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30-06-2023 | Original Article

Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model

Auteurs: Yongchun Wang, Xiqin Liu, Tingting Wu, Danna Zheng, Qishan Chen, Caiqi Chen

Gepubliceerd in: Child Psychiatry & Human Development | Uitgave 2/2025

Abstract

Sluggish cognitive tempo (SCT) was initially studied in the context of attention deficit hyperactivity disorder (ADHD), but is now recognized as a distinct disorder. Despite the growing recognition of SCT, its impact on academic achievement among adolescents remains controversial, even when controlling for the level of ADHD. This may be due to the influence of other factors such as learning engagement and emotional distress. To address this gap, we conducted a longitudinal study with a sample of 782 Chinese senior high school students, measuring their SCT, learning engagement, and emotional distress at Grade 10 (Time1, T1) to predict their academic achievement evaluated based on final exams scores five months later (Time2, T2). Results showed that learning engagement mediated the negative relationship between SCT and later academic achievement. Additionally, individuals with high SCT showed less impact by emotional distress on learning engagement. These findings may shed light on the complex interplay between SCT, emotional distress and learning engagement in shaping academic achievement, underscoring the potential adaptive function of SCT as a coping strategy for managing emotional challenges.

vorige artikel Does Mind-Wandering Explain ADHD-Related Impairment in Adolescents?

volgende artikel Cognitive Disengagement Syndrome (CDS) (Formerly Sluggish Cognitive Tempo), Autism, and Insomnia Symptoms in Childhood Predict CDS in Adolescence: A Longitudinal Population-Based Study

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Titel: Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model
Auteurs: Yongchun Wang
Xiqin Liu
Tingting Wu
Danna Zheng
Qishan Chen
Caiqi Chen
Publicatiedatum: 30-06-2023
Uitgeverij: Springer US
Gepubliceerd in: Child Psychiatry & Human Development / Uitgave 2/2025
Print ISSN: 0009-398X
Elektronisch ISSN: 1573-3327
DOI: https://doi.org/10.1007/s10578-023-01559-0

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Longitudinal Associations Between Sluggish Cognitive Tempo and Academic Achievement in Adolescents: A Mediated Moderation Model

Abstract

Andere artikelen Uitgave 2/2025

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