Relationship between children's cognitions and later educational progress in rural South Africa: a longitudinal study.

Child Cognition Educational Status Female Humans Longitudinal Studies Male Problem Behavior Rural Population South Africa Surveys and Questionnaires
developing countr education international hlth mental health

Journal

Journal of epidemiology and community health
ISSN: 1470-2738
Titre abrégé: J Epidemiol Community Health
Pays: England
ID NLM: 7909766

Informations de publication

Date de publication:
05 2019
Historique:
received: 24 07 2018
revised: 14 01 2019
accepted: 18 01 2019
pubmed: 8 3 2019
medline: 21 10 2020
entrez: 8 3 2019
Statut: ppublish

Résumé

Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC. Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10-12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive-behavioural therapy.

Sections du résumé

BACKGROUND
Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and cognitions on educational outcomes in LMIC.
METHODS
Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and cognition of children aged 10-12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders.
RESULTS
Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11).
CONCLUSION
If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve cognition in childhood, guided, for example, by principles of cognitive-behavioural therapy.

Identifiants

DOI: 10.1136/jech-2018-211361 PMID: 30842239
pubmed: 30842239
pii: jech-2018-211361
doi: 10.1136/jech-2018-211361
doi:

Types de publication

Journal Article Research Support, Non-U.S. Gov't

Langues

eng

Sous-ensembles de citation

IM

Pagination

422-426

Subventions

Organisme : Wellcome Trust
Pays : United Kingdom

Informations de copyright

© Author(s) (or their employer(s)) 2019. No commercial re-use. See rights and permissions. Published by BMJ.

Déclaration de conflit d'intérêts

Competing interests: None declared.

Auteurs

Melissa Cortina (M)

Evidence Based Practice Unit, University College London, London, UK.

Helen E Jack (HE)

Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London, UK.
Department of Medicine, University of Washington, Seattle, Washington, USA.
ORCID: 0000-0003-2815-4725

Rebecca Pearson (R)

School of Social and Community Medicine, University of Bristol, Bristol, UK.

Kathleen Kahn (K)

Medical Research Council / Wits University Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa, University of the Witwatersrand, Johannesburg, South Africa.

Stephen Tollman (S)

Medical Research Council / Wits University Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa, University of the Witwatersrand, Johannesburg, South Africa.

Tintswalo Hlungwani (T)

Medical Research Council / Wits University Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa, University of the Witwatersrand, Johannesburg, South Africa.

Rhian Twine (R)

Medical Research Council / Wits University Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa, University of the Witwatersrand, Johannesburg, South Africa.

Alan Stein (A)

Medical Research Council / Wits University Rural Public Health and Health Transitions Research Unit (Agincourt), School of Public Health, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa, University of the Witwatersrand, Johannesburg, South Africa.
Department of Psychiatry, Oxford University, Oxford, UK.

Mina Fazel (M)

Department of Psychiatry, Oxford University, Oxford, UK.

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Classifications MeSH

questionsmedicales.fr › Personnes › Tranches d'âge › Enfant › Relationship between children's cognitions and...
questionsmedicales.fr › Phénomènes psychologiques › Processus mentaux › Cognition › Relationship between children's cognitions and...
questionsmedicales.fr › Caractéristiques de la population › Facteurs socioéconomiques › Niveau d'instruction › Relationship between children's cognitions and...
questionsmedicales.fr › Eucaryotes › Animaux › Chordés › Vertébrés › Mammifères › Eutheria › Primates › Haplorhini › Catarrhini › Hominidae › Humains › Relationship between children's cognitions and...
questionsmedicales.fr › Environnement et santé publique › Santé publique › Méthodes épidémiologiques › Caractéristiques des études épidémiologiques › Études épidémiologiques › Études de cohortes › Études longitudinales › Relationship between children's cognitions and...
questionsmedicales.fr › Comportement et mécanismes comportementaux › Comportement › Comportement de l'enfant › Comportement déviant › Relationship between children's cognitions and...
questionsmedicales.fr › Caractéristiques de la population › Population › Population rurale › Relationship between children's cognitions and...
questionsmedicales.fr › Régions géographiques › Afrique › Afrique subsaharienne › Afrique australe › République d'Afrique du Sud › Relationship between children's cognitions and...
questionsmedicales.fr › Environnement et santé publique › Santé publique › Méthodes épidémiologiques › Collecte de données › Enquêtes et questionnaires › Relationship between children's cognitions and...