, their environment, and their future and the impact of this perception on their educational progress. The south African study showed that positive perceptions in children undoubtedly lead them to achieve better educational progress ( Cortina et al., 2019 ). Thus, children’s cognitive style predicts their academic educational progress; considering the neurocognitive evaluation of children in health and educational institutions in the sub-Sahara would, therefore, be useful.…”