PRIMARY DYSMENORRHEA, EDUCATIONAL PERFORMANCE, AND COGNITIVE AND AFFECTIVE VARIABLES IN ADOLESCENT SCHOOLGIRLS

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Abstract
Summary. In spite of its potential effect upon educational performance, little research has been carried out into primary dysmenorrhea and its relationship with academic, cognitive and affective variables in adolescent girls. The present study set out to remedy this neglect, and studied matched samples of dysmenorrheac and non‐dysmenorrheac girls at a local authority comprehensive school. Results indicated that, although girls with primary dysmenorrhea appear to be significantly more neurotic than those who do not suffer from menstrual distress, there is no apparent difference between the two groups on cognitive and academic measures or in school attendance.

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