Leigh, Eleanor;
Rimfeld, Kaili;
Bowes, Lucy;
Clark, David;
Eley, Thalia;
Krebs, Georgina;
(2022)
Prospective associations between internalising symptoms and educational achievement in youth: A monozygotic twin differences study.
Journal of Affective Disorders
, 307
pp. 199-205.
10.1016/j.jad.2022.03.073.
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Abstract
Background: Educational achievement is an independent predictor of many life outcomes and so it is important to understand its causes and correlates. Internalising symptoms, encompassing anxiety and depression symptoms, are one candidate influence. // Methods: Using a prospective and genetically-informative design, the present study investigated the associations between internalising symptoms and educational achievement, controlling for IQ at age 7 years and socioeconomic status, among participants of the Twin and Early Development Study (up to N = 10,791). Internalising symptoms were measured by the parent-rated Anxiety Related Behaviours Questionnaire (ages 7, 9, 16 years), and educational attainment were indexed by UK-wide standardized examination results at ages 16 and 18 years, and self-reported transition to university education. // Results: Negative affect was the only internalising symptom subtype that was uniquely associated with academic underachievement at all timepoints, from mid-adolescence to early adulthood. The association between negative affect and achievement became non-significant when using MZ twin difference scores, suggesting that the majority of the relationship is accounted for by genetic and shared environmental effects. // Limitations: Limitations include the reliance on parent-reported internalising symptoms. // Conclusions: Negative affect in youth may be an important marker of later academic underachievement. Findings suggest that academic underachievement is not simply a consequence of the disruption caused by negative affect symptoms and therefore educational interventions may be required to optimise outcomes.
| Type: | Article |
|---|---|
| Title: | Prospective associations between internalising symptoms and educational achievement in youth: A monozygotic twin differences study |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1016/j.jad.2022.03.073 |
| Publisher version: | https://doi.org/10.1016/j.jad.2022.03.073 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions. // Eleanor Leigh is funded by the Wellcome Trust clinical research training fellowship (102176/Z/13/Z). Kaili Rimfeld is funded by the Sir Henry Wellcome postdoctoral fellowship. David M. Clark is funded by the Wellcome Trust (WT069777) and National Institute for Health Research (NF-SI-0512-10132). Georgina Krebs is funded by an MRC Clinical Research Training Fellowship (MR/N001400/1). The TEDS Study has been funded by 6 consecutive programme grants from the MRC, the most recent of which is MR/V012878/1 to Thalia Eley (previously MR/M021475/1, G0901245, G0500079, and G9424799). For the purpose of Open Access, the author has applied a CC BY public copyright licence to any Author Accepted Manuscript version arising from this submission. |
| Keywords: | Anxiety; Depression; Academic achievement; Internalising problems; Developmental psychopathology; Twin study; Child; Adolescent; Youth |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10146428 |
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