INS NYC 2024 Program

Poster	Poster Session 10 Program Schedule 02/17/2024 09:00 am - 10:15 am Room: Majestic Complex (Posters 61-120) Poster Session 10: Neurodevelopmental \| Congenital Conditions Final Abstract #82 Examining the Impact of Self-Efficacy, Injury Severity, and Mental Health on Adolescent Academic Problems and Stress Following a Concussion Rachel Richie, Children's National Hospital, Washington, United States Gerard Gioia, Children's National Hospital, Washington, United States Samantha van Terheyden, Children's National Hospital, Washington, United States Hailey Johnson, Children's National Hospital, Washington, United States Dean Allen, Children's National Hospital, Washington, United States Christopher Vaughan, Children's National Hospital, Washington, United States Category: Concussion/Mild TBI (Child) Keyword 1: concussion/ mild traumatic brain injury Keyword 2: academic skills Keyword 3: self-report Objective: Students experiencing post-concussion symptoms report academic difficulties (Ransom et al., 2015). Academic problems and school stress after a concussion may be due to a high symptom burden associated with a more significant injury, older age, female sex, or psychological factors, including anxiety and depression. However, resiliency factors like self-efficacy could facilitate recovery. This study, therefore, aims to understand factors associated with school stressors (SS) and academic problems (AP) after a concussion. We predicted that a greater symptom burden would be associated with higher AP and SS. Additionally, we hypothesized that after accounting for symptom burden and days since injury, older students (due to increased academic demands), females, students with a history of anxiety or depression, and students with lower self-efficacy to support their recovery would report greater AP and SS. Participants and Methods: 240 youth aged 13 to 18 (M age=15.1 ±1.45, 55.8% female) with a concussion had an initial evaluation in a specialty clinic within 28 days of injury (M days =14.4 ±6.73). Students completed the Concussion Learning Assessment and School Survey, 3^rd Edition (CLASS-3), which contained multiple items to assess AP and SS; the Post-Concussion Symptom Inventory (PCSI-2); and the PACE Self-Efficacy questionnaire. Two hierarchical linear regressions were run to assess which predictors were most influential in predicting AP and SS, after accounting for initial symptom burden with the PCSI-2 and days since injury. Results: Greater symptom burden was significantly associated with higher AP (Std Beta = .728, p < .001) and SS (Std. Beta = .513, p<.001). More days since injury was associated with higher SS (Std Beta = .128, p = .037) but not AP (Std. Beta = .075, p = .092). After accounting for these two variables, stepwise regression demonstrated an association between lower self-efficacy and higher AP (Std. Beta = -.184, p <.001) and SS (Std. Beta = -.276, p < .001). Additionally, female sex was associated with higher AP (Std. Beta = -.121, p = .006) but not SS, while a history of diagnosed anxiety or depression was associated with higher SS (Std. Beta = .139, p = .021) but not AP. Taken together, the entire prediction model of symptom burden, days since injury, self-efficacy, and sex was significantly associated with academic problems F(4, 234) = 78.879, r² = .574, p < .001. The prediction model of symptom burden, days since injury, adolescents' self-efficacy to manage their recovery, and endorsement of a history of depression or anxiety was significantly associated with school stress, F(4, 194) = 26.23, r² = .353, p < .001. Conclusions: Our study found that symptom burden and adolescents' self-efficacy play an important role in their academic success, with lower symptom burden and higher self-efficacy being associated with reduced academic problems and school stress. Days since the injury, sex, and history of depression or anxiety are associated with aspects of school difficulty after a concussion, but not consistently. Treatment providers should emphasize bolstering students’ self-efficacy for managing concussion symptoms to facilitate recovery, while educational systems should help support students’ needs following concussion.

Poster

02/17/2024
09:00 am - 10:15 am
Room: Majestic Complex (Posters 61-120)

Poster Session 10: Neurodevelopmental | Congenital Conditions

Final Abstract #82

Examining the Impact of Self-Efficacy, Injury Severity, and Mental Health on Adolescent Academic Problems and Stress Following a Concussion

Rachel Richie, Children's National Hospital, Washington, United States
Gerard Gioia, Children's National Hospital, Washington, United States
Samantha van Terheyden, Children's National Hospital, Washington, United States
Hailey Johnson, Children's National Hospital, Washington, United States
Dean Allen, Children's National Hospital, Washington, United States
Christopher Vaughan, Children's National Hospital, Washington, United States

Category: Concussion/Mild TBI (Child)

Keyword 1: concussion/ mild traumatic brain injury
Keyword 2: academic skills
Keyword 3: self-report

Objective:

Students experiencing post-concussion symptoms report academic difficulties (Ransom et al., 2015). Academic problems and school stress after a concussion may be due to a high symptom burden associated with a more significant injury, older age, female sex, or psychological factors, including anxiety and depression. However, resiliency factors like self-efficacy could facilitate recovery. This study, therefore, aims to understand factors associated with school stressors (SS) and academic problems (AP) after a concussion. We predicted that a greater symptom burden would be associated with higher AP and SS. Additionally, we hypothesized that after accounting for symptom burden and days since injury, older students (due to increased academic demands), females, students with a history of anxiety or depression, and students with lower self-efficacy to support their recovery would report greater AP and SS.

Participants and Methods:

240 youth aged 13 to 18 (M age=15.1 ±1.45, 55.8% female) with a concussion had an initial evaluation in a specialty clinic within 28 days of injury (M days =14.4 ±6.73). Students completed the Concussion Learning Assessment and School Survey, 3^rd Edition (CLASS-3), which contained multiple items to assess AP and SS; the Post-Concussion Symptom Inventory (PCSI-2); and the PACE Self-Efficacy questionnaire. Two hierarchical linear regressions were run to assess which predictors were most influential in predicting AP and SS, after accounting for initial symptom burden with the PCSI-2 and days since injury.

Results:

Greater symptom burden was significantly associated with higher AP (Std Beta = .728, p < .001) and SS (Std. Beta = .513, p<.001). More days since injury was associated with higher SS (Std Beta = .128, p = .037) but not AP (Std. Beta = .075, p = .092). After accounting for these two variables, stepwise regression demonstrated an association between lower self-efficacy and higher AP (Std. Beta = -.184, p <.001) and SS (Std. Beta = -.276, p < .001). Additionally, female sex was associated with higher AP (Std. Beta = -.121, p = .006) but not SS, while a history of diagnosed anxiety or depression was associated with higher SS (Std. Beta = .139, p = .021) but not AP. Taken together, the entire prediction model of symptom burden, days since injury, self-efficacy, and sex was significantly associated with academic problems F(4, 234) = 78.879, r² = .574, p < .001. The prediction model of symptom burden, days since injury, adolescents' self-efficacy to manage their recovery, and endorsement of a history of depression or anxiety was significantly associated with school stress, F(4, 194) = 26.23, r² = .353, p < .001.

Conclusions:

Our study found that symptom burden and adolescents' self-efficacy play an important role in their academic success, with lower symptom burden and higher self-efficacy being associated with reduced academic problems and school stress. Days since the injury, sex, and history of depression or anxiety are associated with aspects of school difficulty after a concussion, but not consistently. Treatment providers should emphasize bolstering students’ self-efficacy for managing concussion symptoms to facilitate recovery, while educational systems should help support students’ needs following concussion.