Cognitive Performance in Adolescence: Links With Early Maternal Stimulation and Children’s Anxious Behaviors

Abstract

This study tested a developmental model of cognitive performance in adolescence and explored potential mechanisms explaining the relations of early maternal stimulation and children’s anxious behaviors with adolescents’ cognitive performance. We utilized the NICHD SECCYD dataset (n = 1,112). Measures included questionnaires, coded observations, and self-report measures from infancy to adolescence. Results revealed that children who experienced greater early maternal stimulation and less anxious behaviors had better cognitive performance at age 15. Children’s English self-efficacy, the quality of child–teacher relationships, and children’s behavioral classroom engagement in middle childhood mediated the relation between early maternal stimulation and adolescent cognitive performance. Identifying pathways from earlier maternal and children’s characteristics to children’s later cognitive performance is an important step toward further understanding why early precursors have a long lasting impact on cognitive performance, and has implications for educational settings.

Keywords:

• Anxious behavior
• classroom engagement
• cognitive performance
• developmental issues
• mother–child relationship
• teacher–student relationship

Acknowledgments

This study utilized data from the NICHD Study of Early Child Care. We greatly appreciate the support of the NICHD and its participants for data collection. This study is based on a dissertation submitted by Colleen M. Bucci in partial fulfillment of the requirements for the PhD degree.

Additional information

Notes on contributors

Colleen M. Bucci

Colleen M. Bucci, M.A., Ed.M, is a doctoral student in clinical psychology at the Gordon F. Derner School of Psychology, Adelphi University. Her research focuses on children’s psychological well-being, achievement self-efficacy, and cognitive abilities.

Laura E. Brumariu

Laura E. Brumariu is an assistant professor at Adelphi University. Her research evaluates parent-child relationships, emotion regulation, and models of anxiety and adjustment in childhood and adolescence.

Michael T. Moore

Michael T. Moore, Ph.D., is an assistant professor in the Gordon F. Derner School of Psychology at Adelphi University. His research focuses on how accurately or objectively people are able to view events in their lives, particularly the attributional process, and how this perceptual process impacts risk for, and the treatment of, the mood and anxiety disorders.