Developmental trajectories of social cognition from preschool to adolescence
Osa, Nuria de la (Universitat Autònoma de Barcelona. Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament)
Penelo Werner, Eva (Universitat Autònoma de Barcelona. Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament)
Navarro, J. B.. (José Blas) (Universitat Autònoma de Barcelona. Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament)
Trepat, Esther (Universitat Autònoma de Barcelona. Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament)
Ezpeleta, Lourdes (Universitat Autònoma de Barcelona. Unitat d'Epidemiologia i de Diagnòstic en Psicopatologia del Desenvolupament)

Fecha:	2021
Resumen:	This longitudinal study aims to define the developmental trajectories of social cognition (SC) in a community sample (N = 378) assessed from preschool (3 years old) to preadolescence (12 years old). Parents and teachers reported on a SC measure at ages 5, 10, and 12. We tested the existence of different trajectories and whether they discriminated outcomes in early adolescence. The data were collected from different sources, the children, the parents, and teachers, by means of different methods. Using Growth Mixture Modeling (GMM), we identified three distinct social cognition trajectories: persistently mild difficulties reported by parents and teachers (7. 9% of the children), stable low problems reported by parents and increased difficulties reported by teachers (10. 5% of the sample), and stable low problems reported by both informants for most of the participants (81. 5%). Comparison of the psychological outcomes between classes using regression models showed that the two trajectories including children with any level of problems differ from the normative one as regards their association with psychological problems, daily functioning, and variables, such as aggressive behavior and callousness. The two non-normative trajectories also differ from each other in terms of the personal characteristics of the adolescents included in them. Adolescents in the increasing problematic class in the school have a tougher and more problematic style of social relating, while children with persistent and non-context-dependent difficulties are more anxious. These results might help to better detect and design specific interventions for children with deficits in SC that might respond to different personal characteristics leading to different outcomes.
Ayudas:	Ministerio de Ciencia e Innovación PGC2018-095239-B-I00
Derechos:	Tots els drets reservats.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió acceptada per publicar
Publicado en:	European child and adolescent psychiatry, 2021 , ISSN 1435-165X

DOI: 10.1007/s00787-021-01719-4
PMID: 33492481

Post-print 23 p, 431.4 KB

Annex 6 p, 233.3 KB

El registro aparece en las colecciones:
Documentos de investigación > Documentos de los grupos de investigación de la UAB > Centros y grupos de investigación (producción científica) > Ciencias de la salud y biociencias > Grupo de Investigación Epidemiología y Diagnóstico en Psicopatología del Desarrollo (UED)
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