{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"submitter":["Schuurmans IK"],"funding":["European Research Council","Dutch Research Council (NWO)","Ministerie van Volksgezondheid, Welzijn en Sport","ZonMw","H2020 Marie Skłodowska-Curie Actions","Erasmus Medisch Centrum"],"pagination":["1837-1847"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC9796500"],"repository":["biostudies-literature"],"omics_type":["Unknown"],"volume":["93(6)"],"pubmed_abstract":["Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population-based study Generation R Study, latent factors of prenatal and postnatal (age 0-10) ELS were estimated, and IQ-achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ-achievement discrepancy (β<sub>prenatal</sub>  = -0.24; β<sub>postnatal</sub>  = -0.28), lower IQ (β<sub>prenatal</sub>  = -0.20; β<sub>postnatal</sub>  = -0.22), and lower academic achievement (β<sub>prenatal</sub>  = -0.31; β<sub>postnatal</sub>  = -0.36). Associations were stronger for latent ELS"],"journal":["Child development"],"pubmed_title":["The association of early life stress with IQ-achievement discrepancy in children: A population-based study."],"pmcid":["PMC9796500"],"funding_grant_id":["707404","678543","848158"],"pubmed_authors":["de Maat DA","Luik AI","Cecil CAM","Ikram MA","Hillegers MHJ","Schuurmans IK"],"additional_accession":[]},"is_claimable":false,"name":"The association of early life stress with IQ-achievement discrepancy in children: A population-based study.","description":"Early life stress (ELS) is associated with lower IQ and academic achievement; however, it remains unclear whether it additionally explains their discrepancy. In 2,401 children (54% girls, 30.2% migration background) from the population-based study Generation R Study, latent factors of prenatal and postnatal (age 0-10) ELS were estimated, and IQ-achievement discrepancy (age 12) was quantified as variance in academic achievement not explained by IQ. ELS was prospectively associated with larger IQ-achievement discrepancy (β<sub>prenatal</sub>  = -0.24; β<sub>postnatal</sub>  = -0.28), lower IQ (β<sub>prenatal</sub>  = -0.20; β<sub>postnatal</sub>  = -0.22), and lower academic achievement (β<sub>prenatal</sub>  = -0.31; β<sub>postnatal</sub>  = -0.36). Associations were stronger for latent ELS","dates":{"release":"2022-01-01T00:00:00Z","publication":"2022 Nov","modification":"2025-04-21T15:23:52.146Z","creation":"2025-04-21T15:23:52.146Z"},"accession":"S-EPMC9796500","cross_references":{"pubmed":["35822555"],"doi":["10.1111/cdev.13825"]}}