Childhood Academic and Social Outcomes as a Function of Cognitive Disengagement Syndrome (CDS): Examining the Mediating Role of the Instructional Context
Notice bibliographique
Résumé
Cognitive Disengagement Syndrome (CDS), previously known as Sluggish Cognitive Tempo, is defined by symptoms of lethargy, slow behaviour and thinking, daydreaming, zoning out, and mental confusion. Research has shown that CDS is an independent syndrome, separable from other known diagnoses, that predicts functional impairment across various domains in childhood. Less is known regarding the mediating pathways connecting CDS symptoms to specific child outcomes. The objective of this dissertation was to test the role of the classroom instructional context in potentially accounting for the relationship between childhood CDS symptoms and both academic and social functioning. Participants included 154 children (Mage = 6.87 years; 49% female) enrolled in a school-based research project during the spring of Grade 1. The first study tested the hypothesis that lower student-teacher relationship quality would mediate the negative relationship between CDS symptoms and academic engagement. The results indicated that decreased student-teacher relationship quality partly accounted for the negative relationship between CDS symptoms and teacher-ratings of student behavioural and emotional engagement; however, the mediation model was not supported when child-rated engagement served as the outcome. The second study investigated whether lower teacher autonomy support would mediate the negative relationship between CDS symptoms and achievement outcomes. In support of our hypotheses, CDS symptoms had a negative indirect effect on academic performance, as well as on word-level decoding accuracy and fluency via decreased teacher-rated provision of autonomy support; however, teacher autonomy support did not mediate the association between CDS and math computation. The third study evaluated the prediction that lower teacher involvement and child prosocial behaviour would mediate the positive relationship between CDS symptoms and peer problems. The results showed that CDS had a positive indirect effect on peer problems via decreased teacher involvement, but not via prosocial behaviour. Overall, the findings indicate that early differences in instructional support related to CDS symptoms seem to contribute to associated academic and social outcomes. Highlighting that instruction is embedded within a social context, the studies suggest that efforts to enhance the student-teacher relationship, foster student autonomy, and provide dependable and informed teacher support may improve the well-being of children with CDS.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».