The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study

Hossain, Bushra; Bent, Stephen; Parenteau, China; Widjaja, Felicia; Davis, Matthew D.; Hendren, Robert L.

doi:10.1177/10870547221085493

Cited by 6 publications

(8 citation statements)

References 61 publications

(89 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As previously known, maladjustment is strongly correlated with anxiety, which is often manifested as worries and fears of external uncontrollable factors. Existing studies have also revealed that SCT was more associated with anxiety and depression symptoms occurrences than ADHD 40 . Corresponding to Sevincok et al who proposed that while the externalization symptoms were related to ADHD 41 , SCT was more associated with internalization symptoms more prominently, findings in our research provide further empirical support on the distinctions between ADHD and SCT.…”

Section: Discussionmentioning

confidence: 99%

The prevalence of SCT in China, its comorbidity with ADHD and its association with life events and parental-rearing behaviors

Li,

Luo,

et al. 2023

Sci Rep

View full text Add to dashboard Cite

Although sluggish cognitive tempo (SCT) symptoms are often observed in children with attention deficit hyperactivity disorder (ADHD), an increasing number of studies have highlighted its uniqueness. Nevertheless, no national survey on SCT among children and adolescents has been conducted in China. Hence, this research aims to study SCT in China and to evaluate the differences between SCT and ADHD symptoms by comparing their risk factors in terms of life events (LE) and parental rearing behaviors (PRB). This cross-sectional study used data from a survey on 71,929 children and adolescents in 5 province-level regions in China to study the incidence and demographic information of SCT in the Chinese population. Subsequently, the study investigated the comorbidity of ADHD and SCT, and conducted three logistic regressions on the LE and PRB scores to predict whether participants develop symptoms of ADHD or SCT, or neither symptom. 6658 participants were allocated into the SCT group, and the weighted point prevalence of SCT was 9.78%. 36.34% of participants with ADHD (n = 676) were found to demonstrate SCT symptoms, whereas no statistically significant difference was observed in its comorbidity to the three ADHD subtypes (χ2 = 1.668, p > 0.05, Δ = 2). The regression results on the presence or absence of ADHD revealed paternal excessive-interference and rejection, and maternal favoring were associated with ADHD diagnosis, whereas paternal punishment and favoring and maternal emotional warmth was related to the absence of ADHD symptoms. Academic stress and maternal excessive-interference were associated with SCT symptoms, and maternal emotional warmth associated with SCT absence. Concerning the presence of ADHD-only or SCT-only symptoms, LE adaptation was found to relate to SCT-only symptoms, while PRB paternal rejection and maternal favoring were associated with ADHD-only symptoms. While evidencing the high prevalence of SCT in China, our findings supported that although ADHD and SCT were highly comorbid, they may be considered two independent disorders with different risk factors. Specifically, participants with SCT symptoms are more vulnerable to stress from LE and tend to face more maladjustment than ADHD and normally-developing participants, and maternal rearing behaviours are the key factors to SCT symptoms. SCT brings global challenges in its diagnosis and treatment, and the challenge is more severe in a mentally stressful environment. Therefore, stress management and SCT etiology studies are recommended.

show abstract

Section: Discussionmentioning

confidence: 99%

The prevalence of SCT in China, its comorbidity with ADHD and its association with life events and parental-rearing behaviors

Li,

Luo,

et al. 2023

Sci Rep

View full text Add to dashboard Cite

show abstract

“…Supporting the above stance, the research findings among individuals with LDs have shown that the difficulties can generate resilience-promoting experiences (McNulty, 2003 ; Nalavany et al, 2011 ). Accordingly, the view that resilience could alleviate mental health problems among individuals with LDs (Haft et al, 2016 ) is supported by the findings indicating that increased grit and resilience have been associated with less anxiety and depression among children with RD (Hossain et al, 2022 ) and that better resilience explains general, self-, and social satisfaction (Stack-Cutler et al, 2015 ). Thus, it can be hypothesized that after a setback, a low level of resilience may promote an anticipation of failure, which, in turn, can reduce resilience, creating a vicious circle leading to poorer mental health.…”

Section: Rd MD Rd + Md and Mental Healthmentioning

confidence: 97%

Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter?

Aro,

Özbek,

Torppa

2023

Ann. of Dyslexia

View full text Add to dashboard Cite

We studied the associations between childhood-identified learning disabilities and adult-age mental health and whether adult-age reading and math skills, coping styles, or resilience influenced the associations. The participants were 159 Finnish adults (60.4% males). Of them, 48 (30%) had a reading disability (RD), 22 (14%) had a math disability (MD), 21 (13%) had RD + MD identified in childhood, and 68 (43%) were population-based controls, matched based on gender, age, and place of residence. At ages 20–40 (Mage = 29), they reported their mental health, coping styles, and resilience, and their reading and math skills were assessed. The hierarchical regression analyses, predicting mental health with RD, MD, and their interaction while controlling for gender and age, indicated that childhood MD predicted the occurrence of more mental health problems in adulthood, but this was not observed in the case of RD. The RDxMD positive interaction effect reflected better mental health in both the RD and the RD + MD groups than in the MD group. Controlling for adult-age reading and math skills had no effect on the association between MD and mental health outcomes while controlling for resilience and coping styles diminished the impact of MD. Strong resilience without the use of an emotion-oriented coping may thus alleviate the association between MD and mental health. As childhood MD can have long-term associations with mental health problems, these issues need to be addressed in school, at work, and in healthcare. Based on our findings, strengthening effective coping and resilience may be one avenue of support.

show abstract

“…Cognitive inattention is connected to student's inability to pay attention to their education, which results in a decreased capacity for learning in their coursework. The term "cognitive inattention" refers to a general decline in a person's mental capabilities, including reasoning, problem-solving, planning, abstract thought, understanding complicated ideas, and learning from experience (Hossain et al, 2022). The vast majority of studies agree that cognitive inattention is a factor that contributes to performance anxiety as well as academic failure.…”

Section: Cognitive Inattention and Performance Anxietymentioning

confidence: 99%

“…According to the findings of several studies, students who are incapacitated by their anxiety around their potential for failure exhibit symptoms of sadness or panic. Fear of failing a test has been investigated in order to get a better understanding of the learning behaviours of students, and it was shown that this fear is related to the evaluations of potential risks to the individual's capacity to achieve their objectives (Hossain et al, 2022). Based on the above literature, we hypothesize the following: Hossain et al (2022).…”

Section: Lack Of Preparation Performance Anxiety and Academic Failurementioning

confidence: 99%

“…Fear of failing a test has been investigated in order to get a better understanding of the learning behaviours of students, and it was shown that this fear is related to the evaluations of potential risks to the individual's capacity to achieve their objectives (Hossain et al, 2022). Based on the above literature, we hypothesize the following: Hossain et al (2022). Researchers found that students who had greater levels of anxiety scored worse on their end-of-semester exams on average (Vitasari et al, 2010b).…”

Section: Lack Of Preparation Performance Anxiety and Academic Failurementioning

confidence: 99%

See 1 more Smart Citation

Performance Anxiety during Exams: Predictors of Students’ Academic Failure

Imran

Malik

Mehboob³

et al. 2023

JSSR

View full text Add to dashboard Cite

While the concept of student’s performance anxiety has received considerable attention in different branches of the social science literature, the factors of performance anxiety have been somewhat neglected, particularly with respect to the educational sector. Motivated by the need to further explore this concept, this paper empirically investigates the predictors of students’ academic failure and the mediating role of performance anxiety during exams. In the current research, researchers examined the effect of students' fear of results, lack of preparation, past experiences of failure, and cognitive inattention on academic failure via mediating role of performance anxiety between independent and outcome variables. The sample size consists of 502 students from renowned public universities in Pakistan. Data is collected from respondents using a self-administered questionnaire by utilizing a stratified sampling technique. The outcome of this study revealed that predictors have a direct and significant impact on the academic failure of students. The results of this study imply that students’ performance anxiety has a significant mediating role between predictors of students’ academic failure on academic failure. All in all, this research makes a unique contribution to university instructors since it gives information on the prospects for exam anxiety and helps them understand and sort out the issues that

show abstract

The Associations Between Sluggish Cognitive Tempo, Internalizing Symptoms, and Academic Performance in Children With Reading Disorder: A Longitudinal Cohort Study

Cited by 6 publications

References 61 publications

The prevalence of SCT in China, its comorbidity with ADHD and its association with life events and parental-rearing behaviors

The prevalence of SCT in China, its comorbidity with ADHD and its association with life events and parental-rearing behaviors

Predicting adult-age mental health with childhood reading and math disability: do resilience and coping styles matter?

Performance Anxiety during Exams: Predictors of Students’ Academic Failure

Contact Info

Product

Resources

About