Examining social withdrawal in relation to academic enablers in students with and without cognitive disengagement syndrome.

R Elizabeth Capps, Stephen P Becker

Abstract read

In one paragraph

Article in Journal of school psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

2 authors.

R Elizabeth CappsDivision of Psychology and Behavioral Health, Children's National Hospital, Washington, DC, USA. Electronic address: rcapps@childrensnational.org.

Stephen P BeckerDivision of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA; Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA.

Funding

A Multi-Method Investigation to Distinguish Sluggish Cognitive Tempo from ADHDK23MH108603 · NIMH · CINCINNATI CHILDRENS HOSP MED CTR · PI BECKER, STEPHEN P · 2015 to 2019

$675k

NIMH NIH HHS K23 MH108603US Department of Education R305A160064US Department of Education R305A200028

6 · The paper itself

Abstract

Students' social behaviors are associated with academic enablers and academic outcomes. However, social withdrawal, a key correlate of youth with cognitive disengagement syndrome (CDS), has not been examined in relation to academic enablers. In this cross-sectional study, we examined associations between teacher-reported social withdrawal and academic enablers, and also whether associations differed for students with or without teacher-reported elevations in CDS. We hypothesized that social withdrawal would be significantly associated with each academic enabler and that CDS would significantly moderate each association. Participants were 257 2nd-5th grade students (M

Indexed as

Academic SuccessCognitionSocial BehaviorSocial IsolationStudentsChildCross-Sectional StudiesFemaleHumansMaleMotivationSchoolsAcademic enablersAsocialHomeworkSluggish cognitive tempoStudy skillsWithdrawal

Identifiers

PMID40816873

DOI10.1016/j.jsp.2025.101485

PMCPMC12357054

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.