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Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated
Yongchun Wang1,2,3,4, Xiqin Liu5, Tingting Wu6
1School of Psychology, South China Normal University, Guangzhou, 510631, China.
Child Psychiatry and Human Development
|June 29, 2023
Summary
Sluggish cognitive tempo (SCT) negatively impacts academic achievement, but learning engagement mediates this effect. High SCT may buffer emotional distress
Area of Science:
- Psychology
- Educational Psychology
- Neurodevelopmental Disorders
Background:
- Sluggish cognitive tempo (SCT) initially researched within ADHD, now considered distinct.
- SCT's impact on adolescent academic achievement is debated, even with ADHD control.
- Learning engagement and emotional distress may influence SCT's academic effects.
Purpose of the Study:
- Investigate SCT's longitudinal impact on academic achievement in adolescents.
- Examine the mediating role of learning engagement.
- Explore the moderating effect of emotional distress on the SCT-academic achievement link.
Main Methods:
- Longitudinal study of 782 Chinese senior high school students.
- Measured SCT, learning engagement, and emotional distress at Grade 10.
- Predicted academic achievement via final exam scores five months later.
Main Results:
- Learning engagement significantly mediated the negative relationship between SCT and academic achievement.
- High SCT individuals experienced less negative impact from emotional distress on learning engagement.
- Findings suggest SCT may have adaptive functions in managing emotional challenges.
Conclusions:
- Learning engagement is a key factor linking SCT to academic outcomes.
- SCT might serve as a coping mechanism, particularly when emotional distress is present.
- Understanding these interactions is crucial for supporting adolescent academic success.
Keywords:
Academic achievementEmotional distressLearning engagementMediated moderation modelSluggish cognitive tempoMore Related Videos
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