Self-reported mental health problems and performance in mathematics and reading in children across Europe. Issue 5 (2nd September 2020)

• Record Type: Journal Article
• Authors: Husky, Mathilde M.; Salamon, Reda; Bitfoi, Adina; Carta, Mauro Giovanni; Chan Chee, Christine; Goelitz, Dietmar; Koç, Ceren; Lesinskiene, Sigita; Mihova, Zlatka; Otten, Roy; Pez, Ondine; Shojaei, Taraneh; Kovess-Masfety, Viviane
• Is Part Of: European journal of developmental psychology. Volume 17:Issue 5(2020)
• Page Start: 704
• Page End: 726
• Publication Date: 2020-09-02
• Subjects: Child mental health -- academic performance -- reading -- mathematics -- self-reported mental health; Developmental psychology -- Periodicals; Developmental psychology -- Europe -- Periodicals; 155
• DOI: 10.1080/17405629.2020.1728247
• Languages: English
• ISSNs: 1740-5629

Abstract

ABSTRACT: The study examines the associations of specific self-reported internalizing and externalizing problems and performance in mathematics and reading in school-aged children across Europe. Data were drawn from 5, 842 children between 6 and 13 years of age participating in the School Children Mental Health in Europe study and a large cross-sectional survey in France. Self-reported child mental health was assessed using the Dominic Interactive, academic performance was reported by teachers. Across Europe, controlling for key sociodemographic factors associated with achievement including maternal education, performance in mathematics was more often associated with the presence of externalizing and internalizing problems as compared to performance in reading. In addition, the findings point to significant sex differences in the associations of internalizing problems and academic achievement. Considering the impact of early academic difficulties in terms of later internalizing and externalizing problems and academic attainment, school-based interventions interrupting the cycle as early as possible are warranted.