Abstract
Well-being and cognition are linked in adulthood, but how the two domains interact during development is currently unclear. Using a complex systems approach, we preregistered and modeled the relationship between well-being and cognition in a prospective cohort of 1,136 children between the ages of 6 to 7 years and 15 years. We found bidirectional interactions between well-being and cognition that unfold dynamically over time. Higher externalizing symptoms in childhood predicted fewer gains in planning over time (standardized estimate [β] = −0.14, p = .019), whereas higher childhood vocabulary predicted smaller increases in loneliness over time (β = −0.34, p ≤ .001). These interactions were characterized by modifiable risk and resilience factors: Relationships to parents, friendship quality, socioeconomic status, and puberty onset were all linked to both cognitive and well-being outcomes. Thus, cognition and well-being are inextricably intertwined during development and may be malleable to social and biological factors.
Highlights
Well-being and cognitive ability are key to healthy development (Der et al, 2009; Feinstein & Bynner, 2004)
In the mental health domain, for instance, network models, as a complex systems approach, have been used to show that mental health disorders can arise from direct interactions between symptoms and the feedback generated by these interactions (Borsboom, 2017; Burger et al, 2020; Lunansky et al, 2020; McElroy et al, 2018)
Good fit was defined as comparative fit index (CFI) > .97 and SRMR < .05; acceptable fit was defined as CFI = .95–.97, SRMR = .05–.10 (Schermelleh-E ngel et al, 2003)
Summary
Well-being and cognitive ability are key to healthy development (Der et al, 2009; Feinstein & Bynner, 2004). Early puberty (Chaku & Hoyt, 2019) and social risk factors such as lower socioeconomic status and poorer relationships to parents and peers are all linked to poorer cognitive and well-being outcomes (Hackman et al, 2015; Laursen & Collins, 2009; Ybarra et al, 2010) These seemingly complex and contradictory empirical findings can be accommodated by modern complex system approaches. The complex systems approach has been used to capture mutualistic relationships between different cognitive abilities strengthening one another over time (Kievit et al, 2017; Van Der Maas et al, 2006). Using latent growth models (LGMs), we provide rigorous, longitudinal tests of the relationship between well-being and cognition in a large, uniquely rich, longitudinal cohort: the Study of Early Childcare and Youth
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