Nordmo Magnus, Kleppestø Thomas, Sunde Hans Fredrik, Flatø Martin, Demange Perline, Torvik Fartein Ask
Department of Educational Science, University of South-Eastern Norway, Notodden, Norway.
Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway.
NPJ Sci Learn. 2023 Sep 5;8(1):34. doi: 10.1038/s41539-023-00182-x.
Parents play a crucial role in children's lives. Despite high prevalences of anxiety and depression, we do not know how these disorders among parents associate with child school performance in Norway. We use regression models to estimate associations between parental mental disorders and child school performance, while adjusting for some social and genetic confounders. Parental anxiety and depression were assessed from administrative registers of government funded health service consultations for all individuals in Norway with children born between 1992 and 2002. School performance was assessed as standardized grade point average at the end of compulsory education when children are 16 years old. Associations were also considered in samples of adoptees and among differentially affected siblings. We find that 18.8% of children have a parent with an anxiety or depression diagnosis from primary care during the last three years of compulsory education (yearly prevalence: 11.5%). There is a negative association between these parental mental disorders and child school outcomes (z = 0.43). This association was weakened, but statistically significant among differentially exposed siblings (z = 0.04), while disappearing in adoptee children. Many children experience that their parents have anxiety or depression and receive a diagnosis from primary care. On average, these children have lower school performance. The association is attenuated when comparing differentially exposed siblings and disappears in adoptee children. These results have a poor fit with the hypothesis that parental internalizing is an influential causal factor in determining children's educational success.
父母在孩子的生活中起着至关重要的作用。尽管焦虑和抑郁的患病率很高，但我们并不清楚挪威父母的这些疾病与孩子的学业成绩之间有何关联。我们使用回归模型来估计父母的精神障碍与孩子学业成绩之间的关联，同时对一些社会和基因混杂因素进行调整。父母的焦虑和抑郁是根据挪威政府资助的针对所有有1992年至2002年出生孩子的个人的医疗服务咨询行政登记册来评估的。学业成绩是在孩子16岁义务教育结束时作为标准化平均绩点来评估的。在领养儿童样本和受影响程度不同的兄弟姐妹中也考虑了这种关联。我们发现，在义务教育的最后三年里，18.8%的孩子有一位父母被初级保健诊断患有焦虑或抑郁症（年患病率：11.5%）。这些父母的精神障碍与孩子的学业成绩之间存在负相关（z = 0.43）。这种关联在受影响程度不同的兄弟姐妹中有所减弱，但仍具有统计学意义（z = 0.04），而在领养儿童中则消失了。许多孩子经历过父母患有焦虑或抑郁症并被初级保健诊断的情况。平均而言，这些孩子的学业成绩较低。在比较受影响程度不同的兄弟姐妹时，这种关联减弱了，在领养儿童中则消失了。这些结果与父母的内化问题是决定孩子教育成功的一个有影响力的因果因素这一假设不太相符。
