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Psychopathological Factors that can Influence Academic Achievement in early Adolescence: a Three-Year Prospective Study

Published online by Cambridge University Press:  30 December 2014

Núria Voltas ,
Carmen Hernández-Martínez ,
Estefania Aparicio ,
Victoria Arija  and
Josefa Canals
Núria Voltas
Affiliation:
Universitat Rovira i Virgili (Spain)
Carmen Hernández-Martínez
Affiliation:
Universitat Rovira i Virgili (Spain)
Estefania Aparicio
Affiliation:
Universitat Rovira i Virgili (Spain)
Victoria Arija
Affiliation:
Universitat Rovira i Virgili (Spain)
Josefa Canals*
Affiliation:
Universitat Rovira i Virgili (Spain)
*
*Correspondence concerning this article should be addressed to Josefa Canals. Departament de Psicologia. Centre de Recerca en Avaluació i Mesura de la Conducta (CRAMC). Universitat Rovira i Virgili. Crta. Valls, s/n. 43007. Tarragona (Spain). Phone: +34–977257897. E-mail: josefa.canals@urv.cat
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Abstract

This three-phase prospective study investigated psychosocial factors predicting or associated with academic achievement. An initial sample of 1,514 school-age children was assessed with screening tools for emotional problems (Screen for Childhood Anxiety and Related Emotional Disorders; Leyton Obsessional Inventory-Child Version; Children’s Depression Inventory). The following year, 562 subjects (risk group/without risk group) were re-assessed and attention deficit/hyperactivity disorder (ADHD) was assessed. Two years later, 242 subjects were followed, and their parents informed about their academic achievement. Results showed that early depression (phase 1 B = –.130, p = .001; phase 1 + phase 2 B = –.187, p < .001), persistent anxiety symptoms (phase 1 + phase 2 B = –1.721, p = .018), and ADHD were predictors of lower academic achievement (phase 1 + phase 2 B = -3.415, p = .005). However, some anxiety symptoms can improve academic achievement (Social phobia B = .216, p = .018; Generalized anxiety B = .313, p < .001). Socio-economic status (SES) was positively related to academic achievement. We can conclude that in the transition period to adolescence, school-health professionals and teachers need to consider the emotional issues of students to avoid unwanted academic outcomes.

Keywords

academic achievementearly adolescencepsychopathologyprospective study
Type
Research Article
Information
The Spanish Journal of Psychology , Volume 17 , 2014 , E100
Copyright
Copyright © Universidad Complutense de Madrid and Colegio Oficial de Psicólogos de Madrid 2014 

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