Impact of child socioemotional and cognitive development on exam results in adolescence: findings from the UK Millennium Cohort Study
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| Publicado en: | Archives of Disease in Childhood (Feb 2025), p. archdischild-2024-327963 |
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| Acceso en línea: | Citation/Abstract Full Text + Graphics Full Text - PDF |
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|---|---|---|---|
| 001 | 3165259686 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 0003-9888 | ||
| 022 | |a 1468-2044 | ||
| 024 | 7 | |a 10.1136/archdischild-2024-327963 |2 doi | |
| 035 | |a 3165259686 | ||
| 045 | 2 | |b d20250201 |b d20250228 | |
| 084 | |a 270345 |2 nlm | ||
| 100 | 1 | |a Black, Michelle |u Public Health Policy and Systems, University of Liverpool, Liverpool, UK | |
| 245 | 1 | |a Impact of child socioemotional and cognitive development on exam results in adolescence: findings from the UK Millennium Cohort Study | |
| 260 | |b BMJ Publishing Group LTD |c Feb 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a BackgroundCognitive ability and socioemotional behaviour during childhood have independently been shown to impact educational outcomes. The extent to which their co-development predicts these outcomes remains unclear. This study aimed to assess associations between concurrent cognitive and socioemotional development trajectories in childhood and exam results at age 16 years.Data and methodWe analysed longitudinal data on 9084 children from the UK Millennium Cohort Study. Exposure trajectories of cognitive and socioemotional development from age 3 to 14 years were characterised using group-based multi-trajectory models. We used logistic regression to assess associations between these development trajectories and exam attainment, measured by passing five or more GCSE subjects at age 16, adjusting for confounders. Population-attributable fractions were calculated to quantify the contribution of cognitive and socioemotional problems to poor educational outcomes.ResultsCompared with the ‘no problem’ trajectory group, the odds of not achieving a standard pass in GCSE was 2.5 times higher for the ‘late socioemotional problems’ trajectory group (adjusted OR 2.5, 95% CI 2.1 to 3.1) and four times higher for the ‘early cognitive and socioemotional problems’ trajectory group (adjusted OR 4.2, 95% CI 3.4 to 5.3). The OR was highest for the trajectory group with persistent cognitive and socioemotional problems (adjusted OR 4.4, 95% CI 3.3 to 5.8). Approximately 17% of poor exam results in adolescence were attributable to cognitive and socioemotional behaviour problems in childhood (adjusted population-attributable fraction 17%, 95% CI 15% to 19%).ConclusionIn a representative UK cohort, adverse development of cognitive and socioemotional behaviour in childhood was associated with a negative impact on exam results in adolescence, more so when the adverse development co-occurs or clusters early or persistently. Cross sector health and education policy that invests in reducing cognitive and socioemotional behaviour problems in children has the potential to improve educational outcomes in adolescence. | |
| 651 | 4 | |a United Kingdom--UK | |
| 651 | 4 | |a England | |
| 653 | |a Regression analysis | ||
| 653 | |a Secondary education | ||
| 653 | |a Children | ||
| 653 | |a Cognitive development | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Social behavior | ||
| 653 | |a Adolescents | ||
| 653 | |a Skill development | ||
| 653 | |a Children & youth | ||
| 653 | |a Child development | ||
| 653 | |a Socioeconomic factors | ||
| 653 | |a Age | ||
| 653 | |a Educational attainment | ||
| 653 | |a Adolescence | ||
| 653 | |a Longitudinal studies | ||
| 653 | |a Cohort analysis | ||
| 653 | |a Well being | ||
| 653 | |a Intellectual development | ||
| 653 | |a Meals | ||
| 653 | |a Education policy | ||
| 653 | |a Childhood | ||
| 653 | |a Teenagers | ||
| 653 | |a Family Structure | ||
| 653 | |a Reference Groups | ||
| 653 | |a Educational Objectives | ||
| 653 | |a Emotional Problems | ||
| 653 | |a Mental Disorders | ||
| 653 | |a Developmental Stages | ||
| 653 | |a Social | ||
| 653 | |a Child Health | ||
| 653 | |a Sampling | ||
| 653 | |a Parent Participation | ||
| 653 | |a Mathematics Education | ||
| 653 | |a Free Schools | ||
| 653 | |a Parent School Relationship | ||
| 653 | |a School Policy | ||
| 653 | |a Ethnic Groups | ||
| 653 | |a Adolescent Development | ||
| 653 | |a Health Behavior | ||
| 653 | |a Outcomes of Education | ||
| 653 | |a Behavior Problems | ||
| 700 | 1 | |a Akanni, Lateef |u Public Health Policy and Systems, University of Liverpool, Liverpool, UK | |
| 700 | 1 | |a Adjei, Nicholas Kofi |u Public Health Policy and Systems, University of Liverpool, Liverpool, UK | |
| 700 | 1 | |a Melendez-Torres, G J |u University of Exeter, Exeter, UK | |
| 700 | 1 | |a Hargreaves, Dougal |u Department of Primary Care and Public Health, Imperial College London, London, UK | |
| 700 | 1 | |a Taylor-Robinson, David |u Public Health Policy and Systems, University of Liverpool, Liverpool, UK | |
| 773 | 0 | |t Archives of Disease in Childhood |g (Feb 2025), p. archdischild-2024-327963 | |
| 786 | 0 | |d ProQuest |t Science Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3165259686/abstract/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3165259686/fulltextwithgraphics/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3165259686/fulltextPDF/embedded/CH9WPLCLQHQD1J4S?source=fedsrch |