Sousa Mariana, Peixoto Manuela, Cruz Orlanda, Cruz Sara
The Psychology for Development Research Center, Lusíada University of Porto, 4100-346 Porto, Portugal.
Centro for Psychology, Universty of Porto, 4200-135 Porto, Portugal.
Children (Basel). 2023 Aug 17;10(8):1405. doi: 10.3390/children10081405.
More research is needed to understand the factors that contribute to low academic achievement in institutionalized children. The aim of this study was to investigate the relationship between cognitive and emotion regulation skills and academic performance, by comparing institutionalized and noninstitutionalized Portuguese children. The sample comprised 94 participants (46 institutionalized (22 boys) and 48 noninstitutionalized (23 boys) children), aged between 6 and 10 years, matched for age and sex. We used Raven's Colored Progressive Matrices (RCPM) to measure cognitive abilities. Emotional regulation and negative lability were assessed using the Emotion Regulation Questionnaire (ERC). Academic performance was assessed with the Competence Academic Scale (CAS) of the Portuguese version of the Social Skills Rating System-Teacher Form (SSRS-T). Institutionalized children exhibited poorer academic performance than their noninstitutionalized counterparts (effect size, = 0.174). Cognitive ability ( = 0.28) and negative lability ( = -0.28) were significant predictors of academic performance. In addition to institutionalization, cognitive ability, and the challenges of managing negative emotions may contribute to the observed differences in academic performance. Interventions aimed at fostering cognitive and emotional competencies may play a protective role for institutionalized children facing academic and social difficulties.
需要更多研究来了解导致机构收容儿童学业成绩低下的因素。本研究的目的是通过比较葡萄牙机构收容儿童和非机构收容儿童，调查认知和情绪调节技能与学业成绩之间的关系。样本包括94名参与者（46名机构收容儿童（22名男孩）和48名非机构收容儿童（23名男孩）），年龄在6至10岁之间，年龄和性别相匹配。我们使用瑞文彩色渐进矩阵（RCPM）来测量认知能力。使用情绪调节问卷（ERC）评估情绪调节和负性情绪不稳定。学业成绩用葡萄牙语版社会技能评定系统教师版（SSRS-T）的能力学业量表（CAS）进行评估。机构收容儿童的学业成绩比非机构收容儿童差（效应量，=0.174）。认知能力（=0.28）和负性情绪不稳定（=-0.28）是学业成绩的显著预测因素。除了机构收容、认知能力外，管理负面情绪的挑战可能也是观察到的学业成绩差异的原因。针对培养认知和情绪能力的干预措施可能对面临学业和社会困难的机构收容儿童起到保护作用。
