Dataset Information

Childhood adversity and educational attainment: Evidence from Zambia on the role of personality.

ABSTRACT:

Introduction

We examine whether personality traits mediate the association between childhood adversity and educational attainment using longitudinal data from a cohort in Zambia.

Methods

We fit a structural equation model using data on three forms of childhood adversity-household poverty, stunting as a measure of chronic malnutrition, and death of a parent-and data on the "Big Five" personality traits and educational attainment assessed at 15 years of age.

Results

We find that childhood poverty and death of a parent are associated with lower openness to experience. Furthermore, openness to experience mediates 93% of the negative association between death of a parent and school enrollment and 19% of the negative association between childhood poverty and enrollment.

Discussion

Our findings reinforce a diverse and growing body of evidence linking childhood adversity to educational attainment while also placing it in a new light. Future work should continue to examine the biological and psychosocial pathways that determine openness to experience and other personality traits, as well as their role in shaping important life outcomes.

SUBMITTER: Rockers PC

PROVIDER: S-EPMC9912843 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature

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Publications

Childhood adversity and educational attainment: Evidence from Zambia on the role of personality.

Rockers Peter C PC Zuilkowski Stephanie Simmons SS Fink Günther G

Frontiers in psychology 20230127

<h4>Introduction</h4>We examine whether personality traits mediate the association between childhood adversity and educational attainment using longitudinal data from a cohort in Zambia.<h4>Methods</h4>We fit a structural equation model using data on three forms of childhood adversity-household poverty, stunting as a measure of chronic malnutrition, and death of a parent-and data on the "Big Five" personality traits and educational attainment assessed at 15 years of age.<h4>Results</h4>We find t ...[more]

PMID: 36777195

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Project description:ObjectivesThe primary objective of this systematic review was to evaluate available literature on whether type 1 diabetes mellitus (T1DM) has an impact on educational attainment in individuals undertaking high stakes standardised testing at the end of compulsory schooling.DesignA systematic review was undertaken comparing educational attainment for individuals with and without T1DM who have undertaken high stakes testing at the end of compulsory schooling.Data sourcesA comprehensive search of MEDLINE, MEDLINE (epub ahead of print, in-process and other non-indexed citations), EMBASE, Web of Science, British Education Index, Education Resources Information Center and Cumulative Index to Nursing and Allied Health Literature was undertaken on 15 January 2018 and updated on 17 January 2019.Eligibility criteriaIncluded studies fulfilled the following criteria: observational study or randomised controlled trial; included individuals who have undertaken high stakes testing at the end of compulsory schooling; compared the grades obtained by individuals with T1DM with a representative population control.Data extraction and synthesisTwo reviewers performed study selection and data extraction independently. Quality and risk of bias in the observational studies included were assessed using the Newcastle-Ottawa Scale. A detailed narrative synthesis of the included studies was completed.Results3103 articles were identified from the database search, with two Swedish cohort studies (using the same linked administrative data) meeting final inclusion criteria. A small but statistically significant difference was reported in mean final grades, with children with T1DM found to have lower mean grades than their non-diabetic counterparts (adjusted mean difference 0.07-0.08).ConclusionsMore contemporary research is required to evaluate the impact of T1DM in childhood on educational attainment in individuals undertaking high stakes standardised testing at the end of compulsory schooling, taking into consideration the substantial advances in management of T1DM in the last decade.Prospero registration numberCRD42017084078.

Dataset Information

Childhood adversity and educational attainment: Evidence from Zambia on the role of personality.

Introduction

Methods

Results

Discussion

Publications

Childhood adversity and educational attainment: Evidence from Zambia on the role of personality.

Similar Datasets

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