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Cognitive and academic performance of rural Zambian youth exposed to HIV.

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Title: Cognitive and academic performance of rural Zambian youth exposed to HIV.
Authors: Jago, Sophie, Chirwa, Joseph Mwaba, Tan, Mei, Thuma, Philip E., Grigorenko, Elena L.
Source: AIDS Care. Mar2023, Vol. 35 Issue 3, p453-460. 8p. 4 Charts, 1 Graph.
Subjects: Academic achievement evaluation, HIV infections, Stature, Body weight, Cross-sectional method, Rural conditions, Questionnaires, Social classes, Research funding, Cognitive testing, Body mass index, Longitudinal method
Geographic Terms: Zambia
Abstract: Studies focusing on children affected by HIV have shown that they have generally lower academic performance, however, few studies separate children who are HIV exposed and infected (CHEI) and those who are HIV exposed but uninfected (CHEU). Importantly, in rural sub-Saharan Africa, the majority of studies on CHEI and CHEU examine academic performance indirectly based on cognitive test scores. Therefore, studies assessing the effects of HIV on academic achievement directly for CHEI and CHEU are needed. This article evaluates the effects of HIV-infection on cognitive and academic performance by comparing CHEI (n = 82) and CHEU (n = 1045) aged 7–17 years old using cross-sectional data from an ongoing longitudinal study in a rural area of Zambia. Youth completed cognitive and academic assessments; their height and weight were assessed to generate Body Mass Index (BMI). Caregiver questionnaires provided information on youths' years in school and household socio-economic status (SES). Results indicated that while HIV infection status did explain some of the variance in performance between CHEI and CHEU, age, BMI, years of schooling and SES accounted for additional variance. The effect of years of schooling on both cognitive and academic performance demonstrated that CHEI's performance may be greatly improved by consistent school enrollment. [ABSTRACT FROM AUTHOR]
Copyright of AIDS Care 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: Psychology and Behavioral Sciences Collection
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  Data: Cognitive and academic performance of rural Zambian youth exposed to HIV.
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  Data: <searchLink fieldCode="AR" term="%22Jago%2C+Sophie%22">Jago, Sophie</searchLink><br /><searchLink fieldCode="AR" term="%22Chirwa%2C+Joseph+Mwaba%22">Chirwa, Joseph Mwaba</searchLink><br /><searchLink fieldCode="AR" term="%22Tan%2C+Mei%22">Tan, Mei</searchLink><br /><searchLink fieldCode="AR" term="%22Thuma%2C+Philip+E%2E%22">Thuma, Philip E.</searchLink><br /><searchLink fieldCode="AR" term="%22Grigorenko%2C+Elena+L%2E%22">Grigorenko, Elena L.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22AIDS+Care%22">AIDS Care</searchLink>. Mar2023, Vol. 35 Issue 3, p453-460. 8p. 4 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Zambia%22">Zambia</searchLink>
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  Data: Studies focusing on children affected by HIV have shown that they have generally lower academic performance, however, few studies separate children who are HIV exposed and infected (CHEI) and those who are HIV exposed but uninfected (CHEU). Importantly, in rural sub-Saharan Africa, the majority of studies on CHEI and CHEU examine academic performance indirectly based on cognitive test scores. Therefore, studies assessing the effects of HIV on academic achievement directly for CHEI and CHEU are needed. This article evaluates the effects of HIV-infection on cognitive and academic performance by comparing CHEI (n = 82) and CHEU (n = 1045) aged 7–17 years old using cross-sectional data from an ongoing longitudinal study in a rural area of Zambia. Youth completed cognitive and academic assessments; their height and weight were assessed to generate Body Mass Index (BMI). Caregiver questionnaires provided information on youths' years in school and household socio-economic status (SES). Results indicated that while HIV infection status did explain some of the variance in performance between CHEI and CHEU, age, BMI, years of schooling and SES accounted for additional variance. The effect of years of schooling on both cognitive and academic performance demonstrated that CHEI's performance may be greatly improved by consistent school enrollment. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of AIDS Care 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.)
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RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/09540121.2022.2050175
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 453
    Subjects:
      – SubjectFull: Academic achievement evaluation
        Type: general
      – SubjectFull: HIV infections
        Type: general
      – SubjectFull: Stature
        Type: general
      – SubjectFull: Body weight
        Type: general
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Rural conditions
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Social classes
        Type: general
      – SubjectFull: Research funding
        Type: general
      – SubjectFull: Cognitive testing
        Type: general
      – SubjectFull: Body mass index
        Type: general
      – SubjectFull: Longitudinal method
        Type: general
      – SubjectFull: Zambia
        Type: general
    Titles:
      – TitleFull: Cognitive and academic performance of rural Zambian youth exposed to HIV.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Jago, Sophie
      – PersonEntity:
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            NameFull: Chirwa, Joseph Mwaba
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            NameFull: Tan, Mei
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            NameFull: Thuma, Philip E.
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            NameFull: Grigorenko, Elena L.
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          Dates:
            – D: 01
              M: 03
              Text: Mar2023
              Type: published
              Y: 2023
          Identifiers:
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              Value: 09540121
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              Value: 35
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: AIDS Care
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