Abstract
A number of studies have investigated the association between psychiatric disorders and alterations in cognitive development, academic performance and learning ability. However, few studies have explored the relationship between stressful events and grade repetition. Therefore, the main goal of the present study was to compare the frequency of exposure to stressful events, academic performance, executive functioning and performance on working memory tasks between adolescents with and without a history of grade repetition. This was a cross-sectional correlational study. The sample was composed of 83 adolescents, divided into two groups: (1) individuals with a history of grade repetition (n=39) and (2) participants who had never repeated a grade (n=44). Participants were administered tests to assess executive functions, intelligence, exposure to stressful events and academic performance. Individuals with a history of grade repetition reported to experiencing a higher number of stressful events in adolescence, had worse academic performance, and obtained lower scores on executive functioning and working memory tasks than non-repeaters. Results also showed that individuals who had lower executive function scores had experienced a greater number of stressful events. In conclusion, the study demonstrated that exposure to stressful events and impaired executive functioning may contribute significantly to worse academic performance.
Highlights
RESUMEN Varios estudios han investigado la asociación entre trastornos psiquiátricos y alteraciones en el desarrollo cognitivo, el rendimiento académico y la capacidad de aprendizaje
No significant differences in grade level were found between groups, but individuals with a history of grade repetition were significantly older than those without such a history
The present study aimed to compare the exposure to stressful life events in adolescence, executive functioning, academic performance, and grade repetition
Summary
RESUMEN Varios estudios han investigado la asociación entre trastornos psiquiátricos y alteraciones en el desarrollo cognitivo, el rendimiento académico y la capacidad de aprendizaje. El objetivo principal de este estudio fue comparar la frecuencia de exposición a eventos estresantes, el rendimiento académico, el funcionamiento ejecutivo y el desempeño en tareas de memoria de trabajo en los adolescentes con y sin antecedentes de repetición escolar. The likelihood of exposure to a stressful situation may range from 10 to 90 percent depending on the type of event considered The impact of such an occurrence is determined by the features of the event itself and by how it is appraised, as studies have found significant differences in the way individuals react to a same situation (Poletto, Kholler, & DellAglio, 2008; Yeager, Lee, & Jamieson, 2016). Violent and aggressive family structures have been shown to be associated with lower grades, grade repetition, and school absenteeism in children and adolescents
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