Behavioral, emotional, competence and cognitive profile of early adolescents born preterm: differences according to gender
Prematurity is an important risk factor for development, yet its effects during adolescence remain internationally inconclusive. This study aimed to provide relevant data on behavioral, emotional, competence, and cognitive areas in early adolescents with a history of prematurity, focusing on gender...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2026 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:dnet:idus________::1a31e082b6329c7a894ca465c52311a0 |
| Acesso em linha: | https://hdl.handle.net/11441/186331 https://doi.org/10.1007/s12144-025-08636-8 |
| Access Level: | acceso abierto |
| Palavra-chave: | Adolescence Behavior Competence Emotional Gender Prematurity |
| Resumo: | Prematurity is an important risk factor for development, yet its effects during adolescence remain internationally inconclusive. This study aimed to provide relevant data on behavioral, emotional, competence, and cognitive areas in early adolescents with a history of prematurity, focusing on gender differences. A cross-sectional ex-post facto design assessed 69 early adolescents born preterm (55.1% boys, 44.9% girls) aged 12 years, with their parents. Psychometrically validated international tests were used. Data were analyzed using descriptive, frequency analyses, independent sample t-test or Mann-Whitney U test, Pearson’s correlations, and multiple linear regression models with the stepwise method. Results showed boys exhibited clinical levels of attention problems, while girls showed higher levels of somatic complaints; gender differences were statistically significant. Additionally, boys showed greater behavioral symptoms like rule-breaking and attention problems, which negatively impacted school performance and social competence, whereas girls’ school performance was more strongly influenced by cognitive abilities and psychosomatic symptoms. Greater behavioral and emotional symptomatology was associated with lower competence. School performance, social competence, and participation in activities were significantly influenced by cognitive abilities and behavioral-emotional symptoms, with notable gender-specific patterns in these associations. In conclusion, prematurity continues to have a significant impact during adolescence. Moreover, important gender differences were observed, with boys presenting more externalizing behavioral problems that affected school and social outcomes, and girls exhibiting more emotional and somatic complaints impacting academic performance. Notably, cognitive skills emerged as potential protective factors, supporting better outcomes in competence such as academic performance, social functioning, and participation in activities for preterm adolescents. |
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