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Related Experiment Video

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

School functioning and internalizing problems in young schoolchildren.

Marit Løtveit Pedersen¹, Solveig Holen², Stian Lydersen³

¹Regional Center for Child and Youth Mental Health and Child Welfare, Department of Mental Health, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU), Trondheim, Norway. marit.l.pedersen@ntnu.no.

|December 25, 2019

Summary

Children's depressive symptoms negatively impact academic achievement and school adaptation. Teachers may struggle to identify these internalizing symptoms, highlighting a need for early intervention.

Keywords:

Academic achievement Anxiety Children Depression School adaptation School functioning

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Area of Science:

Child and Adolescent Psychology
Educational Psychology
Mental Health Research

Background:

Internalizing symptoms, including anxiety and depression, are prevalent in children.
These symptoms are linked to adverse outcomes like poor academic performance and future mental health issues.
Understanding the relationship between these symptoms and school functioning is crucial for public health.

Purpose of the Study:

To examine the association between children's internalizing symptoms and their school functioning.
To compare teacher and child assessments of internalizing symptoms and school functioning.
To identify potential discrepancies in symptom recognition between teachers and children.

Main Methods:

Cross-sectional study of 750 children aged 8-12 years with elevated anxiety/depression symptoms.
Utilized self-report measures for child symptoms (MASC-C, SMFQ) and teacher reports for academic achievement, school adaptation (TRF), and internalizing symptoms (BPM-T).
Employed linear regression analyses to investigate associations.

Main Results:

Teacher-reported internalizing symptoms and child-reported depressive symptoms correlated with poorer academic achievement and school adaptation.
Child-reported depressive symptoms were associated with teacher-rated internalizing symptoms.
Child-reported anxiety symptoms showed no significant association with academic achievement, school adaptation, or teacher-rated internalizing symptoms.

Conclusions:

Negative associations exist between school functioning and internalizing symptoms, supported by both teacher and child reports.
Preventing depressive and anxiety symptoms in children may improve academic achievement and school adaptation.
Teachers may face challenges in recognizing children's depressive symptoms, indicating a need for improved detection strategies.