| Full text | |
| Author(s): |
Hoffmann, Mauricio Scope
[1, 2, 3]
;
Leibenluft, Ellen
[4, 5]
;
Stringaris, Argyris
[6]
;
Laporte, Paola Paganella
[1, 3]
;
Pan, Pedro Mario
[7, 8]
;
Gadelha, Ary
[7, 8]
;
Manfro, Gisele Gus
[9, 2]
;
Miguel, Euripedes Constantino
[10, 11]
;
Rohde, Luis Augusto
[12]
;
Salum, Giovanni Abrahao
[1, 9]
Total Authors: 10
|
| Affiliation: Show less - | [1] Univ Fed Rio Grande do Sul, BR-90035003 Porto Alegre, RS - Brazil
[2] Univ Fed Rio Grande do Sul, HCPA, BR-90035003 Porto Alegre, RS - Brazil
[3] HCPA, Porto Alegre, RS - Brazil
[4] NIMH, Sect Bipolar Spectrum Disorders, Intramural Res Program, Bethesda, MD 20892 - USA
[5] NIH, Bethesda, MD 20892 - USA
[6] Kings Coll London, Inst Psychiat, London WC2R 2LS - England
[7] Univ Fed Sao Paulo, UNIFESP, Sao Paulo - Brazil
[8] Natl Inst Dev Psychiat Children & Adolescents, INCT CNPq, Sao Paulo - Brazil
[9] INCT CNPq, Brasilia, DF - Brazil
[10] Univ Sao Paulo, Inst Psychiat, Sao Paulo - Brazil
[11] Univ Fed Sao Paulo, INCT CNPq, Sao Paulo - Brazil
[12] Univ Fed Rio Grande do Sul, HCPA, INCT CNPq, BR-90035003 Porto Alegre, RS - Brazil
Total Affiliations: 12
|
| Document type: | Journal article |
| Source: | JOURNAL OF THE AMERICAN ACADEMY OF CHILD AND ADOLESCENT PSYCHIATRY; v. 55, n. 1, p. 47-53, JAN 2016. |
| Web of Science Citations: | 5 |
| Abstract | |
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. (AU) | |
| FAPESP's process: | 08/57896-8 - National Institute for Developmental Psychiatry |
| Grantee: | Eurípedes Constantino Miguel Filho |
| Support Opportunities: | Research Projects - Thematic Grants |