Smith Kelsey E, Patterson Chavis A, Szabo Margo M, Tarazi Reem A, Barakat Lamia P
The University of South Carolina, Department of Psychology Barnwell College Columbia, SC, 29208.
Adv Sch Ment Health Promot. 2013;6(1):5-20. doi: 10.1080/1754730X.2012.760919. Epub 2013 Jan 25.
Children with sickle cell disease (SCD) are at risk for neurocognitive impairment and poor academic achievement, although there is limited research on factors predicting academic achievement in this population. This study explores the relative contribution to academic achievement of a comprehensive set of factors, such as environmental (socioeconomic status), disease-related (stroke, transfusion therapy, adherence), and psychosocial variables (child behavior, child quality of life (QoL)), controlling for intellectual functioning (IQ).
Eighty-two children with SCD completed measures assessing IQ and academic achievement, while parents completed questionnaires assessing adherence, child behavior, and child quality of life. Medical chart reviews were conducted to determine disease-related factors.
Hierarchical regression analyses indicated that 55% of the variance in academic skills was accounted for by IQ, parent education, chronic transfusion status, and QoL [ = .55, (5, 77) = 18.34, < .01]. Follow-up analyses for broad reading [ = .52, (5, 77) = 16.37, < .01], and math calculation [ = .44, (5, 77) = 12.14, < .01] were also significant.
The findings suggest a significant contribution of factors beyond IQ to academic achievement. Findings allow for identification of children with SCD at risk for academic difficulties for whom psychoeducational interventions may enhance academic achievement.
镰状细胞病（SCD）患儿存在神经认知障碍和学业成绩不佳的风险，尽管针对该人群中预测学业成绩的因素的研究有限。本研究探讨了一系列综合因素对学业成绩的相对贡献，这些因素包括环境因素（社会经济地位）、疾病相关因素（中风、输血治疗、依从性）和心理社会变量（儿童行为、儿童生活质量（QoL）），同时控制智力功能（智商）。
82名SCD患儿完成了评估智商和学业成绩的测评，而家长完成了评估依从性、儿童行为和儿童生活质量的问卷。通过查阅病历确定疾病相关因素。
分层回归分析表明，学业技能差异的55%可由智商、父母教育程度、慢性输血状况和生活质量解释[F = 0.55，（5，77）= 18.34，p < 0.01]。对广泛阅读[F = 0.52，（5，77）= 16.37，p < 0.01]和数学计算[F = 0.44，（5，77）= 12.14，p < 0.01]的后续分析也具有显著性。
研究结果表明，除智商外的其他因素对学业成绩也有显著贡献。这些结果有助于识别有学业困难风险的SCD患儿，针对他们进行心理教育干预可能会提高学业成绩。
