Relations of neuropsychological functioning and depressive symptoms to school achievement in children

0387828 - PSÚ 2014 RIV GB eng A - Abstrakt
Kollerová, Lenka - Preiss, M. - Janošová, Pavlína
Relations of neuropsychological functioning and depressive symptoms to school achievement in children.
Psychology & Health. Roč. 27, Sup. 1 (2012), s. 250-251. ISSN 0887-0446. E-ISSN 1476-8321.
[Conference of European Health Psychology Society: Resilience and Health /26./. 21.08.2012-25.08.2012, Praha]
Grant CEP: GA ČR(CZ) GAP407/12/2325
Institucionální podpora: RVO:68081740
Klíčová slova: depressive symptoms * executive functions * school achievement
Kód oboru RIV: AN - Psychologie

We examined whether executive functions and depressive symptoms contribute to prediction of school achievement above the contribution of intelligence. In a sample of 814 Prague children aged 9 to 11, we registered: grades (Mathematics, Czech Language, Grade Point Average), Children’s Depression Inventory, Wechsler Intelligence Scale for Children, Auditory Verbal Learning Test, Pictorial Verbal Learning Test, Trail Making Test, and Verbal Fluency Test. Executive functions contributed to prediction of school achievement only in Mathematic grade in boys. Depressive symptoms predicted school achievement consistently across the three school grades and across genders. Preventive and intervention efforts should start early in the school years, because depressive symptoms relate to school achievement as early as at the age of 9 to 11 years.
Trvalý link: http://hdl.handle.net/11104/0216739