The Experts below are selected from a list of 324 Experts worldwide ranked by ideXlab platform
Mina Fazel - One of the best experts on this subject based on the ideXlab platform.
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relationship between children s Cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
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Relationship between children’s Cognitions and later educational progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
Helen E. Jack - One of the best experts on this subject based on the ideXlab platform.
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relationship between children s Cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
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Relationship between children’s Cognitions and later educational progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
Stephen Tollman - One of the best experts on this subject based on the ideXlab platform.
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relationship between children s Cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
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Relationship between children’s Cognitions and later educational progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
Alan Stein - One of the best experts on this subject based on the ideXlab platform.
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relationship between children s Cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
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Relationship between children’s Cognitions and later educational progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
Rhian Twine - One of the best experts on this subject based on the ideXlab platform.
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relationship between children s Cognitions and later educational progress in rural south africa a longitudinal study
Journal of Epidemiology and Community Health, 2019Co-Authors: Melissa Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
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Relationship between children’s Cognitions and later educational progress in rural South Africa: a longitudinal study
Journal of epidemiology and community health, 2019Co-Authors: Melissa A. Cortina, Helen E. Jack, Rebecca M. Pearson, Kathleen Kahn, Stephen Tollman, Tintswalo Mercy Hlungwani, Rhian Twine, Alan Stein, Mina FazelAbstract:Background Children in low-income and middle-income countries (LMICs) who remain in school have better health and employment outcomes. South Africa, like many LMICs, has a secondary school completion rate under 50%, leaving room for improvement if we can identify factors that affect educational attainment. This is the first longitudinal study to examine the effects of childhood mental health and Cognitions on educational outcomes in LMIC. Methods Using the Strengths and Difficulties Questionnaire (SDQ) and Cognitive Triad Inventory for Children (CTI-C), we assessed the psychological functioning and Cognition of children aged 10–12 in rural South Africa. We linked that data with measures of educational progress collected 5 years later and examined associations between educational progress and (1) behavioural and emotional problems and (2) cognitive interpretations, adjusting for possible confounders. Results Educational data were available for 443 individuals. 92% (n=408) of individuals had advanced three or fewer grades in 7 years. Having more positive Cognitions (CTIC-C) was positively associated with progressing at least three grade levels (adjusted OR 1.43, 95% CI 1.14 to 1.79). There was no evidence for an association between emotional and behavioural problems (SDQ) and educational progress (OR 0.90, 95% CI 0.72 to 1.11). Conclusion If children in LMICs can develop more positive perspectives, they may be able to stay in school longer. Cognitions can be modified, and future studies should test interventions that work to improve Cognition in childhood, guided, for example, by principles of cognitive–behavioural therapy.
