Eirini Flouri1, Efstathios Papachristou2, Emily Midouhas2, George B Ploubidis3, Glyn Lewis4, Heather Joshi3. 1. Department of Psychology and Human Development, UCL Institute of Education, 25 Woburn Square, WC1H 0AA, London, UK. Electronic address: e.flouri@ucl.ac.uk. 2. Department of Psychology and Human Development, UCL Institute of Education, 25 Woburn Square, WC1H 0AA, London, UK. 3. Centre for Longitudinal Studies, UCL Institute of Education, 55-59 Gordon Square, WC1H 0NU, London, UK. 4. Division of Psychiatry, University College London, Maple House, 149 Tottenham Court Road, W1T 7BN, London, UK.
Abstract
BACKGROUND: Cognitive ability and problem behaviour (externalising and internalising problems) are variable and inter-related in children. However, it is not known if they mutually influence one another, if difficulties in one cause difficulties in the other, or if they are related only because they share causes. METHODS: Random-intercept cross-lagged models adjusted for confounding were fitted to explore this in 17,318 (51% male) children of the UK's Millennium Cohort Study at ages 3, 5, 7, 11 and 14 years. Externalising and internalising problems were assessed using the parent-reported Strengths and Difficulties Questionnaire. Cognitive ability was measured using standardised scores of age-appropriate validated cognitive ability assessments. Where multiple cognitive assessments were available a single score was derived using principal components analysis. RESULTS: There was much evidence for cross-domain longitudinal effects in childhood, especially for cognitive ability (on both internalising and externalising problems and in both males and females) and externalising problems (on internalising problems in both genders and cognitive ability in males). Bidirectional effects were childhood-limited, gender-specific and less consistent. The consistent bidirectional associations were, in males, between externalising problems and cognitive ability, and, in females, between externalising and internalising problems (although the effects of internalising problems were weak). In adolescence, only externalising problems had cross-domain effects such that, in both genders, they were associated with lower cognitive ability in subsequent measurements and increased levels of internalising problems. CONCLUSIONS: In either childhood or adolescence, reducing behavioural problems could have both emotional and cognitive benefits. In childhood, improving cognitive skills could reduce both emotional and behavioural problems.
BACKGROUND: Cognitive ability and problem behaviour (externalising and internalising problems) are variable and inter-related in children. However, it is not known if they mutually influence one another, if difficulties in one cause difficulties in the other, or if they are related only because they share causes. METHODS: Random-intercept cross-lagged models adjusted for confounding were fitted to explore this in 17,318 (51% male) children of the UK's Millennium Cohort Study at ages 3, 5, 7, 11 and 14 years. Externalising and internalising problems were assessed using the parent-reported Strengths and Difficulties Questionnaire. Cognitive ability was measured using standardised scores of age-appropriate validated cognitive ability assessments. Where multiple cognitive assessments were available a single score was derived using principal components analysis. RESULTS: There was much evidence for cross-domain longitudinal effects in childhood, especially for cognitive ability (on both internalising and externalising problems and in both males and females) and externalising problems (on internalising problems in both genders and cognitive ability in males). Bidirectional effects were childhood-limited, gender-specific and less consistent. The consistent bidirectional associations were, in males, between externalising problems and cognitive ability, and, in females, between externalising and internalising problems (although the effects of internalising problems were weak). In adolescence, only externalising problems had cross-domain effects such that, in both genders, they were associated with lower cognitive ability in subsequent measurements and increased levels of internalising problems. CONCLUSIONS: In either childhood or adolescence, reducing behavioural problems could have both emotional and cognitive benefits. In childhood, improving cognitive skills could reduce both emotional and behavioural problems.
Authors: Lydia Gabriela Speyer; Ingrid Obsuth; Denis Ribeaud; Manuel Eisner; Michelle Luciano; Bonnie Auyeung; Aja Louise Murray Journal: Res Child Adolesc Psychopathol Date: 2022-04-30
Authors: A Karamanos; I Mudway; F Kelly; S D Beevers; D Dajnak; C Elia; J K Cruickshank; Y Lu; S Tandon; E Enayat; P Dazzan; M Maynard; S Harding Journal: Soc Psychiatry Psychiatr Epidemiol Date: 2021-04-30 Impact factor: 4.328