Understanding the influence of children’s mental health, cognitive development, and environmental factors on learning outcomes in Chile.
Mental health, cognitive development, and social background are related to educational success. While growing evidence is available in cultural settings other than Western countries, more knowledge is needed, especially regarding interactions among these dimensions. Rather than studying isolated fac...
| Publicado en: | Humanities & Social Sciences Communications Vol. 11; no. 1; pp. 1 - 10 |
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| Autores principales: | , , , , |
| Formato: | Artículo |
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Springer Nature
Dec2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=180645483&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 180645483 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: MVR0 jtl: Humanities & Social Sciences Communications maglogo: N pubinfo: dt: Dec2024 vid: 11 iid: 1 pid: 237 pub: Springer Nature artinfo: ui: 180645483 10.1057/s41599-024-03886-6 ppf: 1 ppct: 9 formats: tig: atl: Understanding the influence of children’s mental health, cognitive development, and environmental factors on learning outcomes in Chile. aug: au: Gómez, Gabriela Rivas, Marlene Giaconi, Valentina Martínez, Camila Burrone, María Soledad affil: https://ror.org/044cse639 Institute of Educational Sciences, Universidad de O’Higgins (UOH), Rancagua, Chile https://ror.org/047gc3g35 Center for Advanced Research in Education, Universidad de Chile, Santiago, Chile https://ror.org/04teye511 Pontificia Universidad Católica de Chile, Santiago, Chile https://ror.org/044cse639 Institute of Health Sciences, Universidad de O’Higgins (UOH), Rancagua, Chile sug: ab: Mental health, cognitive development, and social background are related to educational success. While growing evidence is available in cultural settings other than Western countries, more knowledge is needed, especially regarding interactions among these dimensions. Rather than studying isolated factors, we propose an integrated approach to consider the diverse interrelated dimensions influencing children’s learning. Life course theory supports this approach underlying the role of early events in subsequent life paths and the multidisciplinary nature of these events. The sample consisted of 610 children (49.1% male) attending first grade. The children completed reading, mathematics, and visuospatial working memory (VWM) assessments. Parents completed the Strengths and Difficulties Questionnaire (SDQ-P) and reported their demographic information. A multilevel path model was estimated, including direct relationships between (i) children’s socioemotional behavior (SEB) and learning, (ii) VWM and learning, and (iii) SEB and VWM. The effects of sex and maternal education were also controlled. School and student level variances were modeled. At the school level, VWM, reading, and mathematics have variance, whereas SEB does not. At the student level, VWM, SEB, and maternal education have significant and differential effects on learning. Hyperactivity and peer problems were negatively related to reading and mathematics, while emotional problems were not, and conduct problems exhibited mixed results. These results reinforce developmental life course approaches, that is, from the beginning of schooling, promoting positive mental health can improve children’s learning outcomes. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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