ArticleJournal of the American Academy of Child and Adolescent Psychiatry2016
Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes.
Article in Journal of the American Academy of Child and Adolescent Psychiatry, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- The interplay between ADHD and school shift on educational outcomes in children and adolescents: a cross-sectional and longitudinal analysis.European child & adolescent psychiatry · 2025Article
- Longitudinal associations between positive attributes and psychopathology and their interactive effects on educational outcomes.European child & adolescent psychiatry · 2023Article
- Childhood individual and family modifiable risk factors for criminal conviction: a 7-year cohort study from Brazil.Scientific reports · 2022Article
- Maternal depression trajectories and offspring positive attributes and social aptitudes at early adolescence: 2004 Pelotas birth cohort.European child & adolescent psychiatry · 2021Article
- The Identifying Depression Early in Adolescence Risk Stratified Cohort (IDEA-RiSCo): Rationale, Methods, and Baseline Characteristics.Frontiers in psychiatry · 2021Article
- Differences Between Self-Reported Psychotic Experiences, Clinically Relevant Psychotic Experiences, and Attenuated Psychotic Symptoms in the General Population.Frontiers in psychiatry · 2019Article
- Early maternal care may counteract familial liability for psychopathology in the reward circuitry.Social cognitive and affective neuroscience · 2018Article
- Early vulnerabilities for psychiatric disorders in elementary schoolchildren from four Brazilian regions.Social psychiatry and psychiatric epidemiology · 2018Article
- The Social Aptitudes Scale: looking at both "ends" of the social functioning dimension.Social psychiatry and psychiatric epidemiology · 2017Article
Corrections and comments
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Authors and funding
10 authors.
Funding
Abstract
objectiveThis 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.
methodIn 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.
resultsAccording 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.
conclusionChildren'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.
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