Sijtsema J J, Verboom C E, Penninx B W J H, Verhulst F C, Ormel J
Department of Developmental Psychology, Tilburg University, Warandelaan 2, 5037 AB, Tilburg, The Netherlands,
Child Psychiatry Hum Dev. 2014 Jun;45(3):273-84. doi: 10.1007/s10578-013-0399-1.
Psychopathology during adolescence has been associated with poor academic performance, low social well-being, and low social preference by peers at school. However, previous research has not accounted for comorbid psychopathology, informant-specific associations between psychopathology and functioning, and gender and age differences. This study addresses these limitations by examining adolescents' psychopathology and functioning at school, reported by child, parent, teacher, and peers during primary and secondary school in a large Dutch longitudinal cohort study (N = 2230). Teacher reports of psychopathology, especially regarding attention problems and withdrawn/depressed problems, followed by parent reports regarding hyperactivity, were most strongly associated with academic performance. The same held for social preference which was associated with teacher and parent ratings of withdrawn/depressed problems and hyperactivity. In contrast, social well-being was best predicted by child reports (at primary school) of affective problems. In girls, the association between ADHD problems and poor academic performance was stronger than in boys and conduct problems were more often associated with poor school functioning in general. These findings can help identify adolescents at risk for poor functioning and design interventions that effectively reduce or prevent poor school functioning.
青少年期的精神病理学与学业成绩差、社会幸福感低以及在学校中同伴的低社会偏好有关。然而，以往的研究没有考虑到共病性精神病理学、精神病理学与功能之间因报告者而异的关联，以及性别和年龄差异。在一项大型荷兰纵向队列研究（N = 2230）中，本研究通过考察小学和中学阶段儿童、父母、教师及同伴报告的青少年精神病理学及在校功能，解决了这些局限性。教师报告的精神病理学，尤其是注意力问题和退缩/抑郁问题，其次是父母报告的多动问题，与学业成绩的关联最为密切。社会偏好也是如此，它与教师和父母对退缩/抑郁问题及多动的评分相关。相比之下，社会幸福感最好由儿童报告（小学阶段）的情感问题来预测。在女孩中，注意力缺陷多动障碍（ADHD）问题与学业成绩差之间的关联比男孩更强，品行问题通常更常与学校功能不良相关。这些发现有助于识别有功能不良风险的青少年，并设计有效减少或预防学校功能不良的干预措施。
