Investigating the relationship between fetal growth and academic attainment: secondary analysis of the Born in Bradford (BiB) cohort.
Investigating the relationship between fetal growth and academic attainment: secondary analysis of the Born in Bradford (BiB) cohort.
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DOI：
10.1093/ije/dyy157
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发表时间：
2018-10-01
影响因子：
7.7
通讯作者：
Baker PN
中科院分区：
文献类型：
--
作者：
Norris T;Johnson W;Petherick E;Cameron N;Oddie S;Johnson S;Wright J;Draper E;Baker PN
超声诊断胎儿生长与产后教育程度之间的关系尚不清楚。然而，先前关注认知能力的研究结果表明，可能存在妊娠特异性关联。我们的目的是模拟胎儿体重（EFW）和头围（HC）的生长，并确定不同时期的生长变化是否与儿童中期的学业成绩有关。数据来自出生在布拉德福德（BiB）队列研究，该研究对6-7岁儿童的常规产前扫描和全国学业成绩测试进行了数据链接。采用多水平线性样条模型对EFW和HC进行建模。这些随机效应与关键阶段1 （KS1）在阅读、写作、数学、科学和所有四项（6-7岁）的综合成绩有关，使用有序逻辑和逻辑回归。通过有向无环图对潜在的混杂因素进行了调整。缺失的协变量数据采用多重输入法进行输入。总共有6995名和8438名儿童分别有完整的KS1、EFW和HC数据。妊娠早期（14周）胎儿体重和妊娠中期（14-26周）EFW生长与个体KS1结局呈正相关。此外，在调整先前的大小和混杂因素后，妊娠中期生长1-z评分增加与所有KS1结局达到预期标准的几率增加8%相关[优势比（OR）： 1.08, 95%置信区间（CI）： 1.02；1.13]。在HC中观察到类似的结果，通常效应量更大。在妊娠晚期早期的生长中观察到较小的关联，在妊娠晚期的生长中没有观察到关联。我们观察到胎儿大小与妊娠早期和中期的生长和儿童时期的学业成绩之间存在一致的正相关。在妊娠早期和晚期，与发育的相关性较小且为零，这表明妊娠早期和中期可能是未来认知发展的敏感时期。
The relationship between ultrasongraphically derived estimates of fetal growth and educational attainment in the postnatal period is unknown. Results from previous studies focusing on cognitive ability, however, suggest there may be gestation-specific associations. Our objective was to model growth in fetal weight (EFW) and head circumference (HC) and identify whether growth variation in different periods was related to academic attainment in middle childhood. Data come from the Born in Bradford (BiB) cohort study, which has performed data linkage to both routine antenatal scans and national academic attainment tests at age 6–7 years. Multilevel linear spline models were used to model EFW and HC. Random effects from these were related to Key Stage 1 (KS1) results in reading, writing, mathematics, science and a composite of all four (age 6–7 years), using ordinal logistic and logistic regression. Associations were adjusted for potential confounders, facilitated by directed acyclic graphs. Missing covariate data were imputed using multiple imputation. In all, 6995 and 8438 children had complete KS1, and EFW and HC data, respectively. Positive associations were observed between both fetal weight in early pregnancy (14 weeks) and EFW growth in mid-pregnancy (14-26 weeks) and the individual KS1 outcomes. Furthermore, after adjustment for previous size and confounders, a 1-z score increase in growth in mid-pregnancy was associated with an 8% increased odds of achieving the expected standard for all KS1 outcomes [odds ratio (OR): 1.08, 95% confidence interval (CI): 1.02; 1.13]. Similar results were observed for HC, with generally larger effect sizes. Smaller associations were observed with growth in the early-third trimester, with no associations observed with growth in the later-third trimester. We observed consistent positive associations between fetal size and growth in early and mid-gestation and academic attainment in childhood. The smaller and null associations with growth in the early-third and later-third trimester, respectively, suggests that early-mid gestation may be a sensitive period for future cognitive development.
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DOI：
10.1136/archdischild-2014-306124
发表时间：
2014-11-01
影响因子：
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作者：
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