Cognitive Skills and Academic Performance in Children With Minimal to Mild Conductive Hearing Loss: The Roles of Listening Effort and Subjective Fatigue.
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| Title: | Cognitive Skills and Academic Performance in Children With Minimal to Mild Conductive Hearing Loss: The Roles of Listening Effort and Subjective Fatigue. |
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| Authors: | Jain, Saransh1 saranshavi@gmail.com, M. S., Vasantha Lakshmi2, S., Sanjana Singh3, H. S., Harshan Kumar4, Jain, Chandni5 |
| Source: | American Journal of Audiology. Mar2026, Vol. 35 Issue 1, p104-117. 14p. |
| Subject Terms: | *Statistical correlation, *Cognitive testing, *Fatigue (Physiology), *Audiometry, *Teachers, *Academic achievement, *Research, *Auditory perception, *Comparative studies, Cross-sectional method, Mathematical variables, Conductive hearing loss, Task performance, Executive function, Multiple regression analysis, Fisher exact test, Cognition in children, Descriptive statistics, Analysis of variance |
| Abstract: | Purpose: This study examined how cognitive skills (nonverbal intelligence, verbal working memory, and attention) influence academic performance in children with minimal to mild conductive hearing loss (mCHL) and whether this relationship is moderated by subjective fatigue and listening effort. We also compared these effects with age- and sex-matched children with normal hearing sensitivity (NHS). Method: A cross-sectional correlational study was conducted on 130 children with mCHL and 130 children with NHS (aged 10-12 years). Audiological testing, cognitive assessments (Seguin form board test, digit span, operation span, and dichotic digit tests), and subjective fatigue ratings (visual analog scale) were collected. Listening effort was measured using a dual-task paradigm that involved speech-in-noise and digit-reversal tasks. Teachers rated academic performance using the Academic Performance Rating Scale and supported by recent academic marks. Multiple linear regression and moderation analyses were performed. Results: Children with mCHL exhibited significantly higher listening effort, greater subjective fatigue, lower cognitive scores, and poorer academic performance than their peers with NHS did. Moderation analysis revealed that subjective fatigue significantly weakened the positive relationship between cognition and academic performance in children with mCHL but not in children with NHS. A z test confirmed that the moderating effect was significantly stronger in the mCHL group. Conclusions: These findings suggest that subjective fatigue plays a critical role in modulating the effects of cognition on academic success in children with mCHL. Interventions addressing listening efforts and fatigue management are suggested for improving educational outcomes in this population. Supplemental Material: https://doi.org/10.23641/asha.31057807 [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Audiology is the property of American Speech-Language-Hearing Association 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192148333 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cognitive Skills and Academic Performance in Children With Minimal to Mild Conductive Hearing Loss: The Roles of Listening Effort and Subjective Fatigue. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jain%2C+Saransh%22">Jain, Saransh</searchLink><relatesTo>1</relatesTo><i> saranshavi@gmail.com</i><br /><searchLink fieldCode="AR" term="%22M%2E+S%2E%2C+Vasantha+Lakshmi%22">M. S., Vasantha Lakshmi</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22S%2E%2C+Sanjana+Singh%22">S., Sanjana Singh</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22H%2E+S%2E%2C+Harshan+Kumar%22">H. S., Harshan Kumar</searchLink><relatesTo>4</relatesTo><br /><searchLink fieldCode="AR" term="%22Jain%2C+Chandni%22">Jain, Chandni</searchLink><relatesTo>5</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Audiology%22">American Journal of Audiology</searchLink>. Mar2026, Vol. 35 Issue 1, p104-117. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Statistical+correlation%22">Statistical correlation</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+testing%22">Cognitive testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Fatigue+%28Physiology%29%22">Fatigue (Physiology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiometry%22">Audiometry</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br />*<searchLink fieldCode="DE" term="%22Auditory+perception%22">Auditory perception</searchLink><br />*<searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+variables%22">Mathematical variables</searchLink><br /><searchLink fieldCode="DE" term="%22Conductive+hearing+loss%22">Conductive hearing loss</searchLink><br /><searchLink fieldCode="DE" term="%22Task+performance%22">Task performance</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+regression+analysis%22">Multiple regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Fisher+exact+test%22">Fisher exact test</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition+in+children%22">Cognition in children</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This study examined how cognitive skills (nonverbal intelligence, verbal working memory, and attention) influence academic performance in children with minimal to mild conductive hearing loss (mCHL) and whether this relationship is moderated by subjective fatigue and listening effort. We also compared these effects with age- and sex-matched children with normal hearing sensitivity (NHS). Method: A cross-sectional correlational study was conducted on 130 children with mCHL and 130 children with NHS (aged 10-12 years). Audiological testing, cognitive assessments (Seguin form board test, digit span, operation span, and dichotic digit tests), and subjective fatigue ratings (visual analog scale) were collected. Listening effort was measured using a dual-task paradigm that involved speech-in-noise and digit-reversal tasks. Teachers rated academic performance using the Academic Performance Rating Scale and supported by recent academic marks. Multiple linear regression and moderation analyses were performed. Results: Children with mCHL exhibited significantly higher listening effort, greater subjective fatigue, lower cognitive scores, and poorer academic performance than their peers with NHS did. Moderation analysis revealed that subjective fatigue significantly weakened the positive relationship between cognition and academic performance in children with mCHL but not in children with NHS. A z test confirmed that the moderating effect was significantly stronger in the mCHL group. Conclusions: These findings suggest that subjective fatigue plays a critical role in modulating the effects of cognition on academic success in children with mCHL. Interventions addressing listening efforts and fatigue management are suggested for improving educational outcomes in this population. Supplemental Material: https://doi.org/10.23641/asha.31057807 [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Audiology is the property of American Speech-Language-Hearing Association 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.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_AJA-25-00196 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 104 Subjects: – SubjectFull: Statistical correlation Type: general – SubjectFull: Cognitive testing Type: general – SubjectFull: Fatigue (Physiology) Type: general – SubjectFull: Audiometry Type: general – SubjectFull: Teachers Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Research Type: general – SubjectFull: Auditory perception Type: general – SubjectFull: Comparative studies Type: general – SubjectFull: Cross-sectional method Type: general – SubjectFull: Mathematical variables Type: general – SubjectFull: Conductive hearing loss Type: general – SubjectFull: Task performance Type: general – SubjectFull: Executive function Type: general – SubjectFull: Multiple regression analysis Type: general – SubjectFull: Fisher exact test Type: general – SubjectFull: Cognition in children Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Analysis of variance Type: general Titles: – TitleFull: Cognitive Skills and Academic Performance in Children With Minimal to Mild Conductive Hearing Loss: The Roles of Listening Effort and Subjective Fatigue. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jain, Saransh – PersonEntity: Name: NameFull: M. S., Vasantha Lakshmi – PersonEntity: Name: NameFull: S., Sanjana Singh – PersonEntity: Name: NameFull: H. S., Harshan Kumar – PersonEntity: Name: NameFull: Jain, Chandni IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10590889 Numbering: – Type: volume Value: 35 – Type: issue Value: 1 Titles: – TitleFull: American Journal of Audiology Type: main |
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