Socio-demographic factors influencing measures of cognitive function of early adolescent students in abuja, Nigeria.

IF 0.8 Q3 MEDICINE, GENERAL & INTERNAL
Vincent Ebuka Nwatah, Patience Abaluomo Ahmed, Lamidi Isah Audu, Selina Nnuaku Okolo
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Abstract

Background: The brain in the early adolescent period undergoes enhanced changes with the radical reorganisation of the neuronal network leading to improvement in cognitive capacity. A complex interplay exists between environment and genetics that influences the outcome of intellectual capability. We, therefore, aimed to evaluate the relationship between socio-demographic variables and measures of cognitive function (intelligence quotient [IQ] and academic performance) of early adolescents.

Methods: The study was a descriptive cross-sectional study of early adolescents aged 10-14 years. Raven's Standard Progressive Matrices was used to assess the IQ and academic performance was assessed by obtaining the average of all the subjects' scores in the last three terms that made up an academic year. A confidence interval of 95% was assumed and a value of P < 0.05 was considered statistically significant.

Results: The overall mean (standard deviation) age of the study population was 11.1 years (±1.3) with male-to-female ratio of 1:1. Female sex was associated with better academic performance with P = 0.004. The students with optimal IQ performance were more likely (61.7%) to perform above average than those with sub-optimal IQ performance (28.6%). As the mother's age increased, the likelihood of having optimal IQ performance increased 1.04 times (odds ratio [OR] = 1.04; 95 confidence interval [CI] = 1.01-1.07). Students in private schools were three times more likely to have optimal IQ performance than those from public schools (OR = 2.79; 95 CI = 1.65-4.71).

Conclusion: The present study demonstrated that students' IQ performance and the female gender were associated with above-average academic performance. The predictors of optimal IQ performance found in this study were students' age, maternal age and school type.

影响尼日利亚阿布贾早期青少年学生认知功能测量的社会人口因素。
背景:青少年早期的大脑经历了增强的变化,神经网络的彻底重组导致认知能力的提高。环境和基因之间存在复杂的相互作用,影响智力的结果。因此,我们旨在评估社会人口统计学变量与早期青少年认知功能(智商和学习成绩)测量之间的关系。方法:对10 ~ 14岁早期青少年进行描述性横断面研究。研究人员使用雷文标准递进矩阵来评估智商,通过获得所有受试者在一学年最后三个学期的平均成绩来评估学业成绩。假设置信区间为95%,P < 0.05认为有统计学意义。结果:研究人群的总体平均(标准差)年龄为11.1岁(±1.3岁),男女比例为1:1。女性与更好的学习成绩相关(P = 0.004)。智商表现最佳的学生(61.7%)比智商表现次优的学生(28.6%)更有可能表现高于平均水平。随着母亲年龄的增加,拥有最佳智商表现的可能性增加了1.04倍(优势比[OR] = 1.04;95可信区间[CI] = 1.01-1.07)。私立学校学生获得最佳智商表现的可能性是公立学校学生的三倍(OR = 2.79;95 ci = 1.65-4.71)。结论:本研究表明,学生的智商表现和女生的学业成绩与中高水平相关。本研究发现,学生的年龄、母亲的年龄和学校类型是最优智商表现的预测因子。
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来源期刊
Nigerian Postgraduate Medical Journal
Nigerian Postgraduate Medical Journal MEDICINE, GENERAL & INTERNAL-
CiteScore
1.90
自引率
0.00%
发文量
52
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