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The relationship between emotional problems and subsequent school attainment: a meta-analysis.
Lucy Riglin1, K V Petrides1, Norah Frederickson1
1Department of Clinical, Educational and Health Psychology, University College London, UK.
Journal of Adolescence
|May 6, 2014
Summary
Children
Area of Science:
- Psychology
- Education
- Child Development
Background:
- Longitudinal studies show inconsistent links between emotional difficulties and academic performance.
- Understanding this relationship is crucial for supporting student success.
Purpose of the Study:
- To systematically analyze the prospective association between emotional problems and school attainment.
- To identify factors influencing this relationship in children and adolescents.
Main Methods:
- A meta-analysis was conducted on 26 community-based longitudinal studies.
- Data from studies involving children and adolescents were synthesized.
Main Results:
- A significant prospective link exists between emotional problems and poorer school attainment.
- Depression showed a more consistent association than anxiety.
- Age and gender moderated the relationship, particularly for early adolescent school grades and anxiety.
Conclusions:
- Early identification and support for emotional issues can improve academic outcomes.
- Targeted interventions may be beneficial for specific age groups and genders.
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