ArticleSchool psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association2018
Sluggish cognitive tempo and student-teacher relationship quality: Short-term longitudinal and concurrent associations.
Article in School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
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Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it, 20 citations in OpenAlex.
- Systematic Review: Assessment of Sluggish Cognitive Tempo Over the Past Decade.Journal of the American Academy of Child and Adolescent Psychiatry · 2021Pooled it
- Exploring the Relationship of Cognitive Disengagement Syndrome and Attention Deficit/Hyperactivity Disorder with Emotional Dysregulation: A Twin Study in Childhood and Adolescence.Methods and protocols · 2025Article
- Neural Correlates of Cognitive Disengagement Syndrome Symptoms in Children: A Magnetoencephalography Study.Brain sciences · 2025Article
- A Twin Study of the Relationships between Cognitive Disengagement Syndrome and Anxiety Phenotypes in Childhood and Adolescence.Research on child and adolescent psychopathology · 2023Article
- Report of a Work Group on Sluggish Cognitive Tempo: Key Research Directions and a Consensus Change in Terminology to Cognitive Disengagement Syndrome.Journal of the American Academy of Child and Adolescent Psychiatry · 2023Article
- Examining the Role of Attention Deficits in the Social Problems and Withdrawn Behavior of Children With Sluggish Cognitive Tempo Symptoms.Frontiers in psychiatry · 2021Article
- Sluggish Cognitive Tempo and Depressive Symptoms in Children and Adolescents Predict Adulthood Psychopathology.Journal of abnormal child psychology · 2020Article
- Migrant adolescents' behavioral problems compared to host adolescents and adolescents in their region of origin: a longitudinal study.BMC psychiatry · 2020Article
- Neuro-physiological correlates of sluggish cognitive tempo (SCT) symptoms in school-aged children.European child & adolescent psychiatry · 2020Article
- Sluggish Cognitive Tempo in Adolescents with and without ADHD: Differentiation from Adolescent-Reported ADHD Inattention and Unique Associations with Internalizing Domains.Journal of abnormal child psychology · 2020Article
- Initial Examination of the Bidirectional Associations between Sluggish Cognitive Tempo and Internalizing Symptoms in Children.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53Article
- Low School Support Exacerbates the Association between Peer Difficulties and Sluggish Cognitive Tempo in Adolescents.Journal of clinical child and adolescent psychology : the official journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53Article
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2 authors at 1 institution in 1 country.
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Abstract
Although sluggish cognitive tempo (SCT) is associated with poorer peer functioning, no study has examined SCT in relation to student-teacher relationship quality. The current study examined whether SCT, as rated by both teachers and children, was uniquely associated with poorer student-teacher relationship quality above and beyond child demographics and other mental health symptoms (i.e., attention-deficit/hyperactivity disorder [ADHD], oppositional defiant disorder/conduct disorder [ODD/CD], anxiety/depression). Gender was examined as a possible moderator of the association between SCT and student-teacher relationship quality. Participants were 176 children in 1st-6th grades and their teachers. Teachers rated children's SCT and other mental health symptoms in the fall semester (T1) and the student-teacher relationship (conflict and closeness) 6 months later (T2). Children provided self-ratings of SCT at T2. Above and beyond age, gender, and other mental health symptoms, teacher-rated SCT at T1 was associated with greater student-teacher conflict at T2. This association was qualified by a SCT × Gender interaction, with SCT associated with greater conflict for girls but not boys. Further, child-rated SCT was also associated with greater teacher-rated conflict, above and beyond covariates. In addition, teacher-rated SCT at T1 was the only mental health dimension to be significantly associated with less student-teacher closeness at T2. Findings extend the social difficulties associated with SCT to the student-teacher relationship, an important relationship associated with children's academic and socioemotional outcomes. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
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