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Self-reported mental health problems and performance in mathematics and reading in children across Europe.

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Title: Self-reported mental health problems and performance in mathematics and reading in children across Europe.
Authors: Husky, Mathilde M.1 (AUTHOR) mathilde.husky@u-bordeaux.fr, Salamon, Reda2 (AUTHOR), Bitfoi, Adina3 (AUTHOR), Carta, Mauro Giovanni4 (AUTHOR), Chan Chee, Christine5 (AUTHOR), Goelitz, Dietmar6 (AUTHOR), Koç, Ceren7 (AUTHOR), Lesinskiene, Sigita8 (AUTHOR), Mihova, Zlatka9 (AUTHOR), Otten, Roy10 (AUTHOR), Pez, Ondine11 (AUTHOR), Shojaei, Taraneh12 (AUTHOR), Kovess-Masfety, Viviane13 (AUTHOR)
Source: European Journal of Developmental Psychology. Sep2020, Vol. 17 Issue 5, p704-726. 23p.
Subject Terms: *School children, *Children's health, Mental health, Mathematics, Sociodemographic factors
Geographic Terms: Europe
Abstract: The study examines the associations of specific self-reported internalizing and externalizing problems and performance in mathematics and reading in school-aged children across Europe. Data were drawn from 5,842 children between 6 and 13 years of age participating in the School Children Mental Health in Europe study and a large cross-sectional survey in France. Self-reported child mental health was assessed using the Dominic Interactive, academic performance was reported by teachers. Across Europe, controlling for key sociodemographic factors associated with achievement including maternal education, performance in mathematics was more often associated with the presence of externalizing and internalizing problems as compared to performance in reading. In addition, the findings point to significant sex differences in the associations of internalizing problems and academic achievement. Considering the impact of early academic difficulties in terms of later internalizing and externalizing problems and academic attainment, school-based interventions interrupting the cycle as early as possible are warranted. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Self-reported mental health problems and performance in mathematics and reading in children across Europe.
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  Data: <searchLink fieldCode="AR" term="%22Husky%2C+Mathilde+M%2E%22">Husky, Mathilde M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mathilde.husky@u-bordeaux.fr</i><br /><searchLink fieldCode="AR" term="%22Salamon%2C+Reda%22">Salamon, Reda</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bitfoi%2C+Adina%22">Bitfoi, Adina</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carta%2C+Mauro+Giovanni%22">Carta, Mauro Giovanni</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chan+Chee%2C+Christine%22">Chan Chee, Christine</searchLink><relatesTo>5</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Goelitz%2C+Dietmar%22">Goelitz, Dietmar</searchLink><relatesTo>6</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Koç%2C+Ceren%22">Koç, Ceren</searchLink><relatesTo>7</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lesinskiene%2C+Sigita%22">Lesinskiene, Sigita</searchLink><relatesTo>8</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mihova%2C+Zlatka%22">Mihova, Zlatka</searchLink><relatesTo>9</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Otten%2C+Roy%22">Otten, Roy</searchLink><relatesTo>10</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pez%2C+Ondine%22">Pez, Ondine</searchLink><relatesTo>11</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shojaei%2C+Taraneh%22">Shojaei, Taraneh</searchLink><relatesTo>12</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kovess-Masfety%2C+Viviane%22">Kovess-Masfety, Viviane</searchLink><relatesTo>13</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Developmental+Psychology%22">European Journal of Developmental Psychology</searchLink>. Sep2020, Vol. 17 Issue 5, p704-726. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+health%22">Children's health</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics%22">Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Sociodemographic+factors%22">Sociodemographic factors</searchLink>
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  Data: The study examines the associations of specific self-reported internalizing and externalizing problems and performance in mathematics and reading in school-aged children across Europe. Data were drawn from 5,842 children between 6 and 13 years of age participating in the School Children Mental Health in Europe study and a large cross-sectional survey in France. Self-reported child mental health was assessed using the Dominic Interactive, academic performance was reported by teachers. Across Europe, controlling for key sociodemographic factors associated with achievement including maternal education, performance in mathematics was more often associated with the presence of externalizing and internalizing problems as compared to performance in reading. In addition, the findings point to significant sex differences in the associations of internalizing problems and academic achievement. Considering the impact of early academic difficulties in terms of later internalizing and externalizing problems and academic attainment, school-based interventions interrupting the cycle as early as possible are warranted. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Journal of Developmental Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=144826784
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        Value: 10.1080/17405629.2020.1728247
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        Text: English
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        PageCount: 23
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      – SubjectFull: School children
        Type: general
      – SubjectFull: Children's health
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      – SubjectFull: Mental health
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      – SubjectFull: Mathematics
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      – SubjectFull: Europe
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