The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study

IF 1.9 3区 教育学 Q1 EDUCATION, SPECIAL Dyslexia Pub Date : 2021-03-17 DOI:10.1002/dys.1680
Bushra Hossain, Stephen Bent, Robert Hendren
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引用次数: 12

Abstract

The purpose of this study was to examine the association between anxiety and overall academic performance (AP) in children with reading disorder (RD). This two-year longitudinal cohort study included 128 participants (aged 7–14 years) with RD. Anxiety symptoms were evaluated using the School Anxiety Scale – Teacher Report for the first year and the eight-item Spence Children's Anxiety Scale for the second year. AP was assessed by teacher ratings of progress in academic content areas, including reading, writing and math. Teachers completed evaluations every 3 months. We standardized all scores (to z scores). Multivariate linear regression models (adjusting for age, sex and Attention-Deficit/Hyperactivity Disorder symptoms) assessed the association cross-sectionally at each timepoint of survey completion. Repeated measures analysis using mixed models assessed the relationship longitudinally. Results from both univariate and multivariate analyses showed anxiety being significantly negatively associated with AP in children with RD, both cross-sectionally and longitudinally. Importantly, increased anxiety was significantly associated with reduced AP over time within an individual (adjusted β = −0.22, p = .002). This lends support to screening for anxiety disorders in children with RD. Future research should examine the directionality of this relationship, potential mediators in the pathway and whether interventions to reduce anxiety increase AP.

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阅读障碍儿童焦虑与学习成绩的关系:一项纵向队列研究
本研究旨在探讨阅读障碍(RD)儿童焦虑与整体学习成绩(AP)的关系。这项为期两年的纵向队列研究包括128名患有RD的参与者(7-14岁)。第一年使用学校焦虑量表-教师报告评估焦虑症状,第二年使用8项Spence儿童焦虑量表评估焦虑症状。AP是通过教师对包括阅读、写作和数学在内的学术内容领域的进步打分来评估的。教师每3个月完成一次评估。我们将所有分数标准化(到z分数)。多变量线性回归模型(调整年龄、性别和注意缺陷/多动障碍症状)在调查完成的每个时间点对相关性进行横断面评估。使用混合模型的重复测量分析纵向评估了这种关系。单变量和多变量分析的结果显示,在横断面和纵向上,RD患儿的焦虑与AP呈显著负相关。重要的是,随着时间的推移,个体焦虑的增加与AP的降低显著相关(调整后的β = - 0.22, p = 0.002)。这为RD患儿的焦虑障碍筛查提供了支持。未来的研究应检查这种关系的方向性、通路中的潜在介质以及减少焦虑的干预措施是否会增加AP。
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来源期刊
Dyslexia
Dyslexia Multiple-
CiteScore
3.90
自引率
9.10%
发文量
27
期刊介绍: DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine
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