Relations of neuropsychological functioning and depressive symptoms to school achievement in children
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F12%3A00387828" target="_blank" >RIV/68081740:_____/12:00387828 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Relations of neuropsychological functioning and depressive symptoms to school achievement in children
Original language description
We examined whether executive functions and depressive symptoms contribute to prediction of school achievement above the contribution of intelligence. In a sample of 814 Prague children aged 9 to 11, we registered: grades (Mathematics, Czech Language, Grade Point Average), Children?s Depression Inventory, Wechsler Intelligence Scale for Children, Auditory Verbal Learning Test, Pictorial Verbal Learning Test, Trail Making Test, and Verbal Fluency Test. Executive functions contributed to prediction of school achievement only in Mathematic grade in boys. Depressive symptoms predicted school achievement consistently across the three school grades and across genders. Preventive and intervention efforts should start early in the school years, because depressive symptoms relate to school achievement as early as at the age of 9 to 11 years.
Czech name
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Czech description
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Classification
Type
O - Miscellaneous
CEP classification
AN - Psychology
OECD FORD branch
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Result continuities
Project
<a href="/en/project/GAP407%2F12%2F2325" target="_blank" >GAP407/12/2325: School bullying as a process - a social-cognitive analysis of classroom bullying</a><br>
Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2012
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů