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Links between reading acquisition level, emotional difficulties and academic performance in school-aged children

Links between reading acquisition level, emotional difficulties and academic performance in... This study aims to examine the associations between reading difficulties, anxiety and depressive symptoms, self-esteem status and academic achievement among children of school age in the Moroccan context.Design/methodology/approachThis cross-sectional study was carried out on 302 Moroccan students aged 9 to 16 years, the latter having voluntarily participated in the different stages of the proposed assessments. Standardized reading tests administered individually allowed us to classify participants into three groups (good readers, intermediate level and weak readers). The subjects completed the measurements of three self-evaluative scales: the Beck depression inventory, the Coopersmith scale of self-esteem and the Taylor questionnaire of manifest anxiety. The variable of academic achievement is constituted by calculating the grade point averages of the last three semesters.FindingsEmotional disturbances are more frequent in the “weak readers” and the “intermediate level” group when compared to the good readers. Academic achievement and reading level are negatively correlated with anxious-depressive symptoms and positively with self-esteem at each reading level; the analysis of the results does not show any relevant difference in terms of the psychopathological disorder intensity between girls and boys.Research limitations/implicationsThis study emphasizes improving education and psychological support for learners. It also encourages the strengthening of strategies for dealing with learning disabilities and the emotional distress associated with them.Practical implicationsThe trend toward an inclusive school and the recruitment of school psychologists is advantages to be considered in the Moroccan educational system.Originality/valueIn addition to psychopathological vulnerability and academic failure, the social and family dimensions of self-esteem are impaired in weak readers. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The Journal of Mental Health Training Education and Practice Emerald Publishing

Links between reading acquisition level, emotional difficulties and academic performance in school-aged children

Ihbour, Said; Essaidi, Oumaima; Laaroussi, Meriem; Najimi, Mohamed; Chigr, Fatiha
The Journal of Mental Health Training Education and Practice , Volume 18 (2): 11 – Feb 2, 2023
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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
1755-6228
eISSN
1755-6228
DOI
10.1108/jmhtep-05-2021-0040
Publisher site
See Article on Publisher Site

Abstract

This study aims to examine the associations between reading difficulties, anxiety and depressive symptoms, self-esteem status and academic achievement among children of school age in the Moroccan context.Design/methodology/approachThis cross-sectional study was carried out on 302 Moroccan students aged 9 to 16 years, the latter having voluntarily participated in the different stages of the proposed assessments. Standardized reading tests administered individually allowed us to classify participants into three groups (good readers, intermediate level and weak readers). The subjects completed the measurements of three self-evaluative scales: the Beck depression inventory, the Coopersmith scale of self-esteem and the Taylor questionnaire of manifest anxiety. The variable of academic achievement is constituted by calculating the grade point averages of the last three semesters.FindingsEmotional disturbances are more frequent in the “weak readers” and the “intermediate level” group when compared to the good readers. Academic achievement and reading level are negatively correlated with anxious-depressive symptoms and positively with self-esteem at each reading level; the analysis of the results does not show any relevant difference in terms of the psychopathological disorder intensity between girls and boys.Research limitations/implicationsThis study emphasizes improving education and psychological support for learners. It also encourages the strengthening of strategies for dealing with learning disabilities and the emotional distress associated with them.Practical implicationsThe trend toward an inclusive school and the recruitment of school psychologists is advantages to be considered in the Moroccan educational system.Originality/valueIn addition to psychopathological vulnerability and academic failure, the social and family dimensions of self-esteem are impaired in weak readers.

Journal

The Journal of Mental Health Training Education and Practice – Emerald Publishing

Published: Feb 2, 2023

Keywords: Reading difficulties; Anxiety; Depression; Self-esteem; Academic achievement

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