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. 2016 Jan;55(1):47-53.
doi: 10.1016/j.jaac.2015.10.013. Epub 2015 Nov 10.

Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

Mauricio Scopel Hoffmann  1 , Ellen Leibenluft  2 , Argyris Stringaris  3 , Paola Paganella Laporte  4 , Pedro Mario Pan  5 , Ary Gadelha  5 , Gisele Gus Manfro  6 , Eurípedes Constantino Miguel  7 , Luis Augusto Rohde  8 , Giovanni Abrahão Salum  9
Affiliations

Positive Attributes Buffer the Negative Associations Between Low Intelligence and High Psychopathology With Educational Outcomes

Mauricio Scopel Hoffmann et al. J Am Acad Child Adolesc Psychiatry. 2016 Jan.

Abstract

Objective: This study examines the extent to which children's positive attributes are distinct from psychopathology. We also investigate whether positive attributes change or "buffer" the impact of low intelligence and high psychopathology on negative educational outcomes.

Method: In a community sample of 2,240 children (6-14 years of age), we investigated associations among positive attributes, psychopathology, intelligence, and negative educational outcomes. Negative educational outcomes were operationalized as learning problems and poor academic performance. We tested the discriminant validity of psychopathology versus positive attributes using confirmatory factor analysis (CFA) and propensity score matching analysis (PSM), and used generalized estimating equations (GEE) models to test main effects and interactions among predictors of educational outcomes.

Results: According to both CFA and PSM, positive attributes and psychiatric symptoms were distinct constructs. Positive attributes were associated with lower levels of negative educational outcomes, independent of intelligence and psychopathology. Positive attributes buffer the negative effects of lower intelligence on learning problems, and higher psychopathology on poor academic performance.

Conclusion: Children's positive attributes are associated with lower levels of negative school outcomes. Positive attributes act both independently and by modifying the negative effects of low intelligence and high psychiatric symptoms on educational outcomes. Subsequent research should test interventions designed to foster the development of positive attributes in children at high risk for educational problems.

Keywords: interaction; noncognitive skills; school; youth strengths inventory.

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Figures

Figure 1
Figure 1
Interaction and marginal effects of intelligence and positive attributes on learning problems. Note: (A) The y-axis represents the probability of learning problems by deciles of intelligence (x-axis) and positive attributes (z-axis). (B) The y-axis represents the probability of learning problems (defined in the text), quantified by the average marginal effect of decreasing 1 IQ z score (black dots with CIs) at each Youth Strengths Inventory (YSI) z scores (x-axis).
Figure 2
Figure 2
Interaction and marginal effects of psychiatric symptoms and positive attributes on poor academic performance. Note: (A) The y-axis represents the mean of poor academic performance by deciles of psychiatric symptoms (x-axis) and positive attributes (z-axis). (B) The y-axis represents the linear prediction of poor academic performance (defined in the text), quantified by the average marginal effect of increasing 1 composite of Strengths and Difficulties Questionnaire (SDQc; defined in the text) z score (black dots with CIs) at each Youth Strengths Inventory (YSI) z scores (x-axis).
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