Brain Center Rudolf Magnus, Department of Psychiatry, University Medical Center Utrecht, Zeist, The Netherlands.
Community Health Service Midden-Nederland, Zeist, The Netherlands.
Acad Pediatr. 2017 Aug;17(6):642-648. doi: 10.1016/j.acap.2017.04.016. Epub 2017 Apr 26.
Previous research suggests that cognitive functioning is associated with the risk of several adult psychiatric disorders. In this study we investigated whether adolescents who perform worse than expected at secondary school are at a higher risk for general mental health problems.
In a cross-sectional survey comprising 10,866 Dutch adolescents aged 13 to 16 years, underachievement at secondary school was defined as the discrepancy between predicted school grade and actual grade 1 or 3 years later. Mental health problems were assessed using the Strengths and Difficulties Questionnaire. We investigated the association of underachievement with mental health problems using logistic regression, adjusting for potential confounders.
Underachievement was associated with general psychopathology in pupils aged 13 to 14 years (odds ratio [OR], 1.86; 95% confidence interval [CI], 1.47-2.37) and in pupils aged 15 to 16 years (OR, 2.05; 95% CI, 1.67-2.52) in a multivariate analysis including sociodemographic factors. The association between underachievement and mental health problems was attenuated when school factors such as teacher advice and interaction between underachievement and teacher advice were added, but underachievement remained significantly associated with mental health problems in adolescents in the higher educational tracks (pupils aged 13-14 years: OR, 2.22; 95% CI, 1.07-4.60 and OR, 2.41; 95% CI, 1.10-5.30, age 15-16 years: OR, 2.63; 95% CI, 1.38-5.03). In the multivariate analysis including the interaction between underachievement and teacher advice, a significant interaction effect occurs between underachievement and teacher advice in the higher tracks. Values of OR and CI are given for each significant interaction term. In the younger age group (pupils aged 13-14 years) this results in 2 sets of OR and CI. This association was most pronounced for the hyperactivity subscale of the Strengths and Difficulties Questionnaire.
Underachievement at secondary school is associated with general mental health problems, especially with hyperactivity symptoms, in pupils who started at high educational tracks.
先前的研究表明，认知功能与多种成年精神疾病的风险相关。在这项研究中，我们调查了在中学表现不如预期的青少年是否面临更高的一般心理健康问题风险。
在一项包含 10866 名 13 至 16 岁荷兰青少年的横断面调查中，中学成绩不佳被定义为预测的学校成绩与 1 或 3 年后实际成绩之间的差异。使用《长处与困难问卷》评估心理健康问题。我们使用逻辑回归调查了成绩不佳与心理健康问题之间的关联，调整了潜在的混杂因素。
在包括社会人口因素的多变量分析中，成绩不佳与 13 至 14 岁（比值比 [OR]，1.86；95%置信区间 [CI]，1.47-2.37）和 15 至 16 岁（OR，2.05；95% CI，1.67-2.52）青少年的一般精神病理学相关。当加入学校因素（如教师建议）以及成绩不佳与教师建议之间的相互作用时，成绩不佳与心理健康问题之间的关联减弱，但在较高教育轨道的青少年中，成绩不佳仍与心理健康问题显著相关（13-14 岁的学生：OR，2.22；95% CI，1.07-4.60 和 OR，2.41；95% CI，1.10-5.30；15-16 岁的学生：OR，2.63；95% CI，1.38-5.03）。在包括成绩不佳与教师建议相互作用的多变量分析中，在较高的轨道中，成绩不佳与教师建议之间存在显著的相互作用效应。OR 和 CI 的值适用于每个显著的相互作用项。在年龄较小的组（13-14 岁的学生）中，这会产生 2 组 OR 和 CI。这种关联在《长处与困难问卷》的多动子量表中最为明显。
在开始接受高等教育的学生中，中学成绩不佳与一般心理健康问题相关，尤其是多动症状。
