2006-2019 年间青少年精神障碍与学习成绩之间的关联逐渐减弱

JCPP advances Pub Date : 2024-05-31 DOI:10.1002/jcv2.12239
Magnus Nordmo, Thomas H. Kleppestø, Bjørn-Atle Reme, Hans Fredrik Sunde, Tilmann von Soest, Fartein Ask Torvik
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引用次数: 0

摘要

背景 在西方国家,青少年精神障碍的发病率不断上升,引起了人们对青少年发展和福祉的关注。众所周知,精神障碍会对学习成绩产生负面影响。然而,精神障碍与教育成果之间的关系是否也随着时间的推移而发生变化,以及这种变化在成绩优秀的学生中是否比成绩较差的学生中更为明显,目前仍不确定。本文的目的是:(1)描述青少年时期常见精神障碍患病率随时间推移而发生的变化;(2)确定成绩好的学生和成绩差的学生之间常见精神障碍患病率的变化是否存在差异;以及(3)评估精神障碍与教育成绩之间的关系是否随时间推移而发生变化。 方法 为了解决这些问题,本研究对2006年至2019年期间即将从初中毕业的843,692名挪威学生的多动症和内化障碍诊断与学习成绩之间关系的潜在变化进行了研究。我们利用来自初级和专科医疗机构的有关多动症和内化障碍的全人口登记数据,并结合教育成果进行分析。 结果 我们的分析表明,多动症患病率明显上升,从 2006 年的 1.0% 上升到 2019 年的 2.6%。与此同时,内化障碍的诊断率也从 1.9% 上升到 4.2%。这种诊断率上升的趋势跨越了所有高中平均学分绩点(GPA)类别,因此并不支持这种上升主要出现在成绩优秀的青少年中的观点。重要的是,随着时间的推移,内化障碍和多动症与 GPA 的关联强度明显减弱。例如,被诊断为多动症的男生与未被诊断为多动症的男生的平均 GPA 标准分之差从 2006 年的 1.0 缩小到 2019 年的 0.73。 结论 我们讨论了这一观察结果的各种潜在解释,并认为诊断阈值的变化是一个促成因素。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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The diminishing association between adolescent mental disorders and educational performance from 2006–2019

Background

A rising prevalence of adolescent mental disorders in the Western world has been widely reported, raising concerns for adolescent development and well-being. Mental disorders are known to negatively impact educational performance. Yet it remains uncertain whether the relationship between mental disorders and educational outcomes has also changed over time and if the change is more pronounced among high compared to low performing students. The aims of this paper are to (1) describe the change over time in the prevalence of common mental disorders in adolescence; (2) determine whether the change in prevalence of common mental disorders differs between high and low performing students; and (3) assess whether the associations between mental health disorders and educational performance have changed over time.

Methods

To address these issues, this study examines potential shifts in the associations between diagnoses of ADHD and internalizing disorders and educational performance among 843,692 Norwegian students graduating from lower secondary education between 2006 and 2019. We utilize population-wide register data on ADHD and internalizing disorders from primary and specialist care combined with educational outcomes.

Results

Our analysis revealed a marked rise in ADHD prevalence, from 1.0% in 2006 to 2.6% in 2019. Concurrently, diagnoses of internalizing disorders also increased from 1.9% to 4.2%. This increasing trend in diagnoses spanned across all high school grade point average (GPA) categories, thereby not supporting the notion that the rise is predominantly observed among high-performing adolescents. Importantly, the strength of the associations of internalizing disorders and ADHD with GPA diminished significantly over time. For instance, the difference between the average GPA standardized score for boys with and without an ADHD diagnosis shrunk from 1.0 in 2006 to 0.73 in 2019.

Conclusions

We discuss various potential explanations for this observation and suggest that changes in diagnostic thresholds is a contributing factor.

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