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Predictors of learning outcomes for children with and without chronic illness: An Australian longitudinal study
Author(s) -
Barnett Tony,
Giallo Rebecca,
Kelaher Margaret,
Goldfeld Sharon,
Quach Jon
Publication year - 2018
Publication title -
child: care, health and development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.832
H-Index - 82
eISSN - 1365-2214
pISSN - 0305-1862
DOI - 10.1111/cch.12597
Subject(s) - psychological intervention , medicine , longitudinal study , socioeconomic status , multivariate analysis , developmental psychology , clinical psychology , psychology , pediatrics , psychiatry , population , environmental health , pathology
Background Chronically ill children are at increased risk of poor learning outcomes. Knowledge of the predictors of learning outcomes for this group of people is important to inform the development of education supports that stand the best chance of being effective. This study explored the child, family, and school risk and protective factors during the child's transition to elementary school (aged 6–7 years) that were associated with learning outcomes when children were aged 10–11 years for both children with and without a chronic illness. Methods Data from the Longitudinal Study of Australian Children were used. Predictor variables were entered into separate multivariate regression models for children with and without a chronic illness. Results The strongest predictors of learning outcomes were the child's approach to learning, a consistent parenting style, and family socioeconomic position and were common for both children with and without a chronic illness but strongest for children with a chronic illness. Conclusion A child's approach to learning and a consistent parenting style during the period of the child's transition to elementary school are important and potentially modifiable factors that are predictive of academic performance in later childhood. These factors are particularly relevant for children with a chronic illness, their parents/caregivers, teachers both hospital and school based, and pediatricians and can be used to inform interventions.