Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model.
Sluggish cognitive tempo (SCT) was initially studied in the context of attention deficit hyperactivity disorder (ADHD), but is now recognized as a distinct disorder. Despite the growing recognition of SCT, its impact on academic achievement among adolescents remains controversial, even when controll...
| Publicado en: | Child Psychiatry & Human Development Vol. 56; no. 2; pp. 358 - 369 |
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| Autores principales: | , , , , , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Apr2025
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=183973750&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 183973750 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0009398X CPH jtl: Child Psychiatry & Human Development issn: 0009398X maglogo: N pubinfo: dt: Apr2025 vid: 56 iid: 2 pid: 237 pub: Springer Nature artinfo: ui: 183973750 10.1007/s10578-023-01559-0 ppf: 358 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: P size: 790KB tig: atl: Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model. aug: au: Wang, Yongchun Liu, Xiqin Wu, Tingting Zheng, Danna Chen, Qishan Chen, Caiqi affil: https://ror.org/01kq0pv72 School of Psychology, South China Normal University, 510631, Guangzhou, China https://ror.org/01mv9t934 Key Laboratory of Brain, Cognition and Education Sciences (South China Normal University), Ministry of Education, 510631, Guangzhou, China https://ror.org/01kq0pv72 Center for Studies of Psychological Application, South China Normal University, 510631, Guangzhou, China https://ror.org/01kq0pv72 Guangdong Key Laboratory of Mental Health and Cognitive Science, South China Normal University, 510631, Guangzhou, China https://ror.org/0530pts50 School of Foreign Languages, South China University of Technology, 510641, Guangzhou, China https://ror.org/005edt527 Beijing Key Lab of Learning and Cognition, School of Psychology, Capital Normal University, 100048, Beijing, China su: High school students Attention-deficit hyperactivity disorder Psychological distress Psychology education Cognitive psychology sug: subj: High school students Attention-deficit hyperactivity disorder Psychological distress Psychology education Cognitive psychology keyword: Academic achievement Emotional distress Learning engagement Mediated moderation model Psychology and Cognitive Sciences Psychology Education Specialist Studies In Education Sluggish cognitive tempo Academic achievement Emotional distress Learning engagement Mediated moderation model Psychology and Cognitive Sciences Psychology Education Specialist Studies In Education Sluggish cognitive tempo ab: Sluggish cognitive tempo (SCT) was initially studied in the context of attention deficit hyperactivity disorder (ADHD), but is now recognized as a distinct disorder. Despite the growing recognition of SCT, its impact on academic achievement among adolescents remains controversial, even when controlling for the level of ADHD. This may be due to the influence of other factors such as learning engagement and emotional distress. To address this gap, we conducted a longitudinal study with a sample of 782 Chinese senior high school students, measuring their SCT, learning engagement, and emotional distress at Grade 10 (Time1, T1) to predict their academic achievement evaluated based on final exams scores five months later (Time2, T2). Results showed that learning engagement mediated the negative relationship between SCT and later academic achievement. Additionally, individuals with high SCT showed less impact by emotional distress on learning engagement. These findings may shed light on the complex interplay between SCT, emotional distress and learning engagement in shaping academic achievement, underscoring the potential adaptive function of SCT as a coping strategy for managing emotional challenges. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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