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Subjective Well-Being and Psychopathology Symptoms: Mental Health Profiles and their Relations with Academic Achievement in Brazilian Children

Author

Listed:
  • Aline Riboli Marasca

    (Universidade Federal do Rio Grande do Sul)

  • Maurício Scopel Hoffmann

    (Universidade Federal de Santa Maria
    London School of Economics and Political Science
    Universidade Federal do Rio Grande do Sul)

  • Anelise Reis Gaya

    (Universidade Federal do Rio Grande do Sul)

  • Denise Ruschel Bandeira

    (Universidade Federal do Rio Grande do Sul)

Abstract

The aim of this study is to examine the differences in children’s academic achievement considering their mental health profiles. Previous studies have started to seek those differences. However, it is not clear what are the academic achievement differences considering distinct children’s mental health profile. We used a cross-sectional study sample of 273 students from an elementary school (6–11 years of age) in Porto Alegre, Brazil. Mental health profiles were empirically investigated using latent class analysis by combining a subjective well-being measure and a psychopathology symptom screening. Standardized tests and school grades were considered to assess academic achievement. Findings reveal an empirical division of the sample into four mental health groups. The adjusted analysis revealed that the group with a high level of symptoms, despite having high subjective well-being, had lower levels of academic achievement when compared with the other groups, which have low to moderate levels of psychopathology. Present findings support the idea that psychopathology is a detrimental factor for educational achievement regardless of the levels of wellbeing.

Suggested Citation

  • Aline Riboli Marasca & Maurício Scopel Hoffmann & Anelise Reis Gaya & Denise Ruschel Bandeira, 2021. "Subjective Well-Being and Psychopathology Symptoms: Mental Health Profiles and their Relations with Academic Achievement in Brazilian Children," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 14(3), pages 1121-1137, June.
    • Handle: RePEc:spr:chinre:v:14:y:2021:i:3:d:10.1007_s12187-020-09792-y
    DOI: 10.1007/s12187-020-09792-y
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