Dataset Information

Health-Related Factors Associated with Discrepancies between Children's Potential and Attained Secondary School Level: A Longitudinal Study.

ABSTRACT:

Objectives

This longitudinal study examines children's health-related characteristics in relation to discrepancies between their educational potential assessed by a cognitive test in primary school at age 11 and their attained secondary school level at age 14.

Methods

Data were used from 1510 participants of the Dutch PIAMA (Prevention and Incidence of Asthma and Mite Allergy) birth cohort. Multiple multinomial logistic regression analyses were used to estimate the associations between indicators of physical health, psychosocial health, lifestyle, sleeping patterns and stressful life events and attending a higher or lower level of secondary education than indicated by the cognitive test.

Results

We found no evidence that physical health contributes to discrepancies between the potential and attained level of secondary education, but attention disorders and stressful life events (nasty experiences and parents' divorce) were associated with educational attainment below children's potential level. Furthermore, substance use (alcohol, drugs and smoking) were strongly associated with attending a lower level of secondary education than expected (odds ratios from 2.2 (CI: 1.5-3.3) to 5.0 (CI: 2.8-8.7)).

Conclusion

In this general population study, attention disorders, stressful life events and especially substance use seemed to be more important than physical health for the discrepancy between expected and attained level of secondary education. The longitudinal design of the present study and the broad range of health-related factors that were studied, adds insights to the process of health-selection.

SUBMITTER: van der Heide I

PROVIDER: S-EPMC5179065 | biostudies-literature | 2016

REPOSITORIES: biostudies-literature

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Publications

Health-Related Factors Associated with Discrepancies between Children's Potential and Attained Secondary School Level: A Longitudinal Study.

van der Heide Iris I Gehring Ulrike U Koppelman Gerard H GH Wijga Alet H AH

PloS one 20161222 12

<h4>Objectives</h4>This longitudinal study examines children's health-related characteristics in relation to discrepancies between their educational potential assessed by a cognitive test in primary school at age 11 and their attained secondary school level at age 14.<h4>Methods</h4>Data were used from 1510 participants of the Dutch PIAMA (Prevention and Incidence of Asthma and Mite Allergy) birth cohort. Multiple multinomial logistic regression analyses were used to estimate the associations be ...[more]

PMID: 28005962

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Project description:IntroductionMetacognitive self-regulation is a crucial factor that promotes students' learning and achievement. However, the evidence regarding age differences in metacognitive skills is rather mixed, with some evidence pointing toward further refinement and development and other evidence suggesting declining levels. Academic motivation, an important antecedent of metacognitive self-regulation, has also been reported to decline steeply in adolescence. Hence, this raises the question whether there are any age-related differences in academic motivation and metacognitive self-regulation of adolescents and whether age differences in academic motivation drive decreases in metacognitive self-regulation.MethodA large sample size of 1,027 Greek adolescents (ages 12-16, M age = 13.95, SD = 0.78) was utilized in the present study. Multigroup measurement invariance analyses were deployed to compare the latent means of motivational factors (self-efficacy, task value, mastery, and performance goals) and metacognitive self-regulation across age groups. Cholesky decomposition was applied to test the independent contribution of motivational factors to and the indirect effects of age on metacognitive self-regulation.ResultsInvariance analyses revealed scalar invariance for metacognitive self-regulation, language self-efficacy, mastery and performance goal orientations and partially scalar invariance for task value. Older adolescents scored lower on metacognitive self-regulation, mastery and performance goals, and self-efficacy. Older students scored lower on metacognitive self-regulation via indirect effects through Cholesky decomposed motivational factors.DiscussionSelf-efficacy, mastery and performance goals, and task value are similarly understood across adolescents in different age groups. Decreased mastery and performance goals and task value can lead to reduced metacognitive self-regulation in adolescents. The implications of the findings underscore the key role of making students more engaged with lessons' content in order to promote greater academic motivation and prevent decreases in metacognitive self-regulation.

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Dataset Information

Health-Related Factors Associated with Discrepancies between Children's Potential and Attained Secondary School Level: A Longitudinal Study.

Objectives

Methods

Results

Conclusion

Publications

Health-Related Factors Associated with Discrepancies between Children's Potential and Attained Secondary School Level: A Longitudinal Study.

Similar Datasets

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