Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

Autor Hoffmann, Mauricio Scope Google Scholar
Leibenluft, Ellen Google Scholar
Stringaris, Argyris Google Scholar
Laporte, Paola Paganella Google Scholar
Pan, Pedro Mario Autor UNIFESP Google Scholar
Gadelha, Ary Autor UNIFESP Google Scholar
Manfro, Gisele Gus Google Scholar
Miguel, Euripedes Constantino Autor UNIFESP Google Scholar
Rohde, Luis Augusto Google Scholar
Salum, Giovanni Abrahao Google Scholar
Resumo Objective: This study examines the extent to which children's positive attributes are distinct from psychopathology. We also investigate whether positive attributes change or "buffer" the impact of low intelligence and high psychopathology on negative educational outcomes. Method: In a community sample of 2,240 children (6-14 years of age), we investigated associations among positive attributes, psychopathology, intelligence, and negative educational outcomes. Negative educational outcomes were operationalized as learning problems and poor academic performance. We tested the discriminant validity of psychopathology versus positive attributes using confirmatory factor analysis (CFA) and propensity score matching analysis (PSM), and used generalized estimating equations (GEE) models to test main effects and interactions among predictors of educational outcomes. Results: According to both CFA and PSM, positive attributes and psychiatric symptoms were distinct constructs. Positive attributes were associated with lower levels of negative educational outcomes, independent of intelligence and psychopathology. Positive attributes buffer the negative effects of lower intelligence on learning problems, and higher psychopathology on poor academic performance. Conclusion: Children's positive attributes are associated with lower levels of negative school outcomes. Positive attributes act both independently and by modifying the negative effects of low intelligence and high psychiatric symptoms on educational outcomes. Subsequent research should test interventions designed to foster the development of positive attributes in children at high risk for educational problems.
Assunto noncognitive skills
youth strengths inventory
interaction
schoolPsychiatric-Disorders
Mental-Disorders
Skill Formation
Health
Child
Attainment
Personality
Technology
Economics
Strengths
Idioma Inglês
Financiador Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Número do financiamento CNPq: 573974/2008-0
FAPESP: 2008/57896-8
Data 2016
Publicado em Journal Of The American Academy Of Child And Adolescent Psychiatry. New York, v. 55, n. 1, p. 47-53, 2016.
ISSN 0890-8567 (Sherpa/Romeo, fator de impacto)
Editor Elsevier Science Inc
Extensão 47-53
Fonte http://dx.doi.org/10.1016/j.jaac.2015.10.013
Direito de acesso Acesso aberto Open Access
Tipo Artigo
Web of Science WOS:000367121500009
URI http://repositorio.unifesp.br/handle/11600/49689

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