The Children's Hospital of Philadelphia, Department of Pediatrics, Philadelphia, Pennsylvania 19104, USA.
J Adolesc Health. 2013 Feb;52(2):186-94. doi: 10.1016/j.jadohealth.2012.06.019. Epub 2012 Aug 27.
Normative biopsychosocial stressors that occur during entry into adolescence can affect school performance.As a set of resources for adapting to life's challenges, good health may buffer a child from these potentially harmful stressors. This study examined the associations between health (measured as well-being, functioning, symptoms, and chronic conditions) and school outcomes among children aged 9-13 years in 4th-8th grades.
We conducted a prospective cohort study of 1,479 children from 34 schools followed from 2006 to 2008. Survey data were obtained from children and their parents, and school records were abstracted. Measures of child self-reported health were dichotomized to indicate presence of a health asset. Outcomes included attendance, grade point average, state achievement test scores, and child-reported school engagement and teacher connectedness.
Both the transition into middle school and puberty had independent negative influences on school outcomes. Chronic health conditions that affected children's functional status were associated with poorer academic achievement. The number of health assets that a child possessed was positively associated with school outcomes. Low levels of negative stress experiences and high physical comfort had positive effects on teacher connectedness, school engagement, and academic achievement, whereas bullying and bully victimization negatively affected these outcomes. Children with high life satisfaction were more connected with teachers, more engaged in schoolwork, and earned higher grades than those who were less satisfied.
As children enter adolescence, good health may buffer them from the potentially negative effects of school and pubertal transitions on academic success.
进入青春期期间发生的规范性生物心理社会压力源会影响学业成绩。作为适应生活挑战的一系列资源，良好的健康状况可能使孩子免受这些潜在的有害压力源的影响。本研究调查了健康状况（表现为幸福感、功能、症状和慢性疾病）与 4 至 8 年级 9 至 13 岁儿童学业成绩之间的关系。
我们对 34 所学校的 1479 名儿童进行了前瞻性队列研究，从 2006 年至 2008 年进行了随访。从儿童及其父母那里获得了调查数据，并从学校记录中提取了数据。儿童自我报告的健康测量指标被二分类为健康资产的存在。结果包括出勤率、平均绩点、州成就测试成绩以及儿童报告的学校参与度和教师联系。
进入中学和青春期都会对学业成绩产生独立的负面影响。影响儿童功能状态的慢性健康状况与学业成绩较差有关。儿童拥有的健康资产数量与学业成绩呈正相关。低度的负面压力体验和高度的身体舒适度对教师联系、学校参与度和学业成绩有积极影响，而欺凌和被欺凌则对这些结果产生负面影响。生活满意度高的儿童与教师的联系更紧密，更投入学业，成绩也更高，而那些满意度较低的儿童则不然。
随着儿童进入青春期，良好的健康状况可能使他们免受学校和青春期过渡对学业成功的潜在负面影响。
