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Cited by 117Adolescent Health and BehaviorsChild and Adolescent Psychosocial and Emotional DevelopmentSchool Health and Nursing Education

The DOI matches its Crossref record; 40 of the 44 references it cites were found in a registry or an index; none of the 35 sources its claims cite is checked for support yet.

Health and School Outcomes During Children's Transition Into Adolescence

Open access
Forrest, Christopher B., Bevans, Katherine B., Riley, Anne W., Crespo, Richard, Louis, Thomas A.·2013·Journal of Adolescent Health
DOI 10.1016/j.jadohealth.2012.06.019PMC PMC3552248
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Abstract

Purpose Normative biopsychosocial stressors that occur during entry into adolescence can affect school performance. As a set of resources for adapting to life’s challenges, health may buffer a child from these potentially harmful stressors. This study examined the associations between health (measured as well-being, functioning, symptoms, and chronic conditions) and school outcomes among children aged 9 to 13 years in 4th to 8th grades. Methods We conducted a prospective cohort study of 1,479 children from 34 schools followed from 2006 to 2008. Survey data were obtained from children and their parents, and school records were abstracted. Measures of child self-reported health were dichotomized to indicate presence of a health asset. Outcomes included attendance, grade point average, state achievement test scores, and child-reported school engagement and teacher connectedness. Results Both the transition into middle school and puberty had independent, negative influences on school outcomes. Chronic health conditions that affected children’s functional status were associated with poorer academic achievement. The number of health assets that a child possessed was positively associated with school outcomes. Low levels of negative stress experiences and high physical comfort had positive effects on teacher connectedness, school engagement, and academic achievement, whereas bullying and bully victimization negatively affected these outcomes. Children with high life satisfaction were more connected with teachers, more engaged in schoolwork, and earned higher grades than those who were less satisfied. Conclusions Good health may buffer children from the potentially negative effects of school and pubertal transitions on academic success as children enter adolescence.

Overview

Integrity signals

Registry

Crossref · 10.1016/j.jadohealth.2012.06.019

Cites

40 of 40 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Verification

Claims the paper makes

0 of 35 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Low negative stress reactions was associated with 4 of the 5 school outcomes.

    “physical comfort was associated with each school outcome and low negative stress reactions was associated with 4 of the 5 (Table 5).”
    Quote in the paperSubstantial claim
  • Findingown data

    Vitality was related to teacher connectedness only.

    “Balanced nutrition was related to student engagement only, vitality to teacher connectedness only, and peer connectedness to teacher connectedness only.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Chronic health conditions that affected children's functional status were associated with poorer academic achievement.

    “Chronic health conditions that affected children’s functional status were associated with poorer academic achievement.”
    Quote in the paperSubstantial claim
  • Findingown data

    Each additional health asset was associated with a 0.27-point higher state achievement test score (p<0.001).

    “each increase in one health asset was associated with an increase in teacher connectedness score of 0.11 (p<0.001), student engagement of 0.10 (p<0.001), GPA of 0.02 (p<0.001), and state achievement test scores of 0.27 (p<0.001).”
    Quote in the paperSubstantial claim
  • Findingown data

    Presence of a learning disability was a notable predictor of GPA.

    “Notable predictors were presence of a learning disability and the health assets of low aggression and positive life satisfaction.”
    Quote in the paperSubstantial claim
  • It may state two separate claims as one. 20
  • Probably not a substantial claim. 6

  • It may state two separate claims as one.

    Findingown data

    Chronic conditions were not associated with either teacher connectedness or student engagement.

    “Chronic conditions were not associated with either teacher connectedness or student engagement.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Findingown data

    Both the transition into middle school and completing puberty had independent negative associations with school outcomes, including lower teacher connectedness, decreased school engagement, and lower grade point average.

    “Both the transition into middle school and puberty had independent, negative influences on school outcomes.”
    • Also stated in: § Discussion · plain
      “The transition into middle school and completing puberty were both independently associated with lower teacher connectedness, decreased school engagement, and lower grade point average.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Bullying and bully victimization negatively affected teacher connectedness, school engagement, and academic achievement.

    “Low levels of negative stress experiences and high physical comfort had positive effects on teacher connectedness, school engagement, and academic achievement, whereas bullying and bully victimization negatively affected these outcomes.”
    • Also stated in: § Discussion · plain
      “Lack of exposure to bullying was associated with greater academic achievement, consistent with other research,20 as well as stronger engagement in school, and stronger ties with teachers.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [20] Glew, 2008, Bullying and school safety, J Pediatr source

  • It may state two separate claims as one.

    Findingown data

    Higher GPA was associated with fewer health conditions and more child-reported assets.

    “Higher GPA was associated with fewer health conditions and more child-reported assets.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Children with high life satisfaction were more connected with teachers, more engaged in schoolwork, and earned higher grades than those who were less satisfied.

    “Children with high life satisfaction were more connected with teachers, more engaged in schoolwork, and earned higher grades than those who were less satisfied.”
    • Also stated in: § Discussion · plain
      “Children in this study who had high life satisfaction achieved higher grades, were more engaged in school, and felt more connected with teachers than those who were less happy with their lives.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Students with low levels of negative stress experiences had better grades and higher state achievement test scores than counterparts with more stress.

    “Students with low levels of negative stress experiences had better grades and higher state achievement test scores than counterparts with more stress.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Interpretationreasoning

    Balanced nutrition may positively influence students' desire to learn, their affective response to schoolwork, and the consistency of their responses to others at school.

    “Balanced nutrition may positively influence students’ desire to learn, their affective response to schoolwork, and the consistency of their responses to others at school.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Study design and conductcitation

    The Healthy Pathways measures are reliable, comprehensive, and efficient; they are free of gender, age, mode of administration, and geographic location bias.

    “The Healthy Pathway measures are reliable, comprehensive, and efficient; they are free of gender, age, mode of administration, and geographic location bias.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [24] Bevans, 2010, Development of the healthy pathways child-report scales, Qual Life Res source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Schools address children's need for mastery, competence, control, and belongingness, which contribute to academic engagement and learning motivation.

    “However, schools also address children’s need for mastery, competence, control, and belongingness, which contribute to academic engagement and learning motivation.21”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [21] 2004

  • It may state two separate claims as one.

    Premisecitation

    Poor health during middle childhood may result from chronic conditions, but is more likely to take the form of sub-clinical distress that manifests itself as problems with functioning or a high symptom burden.

    “Poor health during middle childhood may result from chronic conditions, but is more likely to take the form of sub-clinical distress that manifests itself as problems with functioning or a high symptom burden.13”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [13] Riley, 1998, A taxonomy of adolescent health: development of the adolescent health profile-types, Med Care source

  • It may state two separate claims as one.

    Premisecitation

    Evidence suggests that neither body mass index nor body fat are strong predictors of achievement; rather, poor physical fitness seems to be the key determinant of lower achievement.

    “Evidence of associations between obesity and achievement suggests that neither body mass index nor body fat are strong predictors; rather, poor physical fitness seems to be the key determinant of lower achievement.11, 12”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [11] Huang, 2006, Associations of adiposity with measured and self-reported academic performance in early adolescence, Obesity (Silver Spring) source
    • cites [12] Cottrell, 2007, The extended relationship between child cardiovascular risks and academic performance measures, Obesity (Silver Spring) source

  • It may state two separate claims as one.

    Premisecitation

    Engaged and motivated students are interested in learning and experience a sense of security and connectedness with teachers; they are more likely to exhibit achievement-oriented behaviors and less likely to behave in ways that compromise their school success.

    “Engaged and motivated students are interested in learning and experience a sense of security and connectedness with teachers. They are more likely to exhibit achievement-oriented behaviors (i.e., effort, persistence, attention, participation) and less likely to behave in ways that compromise their school success (i.e., aggression, rule breaking).22, 23”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [22] Finn, 1989, Withdrawing from school, Rev Educ Res source
    • cites [23] Connell, 1991, Competence, autonomy, and relatedness: A motivational analysis of self-system processes

  • Probably not a substantial claim. It may state two separate claims as one.

    Interpretationcitation

    A potential explanation for the lack of an effect of physical activity is that the benefits of exercise on learning may result from vigorous but not moderate intensity activity, and the measure included both types.

    “A potential explanation for this lack of an effect is that the benefits of exercise on learning may result from vigorous but not moderate intensity activity,36 and our measure included both types of activities.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites [36] Coe, 2006, Effect of physical education and activity levels on academic achievement in children, Med Sci Sports Exerc source

  • It may state two separate claims as one.

    Premisecitation

    Adult health and lifetime productivity are both influenced by educational attainment.

    “Adult health and lifetime productivity are both influenced by educational attainment.37, 38”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites [37] Case, 2006, Children's health and social mobility, Futures Child source
    • cites [38] Fiscella, 2009, Disparities in academic achievement and health: The intersection of child education and health policy, Pediatrics source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductnone given

    Some important health assets such as sleep were excluded.

    “Even with the large set of variables that we studied, some important health assets such as sleep were excluded.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Interpretationown data

    The chronic conditions studied-asthma, obesity, learning disability, ADHD, and special healthcare need-pose challenges to academic achievement, but have weak or nil association with teacher connectedness or school engagement.

    “The chronic conditions we studied—asthma, obesity, learning disability, attention deficit hyperactivity disorder, and more generally having a special healthcare need--pose challenges to academic achievement, but they have a weak or nil association with how connected children feel to their teachers or how engaged they are in school.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Study design and conductcitation

    The Healthy Pathways scales effectively differentiate children by socio-demographics and presence of a long-term medical condition.

    “The scales effectively differentiate children by socio-demographics and presence of a long-term medical condition.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [24] Bevans, 2010, Development of the healthy pathways child-report scales, Qual Life Res source

  • It may state two separate claims as one.

    Premisecitation

    Asthma is not associated with academic performance, even though children with asthma miss more days from school than counterparts.

    “Asthma is not associated with academic performance, even though children with asthma miss more days from school than counterparts.9, 10”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites [9] Taras, 2005, Childhood asthma and student performance at school, J Sch Health source
    • cites [10] Silverstein, 2001, School attendance and school performance: A population-based study of children with asthma, J Pediatr source

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Premisecitation

    Health is a set of resources for adapting to life's challenges.

    “As a set of resources for adapting to life’s challenges,2 health may buffer a child from potentially harmful stressors.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [2] 2004

  • It may state two separate claims as one.

    Study design and conductcitation

    The Puberty Development Scale has strong agreement with physical exam assessments (r=0.86) and good reliability.

    “The PDS has strong agreement with physical exam assessments (r=0.86) and good reliability.26”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [26] Carskadon, 1993, A self-administered rating scale for pubertal development, J Adolesc Health source

  • It may state two separate claims as one.

    Premisecitation

    When a chronic disorder limits functioning, affected individuals experience less interest in school, poorer attention, more bullying and bully victimization, and lower academic achievement.

    “When a chronic disorder limits functioning, affected individuals experience less interest in school, poorer attention, more bullying and bully victimization, and lower academic achievement.8”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [8] Forrest, 2011, School outcomes of children with special health care needs, Pediatrics source

  • It may state two separate claims as one.

    Premisecitation

    Lack of emotional distress, vigorous physical activity and good physical fitness, low aggression, and balanced nutrition are health assets positively associated with academic achievement.

    “Lack of emotional distress,14 vigorous physical activity and good physical fitness,12, 15, 16 low aggression,17 and balanced nutrition18, 19 are health assets positively associated with academic achievement.”
    Quote in the paperSubstantial claim0 of 5 sources checked
    • cites [14] Aronen, 2005, Working memory, psychiatric symptoms, and academic performance at school, Neurobiol Learn Mem source
    • cites [12] Cottrell, 2007, The extended relationship between child cardiovascular risks and academic performance measures, Obesity (Silver Spring) source
    • cites [15] Castelli, 2007, Physical fitness and academic achievement in third- and fifth-grade students, J Sport Exerc Psychol source
    • cites [16] Eveland-Sayers, 2009, Physical fitness and academic achievement in elementary school children, J Phys Act Health source
    • cites [17] Basch, 2011, Aggression and violence and the achievement gap among urban minority youth, J Sch Health source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductown data

    All p-values from the linear model were comparable to models that used a logit link function.

    “All p-values from the linear model were compared against models that used a logit link function and found to be comparable.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Interpretationown data

    The effects of these chronic conditions on academic achievement are partly mediated by attendance as well as a direct effect on achievement, but not on children's motivation to learn or engagement.

    “Our findings indicate that the effects of these conditions on academic achievement are partly mediated by attendance as well as a direct effect on achievement, but not on children’s motivation to learn or their engagement in the learning process.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it.

    Premisecitation

    Child health can be assessed as health conditions, functional status, and well-being.

    “As conceptualized in the 2004 Institute of Medicine report, child health can be assessed as (1) health conditions, (2) functional status, and (3) well-being.2”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites [2] 2004
25 of 25

  • The paper relies on this without support.

    Very little research has evaluated the simultaneous contribution of a comprehensive set of health factors on school outcomes over time.

    “Although prior research has examined the effects of specific health conditions or health assets on school outcomes, very little research has evaluated the simultaneous contribution of a comprehensive set of health factors on school outcomes over time.”

  • The paper relies on this without support.

    Children's school success leads to higher educational attainment.

    “Children’s school success leads to higher educational attainment.”
2 of 2

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Health-asset cutoff assigns overlapping and reversed categories

    Minor

    Scores below 4 meet both the stated presence and absence criteria, while scores above 4 meet neither. The next sentence says scores of 4 or above indicate healthy experiences, so the coding of a central predictor is unclear.

1 of 1

Citations

Cites

Flagged first, then by citations

4 of the 44 references couldn’t be matched to a known paper.

Research works printed but not linked: 1

  1. Bethell, 2002, Identifying children with special health care needs: development and evaluation of a short screening instrument, Ambul Pediatr, 2, 38, 10.1367/1539-4409(2002)002<0038:ICWSHC>2.0.CO;2 · DOI

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Metadata

Authors
Forrest, C. B., Bevans, K. B., Riley, A. W., Crespo, R., & Louis, T. A.
Affiliations
  • Children's Hospital of Philadelphia (US)
  • Johns Hopkins University (US)
  • Marshall University (US)
Corresponding author
Forrest, Christopher B.
ORCID
Venue
Journal of Adolescent Health
Publisher
Elsevier BV
Published
2013-02
Volume
52
Issue
2
Pages
186-194
ISSN
1054-139X (ISSN-L)
DOI
10.1016/j.jadohealth.2012.06.019
PMC
PMC3552248
OpenAlex
W2145449713
Semantic Scholar
8d9f0c1cc038dfef42d4739346fdba687c4db13a
Cited by
117
References
44
Citations by year
2026: 6 · 2025: 8 · 2024: 8 · 2023: 5 · 2022: 10 · 2021: 15 · 2020: 15 · 2019: 8 · 2018: 9 · 2017: 6 · 2016: 12 · 2015: 7 · 2014: 7 · 2013: 1
FWCI
8.52
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of Adolescent Health (publishedVersion)
  • PubMed (publishedVersion)
  • Europe PMC (PubMed Central) (acceptedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute of Child Health and Human Development (R01HD048850)
Topics
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Adolescent Health and Behaviors
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › School Health and Nursing Education
Keywords
transition to adolescence, child health, health assets, academic performance, school attendance, puberty, chronic disease, bullying, life satisfaction, school engagement, junior high school
MeSH terms
Adaptation, Psychological, Adolescent, Child, Chronic Disease, Educational Status, Female, Health Status, Humans, Life Change Events, Male, Maryland, Prospective Studies, Puberty, Social Support, Students, Multivariate Analysis, Linear Models, Bullying

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