Positive attributes buffer the negative associations between low intelligence and high psychopathology with educational outcomes

Mauricio Scopel Hoffmann, Ellen Leibenluft, Argyris Stringaris, Paola Paganella Laporte, Pedro Mario Pan, Ary Gadelha, Gisele Gus Manfro, Euripedes Constantino Miguel, Luis Augusto Rohde, Giovanni Abrahão Salum

Research output: Contribution to journalArticlepeer-review

14 Citations (Scopus)
149 Downloads (Pure)

Abstract

This study examines the extent to which children's positive attributes are distinct from psychopathology. We also investigate whether positive attributes change or "buffer" the impact of low intelligence and high psychopathology on negative educational outcomes.
METHOD:

In a community sample of 2,240 children (6-14 years of age), we investigated associations among positive attributes, psychopathology, intelligence, and negative educational outcomes. Negative educational outcomes were operationalized as learning problems and poor academic performance. We tested the discriminant validity of psychopathology versus positive attributes using confirmatory factor analysis (CFA) and propensity score matching analysis (PSM), and used generalized estimating equations (GEE) models to test main effects and interactions among predictors of educational outcomes.
RESULTS:

According to both CFA and PSM, positive attributes and psychiatric symptoms were distinct constructs. Positive attributes were associated with lower levels of negative educational outcomes, independent of intelligence and psychopathology. Positive attributes buffer the negative effects of lower intelligence on learning problems, and higher psychopathology on poor academic performance.
CONCLUSION:

Children's positive attributes are associated with lower levels of negative school outcomes. Positive attributes act both independently and by modifying the negative effects of low intelligence and high psychiatric symptoms on educational outcomes. Subsequent research should test interventions designed to foster the development of positive attributes in children at high risk for educational problems.
Original languageEnglish
Pages (from-to)47-53
JournalJournal of the American Academy of Child and Adolescent Psychiatry
Volume55
Issue number1
DOIs
Publication statusPublished - Jan 2016

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