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Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education

Natália Martins Dias et al · Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia · 2020

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Author / responsible party
Natália Martins Dias et al
Publisher
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
Year
2020
ISSN
2175-3563
ISSN
2175-3563
Language
English

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Abstract The study investigated 1) relationships and explanatory models of mental health indicators from cognitive abilities and 2) relationships between mental health indicators and academic performance one year later. Participants were 86 children, students of the 1st year of Elementary Education, evaluated in intelligence, inhibitory control (IC) and language. Parents and teachers completed the Strengths and Difficulties Questionnaire (SDQ). One year later, the children were re-evaluated in word recognition (WR) and arithmetic. The IC measures were related and could explain up to 21.9% of the variance in the SDQ indices completed by parents and teachers. The SDQ indices completed by teachers were related to WR and arithmetic performances, predicting up to 16.3% of the variance in school performance measures the following year. There was no IC mediation effect on the models generated. The findings suggest an interaction between specific cognitive skills, mental health indicators and academic performance.

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APA 7

al, N. M. D. E. (2020). Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education. https://doi.org/10.1590/1413-82712020250306

MLA

al, Natália Martins Dias et. "Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education." 2020. https://doi.org/10.1590/1413-82712020250306.

Chicago

al, Natália Martins Dias et. 2020. "Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education.". https://doi.org/10.1590/1413-82712020250306.

Harvard

al, N. M. D. E. 2020, Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education, Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia, available at: https://doi.org/10.1590/1413-82712020250306 [Accessed 8 Aug. 2026].

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Title
Mental Health, Cognition and Academic Performance in the 1st Year of Elementary Education
Author / contributors
Natália Martins Dias et al
Publisher
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia
Publication year
2020
ISSN
2175-3563
ISSN
2175-3563
Language
English

Subjects

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cognition; neuropsychological tests; functionality; behavior
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