Department of Paediatrics, National Hospital Abuja, Federal Capital Territory, Abuja, Nigeria.
Department of Paediatrics, Barau Dikko Teaching Hospital, Kaduna State University, Kaduna, Nigeria.
Niger Postgrad Med J. 2022 Oct-Dec;29(4):317-324. doi: 10.4103/npmj.npmj_157_22.
The brain in the early adolescent period undergoes enhanced changes with the radical reorganisation of the neuronal network leading to improvement in cognitive capacity. A complex interplay exists between environment and genetics that influences the outcome of intellectual capability. We, therefore, aimed to evaluate the relationship between socio-demographic variables and measures of cognitive function (intelligence quotient [IQ] and academic performance) of early adolescents.
The study was a descriptive cross-sectional study of early adolescents aged 10-14 years. Raven's Standard Progressive Matrices was used to assess the IQ and academic performance was assessed by obtaining the average of all the subjects' scores in the last three terms that made up an academic year. A confidence interval of 95% was assumed and a value of P < 0.05 was considered statistically significant.
The overall mean (standard deviation) age of the study population was 11.1 years (±1.3) with male-to-female ratio of 1:1. Female sex was associated with better academic performance with P = 0.004. The students with optimal IQ performance were more likely (61.7%) to perform above average than those with sub-optimal IQ performance (28.6%). As the mother's age increased, the likelihood of having optimal IQ performance increased 1.04 times (odds ratio [OR] = 1.04; 95 confidence interval [CI] = 1.01-1.07). Students in private schools were three times more likely to have optimal IQ performance than those from public schools (OR = 2.79; 95 CI = 1.65-4.71).
The present study demonstrated that students' IQ performance and the female gender were associated with above-average academic performance. The predictors of optimal IQ performance found in this study were students' age, maternal age and school type.
青少年早期的大脑会发生增强的变化，神经元网络会发生彻底的重组，从而提高认知能力。环境和遗传之间存在着复杂的相互作用，影响智力能力的结果。因此，我们旨在评估社会人口统计学变量与认知功能（智商[IQ]和学业成绩）的早期青少年之间的关系。
这是一项针对 10-14 岁早期青少年的描述性横断面研究。采用瑞文标准渐进矩阵来评估智商，通过获得构成一学年的最后三个学期中所有受试者的平均分来评估学业成绩。假设置信区间为 95%，P < 0.05 被认为具有统计学意义。
研究人群的总体平均（标准差）年龄为 11.1 岁（±1.3），男女比例为 1:1。女性性别与更好的学业成绩相关，P = 0.004。具有最佳 IQ 表现的学生比具有次优 IQ 表现的学生更有可能（61.7%）表现出色（28.6%）。随着母亲年龄的增加，具有最佳 IQ 表现的可能性增加了 1.04 倍（优势比[OR] = 1.04；95%置信区间[CI] = 1.01-1.07）。私立学校的学生比公立学校的学生有三倍的可能性表现出最佳的 IQ 表现（OR = 2.79；95%CI = 1.65-4.71）。
本研究表明，学生的 IQ 表现和女性性别与高于平均水平的学业成绩相关。本研究发现的最佳 IQ 表现的预测因素是学生的年龄、母亲的年龄和学校类型。
