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SO192

The relationship of borderline, schizotypal, and antisocial traits with academic performance in university students: the role of subjective cognitive complaints

UNDERSTANDING THE RELATIONSHIP BETWEEN BORDERLINE, SCHIZOTYPAL, AND ANTISOCIAL TRAITS WITH ACADEMIC PERFORMANCE IN COLLEGE STUDENTS: THE ROLE OF SUBJECTIVE COGNITIVE COMPLAINT

Subjective cognitive complaints were found to be a significant negative mediator in the relationship between borderline, schizotypal, and antisocial personality traits and lower academic performance.

The aim was to examine the role of subjective cognitive complaints (SCC) in the relationship between borderline, schizotypal, and antisocial personality traits and academic performance (AP) in university students. A total of N = 2,694 students entering a public university were assessed through an online institutional platform; after excluding those with missing data or random response patterns, mediation models were fitted using n = 2,574. Personality traits were measured using subscales of the Exploratory Questionnaire of Personality III (CEPER-III), and subjective cognitive complaints were measured using the Cognitive Complaints in Bipolar Disorder Rating Assessment (COBRA); academic performance was derived from high school grade point averages. The sample comprised 1,820 women (67.6%), 866 men (32.1%), and 8 nonbinary individuals (0.3%); the mean age was 20.31 years (standard deviation 6.35), with a median of 18 (range 16–60). Three mediation models were tested, each with one personality trait as the independent variable, subjective cognitive complaints as the mediator, and academic performance as the dependent variable. Subjective cognitive complaints were a significant negative mediator in all three models (p < 0.001); mediation was complete for borderline and schizotypal traits (average causal mediation effect, ACME = -0.0032 and ACME = -0.0035, respectively; p < 0.001). In the antisocial model, mediation was partial because the direct effect was significant (average direct effect, ADE = -0.0060; p < 0.001), but subjective cognitive complaints strengthened the relationship (ACME = -0.0026; p < 0.001). The authors note that subjective cognitive complaints are strongly associated with lower academic performance among students with these traits and that comprehensive cognitive and emotional assessments should be provided alongside mental health services.

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