The Academic Cost of Worry Among Socioeconomically Disadvantaged Children.
Objectives: Worry and loneliness looms large in American schools, especially in the social years of early adolescence where friendships are in flux and children strive to fit in and do well academically. We examine a nationally-representative sample of American 5th graders to document the extent of...
| Publicado en: | Maternal & Child Health Journal Vol. 26; no. 10; pp. 2137 - 2155 |
|---|---|
| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Oct2022
|
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=159213500&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 159213500 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10927875 N9J jtl: Maternal & Child Health Journal issn: 10927875 maglogo: N pubinfo: dt: Oct2022 vid: 26 iid: 10 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 159213500 158473064 159213500 159213500 10.1007/s10995-022-03486-3 159213500 ppf: 2137 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Academic Cost of Worry Among Socioeconomically Disadvantaged Children. aug: au: Gibbs, Benjamin G. Kenealey, Elizabeth affil: Department of Sociology, Brigham Young University, 2023 JFSB, 84602, Provo, UT, USA sug: subj: Socioeconomic Factors In Infancy and Childhood Academic Performance In Infancy and Childhood Worry In Infancy and Childhood Loneliness In Infancy and Childhood Costs and Cost Analysis Child Development Human Child Surveys Mathematics Reading Cognition Schools, Elementary Social Determinants of Health Activities of Daily Living Child: 6-12 years ab: Objectives: Worry and loneliness looms large in American schools, especially in the social years of early adolescence where friendships are in flux and children strive to fit in and do well academically. We examine a nationally-representative sample of American 5th graders to document the extent of academic worry and loneliness, its costs for academic performance, and how social class can disrupt or exacerbate its associations. Methods: Based on a nationally representative longitudinal survey (ECLS-K 2010–2011) of childhood (N = 5750), we examine if a child's self-reported worry and loneliness are associated with standardized math and reading scores using OLS regression. We explore whether these associations vary by socioeconomic status. Results: We find that academic worry is a strong predictor of math and reading skill. The association is amplified for disadvantaged students. Patterns hold when accounting for a host of other factors and are replicated in the ECLS-K 1998–1999. Loneliness and its association with math and reading performance was not statistically significant. Conclusions for Practice: As academic worry is negatively associated with standardized math and reading skills, practitioners can be especially attuned to how these patterns are amplified for children in low socioeconomic households. Utilizing a nationally representative survey of early adolescence, we show that worry (and less so loneliness) is associated with math and reading skills and that these associations are moderated by socioeconomic status—disadvantaged students have a higher negative association with math and reading performance when they worry about their academic performance compared to advantaged students. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
|---|