Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

Author Hoffmann, Mauricio Scope Google Scholar
Leibenluft, Ellen Google Scholar
Stringaris, Argyris Google Scholar
Laporte, Paola Paganella Google Scholar
Pan, Pedro Mario Autor UNIFESP Google Scholar
Gadelha, Ary Autor UNIFESP Google Scholar
Manfro, Gisele Gus Google Scholar
Miguel, Euripedes Constantino Autor UNIFESP Google Scholar
Rohde, Luis Augusto Google Scholar
Salum, Giovanni Abrahao Google Scholar
Abstract Objective: This study examines the extent to which children's positive attributes are distinct from psychopathology. We also investigate whether positive attributes change or "buffer" the impact of low intelligence and high psychopathology on negative educational outcomes. Method: In a community sample of 2,240 children (6-14 years of age), we investigated associations among positive attributes, psychopathology, intelligence, and negative educational outcomes. Negative educational outcomes were operationalized as learning problems and poor academic performance. We tested the discriminant validity of psychopathology versus positive attributes using confirmatory factor analysis (CFA) and propensity score matching analysis (PSM), and used generalized estimating equations (GEE) models to test main effects and interactions among predictors of educational outcomes. Results: According to both CFA and PSM, positive attributes and psychiatric symptoms were distinct constructs. Positive attributes were associated with lower levels of negative educational outcomes, independent of intelligence and psychopathology. Positive attributes buffer the negative effects of lower intelligence on learning problems, and higher psychopathology on poor academic performance. Conclusion: Children's positive attributes are associated with lower levels of negative school outcomes. Positive attributes act both independently and by modifying the negative effects of low intelligence and high psychiatric symptoms on educational outcomes. Subsequent research should test interventions designed to foster the development of positive attributes in children at high risk for educational problems.
Keywords noncognitive skills
youth strengths inventory
Skill Formation
Language English
Sponsor Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Grant number CNPq: 573974/2008-0
FAPESP: 2008/57896-8
Date 2016
Published in Journal Of The American Academy Of Child And Adolescent Psychiatry. New York, v. 55, n. 1, p. 47-53, 2016.
ISSN 0890-8567 (Sherpa/Romeo, impact factor)
Publisher Elsevier Science Inc
Extent 47-53
Origin http://dx.doi.org/10.1016/j.jaac.2015.10.013
Access rights Open access Open Access
Type Article
Web of Science ID WOS:000367121500009
URI http://repositorio.unifesp.br/handle/11600/49689

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