TY - JOUR

T1 - Mathematical performance in childhood and early adult outcomes after very preterm birth

T2 - an individual participant data meta-analysis

AU - Jaekel, Julia

AU - Anderson, Peter J.

AU - Bartmann, Peter

AU - Cheong, Jeanie L.Y.

AU - Doyle, Lex W.

AU - Hack, Maureen

AU - Johnson, Samantha

AU - Marlow, Neil

AU - Saigal, Saroj

AU - Schmidt, Louis

AU - Sullivan, Mary C.

AU - Wolke, Dieter

N1 - Publisher Copyright: © 2021 The Authors. Developmental Medicine & Child Neurology published by John Wiley & Sons Ltd on behalf of Mac Keith Press.

PY - 2022/4

Y1 - 2022/4

N2 - Aim: To investigate the strength of the independent associations of mathematics performance in children born very preterm (<32wks' gestation or <1500g birthweight) with attending postsecondary education and their current employment status in young adulthood. Method: We harmonized data from six very preterm birth cohorts from five different countries and carried out one-stage individual participant data meta-analyses (n=954, 52% female) using mixed effects logistic regression models. Mathematics scores at 8 to 11 years of age were z-standardized using contemporary cohort-specific controls. Outcomes included any postsecondary education, and employment/education status in young adulthood. All models were adjusted for year of birth, gestational age, sex, maternal education, and IQ in childhood. Results: Higher mathematics performance in childhood was independently associated with having attended any postsecondary education (odds ratio [OR] per SD increase in mathematics z-score: 1.36 [95% confidence interval {CI}: 1.03, 1.79]) but not with current employment/education status (OR 1.14 per SD increase [95% CI: 0.87, 1.48]). Interpretation: Among populations born very preterm, childhood mathematics performance is important for adult educational attainment, but not for employment status.

AB - Aim: To investigate the strength of the independent associations of mathematics performance in children born very preterm (<32wks' gestation or <1500g birthweight) with attending postsecondary education and their current employment status in young adulthood. Method: We harmonized data from six very preterm birth cohorts from five different countries and carried out one-stage individual participant data meta-analyses (n=954, 52% female) using mixed effects logistic regression models. Mathematics scores at 8 to 11 years of age were z-standardized using contemporary cohort-specific controls. Outcomes included any postsecondary education, and employment/education status in young adulthood. All models were adjusted for year of birth, gestational age, sex, maternal education, and IQ in childhood. Results: Higher mathematics performance in childhood was independently associated with having attended any postsecondary education (odds ratio [OR] per SD increase in mathematics z-score: 1.36 [95% confidence interval {CI}: 1.03, 1.79]) but not with current employment/education status (OR 1.14 per SD increase [95% CI: 0.87, 1.48]). Interpretation: Among populations born very preterm, childhood mathematics performance is important for adult educational attainment, but not for employment status.

UR - http://www.scopus.com/inward/record.url?scp=85121382267&partnerID=8YFLogxK

U2 - 10.1111/dmcn.15132

DO - 10.1111/dmcn.15132

M3 - Review

C2 - 34913160

AN - SCOPUS:85121382267

VL - 64

SP - 421

EP - 428

JO - Developmental medicine and child neurology. Supplement

JF - Developmental medicine and child neurology. Supplement

SN - 0419-0238

IS - 4

ER -