Otitis Media in Early Childhood and Cognitive, Academic, and Behavior Outcomes at 12 Years of Age.

ERIC Educational Resources Information Center

Roberts, Joanne E.; And Others

1995-01-01

Examined the association between otitis media with effusion (OME) during the first 3 years of life and cognitive, academic performance, and behavior outcomes at 12 years of age. Results indicated that OME during early childhood was not related to intellectual performance, academic achievement, behavior, and attention. Suggests that generalizations…

Self-Control and Academic Performance: Two Field Studies on University Citizenship Behavior and Counterproductive Academic Behavior

ERIC Educational Resources Information Center

Zettler, Ingo

2011-01-01

Self-control affects, among other things, individuals' performance and criminal or deviant behavior. Herein, the construct of self-control is linked to rather specific criteria in an academic context, as derived from findings in the area of organizational psychology. Specifically, it is assumed that students' self-control impacts university…

The Longitudinal Effects of Behavioral Problems on Academic Performance

ERIC Educational Resources Information Center

Vu, Phuong Anna

2012-01-01

Students' behavior and emotional well being are instrumental for their success in the school setting. The present study examined the effects of behavioral problems on the academic performance of students three years later. The behavioral problems consisted of individual externalizing, internalizing, and inattentive behaviors. Next, this study…

The Association of Self-Reported Sleep, Weight Status, and Academic Performance in Fifth-Grade Students

ERIC Educational Resources Information Center

Stroebele, Nanette; McNally, Janise; Plog, Amy; Siegfried, Scott; Hill, James O.

2013-01-01

Background: To improve support and justi?cation for health promotion efforts in schools, it is helpful to understand how students' health behaviors affect academic performance. Methods: Fifth-grade students completed an online school-administered health survey with questions regarding their eating behavior, physical activity, academic performance,…

Relationships between College Students' Credit Card Debt, Undesirable Academic Behaviors and Cognitions, and Academic Performance

ERIC Educational Resources Information Center

Hogan, Eileen A.; Bryant, Sarah K.; Overymyer-Day, Leslie E.

2013-01-01

The acquisition of credit card debt by college students has long been a topic of concern. This study explores relationships among debt, undesirable academic behaviors and cognitions, and academic performance, through surveys of 338 students in a public university, replicating two past measures of credit card debt and creating new measures of…

Meta-analysis of the effects of academic interventions and modifications on student behavior outcomes.

PubMed

Warmbold-Brann, Kristy; Burns, Matthew K; Preast, June L; Taylor, Crystal N; Aguilar, Lisa N

2017-09-01

The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an overall small to moderate effect (ϕ = .56) on behavioral outcomes, with a stronger effect on increasing time on task (ϕ = .64) than on decreasing disruptive behavior (ϕ = .42). There was a small effect for using a performance-based contingent reinforcer (ϕ = .48). Interventions completed in an individual setting resulted in a moderate to large effects on behavior outcomes. Results of the current meta-analysis suggest that academic interventions can offer both positive academic and behavioral outcomes. Practical implications and suggestions for future research are included. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

School-age adopted Chinese girls' behavioral adjustment, academic performance, and social skills: longitudinal results.

PubMed

Tan, Tony Xing

2009-04-01

Longitudinal data on 177 school-age adopted Chinese girls (Time 1: mean age = 8.92 years, SD = 1.76; Time 2: mean age = 11.18 years, SD = 1.79) were analyzed to determine their long-term outcomes in behavioral adjustment, academic performance (measured with the Child Behavior Checklist/6-18), and social skills (measured with the Social Skills Rating System) and how these outcomes were related to preadoption adversity. More than 90% of the girls were adopted at 24 months or younger (M = 19.25, SD = 21.67). Results revealed that over a 2-year period, there was a moderate to strong stability in the children's behavioral adjustment and academic performance. However, there was a significant increase in the number of children with deviant internalizing problems. At both times, higher degrees of preadoption adversity were related to more internalizing problems and poorer academic performance. Children who were adopted at older ages had poorer academic performance. Children who were older had a lower level of assertion and a higher level of responsibility. Children's attention problems at Time 1 mediated the effect of preadoption adversity on academic performance at Time 2. (c) 2009 APA, all rights reserved.

Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

NASA Astrophysics Data System (ADS)

Peng, Cuixin

This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

The Relationship between Principals' Leadership Behaviors and Student Academic Performance in Four Classifications of Schools

ERIC Educational Resources Information Center

Cheatham, Tresa

2010-01-01

The study focused on the problem of poor academic performance in elementary schools by examining the relationship between principals' leadership behaviors and student achievement outcomes and the extent to which these behaviors differ according to the poverty and performance characteristics of the school. A review of the effective schools…

Habitual snoring, intermittent hypoxia, and impaired behavior in primary school children.

PubMed

Urschitz, Michael S; Eitner, Steffen; Guenther, Anke; Eggebrecht, Esther; Wolff, Judith; Urschitz-Duprat, Pilar M; Schlaud, Martin; Poets, Christian F

2004-10-01

Sleep-disordered breathing is associated with impaired behavior and poor academic performance in children. We aimed to determine the extent of behavioral problems in snoring children, clarify the role of intermittent hypoxia, and test the reversibility of impaired behavior and poor academic performance. In 1144 children, habitual snoring (HS; snoring frequently or always) and impaired behavior were assessed using parental questionnaires. Intermittent hypoxia (ie, presence of > or =5 arterial oxygen desaturations by > or =4% or > or =1 desaturation to < or =90%) was investigated with pulse oximetry. Poor academic performance (grade 4-6 on a 6-point scale in mathematics, science, or spelling) was based on the last school report. HS, impaired behavior, and academic performance were reevaluated after 1 year. Adjusted odds ratios (ORs) were calculated using unconditional logistic regression. HS was significantly associated with hyperactive (OR: 2.4) and inattentive behavior (OR: 4.0), daytime tiredness (OR: 7.1), and sleepiness (OR: 2.6-4.8). These associations were independent of intermittent hypoxia. HS was also significantly associated with bad conduct (OR: 2.8), emotional symptoms (OR: 5.5), and peer problems (OR: 9.7). At follow-up, hyperactive and inattentive behavior but not academic success had significantly improved in children in whom HS had ceased. We suggest that impaired behavior is a key feature of HS independent of intermittent hypoxia and improves when HS ceases.

Academic Performance among Adolescents with Behaviorally Induced Insufficient Sleep Syndrome

PubMed Central

Lee, Yu Jin; Park, Juhyun; Kim, Soohyun; Cho, Seong-Jin; Kim, Seog Ju

2015-01-01

Study Objectives: The present study investigated academic performance among adolescents with behaviorally induced insufficient sleep syndrome (BISS) and attempted to identify independent predictors of academic performance among BISS-related factors. Methods: A total of 51 students with BISS and 50 without BISS were recruited from high schools in South Korea based on self-reported weekday sleep durations, weekend oversleep, and the Epworth Sleepiness Scale (ESS). Participants reported their academic performance in the form of class quartile ranking. The Korean version of the Composite Scale (KtCS) for morningness/eveningness, the Beck Depression Inventory (BDI) for depression, and the Barratt Impulsiveness Scale-II (BIS-II) for impulsivity were administered. Results: Adolescents with BISS reported poorer academic performance than adolescents without BISS (p = 0.02). Adolescents with BISS also exhibited greater levels of eveningness (p < 0.001), depressive symptoms (p < 0.001), and impulsiveness (p < 0.01). Longer weekend oversleep predicted poorer academic performance among adolescents with BISS even after controlling for ESS, KtCS, BDI, and BIS-II (β = 0.42, p < 0.01). Conclusions: BISS among adolescents is associated with poor academic performance and that sleep debt, as represented by weekend oversleep, predicts poorer academic performance independent of depression, impulsiveness, weekday sleep duration, daytime sleepiness, and morningness/eveningness among adolescents with BISS. Citation: Lee YJ, Park J, Kim S, Cho SJ, Kim SJ. Academic performance among adolescents with behaviorally induced insufficient sleep syndrome. J Clin Sleep Med 2015;11(1):61–68. PMID:25515277

Hope, Core Self-Evaluations, Emotional Well-Being, Health-Risk Behaviors, and Academic Performance in University Freshmen.

PubMed

Griggs, Stephanie; Crawford, Sybil L

2017-09-01

The purpose of the current online cross-sectional study was to examine the relationship between hope, core self-evaluations (CSE), emotional well-being, health-risk behaviors, and academic performance in students enrolled in their first year of college. Freshmen (N = 495) attending a large public university in the Northeastern United States completed an online survey between February 1 and 13, 2017. Linear regression, path analysis, and structural equation modeling procedures were performed. CSE mediated the relationship between hope and emotional well-being and academic performance. Contrary to the hypotheses, higher hope predicted more sexual risk-taking behaviors and alcohol use. CSE is an important component of Hope Theory, which is useful for predicting emotional well-being and academic performance, but not as useful for predicting drug use, alcohol use, and sexual risk taking. Hope and CSE interventions are needed to improve academic performance and emotional well-being in university freshmen. [Journal of Psychosocial Nursing and Mental Health Services, 55(9), 33-42.]. Copyright 2017, SLACK Incorporated.

Peer Tutoring for Children with Attention Deficit Hyperactivity Disorder: Effects on Classroom Behavior and Academic Performance.

ERIC Educational Resources Information Center

DuPaul, George J.; Ervin, Ruth A.; Hook, Christine L.; McGoey, Kara E.

1998-01-01

A study investigated effects of classwide peer tutoring (CWPT) on classroom behavior and academic performance of 18 students with attention deficit hyperactivity disorder (ADHD). CWPT led to improvements in performance in math or spelling for 50% of students with ADHD, along with reductions in off-task behavior for most participants. (Author/CR)

The effects of maternal parenting style and religious commitment on self-regulation, academic achievement, and risk behavior among African-American parochial college students.

PubMed

Abar, Beau; Carter, Kermit L; Winsler, Adam

2009-04-01

This study explored relations between religiosity, both parent and student, and maternal parenting style and student academic self-regulation, academic achievement, and risk behavior among African-American youth attending a parochial college. Eighty-five students completed self-report survey measures of religiosity, self-regulation, academic achievement, and risk behavior. Participants also completed youth report measures of parental religiosity and perceived maternal parenting style. Correlational analyses show authoritative parenting to be associated with high levels of academic performance and study skills. Additional correlations revealed that highly religious students tend to perform well academically, study better, and engage in fewer risk behaviors than youth less committed to religion. Although no direct relations were observed between parenting style and student religiosity, maternal parenting style was found to moderate relations between parental and student religiosity. Findings are discussed in terms of their relevance to the population studied.

Behavior Problems in School and Their Educational Correlates among Children with Traumatic Brain Injury

ERIC Educational Resources Information Center

Yeates, Keith Owen; Taylor, H. Gerry

2006-01-01

This study examined the emotional and behavioral adjustment of children with traumatic brain injury (TBI) in school and its relationship to post-injury academic performance and educational interventions. Teachers' ratings of child behavior and academic performance were collected during a prospective, longitudinal study of 53 children with severe…

The relationship of level of positive mental health with current mental disorders in predicting suicidal behavior and academic impairment in college students.

PubMed

Keyes, Corey L M; Eisenberg, Daniel; Perry, Geraldine S; Dube, Shanta R; Kroenke, Kurt; Dhingra, Satvinder S

2012-01-01

To investigate whether level of positive mental health complements mental illness in predicting students at risk for suicidal behavior and impaired academic performance. A sample of 5,689 college students participated in the 2007 Healthy Minds Study and completed an Internet survey that included the Mental Health Continuum-Short Form and the Patient Health Questionnaire screening scales for depression and anxiety disorders, questions about suicide ideation, plans, and attempts, and academic impairment. Just under half (49.3%) of students were flourishing and did not screen positive for a mental disorder. Among students who did, and those who did not, screen for a mental disorder, suicidal behavior and impaired academic performance were lowest in those with flourishing, higher among those with moderate, and highest in those with languishing mental health. Positive mental health complements mental disorder screening in mental health surveillance and prediction of suicidal behavior and impairment of academic performance.

Meta-Analysis of the Effects of Academic Interventions and Modifications on Student Behavior Outcomes

ERIC Educational Resources Information Center

Warmbold-Brann, Kristy; Burns, Matthew K.; Preast, June L.; Taylor, Crystal N.; Aguilar, Lisa N.

2017-01-01

The current study examined the effect of academic interventions and modifications on behavioral outcomes in a meta-analysis of 32 single-case design studies. Academic interventions included modifying task difficulty, providing instruction in reading, mathematics, or writing, and contingent reinforcement for academic performance. There was an…

The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

PubMed

Durber, Chelsea M; Yeates, Keith Owen; Taylor, H Gerry; Walz, Nicolay Chertkoff; Stancin, Terry; Wade, Shari L

2017-07-01

This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Relating children's attentional capabilities to intelligence, memory, and academic achievement: a test of construct specificity in children with asthma.

PubMed

Annett, Robert D; Bender, Bruce G; Gordon, Michael

2007-01-01

The relationship between attention, intelligence, memory, achievement, and behavior in a large population (N = 939) of children without neuropsychologic problems was investigated in children with mild and moderate asthma. It was hypothesized that different levels of children's attentional capabilities would be associated with different levels of intellectual, memory, and academic abilities. Children ages 6-12 at the eight clinical centers of the Childhood Asthma Management Program (CAMP) were enrolled in this study. Standardized measures of child neuropsychological and behavioral performance were administered to all participants, with analyses examining both the developmental trajectory of child attentional capabilities and the associations between Continuous Performance Test (CPT) scores and intellectual functioning, and measures of memory, academic achievement, and behavioral functioning. Findings demonstrated that correct responses on the CPT increase significantly with age, while commission errors decrease significantly with age. Performance levels on the CPT were associated with differences in child intellectual function, memory, and academic achievement. Overall these findings reveal how impairments in child attention skills were associated with normal levels of performance on measures of children's intelligence, memory, academic achievement, and behavioral functioning, suggesting that CPT performance is a salient marker of brain function.

The Positive Action Program: Improving Academics, Behavior, and Character by Teaching Comprehensive Skills for Successful Learning and Living

ERIC Educational Resources Information Center

Flay, Brian R.; Allred, Carol G.

2010-01-01

This chapter outlines and provides evidence for the effects of the "Positive Action Program" as a way of inculcating values, driving student wellbeing, and improving academic performance and interpersonal behavior. The program centers on addressing behavioral, emotional, and academic problems by developing in individuals positive beliefs…

Predictors and Correlates of Academic Performance among Urban African American Adolescents

ERIC Educational Resources Information Center

Nebbitt, Von E.; Lombe, Margaret; LaPoint, Velma; Bryant, Dawn

2009-01-01

The academic performance of urban African American students continues to be a major concern. Academic achievement has been the main avenue to upward social mobility for African Americans. This study assesses the effect of attitudes, behavior, peers, and family on the academic performance of African American students living in urban public housing…

Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School.

PubMed

Gonçalves, Lia Lopes; Voos, Mariana Callil; de Almeida, Maria Helena Morgani; Caromano, Fátima Aparecida

2017-01-01

Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Three groups ( n = 35 children in each group) of the second grade participated (aged 6.5-8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention ( p < 0.05).

Academic performance and substance use: findings from a state survey of public high school students.

PubMed

Cox, Reagan G; Zhang, Lei; Johnson, William D; Bender, Daniel R

2007-03-01

Previous investigations have shown that low academic achievers are more likely to smoke cigarettes, drink alcohol, and use marijuana and other illicit drugs. This study investigated the relationship between academic performance and substance use among public high school students in Mississippi. The sampling frame for the 2003 Mississippi Youth Risk Behavior Survey was obtained from the Mississippi Department of Education. A 2-stage cluster sample design produced a representative sample of Mississippi students in grades 9-12 who attended public schools. During the spring 2003, 34 of the 45 sampled schools (75.6%) participated. A total of 1488 from the 1672 sampled students (89.0%) completed an 87-item questionnaire (overall response rate 67.3%). Low academic performance (students with mostly Cs or below) during the 12 months preceding the survey was more prevalent among males, non-Hispanic blacks, frequent smokers, binge drinkers, and marijuana users. Logistic regression identified gender, race, frequent smoking, and marijuana use as statistically significant factors associated with increased odds for low academic performance. Adjusted odds ratios were 1.2 for binge drinkers versus other students to 2.6 for non-Hispanic black students versus non-Hispanic white students. The present findings highlight the extensive use of cigarettes, alcohol, and marijuana among Mississippi public high school students. Because poor academic achievers are more prevalent among students who participate in these substance-use behaviors, multifaceted approaches that encourage high levels of academic performance, while dissuading student involvement in risky/problem behaviors, may both improve low levels of academic achievement and reduce behaviors that contribute to poor health in adulthood.

The Association of Physical Activity and Academic Behavior: A Systematic Review.

PubMed

Sullivan, Rachel A; Kuzel, AnnMarie H; Vaandering, Michael E; Chen, Weiyun

2017-05-01

In this systematic review, we assessed the existing research describing the effects of physical activity (PA) on academic behavior, with a special focus on the effectiveness of the treatments applied, study designs, outcome measures, and results. We obtained data from various journal search engines and 218 journal articles were downloaded that were relevant to PA and academic performance topics. The abstracts of all the articles were independently peer reviewed to assess whether they met the inclusion criteria for further analysis. The literature search was ongoing. Of the reviewed articles, 9 were chosen on the topic of PA effects on academic behavior. Each article was analyzed and summarized using a standard summary template. Overall, PA interventions commonly found positive effects on academic behavior, with few exceptions. There were additional unique findings regarding differences in outcome measures and PA treatments. The findings from these studies are significant and support the implementation or continuation of PA in schools to improve academic behavior and associated performance. More research needs to be conducted using the effective aspects of the treatments from this review with consistent outcome measures. © 2017, American School Health Association.

Longitudinal Relations Among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents.

PubMed

Carlo, Gustavo; White, Rebecca M B; Streit, Cara; Knight, George P; Zeiders, Katharine H

2018-03-01

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M age  = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades. Authoritative parents were more likely to have youth who exhibited high levels of prosocial behaviors than those who were moderately demanding and less involved. Fathers and mothers who were less involved and mothers who were moderately demanding were less likely than authoritative parents to have youth who exhibited high levels of prosocial behaviors. Prosocial behaviors were positively associated with academic outcomes. Discussion focuses on parenting, prosocial behaviors, and academic attitudes in understanding youth academic performance. © 2017 The Authors. Child Development © 2017 Society for Research in Child Development, Inc.

The Effects of Self Regulated Strategy Development (SRSD) on Reading Comprehension for Secondary Students with Emotional and Behavioral Disabilities (EBD)

ERIC Educational Resources Information Center

Hoyt, Lisa R.

2010-01-01

Students with Emotional and Behavioral Disabilities (EBD) in the United States are characterized by behavioral deficits that impact their academic performance and social relationships. Students with EBD have lower academic performance in reading and math, more failed courses, higher rates of grade retention, and fewer than fifty percent graduate…

The association between school-based physical activity, including physical education, and academic performance: a systematic review of the literature.

PubMed

Rasberry, Catherine N; Lee, Sarah M; Robin, Leah; Laris, B A; Russell, Lisa A; Coyle, Karin K; Nihiser, Allison J

2011-06-01

The purpose of this review is to synthesize the scientific literature that has examined the association between school-based physical activity (including physical education) and academic performance (including indicators of cognitive skills and attitudes, academic behaviors, and academic achievement). Relevant research was identified through a search of nine electronic databases using both physical activity and academic-related search terms. Forty-three articles (reporting a total of 50 unique studies) met the inclusion criteria and were read, abstracted, and coded for this synthesis. Findings of the 50 studies were then summarized. Across all the studies, there were a total of 251 associations between physical activity and academic performance, representing measures of academic achievement, academic behavior, and cognitive skills and attitudes. Slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative. Examination of the findings by each physical activity context provides insights regarding specific relationships. Results suggest physical activity is either positively related to academic performance or that there is not a demonstrated relationship between physical activity and academic performance. Results have important implications for both policy and schools. Copyright © 2010 Elsevier Inc. All rights reserved.

Evocative gene-parenting correlations and academic performance at first grade: an exploratory study.

PubMed

Propper, Cathi B; Shanahan, Michael J; Russo, Rosemary; Mills-Koonce, W Roger

2012-11-01

Academic performance during the first years of school lays the groundwork for subsequent trajectories of academic success throughout childhood and adolescence. The current study tests a model according to which a gene-parenting correlation in the first 3 years of life is associated with subsequent psychosocial adjustment and then academic performance in the first grade (as indicated by teachers' assessment of academic behavior and two subscales of the Woodcock-Johnson Test of Achievement, Third Edition). Drawing on multiple waves of data from the Durham Child Health and Development Study, we find that risk alleles for dopamine receptor genes (dopamine receptor D4 for girls, dopamine receptor D2 for boys) are associated with less sensitive parenting. For girls, parenting mediates the link between dopamine receptor D4 and all academic outcomes. There is some indication that parenting also influences girls' withdrawn behavior in the classroom, which in turn influences teachers' assessments of academic performance. For boys, some evidence suggests that parenting is associated with emotion regulation, which is associated with teachers' assessments of academic behavior and both subscales of the Woodcock-Johnson. Replications of this exploratory study are necessary, but these findings provide a first step in understanding how evocative correlations in the home may predict indicators of psychosocial adjustment that in turn influence performance and achievement at school.

Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.

PubMed

Mundy, Lisa K; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

2017-08-01

Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. © 2017, American School Health Association.

Using latent class analysis to identify academic and behavioral risk status in elementary students.

PubMed

King, Kathleen R; Lembke, Erica S; Reinke, Wendy M

2016-03-01

Identifying classes of children on the basis of academic and behavior risk may have important implications for the allocation of intervention resources within Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) models. Latent class analysis (LCA) was conducted with a sample of 517 third grade students. Fall screening scores in the areas of reading, mathematics, and behavior were used as indicators of success on an end of year statewide achievement test. Results identified 3 subclasses of children, including a class with minimal academic and behavioral concerns (Tier 1; 32% of the sample), a class at-risk for academic problems and somewhat at-risk for behavior problems (Tier 2; 37% of the sample), and a class with significant academic and behavior problems (Tier 3; 31%). Each class was predictive of end of year performance on the statewide achievement test, with the Tier 1 class performing significantly higher on the test than the Tier 2 class, which in turn scored significantly higher than the Tier 3 class. The results of this study indicated that distinct classes of children can be determined through brief screening measures and are predictive of later academic success. Further implications are discussed for prevention and intervention for students at risk for academic failure and behavior problems. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

The effects of breakfast on behavior and academic performance in children and adolescents

PubMed Central

Adolphus, Katie; Lawton, Clare L.; Dye, Louise

2013-01-01

Breakfast consumption is associated with positive outcomes for diet quality, micronutrient intake, weight status and lifestyle factors. Breakfast has been suggested to positively affect learning in children in terms of behavior, cognitive, and school performance. However, these assertions are largely based on evidence which demonstrates acute effects of breakfast on cognitive performance. Less research which examines the effects of breakfast on the ecologically valid outcomes of academic performance or in-class behavior is available. The literature was searched for articles published between 1950–2013 indexed in Ovid MEDLINE, Pubmed, Web of Science, the Cochrane Library, EMBASE databases, and PsychINFO. Thirty-six articles examining the effects of breakfast on in-class behavior and academic performance in children and adolescents were included. The effects of breakfast in different populations were considered, including undernourished or well-nourished children and adolescents from differing socio-economic status (SES) backgrounds. The habitual and acute effects of breakfast and the effects of school breakfast programs (SBPs) were considered. The evidence indicated a mainly positive effect of breakfast on on-task behavior in the classroom. There was suggestive evidence that habitual breakfast (frequency and quality) and SBPs have a positive effect on children's academic performance with clearest effects on mathematic and arithmetic grades in undernourished children. Increased frequency of habitual breakfast was consistently positively associated with academic performance. Some evidence suggested that quality of habitual breakfast, in terms of providing a greater variety of food groups and adequate energy, was positively related to school performance. However, these associations can be attributed, in part, to confounders such as SES and to methodological weaknesses such as the subjective nature of the observations of behavior in class. PMID:23964220

Associations among Text Messaging, Academic Performance, and Sexual Behaviors of Adolescents

ERIC Educational Resources Information Center

Perry, Raymond C. W.; Braun, Rebecca A.; Cantu, Michelle; Dudovitz, Rebecca N.; Sheoran, Bhupendra; Chung, Paul J.

2014-01-01

Background: Text messaging is an increasingly common mode of communication, especially among adolescents, and frequency of texting may be a measure of one's sociability. This study examined how text messaging ("texting") frequency and academic performance are associated with adolescent sexual behaviors. Methods: A cross-sectional survey…

Epilepsy in the School Aged Child: Cognitive-Behavioral Characteristics and Effects on Academic Performance.

ERIC Educational Resources Information Center

Black, Kathryn C.; Hynd, George W.

1995-01-01

Children with epilepsy frequently display cognitive sequelae that are overlooked or misunderstood by educational personnel, yet may adversely impact academic performance. Reviews common cognitive-behavioral characteristics of children with epilepsy, typical effects of anticonvulsant medications, and various periictal phenomena and their relative…

Academic Achievement and School-Wide Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Gage, Nicholas A.; Sugai, George; Lewis, Timothy J.

2013-01-01

Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide…

Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK) Study.

PubMed

Aadland, Katrine N; Aadland, Eivind; Andersen, John R; Lervåg, Arne; Moe, Vegard F; Resaland, Geir K; Ommundsen, Yngvar

2018-01-01

Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK) study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child's performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline). The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy ( p ≥ 0.256). Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity. Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494.

Executive Function, Behavioral Self-Regulation, and School Related Well-Being Did Not Mediate the Effect of School-Based Physical Activity on Academic Performance in Numeracy in 10-Year-Old Children. The Active Smarter Kids (ASK) Study

PubMed Central

Aadland, Katrine N.; Aadland, Eivind; Andersen, John R.; Lervåg, Arne; Moe, Vegard F.; Resaland, Geir K.; Ommundsen, Yngvar

2018-01-01

Inconsistent findings exist for the effect of school-based physical activity interventions on academic performance. The Active Smarter Kids (ASK) study revealed a favorable intervention effect of school-based physical activity on academic performance in numeracy in a subsample of 10-year-old elementary schoolchildren performing poorer at baseline in numeracy. Aiming to explain this finding, we investigated the mediating effects of executive function, behavioral self-regulation, and school related well-being in the relation between the physical activity intervention and child’s performance in numeracy. An ANCOVA model with latent variable structural equation modeling was estimated using data from 360 children (the lower third in academic performance in numeracy at baseline). The model consisted of the three latent factors as mediators; executive function, behavioral self-regulation, and school related well-being. We found no mediating effects of executive function, behavioral self-regulation or school related well-being in the relationship between the ASK intervention and academic performance in numeracy (p ≥ 0.256). Our results suggest that the effect of the intervention on performance in numeracy in the present sample is not explained by change in executive function, behavioral self-regulation, or school related well-being. We suggest this finding mainly could be explained by the lack of effect of the intervention on the mediators, which might be due to an insufficient dose of physical activity. Trial registration: Clinicaltrials.gov registry, trial registration number: NCT02132494. PMID:29541050

Behavioral and Academic Differences between an Inclusive and Non-Inclusive Classroom

ERIC Educational Resources Information Center

Hatch, Sherry Lynn

2013-01-01

Although educators continue to provide all students access to their grade-level curriculum, students with disabilities are not performing academically in accordance with state standards. The purpose of this sequential transformative mixed methods study was to investigate academic and/or behavioral differences between an inclusion classroom and a…

Anger, Violence, and Academic Performance: A Study of Troubled Minority Youth.

ERIC Educational Resources Information Center

Fleming, Jacqueline; Barner, Celious III; Hudson, Betsy; Rosignon-Carmouche, Lee A.

2000-01-01

Examined the relationship between anger, violence, and academic performance among troubled adolescents participating in a risk reduction intervention that stressed emotional confrontation and behavior change support. Surveys indicated that anger management was unrelated to violence or academic performance. Loss of control over time, concentration,…

Academic performance among adolescents with behaviorally induced insufficient sleep syndrome.

PubMed

Lee, Yu Jin; Park, Juhyun; Kim, Soohyun; Cho, Seong-Jin; Kim, Seog Ju

2015-01-15

The present study investigated academic performance among adolescents with behaviorally induced insufficient sleep syndrome (BISS) and attempted to identify independent predictors of academic performance among BISS-related factors. A total of 51 students with BISS and 50 without BISS were recruited from high schools in South Korea based on self-reported weekday sleep durations, weekend oversleep, and the Epworth Sleepiness Scale (ESS). Participants reported their academic performance in the form of class quartile ranking. The Korean version of the Composite Scale (KtCS) for morningness/eveningness, the Beck Depression Inventory (BDI) for depression, and the Barratt Impulsiveness Scale-II (BIS-II) for impulsivity were administered. Adolescents with BISS reported poorer academic performance than adolescents without BISS (p = 0.02). Adolescents with BISS also exhibited greater levels of eveningness (p < 0.001), depressive symptoms (p < 0.001), and impulsiveness (p < 0.01). Longer weekend oversleep predicted poorer academic performance among adolescents with BISS even after controlling for ESS, KtCS, BDI, and BIS-II (β = 0.42, p < 0.01). BISS among adolescents is associated with poor academic performance and that sleep debt, as represented by weekend oversleep, predicts poorer academic performance independent of depression, impulsiveness, weekday sleep duration, daytime sleepiness, and morningness/eveningness among adolescents with BISS. © 2015 American Academy of Sleep Medicine.

A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance

ERIC Educational Resources Information Center

Reid, Robert; Gonzalez, Jorge E.; Nordness, Philip D.; Trout, Alexandra; Epstein, Michael H.

2004-01-01

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the…

Massage and Storytelling Reduce Aggression and Improve Academic Performance in Children Attending Elementary School

PubMed Central

Gonçalves, Lia Lopes; de Almeida, Maria Helena Morgani

2017-01-01

Background Aggressive behaviors must be addressed in elementary schools. Massage and storytelling can be strategies to deal with aggression because both involve experience exchange and social interaction. Both can decrease stress and anxiety and increase self-esteem. Objective To evaluate the effect of two interventions (massage and storytelling) on aggressive behaviors and academic performance of elementary school children. Method Three groups (n = 35 children in each group) of the second grade participated (aged 6.5–8.1 years). One group received ten extra classes of massage (MG), another group received extra classes of storytelling (SG), and the control group received extra classes of random subjects (CG). Extra classes lasted for 50 minutes, once a week. Aggressive behaviors were recorded on diaries, by the teachers and the coordinator. The frequency of aggressive behaviors and the academic performance of MG, SG, and CG were observed for six months and the groups were compared. Findings ANOVAs evidenced that MG and SG, but not CG, showed a reduction in aggressive behaviors registered by the teachers and coordinator, after the intervention. Academic performance of MG and SC improved after the intervention (p < 0.05). PMID:29097967

How Does Gender Relate to Social Skills? Exploring Differences in Social Skills Mindsets, Academics, and Behaviors among High-School Freshmen Students

ERIC Educational Resources Information Center

Tan, Kevin; Oe, Jin Shin; Hoang Le, Minh Dung

2018-01-01

Boys struggle academically and behaviorally more than girls and are more likely to have difficulty with social skills. It seems likely that boys and girls do not perceive social skills in the same light. Past research has not investigated this or its relationship to academic and behavioral performance. Using data from a cohort of 9th-grade…

Examining the Academic Achievement-Delinquency Relationship Among Southeast Asian Americans.

PubMed

Bui, Laura

2018-05-01

The extent to which poor academic achievement is strongly related to delinquency among Southeast Asian Americans (SEAA) remains unclear; reasons are methodological limitations and aggregated findings for Asian Americans, which mask evidence that SEAA have a higher prevalence of criminality and poor academic performance than other Asian American groups. The present study examines the academic achievement-delinquency relationship in a diverse group of 1,214 SEAA using data from the Children of Immigrants Longitudinal Study (CILS). Propensity score matching (PSM) was used to make causal inferences and assess whether poor academic achieving SEAA, after being matched with higher academic achieving SEAA, displayed a higher prevalence of delinquency. Findings showed that, even after matching, poor academic achieving SEAA were still more likely to exhibit delinquent behavior than those who performed academically better. Interventions targeting SEAA communities will need to focus more on improving academic achievement to directly prevent and decrease delinquent behavior.

Screen media usage, sleep time and academic performance in adolescents: clustering a self-organizing maps analysis.

PubMed

Peiró-Velert, Carmen; Valencia-Peris, Alexandra; González, Luis M; García-Massó, Xavier; Serra-Añó, Pilar; Devís-Devís, José

2014-01-01

Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and to improve interventions targeting to affect behavioral change.

Screen Media Usage, Sleep Time and Academic Performance in Adolescents: Clustering a Self-Organizing Maps Analysis

PubMed Central

Peiró-Velert, Carmen; Valencia-Peris, Alexandra; González, Luis M.; García-Massó, Xavier; Serra-Añó, Pilar; Devís-Devís, José

2014-01-01

Screen media usage, sleep time and socio-demographic features are related to adolescents' academic performance, but interrelations are little explored. This paper describes these interrelations and behavioral profiles clustered in low and high academic performance. A nationally representative sample of 3,095 Spanish adolescents, aged 12 to 18, was surveyed on 15 variables linked to the purpose of the study. A Self-Organizing Maps analysis established non-linear interrelationships among these variables and identified behavior patterns in subsequent cluster analyses. Topological interrelationships established from the 15 emerging maps indicated that boys used more passive videogames and computers for playing than girls, who tended to use mobile phones to communicate with others. Adolescents with the highest academic performance were the youngest. They slept more and spent less time using sedentary screen media when compared to those with the lowest performance, and they also showed topological relationships with higher socioeconomic status adolescents. Cluster 1 grouped boys who spent more than 5.5 hours daily using sedentary screen media. Their academic performance was low and they slept an average of 8 hours daily. Cluster 2 gathered girls with an excellent academic performance, who slept nearly 9 hours per day, and devoted less time daily to sedentary screen media. Academic performance was directly related to sleep time and socioeconomic status, but inversely related to overall sedentary screen media usage. Profiles from the two clusters were strongly differentiated by gender, age, sedentary screen media usage, sleep time and academic achievement. Girls with the highest academic results had a medium socioeconomic status in Cluster 2. Findings may contribute to establishing recommendations about the timing and duration of screen media usage in adolescents and appropriate sleep time needed to successfully meet the demands of school academics and to improve interventions targeting to affect behavioral change. PMID:24941009

The Role of Peer Rejection in the Link between Reactive Aggression and Academic Performance

ERIC Educational Resources Information Center

Fite, Paula J.; Hendrickson, Michelle; Rubens, Sonia L.; Gabrielli, Joy; Evans, Spencer

2013-01-01

Background: There is substantial evidence to suggest that aggressive behavior is associated with poor academic performance in school-aged children. However, less is known about how different subtypes of aggression are related to academic performance and what variables may account for this association. Objective: The current study examined unique…

Future so bright? Delay discounting and consideration of future consequences predict academic performance among college drinkers.

PubMed

Acuff, Samuel F; Soltis, Kathryn E; Dennhardt, Ashley A; Borsari, Brian; Martens, Matthew P; Murphy, James G

2017-10-01

College student drinking is a major public health concern and can result in a range of negative consequences, from acute health risks to decreased academic performance and drop out. Harm reduction interventions have been developed to reduce problems associated with drinking but there is a need to identify specific risk/protective factors related to academic performance among college drinkers. Behavioral economics suggests that chronic alcohol misuse reflects a dysregulated behavioral process or reinforcer pathology-alcohol is overvalued and the value of prosocial rewards are sharply discounted due, in part, to their delay. This study examined delay discounting, consideration of future consequences (CFC) and protective behavioral strategies (PBS) as predictors of academic success (grade point average; GPA) and engagement (time devoted to academic activities) among 393 college drinkers (61% female). In multivariate models, PBS were associated with greater academic engagement, but were not with academic success. Lower discounting of delayed rewards and greater CFC were associated with both academic success and engagement among drinkers. Previous research suggests that future time orientation is malleable, and the current results provide support for efforts to enhance future time orientation as part of alcohol harm-reduction approaches. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Relevance of a neurophysiological marker of attention allocation for children's learning-related behaviors and academic performance.

PubMed

Willner, Cynthia J; Gatzke-Kopp, Lisa M; Bierman, Karen L; Greenberg, Mark T; Segalowitz, Sidney J

2015-08-01

Learning-related behaviors are important for school success. Socioeconomic disadvantage confers risk for less adaptive learning-related behaviors at school entry, yet substantial variability in school readiness exists within socioeconomically disadvantaged populations. Investigation of neurophysiological systems associated with learning-related behaviors in high-risk populations could illuminate resilience processes. This study examined the relevance of a neurophysiological measure of controlled attention allocation, amplitude of the P3b event-related potential, for learning-related behaviors and academic performance in a sample of socioeconomically disadvantaged kindergarteners. The sample consisted of 239 children from an urban, low-income community, approximately half of whom exhibited behavior problems at school entry (45% aggressive/oppositional; 64% male; 69% African American, 21% Hispanic). Results revealed that higher P3b amplitudes to target stimuli in a go/no-go task were associated with more adaptive learning-related behaviors in kindergarten. Furthermore, children's learning-related behaviors in kindergarten mediated a positive indirect effect of P3b amplitude on growth in academic performance from kindergarten to 1st grade. Given that P3b amplitude reflects attention allocation processes, these findings build on the scientific justification for interventions targeting young children's attention skills in order to promote effective learning-related behaviors and academic achievement within socioeconomically disadvantaged populations. (c) 2015 APA, all rights reserved).

Teacher and Administrator Perceptions of In-School Suspension Programs on Changing Student Behavior and Academic Success in Schools

ERIC Educational Resources Information Center

Rimes, John Scott

2012-01-01

This study was performed to examine the perception of teachers, in-school suspension (ISS) staff, and administrators on the effectiveness of the in-school suspension program in changing students' behavior and academic success at various schools with different performance levels according the current Mississippi Accountability Model. The 32 schools…

Students' Perceived Parental School Behavior Expectations and Their Academic Performance: A Longitudinal Analysis

ERIC Educational Resources Information Center

Bowen, Gary L.; Hopson, Laura M.; Rose, Roderick A.; Glennie, Elizabeth J.

2012-01-01

Self-report data from 2,088 sixth-grade students in 11 middle schools in North Carolina were combined with administrative data on their eighth-grade end-of-the-year achievement scores in math and reading to examine the influence of students' perceived parental school behavior expectations on their academic performance. Through use of multilevel…

A Qualitative Study of the Perceived Relationship between Media Use and Adolescents' Academic Performance and Aggressive Behavior

ERIC Educational Resources Information Center

Korie, Daniel O.

2015-01-01

This study explored media usage among adolescents and its relations to academic performance and aggressive behavior from a qualitative research perspective. This study represents the first of its kind by utilizing a phenomenological methodology to gain insights about lived experiences of adolescents' media use relative to their academic…

Academic Behavior and Performance among African American Youth: Associations with Resources for Resilience

ERIC Educational Resources Information Center

Chesmore, Ashley A.; Winston, Willie, III; Brady, Sonya S.

2016-01-01

A social support and coping framework informed the present research on children's academic behavior and performance. Forty-six African American children aged 8-12 years were recruited from the 2011/2012 enrollment list of a partnering school. Data on children's resources for resilience (e.g., coping skills, perceived support from caregivers) were…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard; Kamps, Debra

2017-01-01

Numerous well-validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Monitoring Academic and Social Skills in Elementary School: A Psychometric Evaluation of the Classroom Performance Survey

ERIC Educational Resources Information Center

Caldarella, Paul; Larsen, Ross A. A.; Williams, Leslie; Wehby, Joseph H.; Wills, Howard P.; Kamps, Debra M.

2017-01-01

Numerous well validated academic progress monitoring tools are used in schools, but there are fewer behavioral progress monitoring measures available. Some brief behavior rating scales have been shown to be effective in monitoring students' progress, but most focus only on students' social skills and do not address critical academic-related…

Young children's video/computer game use: relations with school performance and behavior.

PubMed

Hastings, Erin C; Karas, Tamara L; Winsler, Adam; Way, Erin; Madigan, Amy; Tyler, Shannon

2009-10-01

This study examined the amount and content of children's video game playing in relation with behavioral and academic outcomes. Relationships among playing context, child gender, and parental monitoring were explored. Data were obtained through parent report of child's game play, behavior, and school performance. Results revealed that time spent playing games was related positively to aggression and negatively to school competence. Violent content was correlated positively and educational content negatively with attention problems. Educational games were related to good academic achievement. Results suggest violent games, and a large amount of game play, are related to troublesome behavioral and academic outcomes, but educational games may be related to positive outcomes. Neither gender nor parental monitoring emerged as significant moderators of these effects.

The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students

ERIC Educational Resources Information Center

Miller, Leila M.; Dufrene, Brad A.; Sterling, Heather E.; Olmi, D. Joe; Bachmayer, Erica

2015-01-01

This study evaluated the effectiveness of Check-in/Check-out (CICO) for improving behavioral performance for three students referred for Tier 2 behavioral supports. An ABAB withdrawal design was used to evaluate CICO and results indicate that intervention was effective for reducing problem behavior as well as increasing academic engagement for all…

Brief Experimental Analyses of Academic Performance: Introduction to the Special Series

ERIC Educational Resources Information Center

McComas, Jennifer J.; Burns, Matthew K.

2009-01-01

Academic skills are frequent concerns in K-12 schools that could benefit from the application of applied behavior analysis (ABA). Brief experimental analysis (BEA) of academic performance is perhaps the most promising approach to apply ABA to student learning. Although research has consistently demonstrated the effectiveness of academic…

Academic Performance in Primary School Children with Common Emotional and Behavioral Problems

ERIC Educational Resources Information Center

Mundy, Lisa K.; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

2017-01-01

Background: Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with…

Relationship of Nutrition and Physical Activity Behaviors and Fitness Measures to Academic Performance for Sixth Graders in a Midwest City School District

ERIC Educational Resources Information Center

Edwards, Jane U.; Mauch, Lois; Winkelman, Mark R.

2011-01-01

Background: To support curriculum and policy, a midwest city school district assessed the association of selected categories of nutrition and physical activity (NUTR/PA) behaviors, fitness measures, and body mass index (BMI) with academic performance (AP) for 800 sixth graders. Methods: Students completed an adapted Youth Risk Behavior…

Calibrating Genre: Metacognitive Judgments and Rhetorical Effectiveness in Academic Writing by L2 Graduate Students

ERIC Educational Resources Information Center

Negretti, Raffaella

2017-01-01

Several strands of applied linguistic research have emphasized the importance of genre awareness for academic writing students. Although metacognitive behaviors have been linked to L2 writing proficiency and performance, there is still the need for an account of how and why different metacognitive behaviors can help L2 academic writers to apply…

Predicting students' intention to use stimulants for academic performance enhancement.

PubMed

Ponnet, Koen; Wouters, Edwin; Walrave, Michel; Heirman, Wannes; Van Hal, Guido

2015-02-01

The non-medical use of stimulants for academic performance enhancement is becoming a more common practice among college and university students. The objective of this study is to gain a better understanding of students' intention to use stimulant medication for the purpose of enhancing their academic performance. Based on an extended model of Ajzen's theory of planned behavior, we examined the predictive value of attitude, subjective norm, perceived behavioral control, psychological distress, procrastination, substance use, and alcohol use on students' intention to use stimulants to improve their academic performance. The sample consisted of 3,589 Flemish university and college students (mean age: 21.59, SD: 4.09), who participated anonymously in an online survey conducted in March and April 2013. Structural equation modeling was used to investigate the relationships among the study variables. Our results indicate that subjective norm is the strongest predictor of students' intention to use stimulant medication, followed by attitude and perceived behavioral control. To a lesser extent, procrastinating tendencies, psychological distress, and substance abuse contribute to students' intention. Conclusions/ Importance: Based on these findings, we provide several recommendations on how to curtail students' intention to use stimulant medication for the purpose of improving their academic performance. In addition, we urge researchers to identify other psychological variables that might be related to students' intention.

Young Children’s Video/Computer Game Use: Relations with School Performance and Behavior

PubMed Central

Hastings, Erin C.; Karas, Tamara L.; Winsler, Adam; Way, Erin; Madigan, Amy; Tyler, Shannon

2011-01-01

This study examined the amount and content of children’s video game playing in relation with behavioral and academic outcomes. Relationships among playing context, child gender, and parental monitoring were explored. Data were obtained through parent report of child’s game play, behavior, and school performance. Results revealed that time spent playing games was related positively to aggression and negatively to school competence. Violent content was correlated positively and educational content negatively with attention problems. Educational games were related to good academic achievement. Results suggest violent games, and a large amount of game play, are related to troublesome behavioral and academic outcomes, but educational games may be related to positive outcomes. Neither gender nor parental monitoring emerged as significant moderators of these effects. PMID:19742374

Brain Structure Linking Delay Discounting and Academic Performance.

PubMed

Wang, Song; Kong, Feng; Zhou, Ming; Chen, Taolin; Yang, Xun; Chen, Guangxiang; Gong, Qiyong

2017-08-01

As a component of self-discipline, delay discounting refers to the ability to wait longer for preferred rewards and plays a pivotal role in shaping students' academic performance. However, the neural basis of the association between delay discounting and academic performance remains largely unknown. Here, we examined the neuroanatomical substrates underlying delay discounting and academic performance in 214 adolescents via voxel-based morphometry (VBM) by performing structural magnetic resonance imaging (S-MRI). Behaviorally, we confirmed the significant correlation between delay discounting and academic performance. Neurally, whole-brain regression analyses indicated that regional gray matter volume (rGMV) of the left dorsolateral prefrontal cortex (DLPFC) was associated with both delay discounting and academic performance. Furthermore, delay discounting partly accounted for the association between academic performance and brain structure. Differences in the rGMV of the left DLPFC related to academic performance explained over one-third of the impact of delay discounting on academic performance. Overall, these results provide the first evidence for the common neural basis linking delay discounting and academic performance. Hum Brain Mapp 38:3917-3926, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

A conative educational model for an intervention program in obese youth.

PubMed

Vanhelst, Jérémy; Béghin, Laurent; Fardy, Paul Stephen; Bui-Xuan, Gilles; Mikulovic, Jacques

2012-06-07

Obesity in children has increased in recent years throughout the world and is associated with adverse health consequences. Early interventions, including appropriate pedagogy strategies, are important for a successful intervention program. The aim of this study was to assess changes in body mass index, the ability to perform sport activities, behavior in the classroom and academic performance following one year of a health-wellness intervention program in obese youth. The CEMHaVi program included 37 obese children (19 girls and 18 boys). Participants received an intervention program consisting of physical activity and health education. Assessment included body mass index, academic performance, classroom performance and ability to perform sport activities. Paired t tests were used to assess the effects of intervention, and chi square was used to assess inter-action between measures. Findings of the study suggest significant decrease in Z scores of Body Mass Index and an improvement of academic performance, classroom behavior and the ability to perform sport activities (p < 0.05). Chi square testing showed significant positive inter-actions between body mass index, classroom behavior and academic performance. Results following year one of CEMHaVi showed that a program of physical activity and health education had positive effects on obesity, behavior in the classroom and the ability to perform sport activities in obese adolescents. Significant inter-action in changes between variables was observed. Findings are important for designing intervention models to improve health in obese youth.

Video Self-Modeling to Improve Academic Performance: A Literature Review

ERIC Educational Resources Information Center

Prater, Mary Anne; Carter, Nari; Hitchcock, Caryl; Dowrick, Peter

2012-01-01

Video self-modeling (VSM) has been used for decades to effectively improve individuals' behaviors and skills. The purpose of this review is to locate and analyze published studies that used VSM for typical school-based academic skills to determine the effect of VSM interventions on students' academic performance. Only eight studies were located…

Helping Female Juveniles Improve their On-Task Behavior and Academic Performance Using a Self-Management Procedure in a Correctional Facility

ERIC Educational Resources Information Center

Caldwell, Stacy; Joseph, Laurice M.

2012-01-01

The purpose of this study was to teach female juvenile offenders with disabilities a self-management procedure to help improve on-task behavior and academic performance during independent practice of math calculation facts. Students were taught to set goals and were provided with incentives for goal attainment. A reversal single-case design…

Child Delinquency and Pupils' Academic Performance in Fumesua Municipal Assembly Primary School in the Ejisu-Juaben Municipality, Ashanti Region, Ghana

ERIC Educational Resources Information Center

Gyansah, Samuel Tieku; Soku, Rejoice; Esilfie, Gabriel

2015-01-01

This research was conducted purposely to examine child delinquency on pupils' academic performance. Fumesua Municipal Assembly (M/A) primary school was used as the case study for the research. The specific objectives of the study are to find out the factors that contribute to child delinquent behavior, identify, if delinquent behavior influence…

Relationships between negative affect and academic achievement among secondary school students: the mediating effects of habituated exercise.

PubMed

Hashim, Hairul A; Freddy, Golok; Rosmatunisah, Ali

2012-09-01

The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia. The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data. The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects. The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.

Human Performance: Women in Nontraditional Occupations and the Influence of the Menstrual Cycle (A Selected Bibliography)

DTIC Science & Technology

1980-05-01

rhythms and human performance . New York: Academic Press, 1971. Richter, C. P.,Periodic phenomena in man and animals: Their relation neuroendoctine...Research Board, 1928, Lo. 45, 43-63. Bernstein, B. E. The relationship between menstruation and academic performance in high- and low-motivated...9780) Bernstein, B. E. Effect of menstruation on academic performance among college women. Archives of Sexual Behavior, 1977, 5, 289-296. l Bilhuber

Academic Achievement and Behavioral Health among Asian American and African American Adolescents: Testing the Model Minority and Inferior Minority Assumptions

ERIC Educational Resources Information Center

Whaley, Arthur L.; Noel, La Tonya

2013-01-01

The present study tested the model minority and inferior minority assumptions by examining the relationship between academic performance and measures of behavioral health in a subsample of 3,008 (22%) participants in a nationally representative, multicultural sample of 13,601 students in the 2001 Youth Risk Behavioral Survey, comparing Asian…

Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents.

PubMed

Yan, Hanyi; Zhang, Rui; Oniffrey, Theresa M; Chen, Guoxun; Wang, Yueqiao; Wu, Yingru; Zhang, Xinge; Wang, Quan; Ma, Lu; Li, Rui; Moore, Justin B

2017-06-04

Screen time is negatively associated with markers of health in western youth, but very little is known about these relationships in Chinese youth. Middle-school and high-school students ( n = 2625) in Wuhan, China, completed questionnaires assessing demographics, health behaviors, and self-perceptions in spring/summer 2016. Linear and logistic regression analyses were conducted to determine whether, after adjustment for covariates, screen time was associated with body mass index (BMI), eating behaviors, average nightly hours of sleep, physical activity (PA), academic performance, and psychological states. Watching television on school days was negatively associated with academic performance, PA, anxiety, and life satisfaction. Television viewing on non-school days was positively associated with sleep duration. Playing electronic games was positively associated with snacking at night and less frequently eating breakfast, and negatively associated with sleep duration and self-esteem. Receiving electronic news and study materials on non-school days was negatively associated with PA, but on school days, was positively associated with anxiety. Using social networking sites was negatively associated with academic performance, but positively associated with BMI z-score, PA and anxiety. Screen time in adolescents is associated with unhealthy behaviors and undesirable psychological states that can contribute to poor quality of life.

Associations among Screen Time and Unhealthy Behaviors, Academic Performance, and Well-Being in Chinese Adolescents

PubMed Central

Yan, Hanyi; Zhang, Rui; Oniffrey, Theresa M.; Chen, Guoxun; Wang, Yueqiao; Wu, Yingru; Zhang, Xinge; Wang, Quan; Ma, Lu; Li, Rui; Moore, Justin B.

2017-01-01

Screen time is negatively associated with markers of health in western youth, but very little is known about these relationships in Chinese youth. Middle-school and high-school students (n = 2625) in Wuhan, China, completed questionnaires assessing demographics, health behaviors, and self-perceptions in spring/summer 2016. Linear and logistic regression analyses were conducted to determine whether, after adjustment for covariates, screen time was associated with body mass index (BMI), eating behaviors, average nightly hours of sleep, physical activity (PA), academic performance, and psychological states. Watching television on school days was negatively associated with academic performance, PA, anxiety, and life satisfaction. Television viewing on non-school days was positively associated with sleep duration. Playing electronic games was positively associated with snacking at night and less frequently eating breakfast, and negatively associated with sleep duration and self-esteem. Receiving electronic news and study materials on non-school days was negatively associated with PA, but on school days, was positively associated with anxiety. Using social networking sites was negatively associated with academic performance, but positively associated with BMI z-score, PA and anxiety. Screen time in adolescents is associated with unhealthy behaviors and undesirable psychological states that can contribute to poor quality of life. PMID:28587225

How do parent expectations promote child academic achievement in early elementary school? A test of three mediators.

PubMed

Loughlin-Presnal, John; Bierman, Karen L

2017-09-01

Using a longitudinal mediation framework and a low-income sample, this study had 2 aims: (a) to model bidirectional associations between parent academic expectations and child academic outcomes from first through fifth grade, and (b) to explore 3 mediators of parental influence: parent involvement in child schooling, child learning behaviors, and child perceived academic competence. Participants included 356 children and their caregivers (89% mothers) recruited from Head Start centers (58% European American, 25% African American, 17% Latino). At each time point (grades 1, 2, 3, 5), parents rated their academic expectations, teachers rated parent involvement and child learning behaviors, and children rated their self-perceptions of their academic competence. Bidirectional longitudinal associations emerged between parent academic expectations and child academic outcomes. Child learning behaviors mediated this association from first to third grade, whereas child perceived academic competence mediated from second to fifth grade. Parallel cross-lagged models replicated these findings with child academic outcomes assessed using a test of reading achievement and teacher ratings of academic performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

College instruction is not so stress free after all: A qualitative and quantitative study of academic entitlement, uncivil behaviors, and instructor strain and burnout.

PubMed

Jiang, Lixin; Tripp, Thomas M; Hong, Phan Y

2017-12-01

The vast majority of today's college students are millennials, who have traits of confidence, tolerance, but also of entitlement and narcissism (Twenge, 2006). Therefore, college instructors face a unique challenge: dealing with the requests from academically entitled students, who have unreasonable expectations of receiving academic success, regardless of performance (Chowning & Campbell, 2009). We conducted two studies to examine whether student academic entitlement would increase instructors' strain and burnout via uncivil behaviors. A qualitative inquiry asked 136 instructors with college-teaching experience to describe types of behaviors entitled students display, their responses to entitled students, and the influence of these interactions on instructors' well-being. Next, a quantitative study with data from 857 college students nested in 34 instructors tested a multilevel mediation model where students' academic entitlement was related to instructor-reported uncivil behaviors, which in turn related to instructors' strain and burnout. Both studies largely support our hypothesis that uncivil behaviors fully mediate the relationship between students' academic entitlement and instructors' strain and burnout. We recommend employing behavioral modification strategies to decrease uncivil behaviors (e.g., class rules regarding uncivil behaviors might be specified in the course syllabus and consistently enforced) because academic entitlement attitudes are largely stable beliefs and thus may be less amenable to modification. Copyright © 2017 John Wiley & Sons, Ltd.

Behavior problems and children’s academic achievement: A test of growth-curve models with gender and racial differences

PubMed Central

Kremer, Kristen P.; Flower, Andrea; Huang, Jin; Vaughn, Michael G.

2016-01-01

The aim of this study was to examine the longitudinal association between externalizing and internalizing behavior and children’s academic achievement, particularly in terms of whether these variables varied as a function of gender and race. Data pertaining to externalizing and internalizing behavior, academic achievement, gender, and race from three waves of the Child Development Supplement of the Panel Study of Income Dynamics (N = 2028) were used. Results indicate that behavior problems had a negative relationship with academic performance and some of these associations endured over time. Externalizing behavior impacted reading scores more negatively for females compared to males at baseline, but the impact of externalizing behavior on long-term reading outcomes did not vary by gender. Externalizing behavior impacted reading scores more negatively for Black children than White children at multiple points in time. Differences between males, females, Black, and White children concerning behavior and achievement are explained. Implications, limitations, and ideas for future research are also presented. PMID:28529397

Increasing Prosocial Behavior and Academic Achievement among Adolescent African American Males

ERIC Educational Resources Information Center

Martin, Don; Martin, Magy; Gibson, Suzanne Semivan; Wilkins, Jonathan

2007-01-01

African American adolescents disproportionately perform poorly compared to peers in both behavioral and academic aspects of their educational experience. In this study, African American male students participated in an after-school program involving tutoring, group counseling, and various enrichment activities. All students were assessed regarding…

Improving the Performance of Students and Teachers.

ERIC Educational Resources Information Center

Raftery, John P.

This report offers some concepts and procedures intended to help teachers in motivating students to physically, cognitively, and behaviorally attend to academic tasks in the classroom setting. A discussion is presented on the importance of assessing and identifying the academic behaviors and subject skills that each student can successfully…

C-CARD: A Strategy to Improve Revising Behaviors

ERIC Educational Resources Information Center

Saddler, Bruce; Asaro-Saddler, Kristie; Thomas, Job

2015-01-01

Students with emotional and behavioral disorders (EBD) often perform well below their peers across academic areas, with lower math and reading scores and higher school failure and grade retention rates (Reid, Gonzalez, Nordness, Trout, & Epstein, 2004). However, writing is the most significant academic deficit for these students (Austinner,…

The influence of early malnutrition on subsequent behavioral development III. Learning disabilities as a sequel to malnutrition.

PubMed

Galler, J R; Ramsey, F; Solimano, G

1984-04-01

The academic performance of 129 Barbadian children (77 boys and 52 girls), who were 5-11-yr-old and suffered moderate to severe protein-energy malnutrition in the first year of life, was compared with the performance of matched comparisons, children who had no history of malnutrition. Children with a history of malnutrition were found to have lower performance on eight out of nine academic subject areas, namely, language arts, mathematics, general science, social science, reading, health, religion, and arts/crafts. Socioeconomic factors in the backgrounds of the children were also examined. A model is presented clarifying the interrelationships of malnutrition, socioeconomic status and school performance. Reduced school performance in the previously malnourished children can be largely accounted for by deficits in classroom behavior, and, to a lesser extent by a reduction in I.Q. Current socioeconomic status is not directly involved in altering academic performance whereas the early history of malnutrition and its accompanying conditions at the time of the illness are leading contributors to altered behavioral outcome and school performance.

Approval Motive and Academic Behaviors: The Self Reinforcement Hypothesis

ERIC Educational Resources Information Center

Matell, Michael S.; Smith, Ronald E.

1970-01-01

Testing of college students in differing conditions as to performance being relevant to academic achievement goals revealed that under hgih relevance conditions scores on the Marlowe Crowne Social Desirability Scale were unrelated to test performance. Under low relevant conditions, the need for approval was highly related to performance in high…

Physical activity, sedentary behavior, and academic performance in Finnish children.

PubMed

Syväoja, Heidi J; Kantomaa, Marko T; Ahonen, Timo; Hakonen, Harto; Kankaanpää, Anna; Tammelin, Tuija H

2013-11-01

This study aimed to determine the relationships between objectively measured and self-reported physical activity, sedentary behavior, and academic performance in Finnish children. Two hundred and seventy-seven children from five schools in the Jyväskylä school district in Finland (58% of the 475 eligible students, mean age = 12.2 yr, 56% girls) participated in the study in the spring of 2011. Self-reported physical activity and screen time were evaluated with questions used in the WHO Health Behavior in School-Aged Children study. Children's physical activity and sedentary time were measured objectively by using an ActiGraph GT1M/GT3X accelerometer for seven consecutive days. A cutoff value of 2296 counts per minute was used for moderate-to-vigorous physical activity (MVPA) and 100 counts per minute for sedentary time. Grade point averages were provided by the education services of the city of Jyväskylä. ANOVA and linear regression analysis were used to analyze the relationships among physical activity, sedentary behavior, and academic performance. Objectively measured MVPA (P = 0.955) and sedentary time (P = 0.285) were not associated with grade point average. However, self-reported MVPA had an inverse U-shaped curvilinear association with grade point average (P = 0.001), and screen time had a linear negative association with grade point average (P = 0.002), after adjusting for sex, children's learning difficulties, highest level of parental education, and amount of sleep. In this study, self-reported physical activity was directly, and screen time inversely, associated with academic achievement. Objectively measured physical activity and sedentary time were not associated with academic achievement. Objective and subjective measures may reflect different constructs and contexts of physical activity and sedentary behavior in association with academic outcomes.

Impact of Attention-Deficit Hyperactivity Disorder on School Performance: What are the Effects of Medication?

PubMed

Baweja, Raman; Mattison, Richard E; Waxmonsky, James G

2015-12-01

Attention-deficit hyperactivity disorder (ADHD) affects an estimated 5-7 % of schoolchildren worldwide. School functioning and academic achievement are frequently impaired by ADHD and represent one of the main reasons children start ADHD medication. Multiple potential causal pathways exist between ADHD and impaired school performance. In this review, we decompose school performance into three components and assess the impact of ADHD and its treatments on academic performance (assessed by grade point average [GPA], time on-task, percentage of work completed as well as percent completed correctly), academic skills (as measured by achievement tests and cognitive measures), and academic enablers (such as study skills, motivation, engagement, classroom behavior and interpersonal skills). Most studies examined only the short-term effects of medication on school performance. In these, ADHD medications have been observed to improve some aspects of school performance, with the largest impact on measures of academic performance such as seatwork productivity and on-task performance. In a subset of children, these benefits may translate into detectable improvements in GPA and achievement testing. However, limited data exists to support whether these changes are sustained over years. Optimizing medication effects requires periodic reassessment of school performance, necessitating a collaborative effort involving patients, parents, school staff and prescribers. Even with systematic reassessment, behavioral-based treatments and additional school-based services may be needed to maximize academic performance for the many youth with ADHD and prominent impairments in school performance.

An Investigation of Relations among Academic Enablers and Reading Outcomes

ERIC Educational Resources Information Center

Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick

2015-01-01

The current study examined the link between academic enablers and different types of reading achievement measures. Academic enablers are skills and behaviors that support, or enable, students to perform well academically, such as engagement, interpersonal skills, motivation, and study skills. The sample in this study consisted of 61 third-,…

Influence of Disruptive Behavior Disorders on Academic Performance and School Functions of Youths with Attention-Deficit/Hyperactivity Disorder.

PubMed

Liu, Chao-Yu; Huang, Wei-Lieh; Kao, Wei-Chih; Gau, Susan Shur-Fen

2017-12-01

Childhood attention-deficit/hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder/conduct disorder (ODD/CD) are associated with negative school outcomes. The study aimed to examine the impact of ADHD and ODD/CD on various school functions. 395 youths with ADHD (244 with ADHD + ODD/CD and 151 with ADHD only) and 156 controls received semi-structured psychiatric interviews. School functions were assessed and compared between each group with a multiple-level model. The results showed that youths with ADHD had poorer performance across different domains of school functioning. Youths with ADHD + ODD/CD had more behavioral problems but similar academic performance than those with ADHD only. The multiple linear regression models revealed that ADHD impaired academic performance while ODD/CD aggravated behavioral problems. Our findings imply that comorbid ODD/CD may specifically contribute to social difficulties in youths with ADHD. Measures of early detection and intervention for ODD/CD should be conducted to prevent adverse outcomes.

Integration of Social, Behavioral, and Academic Initiatives--Part 1

ERIC Educational Resources Information Center

Bohanon, Hank; Wu, Meng-Jia

2012-01-01

Many schools are working toward improving their overall social and behavioral climate. This endeavor is undertaken for its own sake, and in the anticipation that it will improve academic performance for students. There appear to be at least three predominant school-wide approaches to frame improving school climate: (1) positive behavior…

Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement

NASA Astrophysics Data System (ADS)

Peng, Cuixin

This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.

Three Student Engagement Strategies to Help Elementary Teachers Work Smarter, Not Harder, in Mathematics

ERIC Educational Resources Information Center

Hirsch, Shanna E.; Ennis, Robin Parks; Driver, Melissa K.

2018-01-01

Many students with and/or at risk for emotional and behavioral disorders have academic deficits that affect their performance in mathematics. In addition, these students' behavioral issues may interfere with their academic achievement. For these students, it makes sense for teachers to consider implementing research- and/or evidence-based…

The Influence of Early Protein Energy Malnutrition on Subsequent Behavior and Intellectual Performance.

ERIC Educational Resources Information Center

Gupta, Sarita

1990-01-01

Protein-energy malnutrition in early childhood, as seen in many developing countries, influences subsequent behavior and intellectual performance. These impairments are associated with further reduction in fine motor skills and academic performance. (Author)

School and Behavioral Outcomes Among Inner City Children: Five-Year Follow-Up.

PubMed

Kim, Seijeoung; Mazza, Jessica; Zwanziger, Jack; Henry, David

2014-10-01

Educational achievement is a key determinant of future life chances, but children growing up in poverty tend to do worse by many academic measures. Family, school, and neighborhood contextual characteristics may affect academic outcomes. In an attempt to explore neighborhood and individual level factors, we performed multilevel analyses to explain child's behavioral problems, repeat grade, average math and reading scores. Outcome measures were associated with specific neighborhood characteristics, above and beyond the effect of student/family level factors. The findings warrant further consideration of ecological interventions aiming to improve academic and behavioral outcomes of children living in poverty.

Impact of Full-Day Head Start Prekindergarten Class Model on Student Academic Performance, Cognitive Skills, and Learning Behaviors by the End of Grade 2. Evaluation Brief

ERIC Educational Resources Information Center

Zhao, Huafang; Modarresi, Shahpar

2013-01-01

This brief describes the impact of the Montgomery County (Maryland) Public Schools (MCPS) 2007-2008 full-day Head Start prekindergarten (pre-K) class model on student academic performance, cognitive skills, and learning behaviors by the end of Grade 2. This is the fourth impact study of the MCPS full-day Head Start pre-K class model. The following…

Comparison of Self-Efficacy and Self-Regulation between the Students with School Refusal Behavior (SRB) and the Students without (SRB), and the Relationships of These Variables to Academic Performance

ERIC Educational Resources Information Center

Khanehkeshi, Ali; Ahmedi, Farahnaz Azizi Tas

2013-01-01

The purpose of this study was to compare self-efficacy and self-regulation between the students with SRB and students with NSRB, and the relationship of these variables to academic performance. Using a random stratified sampling technique 60 girl students who had school refusal behavior (SRB) and 60 of students without SRB were selected from 8…

Long-term classroom functioning and its association with neuropsychological and academic performance following traumatic brain injury during early childhood.

PubMed

Treble-Barna, Amery; Schultz, Hanna; Minich, Nori; Taylor, H Gerry; Yeates, Keith Owen; Stancin, Terry; Wade, Shari L

2017-07-01

The present study utilized ecobehavioral assessment to examine classroom functioning several years following early childhood traumatic brain injury (TBI) or orthopedic injury (OI) and its association with injury factors, neuropsychological abilities, and academic performance. Participants included 39 children with moderate to severe TBI and 51 children with OI sustained between ages 3 and 7 years. At 7.2 (± 1.3) years post injury, ecobehavioral assessment was used to examine classroom functioning. Additional outcomes included neuropsychological tests, parent and teacher ratings of dysexecutive behavior, and teacher ratings of academic performance. Groups were compared on measures controlling for demographic characteristics, and associations among outcomes were examined using linear regression. Children with TBI showed lower academic engagement relative to children with OI, as well as more frequent individual teacher attention for children with more severe injuries. For children with TBI, difficulties in classroom functioning were associated with lower cognitive flexibility and higher parent and teacher ratings of dysexecutive behavior. Lower scores on a test of fluid reasoning and a greater frequency of individual teacher attention were also associated with lower academic performance in children with TBI. Difficulties in classroom functioning are evident several years after early childhood TBI and were associated with greater injury severity, neuropsychological weaknesses, and poorer academic performance. Children with impaired cognitive flexibility and fluid reasoning skills were at greatest risk for these difficulties and associated weaknesses in academic performance. Instructional interactions may be a potential target for intervention to promote academic progress in at-risk children. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Statistics Anxiety, Trait Anxiety, Learning Behavior, and Academic Performance

ERIC Educational Resources Information Center

Macher, Daniel; Paechter, Manuela; Papousek, Ilona; Ruggeri, Kai

2012-01-01

The present study investigated the relationship between statistics anxiety, individual characteristics (e.g., trait anxiety and learning strategies), and academic performance. Students enrolled in a statistics course in psychology (N = 147) filled in a questionnaire on statistics anxiety, trait anxiety, interest in statistics, mathematical…

Interlimb coordination and academic performance in elementary school children.

PubMed

da Silva Pacheco, Sheila Cristina; Gabbard, Carl; Ries, Lilian Gerdi Kittel; Bobbio, Tatiana Godoy

2016-10-01

The specific mechanisms linking motor ability and cognitive performance, especially academic achievement, are still unclear. Whereas the literature provides an abundance of information on fine and visual-motor skill and cognitive attributes, much less has been reported on gross motor ability. This study examined interlimb coordination and its relationship to academic performance in children aged 8-11 years. Motor and academic skills were examined in 100 Brazilian children using the Bruininks-Oseretsky Test of Motor Proficiency and the Academic Performance Test. Participants were grouped into low (<25%) and high (>75%) academic achievers. There was a significant difference between groups for Total Motor Composite (P < 0.001) favoring the high group. On regression analysis there was a significant association between academic performance and Body Coordination. Of the subtests of Body Coordination (Bilateral Coordination and Balance), Bilateral Coordination accounted for the highest impact on academic performance. Of interest here, that subtest consists primarily of gross motor tasks involving interlimb coordination. Overall, there was a positive relationship between motor behavior, in particular activities involving interlimb coordination, and academic performance. Application of these findings in the area of early assessment may be useful in the identification of later academic problems. © 2016 Japan Pediatric Society.

Sociometric types and academic self-concept in adolescents.

PubMed

Inglés, Cándido J; Aparisi, David; Delgado, Beatriz; Torregrosa, María S; García-Fernández, José M

2017-11-01

The aim of this study was to analyze the relationship between sociometric types, behavioral categories, and academic self-concept in a sample of 1,349 (51.7% boys) Spanish adolescents, ranging in age from 12 to 16 years. the students’ sociometric nomination was performed using the Programa Socio (Partner Program), and academic self-concept was measured with the Self Description Questionnaire (SDQ-II; Marsh, 1992). results show that academic self-concept was a significant predictor of sociometric types and behavioral categories, as students with high scores on academic self-concept were more likely to be positively rated by their peers (popular, leaders, collaborators and good students) than students with low scores on student academic self-concept. these results reinforce the emphasis on academic self-concept research and its relevance to educational practice.

"I Bought My Degree, Now I Want My Job!" Is Academic Entitlement Related to Prospective Workplace Entitlement?

ERIC Educational Resources Information Center

Peirone, Amy; Maticka-Tyndale, Eleanor

2017-01-01

Academic entitlement, a term that defines students' expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey.…

Self-efficacy pathways to childhood depression.

PubMed

Bandura, A; Pastorelli, C; Barbaranelli, C; Caprara, G V

1999-02-01

This prospective research analyzed how different facets of perceived self-efficacy operate in concert within a network of sociocognitive influences in childhood depression. Perceived social and academic inefficacy contributed to concurrent and subsequent depression both directly and through their impact on academic achievement, prosocialness, and problem behaviors. In the shorter run, children were depressed over beliefs in their academic inefficacy rather than over their actual academic performances. In the longer run, the impact of a low sense of academic efficacy on depression was mediated through academic achievement, problem behavior, and prior depression. Perceived social inefficacy had a heavier impact on depression in girls than in boys in the longer term. Depression was also more strongly linked over time for girls than for boys.

African American Adolescent Mothers' Early Caregiving Involvement and Childrens' Behavior and Academic Performance at Age 7

ERIC Educational Resources Information Center

Oberlander, Sarah E.; Black, Maureen M.

2011-01-01

The United States continues to have the highest incidence of adolescent births among industrialized nations. This study used transactional and life span theories of development to examine whether caregiving patterns assessed over the first 24 months postpartum predicted children's behavior and academic achievement at 7 years. Participants included…

Female College Students’ Media Use and Academic Outcomes: Results from a Longitudinal Cohort Study

PubMed Central

Walsh, Jennifer L.; Fielder, Robyn L.; Carey, Kate B.; Carey, Michael P.

2013-01-01

This longitudinal study describes women’s media use during their first year of college and examines associations between media use and academic outcomes. Female students (N = 483, Mage = 18.1 years) reported on their use of 11 media forms and their grade point average, academic behaviors, academic confidence, and problems affecting schoolwork. Allowing for multi-tasking, women reported nearly 12 hours of media use per day; use of texting, music, the Internet, and social networking was heaviest. In general, media use was negatively associated with academic outcomes after controlling for prior academics and demographics. Exceptions were newspaper reading and music listening, which were positively associated with academic outcomes. There were significant indirect effects of magazine reading and social networking on GPA via academic behaviors, confidence, and problems. Results show that female college students are heavy users of new media, and that some forms of media use may adversely impact academic performance. PMID:24505554

Community Violence Exposure and Children's Academic Functioning.

ERIC Educational Resources Information Center

Schwartz, David; Gorman, Andrea Hopmeyer

2003-01-01

Reports a cross-sectional investigation of the link between community violence exposure and academic difficulties for 237 urban elementary school children. Analyses indicated that community violence exposure was associated with poor academic performance. These relations appear to be mediated by symptoms of depression and disruptive behavior.…

Academic procrastination and feelings toward procrastination in LD and non-LD students: Preliminary insights for future intervention.

PubMed

Hen, Meirav

2018-01-01

Academic procrastination is a prevalent behavior that negatively influences students' performance and well-being. The growing number of students with learning disabilities (LD) in higher education communities leads to the need to study and address academic procrastination in this unique population of students and to develop ways to prevent and intervene. The present study examined the difference in academic procrastination between LD, non-LD, and supported LD college students in Israel. Findings indicated a significant difference between the three groups, both in academic procrastination and in the desire to change this behavior. Interestingly, supported LD students were similar to non-LD students in all parameters of academic procrastination; however, they expressed less desire to change this behavior than unsupported LD students. These findings highlight the effect of general academic support on academic procrastination in LD students. Future studies will need to further explore the specific elements of support that most contribute to the reduction of academic procrastination in LD students. Specific support programs for academic procrastination in LD students who take into account the findings of these future studies can then be developed and studied.

Self-Esteem & Academic Performance among University Students

ERIC Educational Resources Information Center

Arshad, Muhammad; Zaidi, Syed Muhammad Imran Haider; Mahmood, Khalid

2015-01-01

The current study was conducted to assess the self-esteem and academic performance among university students after arising of several behavioral and educational problems. A total number of 80 students, 40 male students and 40 female students were selected through purposive sampling from G. C. University Faisalabad. The participants were…

Improving Student Performance through Parent Involvement.

ERIC Educational Resources Information Center

Steventon, Candace E.

A personalized parenting program was implemented to address poor academic performance and low self-esteem of high school students. Student records, the Coopersmith Self-Esteem Inventory, the Behavior Evaluation Scale, and teacher surveys were employed to identify and measure academic and/or self-perception growth. Parents participated in an 8-week…

Self-Protection Profiles of Worth and Academic Goals in University Students

ERIC Educational Resources Information Center

Ferradás, María del Mar; Freire, Carlos; Núñez, José Carlos

2017-01-01

This work analyzes the possible existence of self-protection profiles based on a combination of self-handicapping (behavioral and claimed) strategies and defensive pessimism in university students. Similarly, the relationship between these profiles and academic goals (learning, performance-approach, performance-avoidance, and work-avoidance) is…

Improving Academic Performance in a Bilingual Education Classroom.

ERIC Educational Resources Information Center

Golub, Lester S.; Sweeney, Gladys M.

The purpose of this study is twofold. First, it evaluates the effectiveness of token economy programs in increasing academic performance in a bilingual education classroom setting. Second, it attempts to train the teacher in the basic behavior modification principles and assist her/him in the delivery of appropriate and consistent reinforcement…

Developing Academic Self-Efficacy: Strategies to Support Gifted Elementary School Students

ERIC Educational Resources Information Center

Merriman, Lauren

2012-01-01

Self-efficacy is the belief in one's capacity to perform and accomplish goals. Specifically, academic self-efficacy refers to a student's perception of their ability to engage and successfully complete academic tasks. Self-efficacy affects students' behavioral choices, motivation, thought patterns and responses, perception of control, and…

The Physical Activity Environment and Academic Achievement in Massachusetts Schoolchildren

ERIC Educational Resources Information Center

Amin, Sarah A.; Wright, Catherine M.; Boulos, Rebecca; Chomitz, Virginia R.; Chui, Kenneth; Economos, Christina D.; Sacheck, Jennifer M.

2017-01-01

Background: A supportive school-based physical activity environment (PAE) is integral to children's physical activity behaviors, but less understood is its association with academic achievement. We aimed to assess the association between PAE and academic performance and whether a stronger relationship exists in lower-income schools (LIS) compared…

Educational Aspiration-Expectation Discrepancies: Relation to Socioeconomic and Academic Risk-Related Factors

ERIC Educational Resources Information Center

Boxer, Paul; Goldstein, Sara E.; DeLorenzo, Tahlia; Savoy, Sarah; Mercado, Ignacio

2011-01-01

This study examines whether disconnection between educational aspirations and expectations is associated with socioeconomic status, academic performance, academic risk-related behaviors and related psychosocial factors in an ethnically and economically diverse sample of early adolescents from a public middle school (N = 761). Results suggest that…

Faculty Sense of Academic Optimism and Its Relationship to Students' Achievement in Well Performing High Schools

ERIC Educational Resources Information Center

Cromartie, Michael Tyrone

2013-01-01

The aim of this study was to determine the organizational characteristics and behaviors that contribute to sustaining a culture of academic optimism as a mechanism of student achievement. While there is a developing research base identifying both the individual elements of academic optimism as well as the academic optimism construct itself as…

The association of context-specific sitting time and physical activity intensity to working memory capacity and academic achievement in young adults.

PubMed

Felez-Nobrega, Mireia; Hillman, Charles H; Cirera, Eva; Puig-Ribera, Anna

2017-08-01

To examine combined associations between self-reported context-specific sitting time (ST) and physical activity (PA) with working memory capacity (WMC) and academic achievement in a sample of Spanish adults. Undergraduate students (n = 371; 21 years ± 3 years, 44% female) were recruited from University of Vic-Central University of Catalonia. Participants completed a 54-item survey that assessed socio-demographic variables (e.g. age, gender, academic year), min/week of light (LPA), moderate (MPA) and vigorous (VPA) intensity PA (International Physical Activity Questionnaire), min/day of domain-specific ST (Last 7 days sedentary behavior questionnaire) and academic performance (grade point average). WMC was assessed through a multiple complex span task that included: Operation Span, Symmetry Span and Rotation Span. These tasks interleave a processing task with a short list of to-be-remembered items. General linear models-adjusted by PA, ST and gender-assessed combined associations between ST and PA with WMC and academic achievement. Performing more than 3 h/week of MPA was related to increases in WMC (P < 0.001). However, PA was not associated with academic performance. More than 3 h seated on a weekend day while performing non-screen leisure activities were related to reduced WMC after adjusting for PA (P = 0.012). Similarly, >3 h/weekday spent seated in these sedentary activities or in leisure-forms of screen time were inversely associated with academic performance regardless of PA (P = 0.033; P = 0.048). MPA may benefit working memory; however, specific domains of leisure-time sedentary behavior may have an unfavorable influence on working memory and academic performance regardless of time spent in PA. © The Author 2017. Published by Oxford University Press on behalf of the European Public Health Association. All rights reserved.

The Impact of Comprehensive School Nursing Services on Students' Academic Performance.

PubMed

Kocoglu, Deniz; Emiroglu, Oya Nuran

2017-03-01

Introduction: School nursing services should be evaluated through health and academic outcomes of students; however, it is observed that the number of studies in this field is limited. The aim of this study is to evaluate the impact of comprehensive school nursing services provided to 4th grade primary school students on academic performance of students. Methods: The quasi-experimental study was conducted with 31 students attending a randomly selected school in economic disadvantaged area in Turky. Correlation analysis, repeated measures analyses of variance, multiple regression analysis were used to analyze the data with SPSS software. Results: At the end of school nursing practices, an increase was occurred in students' academic achievement grades whereas a decrease was occurred in absenteeism and academic procrastination behaviors. Whilst it was determined that nursing interventions including treatment/ procedure and surveillance was associated to the decrease of absenteeism, it also was discovered that the change in the health status of the student after nursing interventions was related to the increase of the academic achievement grade and the decrease of the academic procrastination behavior score. Conclusion: In this study, the conclusion that comprehensive school nursing services contributed positively to the academic performance of students has been reached. In addition, it can be suggested that effective school nursing services should include services such as acute-chronic disease treatment, first aid, health screening, health improvement-protection, health education, guidance and counseling and case management.

Does the School Performance Variable Used in the International Health Behavior in School-Aged Children (HBSC) Study Reflect Students' School Grades?

ERIC Educational Resources Information Center

Felder-Puig, Rosemarie; Griebler, Robert; Samdal, Oddrun; King, Matthew A.; Freeman, John; Duer, Wolfgang

2012-01-01

Background: Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and…

The Relationship of Level of Positive Mental Health with Current Mental Disorders in Predicting Suicidal Behavior and Academic Impairment in College Students

ERIC Educational Resources Information Center

Keyes, Corey L. M.; Eisenberg, Daniel; Perry, Geraldine S.; Dube, Shanta R.; Kroenke, Kurt; Dhingra, Satvinder S.

2012-01-01

Objective: To investigate whether level of positive mental health complements mental illness in predicting students at risk for suicidal behavior and impaired academic performance. Participants: A sample of 5,689 college students participated in the 2007 Healthy Minds Study and completed an Internet survey that included the Mental Health…

School Improvement Should Rely on Reliable, Scientific Evidence. Why Did "No Child Left Behind" Leave Class Size Behind?

ERIC Educational Resources Information Center

Achilles, C. M.; Krieger, Jean D.; Finn, J. D.; Sharp, Mark

Small classes in grades K-3 boost student academic performance in all subjects and in prosocial behavior. Results are both short- and long-term. One study explored the theory that a major cause behind improved academic achievement involves improved student behavior, which increases student engagement in the classroom. Two other studies provide…

Academic Growth Expectations for Students with Emotional and Behavior Disorders

ERIC Educational Resources Information Center

Ysseldyke, Jim; Scerra, Carmine; Stickney, Eric; Beckler, Amanda; Dituri, Joan; Ellis, Karen

2017-01-01

Computer adaptive assessments were used to monitor the academic status and growth of students with emotional behavior disorders (EBD) in reading (N = 321) and math (N = 322) in a regional service center serving 56 school districts. A cohort sequential model was used to compare that performance to the status and growth of a national user base of…

The Effects of School Membership on Academic and Behavioral Performance of At-Risk Students

ERIC Educational Resources Information Center

Ahn, Sunyoung

2010-01-01

The purpose of this study was to investigate the relationships between the perceptions of school membership, risk factors, and school outcomes among a sample of alternative school students. The study subjects were 48 7th-9th graders who were at high risk for school failure because of their serious and chronic behavioral and academic problems. All…

Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence.

PubMed

Wentzel, Kathryn R

2002-01-01

This study examined the utility of parent socialization models for understanding teachers' influence on student adjustment in middle school. Teachers were assessed with respect to their modeling of motivation and to Baumrind's parenting dimensions of control, maturity demands, democratic communication, and nurturance. Student adjustment was defined in terms of their social and academic goals and interest in class, classroom behavior, and academic performance. Based on information from 452 sixth graders from two suburban middle schools, results of multiple regressions indicated that the five teaching dimensions explained significant amounts of variance in student motivation, social behavior, and achievement. High expectations (maturity demands) was a consistent positive predictor of students' goals and interests, and negative feedback (lack of nurturance) was the most consistent negative predictor of academic performance and social behavior. The role of motivation in mediating relations between teaching dimensions and social behavior and academic achievement also was examined; evidence for mediation was not found. Relations of teaching dimensions to student outcomes were the same for African American and European American students, and for boys and girls. The implications of parent socialization models for understanding effective teaching are discussed.

Longitudinal Links Between Gambling Participation and Academic Performance in Youth: A Test of Four Models.

PubMed

Vitaro, Frank; Brendgen, Mara; Girard, Alain; Dionne, Ginette; Boivin, Michel

2018-01-11

Gambling participation and low academic performance are related during adolescence, but the causal mechanisms underlying this link are unclear. It is possible that gambling participation impairs academic performance. Alternatively, the link between gambling participation and low academic performance could be explained by common underlying risk factors such as impulsivity and socio-family adversity. It could also be explained by other current correlated problem behaviors such as substance use. The goal of the present study was to examine whether concurrent and longitudinal links between gambling participation and low academic performance exist from age 14 to age 17 years, net of common antecedent factors and current substance use. A convenience sample of 766 adolescents (50.6% males) from a longitudinal twin sample participated in the study. Analyses revealed significant, albeit modest, concurrent links at both ages between gambling participation and academic performance. There was also a longitudinal link between gambling participation at age 14 and academic performance at age 17, which persisted after controlling for age 12 impulsivity and socio-family adversity as well as current substance use. Gambling participation predicts a decrease in academic performance during adolescence, net of concurrent and antecedent personal and familial risk factors.

School-based interventions for elementary school students with ADHD.

PubMed

DuPaul, George J; Gormley, Matthew J; Laracy, Seth D

2014-10-01

Children with attention-deficit/hyperactivity disorder (ADHD) experience significant difficulties with behavior, social functioning, and academic performance in elementary school classrooms. Although psychotropic medication may enhance classroom behavior, pharmacologic treatment is rarely sufficient in addressing the many challenges encountered by individuals with ADHD in school settings. This article describes 3 evidence-based strategies including behavioral, academic, and self-regulation interventions. Future directions for research on school-based interventions are discussed. Copyright © 2014 Elsevier Inc. All rights reserved.

An investigation of the efficacy of acceptance-based behavioral therapy for academic procrastination.

PubMed

Glick, Debra M; Orsillo, Susan M

2015-04-01

Procrastination among college students is both prevalent and troublesome, harming both academic performance and physical health. Unfortunately, no "gold standard" intervention exists. Research suggests that psychological inflexibility may drive procrastination. Accordingly, interventions using acceptance and mindfulness methods to increase psychological flexibility may decrease procrastination. This study compared time management and acceptance-based behavioral interventions. College students' predictions of how much assigned reading they should complete were compared to what they did complete. Procrastination, anxiety, psychological flexibility, and academic values were also measured. Although a trend suggested that time management intervention participants completed more reading, no group differences in procrastination were revealed. The acceptance-based behavioral intervention was most effective for participants who highly valued academics. Clinical implications and future research are discussed. (c) 2015 APA, all rights reserved).

Using Self-Monitoring of Performance with Self-Graphing to Increase Academic Productivity in Math

ERIC Educational Resources Information Center

Wells, Jenny C.; Sheehey, Patricia H.; Sheehey, Michael

2017-01-01

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency.…

Does Geographic Setting Alter the Roles of Academically Supportive Factors? African American Adolescents' Friendships, Math Self-Concept, and Math Performance

ERIC Educational Resources Information Center

Jones, Martin H.; Irvin, Matthew J.; Kibe, Grace W.

2012-01-01

The study is one of few to examine how living in rural, suburban, or urban settings may alter factors supporting African Americans adolescents' math performance. The study examines the relationship of math self-concept and perceptions of friends' academic behaviors to African American students' math performance. Participants (N = 1,049) are…

The Association between Externalizing Behavior Problems, Teacher-Student Relationship Quality, and Academic Performance in Young Urban Learners

ERIC Educational Resources Information Center

Sanchez Fowler, Laura T.; Banks, Tachelle I.; Anhalt, Karla; Der, Heidi Hinrichs; Kalis, Tara

2008-01-01

The present study examined the relation between teacher ratings of student social functioning and academic performance and teacher-student relationship quality. Data were collected from 230 students and 20 teachers in two high-poverty, low-performing schools in a large urban school district in the Midwest. Students were 93% African American.…

Academic Achievement and Physical Activity: A Meta-analysis.

PubMed

Álvarez-Bueno, Celia; Pesce, Caterina; Cavero-Redondo, Iván; Sánchez-López, Mairena; Garrido-Miguel, Miriam; Martínez-Vizcaíno, Vicente

2017-12-01

The effect of physical activity (PA) on different areas of academic achievement and classroom behaviors and how different characteristics of PA interventions could modify the effect remain unclear. The objective was twofold: (1) to assess the effect of PA interventions on academic achievement and classroom behaviors in childhood and (2) to determine the characteristics of individuals and PA programs that enhance academic performance. We identified studies from the database inception to October 16, 2016. We selected intervention studies aimed at examining the effect of exercise on academic achievement and classroom behaviors at developmental age. Random-effects models were used to calculate pooled effect size for all primary outcomes (language- and mathematics-related skills, reading, composite score, and time in on-task behavior). Positive values represent a direct relationship between PA programs and academic achievement scores or on-task behaviors. A total of 26 studies (10 205 children, aged from 4 to 13) were included. Pooled effect size (95% confidence interval) estimates were as follows: (1) 0.16 (-0.06 to 0.37) for language-related skills; (2) 0.21 (0.09 to 0.33) for mathematics-related skills; (3) 0.13 (0.02 to 0.24) for reading; (4) 0.26 (0.07 to 0.45) for composite scores; and (5) 0.77 (0.22 to 1.32) for time in on-task behaviors. Limitations included the variety of tools used to measure academic achievement and the limited number of studies that reported the effect of after-school PA interventions. PA, especially physical education, improves classroom behaviors and benefits several aspects of academic achievement, especially mathematics-related skills, reading, and composite scores in youth. Copyright © 2017 by the American Academy of Pediatrics.

Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects

PubMed Central

Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

2017-01-01

The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 (SD = 0.68; range = 13–16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling—path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance. PMID:29326615

Parenting, Peer Relationships, Academic Self-efficacy, and Academic Achievement: Direct and Mediating Effects.

PubMed

Llorca, Anna; Cristina Richaud, María; Malonda, Elisabeth

2017-01-01

The aim of the present study is to analyze the relation between authoritative and permissive parenting styles with the kinds of adolescent peer relationships (attachment, victimization, or aggression), and of the latter ones, in turn, with academic self-efficacy, and academic performance, in three waves that range from the early-mid adolescence to late adolescence. Five hundred Spanish adolescents, of both sexes, participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school or the fourth year of secondary school. The mean age in the first wave was 14.70 ( SD = 0.68; range = 13-16 years). Child Report of Parental Behavior Inventory (Schaefer, 1965; Samper et al., 2006), Peer Attachment (from the Inventory of Parent and Peer Attachment by Armsden and Greenberg, 1987), Victimization (from the Kit at School, Buhs et al., 2010), Physical and Verbal Aggression Scale (Caprara and Pastorelli, 1993; Del Barrio et al., 2001), items of academic self-efficacy, and items of academic performance were administered. Structural equations modeling-path analysis was employed to explore the proposed models. The results indicated that parenting styles relate to the way the adolescents develops attachments to their peers and to academic self-efficacy. The mother's permissive style is an important positive predictor of aggressive behavior and a negative predictor of attachment to their peers. At the end, peer relations and academic self-efficacy are mediator variables between parenting styles and academic performance.

Impatience and Grades: Delay-Discount Rates Correlate Negatively with College Gpa

ERIC Educational Resources Information Center

Kirby, K.N.; Winston, G.C.; Santiesteban, M.

2005-01-01

Because the rewards of academic performance in college are often delayed, the delay-discounting model of impulsiveness (Ainslie (1975) [Ainslie, G. Specious reward: A behavioral theory of impulsiveness and impulse control. Psychological Bulletin, 82 (4), 463-496] predicts that academic performance should tend to decrease as people place less…

The Influence of Parenting Styles, Achievement Motivation, and Self-Efficacy on Academic Performance in College Students

ERIC Educational Resources Information Center

Turner, Erlanger A.; Chandler, Megan; Heffer, Robert W.

2009-01-01

Parenting styles have consistently been shown to relate to various outcomes such as youth psychopathology, behavior problems, and academic performance. Building on the research in the parenting style literature, along with examining components of self-determination theory, the present study examined the relations among authoritative parenting…

Test-Taking Strategy as a Mediator between Race and Academic Performance

ERIC Educational Resources Information Center

Dollinger, Stephen J.; Clark, M. H.

2012-01-01

The issue of race differences in standardized test scores and academic achievement continues to be a vexing one for behavioral scientists and society at large. Ellis and Ryan (2003) suggested that a portion of the cognitive-ability test performance differences between White/Caucasian-American and Black/African-American college students could be…

Motivational Orientation, Error Monitoring, and Academic Performance in Middle Childhood: A Behavioral and Electrophysiological Investigation

ERIC Educational Resources Information Center

Fisher, Kelly R.; Marshall, Peter J.; Nanayakkara, Ajantha R.

2009-01-01

Previous research suggests that academic motivation orientation relates to students' causal interpretations about academic outcomes and their emotional reactions to those outcomes. The current study examines how student motivation may relate to certain neurophysiological systems that are thought to underlie the processing of successes and…

The Impact of Centralized Advising on First-Year Academic Performance and Second-Year Enrollment Behavior

ERIC Educational Resources Information Center

Kot, Felly Chiteng

2014-01-01

To enhance student success, many colleges and universities have expanded academic support services and programmatic interventions. One popular measure that has been recognized as critical to student success is academic advising. Many institutions have expanded advising by creating centralized units staffed with professional advisors who serve…

Performance-Based Incentives and the Behavior of Accounting Academics: Responding to Changes

ERIC Educational Resources Information Center

Moya, Soledad; Prior, Diego; Rodríguez-Pérez, Gonzalo

2015-01-01

When laws change the rules of the game, it is important to observe the effects on the players' behavior. Some effects can be anticipated while others are difficult to enunciate before the law comes into force. In this paper we have analyzed articles authored by Spanish accounting academics between 1996 and 2005 to assess the impact of a change in…

Hypnotherapy and Test Anxiety: Two Cognitive-Behavioral Constructs. The Effects of Hypnosis in Reducing Test Anxiety and Improving Academic Achievement in College Students.

ERIC Educational Resources Information Center

Sapp, Marty

A two-group randomized multivariate analysis of covariance (MANCOVA) was used to investigate the effects of cognitive-behavioral hypnosis in reducing test anxiety and improving academic performance in comparison to a Hawthorne control group. Subjects were enrolled in a rigorous introductory psychology course which covered an entire text in one…

Self-determination, behavioral engagement, disaffection, and academic performance: a mediational analysis.

PubMed

González, Antonio; Paoloni, Paola Verónica

2014-11-14

The present study examined the role of behavioral engagement and disaffection as mediators between self-determination and academic performance. Participants were 545 secondary students (53.4% girls) aged 12 to 19 years. Variables were assessed in the Spanish language classroom over a nine-month period. Students estimated their self-determination, and their teachers assessed student engagement, disaffection, and performance. Structural equation models corroborated the hypotheses: the types of self-determination differentially predicted engagement (R 2 = .39) and disaffection (R 2 = .24), and were progressively more adaptive the higher the autonomy; self-determination, behavioral engagement, and disaffection predicted performance (R 2 = .43); engagement and disaffection partially mediated the relationship from external regulation (β = -.097; p < .002; Confidence Interval = -.177, -.051), identified regulation (β = .109; p < .006; CI = .054, .165), and intrinsic motivation (β = .139; p < .002; CI = .086, .206) to performance. The implications of these findings for current theory and educational intervention are discussed.

Contributions of Hot and Cool Self-Regulation to Preschool Disruptive Behavior and Academic Achievement

PubMed Central

Willoughby, Michael; Kupersmidt, Janis; Voegler-Lee, Mare; Bryant, Donna

2017-01-01

The construct of self-regulation can be meaningfully distinguished into hot and cool components. The current study investigated self-regulation in a sample of 926 children aged 3–5 years old. Children’s performance on self-regulatory tasks was best described by two latent factors representing hot and cool regulation. When considered alone, hot and cool regulation were both significantly correlated with disruptive behavior and academic achievement. When considered together, cool regulation was uniquely associated with academic achievement, while hot regulation was uniquely associated with inattentive-overactive behaviors. Results are discussed with respect to treatment studies that directly target improvement in children’s self-regulation. PMID:21347919

Why Are Some More Peer Than Others? Evidence from a Longitudinal Study of Social Networks and Individual Academic Performance

PubMed Central

Lomi, Alessandro; Snijders, Tom A.B.; Steglich, Christian E.G.; Torlo, Vanina Jasmine

2014-01-01

Studies of peer effects in educational settings confront two main problems. The first is the presence of endogenous sorting which confounds the effects of social influence and social selection on individual attainment. The second is how to account for the local network dependencies through which peer effects influence individual behavior. We empirically address these problems using longitudinal data on academic performance, friendship, and advice seeking relations among students in a full-time graduate academic program. We specify stochastic agent-based models that permit estimation of the interdependent contribution of social selection and social influence to individual performance. We report evidence of peer effects. Students tend to assimilate the average performance of their friends and of their advisors. At the same time, students attaining similar levels of academic performance are more likely to develop friendship and advice ties. Together, these results imply that processes of social influence and social selection are sub-components of a more general a co-evolutionary process linking network structure and individual behavior. We discuss possible points of contact between our findings and current research in the economics and sociology of education. PMID:25641999

Why Are Some More Peer Than Others? Evidence from a Longitudinal Study of Social Networks and Individual Academic Performance.

PubMed

Lomi, Alessandro; Snijders, Tom A B; Steglich, Christian E G; Torlo, Vanina Jasmine

2011-11-01

Studies of peer effects in educational settings confront two main problems. The first is the presence of endogenous sorting which confounds the effects of social influence and social selection on individual attainment. The second is how to account for the local network dependencies through which peer effects influence individual behavior. We empirically address these problems using longitudinal data on academic performance, friendship, and advice seeking relations among students in a full-time graduate academic program. We specify stochastic agent-based models that permit estimation of the interdependent contribution of social selection and social influence to individual performance. We report evidence of peer effects. Students tend to assimilate the average performance of their friends and of their advisors. At the same time, students attaining similar levels of academic performance are more likely to develop friendship and advice ties. Together, these results imply that processes of social influence and social selection are sub-components of a more general a co-evolutionary process linking network structure and individual behavior. We discuss possible points of contact between our findings and current research in the economics and sociology of education.

The Relationship between Student Engagement and Academic Performance: Is It a Myth or Reality?

ERIC Educational Resources Information Center

Lee, Jung-Sook

2014-01-01

The author examined the relationship between student engagement and academic performance, using U.S. data of the Program for International Student Assessment 2000. The sample comprised 3,268 fifteen-year-old students from 121 U.S. schools. Multilevel analysis showed that behavioral engagement (defined as effort and perseverance in learning) and…

Biblical Literacy in a Secular World: Secondary Students' Perceptions of the Influence of Biblical Practices on Academic Achievement

ERIC Educational Resources Information Center

Evans, Ashlei N.

2017-01-01

Purpose: The purpose of this journal-ready dissertation was to examine middle and high school students' perceptions of the relationship between their Biblical literacy practices and academic performance (i.e. grades, test scores, reading ability) and academic success (i.e. attendance, behavior, motivation, goals, decision-making) according to…

The combined impact of diet, physical activity, sleep and screen time on academic achievement: a prospective study of elementary school students in Nova Scotia, Canada.

PubMed

Faught, Erin L; Ekwaru, John P; Gleddie, Douglas; Storey, Kate E; Asbridge, Mark; Veugelers, Paul J

2017-03-09

Few studies have investigated the independent associations of lifestyle behaviors (diet, physical activity, sleep, and screen time) and body weight status with academic achievement. Even fewer have investigated the combined effect of these behaviors on academic achievement. We hypothesize that the combined effect of these behaviors will have a higher impact on academic achievement than any behavior alone, or that of body weight status. In 2011, 4253 grade 5 (10-11 years old) students and their parents were surveyed about the child's diet, physical activity, screen time and sleep. Students' heights and weights were measured by research assistants. Academic achievement was measured using provincial standardized exams in mathematics, reading and writing, and was expressed as 'meeting' or 'not meeting' expectations as per standardized criterion. Exams were written 1 year following the measurement of lifestyle behaviors. Lifestyle behaviors were measured with self- and parental proxy reports and expressed as meeting recommendations (yes/no) for each behavior. Mixed effects logistic regression models adjusting for demographic confounders and caloric intake were used to determine the independent and combined associations. Meeting dietary recommendations was associated with increased likelihood of meeting academic expectations for each of math, reading and writing. Meeting recommendations for screen time and sleep was associated with meeting expectations for writing. For all three subjects, meeting additional lifestyle behavior recommendations was associated with higher likelihood of meeting expectations. Children who met 7-9 lifestyle behavior recommendations had greater than three-times the odds of meeting expectations for reading compared to those who met 0-3 recommendations (OR: 3.07, 95% CI: 2.09, 4.51), and 1.47 and 2.77 times the odds of meeting expectations in mathematics and writing, respectively. Body weight status was not associated with academic achievement. We found that lifestyle behaviors, not body weight status, are strongly associated with student academic performance. Promoting compliance with established healthy lifestyle recommendations could improve both the health and educational outcomes of school-aged children. School-based health promotion initiatives that target multiple lifestyle behaviors may have a greater effect on academic achievement than those that focus on a single behavior.

Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment

PubMed Central

Hughes, Jan N.

2010-01-01

The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. PMID:21984843

The Effects of Using Direct Instruction and the Equal Additions Algorithm to Promote Subtraction with Regrouping Skills of Students with Emotional and Behavioral Disorders with Mathematics Difficulties

ERIC Educational Resources Information Center

Fain, Angela Christine

2013-01-01

Students with emotional and behavioral disorders (E/BD) display severe social and academic deficits that can adversely affect their academic performance in mathematics and result in higher rates of failure throughout their schooling compared to other students with disabilities (U.S. Department of Education, 2005; Webber & Plotts, 2008).…

Are mothers’ and fathers’ parenting characteristics associated with emerging adults’ academic engagement?

PubMed Central

Waterman, Emily A.; Lefkowitz, Eva S.

2017-01-01

Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students (N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers’ and fathers’ parenting style, parent-offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers’ authoritarian parenting, mothers’ permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults’ gender. Both mothers’ and fathers’ parenting characteristics may impact the academic engagement of emerging adults via past parenting behaviors and current quality of the parent-offspring relationship, despite decreased physical proximity of emerging adults and their parents. PMID:28529398

Are mothers' and fathers' parenting characteristics associated with emerging adults' academic engagement?

PubMed

Waterman, Emily A; Lefkowitz, Eva S

2017-06-01

Although parenting is clearly linked to academic engagement in adolescence, less is known about links between parenting and academic engagement in emerging adulthood. A diverse sample of college students ( N = 633; 53.1% female, 45.7% White/European American, 28.3% Asian American/Hawaiian/Pacific Islander, 26.4% Hispanic/Latino American, 21.6% Black/African American, and 2.8% Native American/American Indian) answered surveys about mothers' and fathers' parenting style, parent-offspring relationship quality, academic attitudes, academic behaviors, and academic performance. Emerging adults with more permissive mothers viewed grades as less important than emerging adults with less permissive mothers. Mothers' authoritarian parenting, mothers' permissive parenting, and relationship quality with father were differentially related to academic engagement depending on emerging adults' gender. Both mothers' and fathers' parenting characteristics may impact the academic engagement of emerging adults via past parenting behaviors and current quality of the parent-offspring relationship, despite decreased physical proximity of emerging adults and their parents.

Association between attempted suicide and academic performance indicators among middle and high school students in Mexico: results from a national survey.

PubMed

Orozco, Ricardo; Benjet, Corina; Borges, Guilherme; Moneta Arce, María Fátima; Fregoso Ito, Diana; Fleiz, Clara; Villatoro, Jorge Ameth

2018-01-01

Students' mental health is associated to academic performance. In high income countries, higher students' grades are related to lower odds of suicidal behaviors, but studies on other indicators of academic performance are more limited, specially in middle income countries. Data from 28,519 middle and high school students selected with multistage clustered sampling in the Mexican National Survey of Student's Drug Use. Using a self-administered questionnaire, lifetime suicidal attempt and four indicators of academic performance were assessed: age inconsistency with grade level, not being a student in the last year, perceived academic performance and number of failed courses. Multiple logistic regression models were used to control for sociodemographic and school characteristics. The lifetime prevalence of attempted suicide was 3.0% for middle school students and 4.2% for high school students. Among middle school students, statistically adjusted significant associations of suicide attempt with academic performance indicators were: not being a student the year before, worse self-perceived performance and a higher number of failed courses; among high school students, predictors were failed courses and self-perceived academic performance, with ORs of 1.65 and 1.96 for the categories of good and fair/poor respectively, compared to those who reported very good performance. Self-perceived academic performance was the main indicator for suicide in both school levels. Suicide prevention efforts in Mexico's schools should include asking students about the perception they have about their own academic performance.

Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender.

PubMed

Ishihara, Toru; Morita, Noriteru; Nakajima, Toshihiro; Okita, Koichi; Sagawa, Masato; Yamatsu, Koji

2018-04-25

The aim of this study was to determine, using structural equation modeling, the comprehensive relationships of achievement motivation (self-fulfillment achievement motivation [SFAM] and competitive achievement motivation [CAM]), daily behaviors (exercise habits, screen time, and learning duration), body mass index [BMI], and cardiorespiratory fitness [CRF]) with academic performance among schoolchildren. Three hundred twenty-five schoolchildren (172 males and 153 females; 12-13 years old) were recruited. Academic performance was assessed using the total grade points in 8 academic subjects (GP8); CRF using the 20-m shuttle run; and achievement motivation, daily behaviors, and socioeconomic status using questionnaires. Socioeconomic status was included as a control variable. In males, two cascade associations of achievement motivation to GP8 were detected: (1) SFAM → screen time/learning duration → GP8, and (2) CAM → exercise habit → CRF → GP8 (χ 2  = 8.72, p = .19, AGFI = .92). In females, two cascade associations were also detected: (1) SFAM → screen time/learning habit → GP8, and (2) exercise habit → BMI 2  → GP8 (χ 2  = 6.17, p = .41, AGFI = .93). Our results suggest that greater achievement motivation is associated with academic success via various physiological/behavioral factors, and that these associations differ by gender. Copyright © 2018. Published by Elsevier Inc.

The effect of sleep quality on academic performance is mediated by Internet use time: DADOS study.

PubMed

Adelantado-Renau, Mireia; Diez-Fernandez, Ana; Beltran-Valls, Maria Reyes; Soriano-Maldonado, Alberto; Moliner-Urdiales, Diego

2018-05-19

The aims of the present study were to analyze the association of sleep patterns with academic and cognitive performance in adolescents, and to test the potential mediating effect of different activities of screen media usage on this association. A sample of 269 adolescents (140 boys) aged 14 years from the baseline data of the Deporte, ADOlescencia y Salud study completed questionnaires about sleep quality, cognitive performance, and leisure-time sedentary behaviors. Sleep duration was objectively computed using a wrist-worn GENEActiv accelerometer and academic performance was analyzed through school records. Sleep quality (but not sleep duration) was associated with all the academic performance indicators (all p<0.05). Analysis of covariance revealed higher grades among adolescents with better sleep quality (PSQI≤5; all p<0.05). These analyses showed no differences regarding cognitive performance. Internet use time was revealed as a mediator of the association between sleep quality and academic performance, being significant for all academic performance indicators (P M ranging from 15.5% to 16.0%). The association between sleep quality and academic performance in adolescents is mediated by time of Internet use. Overall, reducing Internet use in adolescents could be an achievable intervention for improving sleep quality, with potentially positive effects on academic performance. Copyright © 2018 Sociedade Brasileira de Pediatria. Published by Elsevier Editora Ltda. All rights reserved.

Situational and Personal Causes of Student Cheating

ERIC Educational Resources Information Center

Rettinger, David A.; Kramer, Yair

2009-01-01

The causes of students' academic dishonesty behavior were explored using survey and experimental vignette methods. Participants were surveyed about their own cheating behavior, neutralizing attitudes, performance/mastery orientation and perceptions of peer attitudes and behavior. As predicted, neutralizing attitudes influenced cheating behavior…

Prevalence and association of premenstrual syndrome and premenstrual dysphoric disorder with academic performance among female university students.

PubMed

Hussein Shehadeh, Jumana; Hamdan-Mansour, Ayman M

2018-04-01

Premenstrual dysphoric disorder (PMDD) is particularly a female psychological disorder that has consequences on female students' behavior, cognitive abilities, mental health status, and academic performance. To examine the prevalence of premenstrual syndrome (PMS) and PMDD, and their relationship with academic performance among female university students in Jordan. Prospective-correlational design was employed among 858 university students. Data collected in regards to daily record of signs of PMDD and PMS, academic motivation, and student's involvement. Prevalence of PMS was 92.3% and that of PMDD was 7.7%. There were significant differences in self-determination levels between students with PMS and those with PMDD. PMDD symptoms have a negative impact on female students' academic performance; thus, mental health professionals have a major role in determining factors that buffer severity of PMDD among females. © 2017 Wiley Periodicals, Inc.

Television Viewing and Its Association with Sedentary Behaviors, Self-Rated Heath and Academic Performance among Secondary School Students in Peru.

PubMed

Sharma, Bimala; Cosme Chavez, Rosemary; Jeong, Ae Suk; Nam, Eun Woo

2017-04-05

The study assessed television viewing >2 h a day and its association with sedentary behaviors, self-rated health, and academic performance among secondary school adolescents. A cross-sectional survey was conducted among randomly selected students in Lima in 2015. We measured self-reported responses of students using a standard questionnaire, and conducted in-depth interviews with 10 parents and 10 teachers. Chi-square test, correlation and multivariate logistic regression analysis were performed among 1234 students, and thematic analysis technique was used for qualitative information. A total of 23.1% adolescents reported watching television >2 h a day. Qualitative findings also show that adolescents spend most of their leisure time watching television, playing video games or using the Internet. Television viewing had a significant positive correlation with video game use in males and older adolescents, with Internet use in both sexes, and a negative correlation with self-rated health and academic performance in females. Multivariate logistic regression analysis shows that television viewing >2 h a day, independent of physical activity was associated with video games use >2 h a day, Internet use >2 h a day, poor/fair self-rated health and poor self-reported academic performance. Television viewing time and sex had a significant interaction effect on both video game use >2 h a day and Internet use >2 h a day. Reducing television viewing time may be an effective strategy for improving health and academic performance in adolescents.

Television Viewing and Its Association with Sedentary Behaviors, Self-Rated Health and Academic Performance among Secondary School Students in Peru

PubMed Central

Sharma, Bimala; Cosme Chavez, Rosemary; Jeong, Ae Suk; Nam, Eun Woo

2017-01-01

The study assessed television viewing >2 h a day and its association with sedentary behaviors, self-rated health, and academic performance among secondary school adolescents. A cross-sectional survey was conducted among randomly selected students in Lima in 2015. We measured self-reported responses of students using a standard questionnaire, and conducted in-depth interviews with 10 parents and 10 teachers. Chi-square test, correlation and multivariate logistic regression analysis were performed among 1234 students, and thematic analysis technique was used for qualitative information. A total of 23.1% adolescents reported watching television >2 h a day. Qualitative findings also show that adolescents spend most of their leisure time watching television, playing video games or using the Internet. Television viewing had a significant positive correlation with video game use in males and older adolescents, with Internet use in both sexes, and a negative correlation with self-rated health and academic performance in females. Multivariate logistic regression analysis shows that television viewing >2 h a day, independent of physical activity was associated with video games use >2 h a day, Internet use >2 h a day, poor/fair self-rated health and poor self-reported academic performance. Television viewing time and sex had a significant interaction effect on both video game use >2 h a day and Internet use >2 h a day. Reducing television viewing time may be an effective strategy for improving health and academic performance in adolescents. PMID:28379202

Academic Performance of Subsequent Schools and Impacts of Early Interventions: Evidence from a Randomized Controlled Trial in Head Start Settings

PubMed Central

Zhai, Fuhua; Raver, C. Cybele; Jones, Stephanie M.

2012-01-01

The role of subsequent school contexts in the long-term effects of early childhood interventions has received increasing attention, but has been understudied in the literature. Using data from the Chicago School Readiness Project (CSRP), a cluster-randomized controlled trial conducted in Head Start programs, we investigate whether the intervention had differential effects on academic and behavioral outcomes in kindergarten if children attended high- or low-performing schools subsequent to the preschool intervention year. To address the issue of selection bias, we adopt an innovative method, principal score matching, and control for a set of child, mother, and classroom covariates. We find that exposure to the CSRP intervention in the Head Start year had significant effects on academic and behavioral outcomes in kindergarten for children who subsequently attended high-performing schools, but no significant effects on children attending low-performing schools. Policy implications of the findings are discussed. PMID:22773872

Social discomfort in preadolescence: predictors of discrepancies between preadolescents and their parents and teachers.

PubMed

Tu, Kelly M; Erath, Stephen A

2013-04-01

The present study investigated whether salient preadolescent behaviors and experiences predicted parents' and teachers' underestimation of preadolescents' shyness. Participants included a community sample of 129 fifth and sixth graders, along with one parent and teacher per preadolescent. Preadolescents, parents, and teachers provided reports about preadolescents' shyness, and parents and teachers rated preadolescents' prosocial and aggressive behaviors, peer victimization experiences, and academic performance. Results indicated that parent- and teacher-reported prosocial behavior, teacher-reported aggressive behavior, and parent-reported peer victimization were associated with lower parent and teacher reports of preadolescent shyness, relative to preadolescent reports, controlling for demographic variables and parent stress. Additionally, higher parent-reported academic performance was associated with lower teacher reports of preadolescent shyness, compared to preadolescent reports. These findings suggest that preadolescents with higher levels of relatively conspicuous behaviors and experiences feel more shyness than their parents and teachers report.

A Comparative Case Study of Veteran Superintendent's Leadership and Organizational Processes in Addressing the Academic Achievement of Students in Low Performing School Districts

ERIC Educational Resources Information Center

Reimer, Catherine Nicole

2010-01-01

This research study investigated the leadership behaviors and organizational frames utilized by two veteran superintendents of medium sized school districts in California to address issues of academic performance in their respective districts as perceived by the superintendents and their respective board members and principals. Current…

Exploring Student Perceptions of Self-Regulation as a Moderator for Successful Literacy Outcomes: A Multiple Case Study of Fourth-Grade Students

ERIC Educational Resources Information Center

Nellis, Theresa M.

2017-01-01

Self-regulation is a significant predictor of student academic performance, over those traditional measures of intelligence and socioeconomic status. The failure to develop these skills may produce students who are at a four-times greater risk of behavioral issues, school dropout, and poor academic performance. This multiple qualitative case study…

Evaluation of a Music Therapy Social Skills Development Program for Youth with Limited Resources.

PubMed

Pasiali, Varvara; Clark, Cherie

2018-05-21

Children living in low-resource communities are at risk for poorer socio-emotional development and academic performance. Emerging evidence supports use of group music therapy experiences to support social development through community afterschool programming. To examine the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources in an afterschool program. We used a single-group pre/post-test design, and recruited 20 students (11 females, 9 males), ages 5 to 11 years, from an afterschool program. The music therapy social skills program consisted of eight 50-minute sessions, and we measured social competence and antisocial behavior using the Home & Community Social Behavioral Scale (HCSBS; Merrell & Caldarella, 2008), and social skills, problem behaviors, and academic competence using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008a, 2008b). Only students who attended a minimum of six sessions (N = 14) were included in data analysis. Results showed no significant change in individual HBSC subscale scores; however, the total number of low-performance/high-risk skills significantly decreased. SSIS teacher results indicated significant improvement in communication, significant decrease of hyperactivity, autistic behavioral tendencies and overall problem behaviors, and marginal decreases in internalization. Parent ratings mirrored, in part, those of the teacher. Results indicated that music therapy has the potential of being an effective intervention for promoting social competence of school-aged children with limited resources, particularly in the areas of communication and low-performance/high-risk behaviors. Teaching skills through song lyrics and improvisation emerged as salient interventions.

School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

PubMed

Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

2015-01-01

Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions.

On-Task in a Box: An Evaluation of a Package-Ready Intervention for Increasing Levels of On-Task Behavior and Academic Performance

ERIC Educational Resources Information Center

King, Brian; Radley, Keith C.; Jenson, William R.; O'Neill, Robert E.

2017-01-01

The present study tested the efficacy of the On-Task in a Box program for increasing on-task behavior and academic accuracy of highly off-task students. Six students in 2nd and 3rd grades were identified by their classroom teacher as highly off-task. Following identification, the students participated in the On-Task in a Box intervention. Results…

Use of a Behavioral Graphic Organizer to Reduce Disruptive Behavior

ERIC Educational Resources Information Center

McDaniel, Sara C.; Flower, Andrea

2015-01-01

Students with challenging behavior spend substantial amounts of time away from instruction due to behavioral problems. Time away from instruction reduces their opportunities for learning, which are critical as these students typically demonstrate academic performance below their same-age peers. After removal from instruction due to behavioral…

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle

PubMed Central

Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C.

2017-01-01

Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs). Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages. PMID:28883801

Procrastinating Behavior in Computer-Based Learning Environments to Predict Performance: A Case Study in Moodle.

PubMed

Cerezo, Rebeca; Esteban, María; Sánchez-Santillán, Miguel; Núñez, José C

2017-01-01

Introduction: Research about student performance has traditionally considered academic procrastination as a behavior that has negative effects on academic achievement. Although there is much evidence for this in class-based environments, there is a lack of research on Computer-Based Learning Environments (CBLEs) . Therefore, the purpose of this study is to evaluate student behavior in a blended learning program and specifically procrastination behavior in relation to performance through Data Mining techniques. Materials and Methods: A sample of 140 undergraduate students participated in a blended learning experience implemented in a Moodle (Modular Object Oriented Developmental Learning Environment) Management System. Relevant interaction variables were selected for the study, taking into account student achievement and analyzing data by means of association rules, a mining technique. The association rules were arrived at and filtered through two selection criteria: 1, rules must have an accuracy over 0.8 and 2, they must be present in both sub-samples. Results: The findings of our study highlight the influence of time management in online learning environments, particularly on academic achievement, as there is an association between procrastination variables and student performance. Conclusion: Negative impact of procrastination in learning outcomes has been observed again but in virtual learning environments where practical implications, prevention of, and intervention in, are different from class-based learning. These aspects are discussed to help resolve student difficulties at various ages.

Patterns of time use among low-income urban minority adolescents and associations with academic outcomes and problem behaviors.

PubMed

Wolf, Sharon; Aber, J Lawrence; Morris, Pamela A

2015-06-01

Time budgets represent key opportunities for developmental support and contribute to an understanding of achievement gaps and adjustment across populations of youth. This study assessed the connection between out-of-school time use patterns and academic performance outcomes, academic motivations and goals, and problem behaviors for 504 low-income urban African American and Latino adolescents (54% female; M = 16.6 years). Time use patterns were measured across eight activity types using cluster analysis. Four groups of adolescents were identified, based on their different profiles of time use: (1) Academic: those with most time in academic activities; (2) Social: those with most time in social activities; (3) Maintenance/work: those with most time in maintenance and work activities; and (4) TV/computer: those with most time in TV or computer activities. Time use patterns were meaningfully associated with variation in outcomes in this population. Adolescents in the Academic cluster had the highest levels of adjustment across all domains; adolescents in the Social cluster had the lowest academic performance and highest problem behaviors; and adolescents in the TV/computer cluster had the lowest levels of intrinsic motivation. Females were more likely to be in the Academic cluster, and less likely to be in the other three clusters compared to males. No differences by race or gender were found in assessing the relationship between time use and outcomes. The study's results indicate that time use patterns are meaningfully associated with within-group variation in adjustment for low-income minority adolescents, and that shared contexts may shape time use more than individual differences in race/ethnicity for this population.

Teachers' perceptions of students with speech sound disorders: a quantitative and qualitative analysis.

PubMed

Overby, Megan; Carrell, Thomas; Bernthal, John

2007-10-01

This study examined 2nd-grade teachers' perceptions of the academic, social, and behavioral competence of students with speech sound disorders (SSDs). Forty-eight 2nd-grade teachers listened to 2 groups of sentences differing by intelligibility and pitch but spoken by a single 2nd grader. For each sentence group, teachers rated the speaker's academic, social, and behavioral competence using an adapted version of the Teacher Rating Scale of the Self-Perception Profile for Children (S. Harter, 1985) and completed 3 open-ended questions. The matched-guise design controlled for confounding speaker and stimuli variables that were inherent in prior studies. Statistically significant differences in teachers' expectations of children's academic, social, and behavioral performances were found between moderately intelligible and normal intelligibility speech. Teachers associated moderately intelligible low-pitched speech with more behavior problems than moderately intelligible high-pitched speech or either pitch with normal intelligibility. One third of the teachers reported that they could not accurately predict a child's school performance based on the child's speech skills, one third of the teachers causally related school difficulty to SSD, and one third of the teachers made no comment. Intelligibility and speaker pitch appear to be speech variables that influence teachers' perceptions of children's school performance.

Association of childhood and teen school performance and obesity in young adulthood in the US National Longitudinal Survey of Youth.

PubMed

Sobol-Goldberg, Shira; Rabinowitz, Jonathan

2016-08-01

The literature suggests an association between poor school performance and obesity. However, little is known about academic achievement and behavior as possible risk factors for future obesity. The analysis was based on data from 3172 participants aged 6 to 25years from the US National Longitudinal Survey conducted 1986 to 2010. Academic achievement, behavior problems and body mass index (BMI) were assessed at childhood (6-9) and teenhood (10-14). Height and weight were self-reported at pre-young adulthood (15-18) and young adulthood (19-25). Based on logistic regression stratified by sex and race/ethnicity, academic and behavioral deficiencies during childhood and teenhood were risk factors for young adult obesity with some sex and ethnic/racial differences. The highest prevalence rates of obesity by race/ethnicity and sex are as follows: black/Hispanic females, those in the lowest quartile of teen reading and math (32.8%); black/Hispanic males, those in lowest quartile of teen reading (26.1%); white males, those in the highest quartile of behavioral problems (21.9%); and white females, those in the lowest quartile teen math (23.2%). Poor school performance in childhood and teenhood is associated with an increased risk of adult obesity. Prospective studies should further examine the association of school performance and adult obesity and whether programs directed at improving school performance may have secondary gains in preventing obesity. Copyright © 2016 Elsevier Inc. All rights reserved.

Nursing faculty academic incivility: perceptions of nursing students and faculty.

PubMed

Muliira, Joshua K; Natarajan, Jansi; van der Colff, Jacoba

2017-12-13

Incivility in nursing education can adversely affect the academic environment, the learning outcomes, and safety. Nursing faculty (NF) and nursing students (NS) contribute to the academic incivility. Little is known about the extent of NF academic incivility in the Middle East region. This study aimed at exploring the perceptions and extent of NF academic incivility in an undergraduate nursing program of a public university in Oman. A cross sectional survey was used to collect data from 155 undergraduate NS and 40 NF about faculty academic incivility. Data was collected using the Incivility in Nursing Education Survey. The majority of NS and NF had similar perceptions about disruptive faculty behaviors. The incidence of faculty incivility was low (Mean = 1.5). The disruptive behaviors with the highest incidence were arriving late for scheduled activities, leaving schedule activities early, cancelling scheduled activities without warning, ineffective teaching styles and methods, and subjective grading. The most common uncivil faculty behaviors reported by participants were general taunts or disrespect to other NF, challenges to other faculty knowledge or credibility, and general taunts or disrespect to NS. The relatively low level of NF academic incivility could still affect the performance of some students, faculty, and program outcomes. Academic institutions need to ensure a policy of zero tolerance to all academic incivility, and regular monitoring and evaluation as part of the prevention strategies.

Narrative Theory: A Career Counseling Approach for Adolescents of Divorce

ERIC Educational Resources Information Center

Thomas, Denis A.; Gibbons, Melinda M.

2009-01-01

Adolescents whose parents divorce face academic and vocational impediments that challenge their career options. Although divorce does not affect all children uniformly, research confirms that, overall, divorce negatively influences academic performance and behavioral adjustment (Peris & Emery, 2004; Ruschena, Prior, Sanson, & Smart, 2005), access…

Will working memory training generalize to improve off-task behavior in children with attention-deficit/hyperactivity disorder?

PubMed

Green, Chloe T; Long, Debra L; Green, David; Iosif, Ana-Maria; Dixon, J Faye; Miller, Meghan R; Fassbender, Catherine; Schweitzer, Julie B

2012-07-01

Computerized working memory and executive function training programs designed to target specific impairments in executive functioning are becoming increasingly available, yet how well these programs generalize to improve functional deficits in disorders, such as attention-deficit/hyperactivity disorder (ADHD), beyond the training context is not well-established. The aim of this study was to examine the extent to which working memory (WM) training in children with ADHD would diminish a core dysfunctional behavior associated with the disorder, "off-task" behavior during academic task performance. The effect of computerized WM training (adaptive) was compared to a placebo condition (nonadaptive) in a randomized, double-blind, placebo-controlled design in 26 children (18 males; age, 7 to 14 years old) diagnosed with ADHD. Participants completed the training in approximately 25 sessions. The Restricted Academic Situations Task (RAST) observational system was used to assess aspects of off-task behavior during the completion of an academic task. Traditional measures of ADHD symptoms (Conners' Parent Rating Scale) and WM ability (standardized WM tests) were also collected. WM training led to significant reductions in off-task ADHD-associated behavior on the RAST system and improvement on WM tests. There were no significant differences between groups in improvement on parent rating scales. Findings lend insight into the generalizability of the effects of WM training and the relation between deficits in WM and off-task behavioral components of ADHD. These preliminary data suggest WM training may provide a mechanism for indirectly altering academic performance in children with ADHD.

Dual Pathways from Reactive Aggression to Depressive Symptoms in Children: Further Examination of the Failure Model.

PubMed

Evans, Spencer C; Fite, Paula J

2018-04-13

The failure model posits that peer rejection and poor academic performance are dual pathways in the association between early aggressive behavior and subsequent depressive symptoms. We examined this model using an accelerated longitudinal design while also incorporating proactive and reactive aggression and gender moderation. Children in 1st, 3rd, and 5th grades (n = 912; ages 6-12; 48% female) were rated three times annually by their primary teachers on measures of proactive and reactive aggression, peer rejection, academic performance, and depressive symptoms. Using Bayesian cross-classified estimation to account for nested and planned-missing data, path models were estimated to examine whether early reactive aggression predicted subsequent peer rejection and academic performance, and whether these, in turn, predicted subsequent depressive symptoms. From 1st to 3rd grade, reactive aggression predicted peer rejection (not academic performance), proactive aggression predicted academic performance (not peer rejection), and academic performance and peer rejection both predicted depressive symptoms. From 3rd to 5th grade, however, neither peer rejection nor academic performance predicted subsequent depressive symptoms. Results were not moderated by gender. Overall, these findings provide mixed and limited support for the failure model among school-age children. Early reactive aggression may be a key risk factor for social problems, whereas proactive aggression may be linked to improved academic functioning. The "dual pathways" of peer rejection and academic performance may operate during early but not later elementary school. Limitations and implications are discussed.

The Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) Model: An Integrated Model for Medical Student Success.

PubMed

Stegers-Jager, Karen M; Cohen-Schotanus, Janke; Themmen, Axel P N

2017-11-01

Not all students cope successfully with the demands of medical school, and students' struggles may result in study delay or dropout. To prevent these outcomes, medical schools need to identify students who are experiencing academic difficul ties and provide them with timely interventions through access to support programs. Although the importance of early identification and intervention is well recognized, less is known about successful strategies for identifying and supporting struggling students.Building on the literature and their own empirical findings, the authors propose an integrated, school-wide model for medical student success comprising a continuum of academic and behavioral support. This Four-Tier Continuum of Academic and Behavioral Support (4T-CABS) model focuses on improving both academic and behavioral outcomes by offering support for students at four levels, which range from adequate instruction for all, to targeted small-group interventions, to individualized support, and also include exit support for students who might be better off in another degree program. Additionally, medical schools should provide both academic and behavioral support; set high, yet realistic expectations and clearly communicate these to students; and intervene early, which requires timely identification of at-risk students who would benefit from the different types and tiers of support. Finally, interventions should be evidence based and fit the needs of the identified groups of students. The authors argue that adopting the core principles of the 4T-CABS model will enable medical schools to maximize academic engagement and performance for all students.

The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

ERIC Educational Resources Information Center

Yilmaz, M. Betul

2017-01-01

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic…

Student Classroom and Career Success: The Role of Organizational Citizenship Behavior.

ERIC Educational Resources Information Center

Allison, Barbara J.; Voss, Richard Steven; Dryer, Sean

2001-01-01

Business students (n=211) rated their organizational citizenship behavior (altruism, courtesy, civic virtue, sportsmanship, conscientiousness). A majority had moderately high levels, but a significant percentage had relatively low levels. Organizational citizenship behavior was significantly and positively related to academic performance. (SK)

Predictors of Poor School Readiness in Children Without Developmental Delay at Age 2

PubMed Central

Dudovitz, Rebecca N.; Coker, Tumaini R.; Barnert, Elizabeth S.; Biely, Christopher; Li, Ning; Szilagyi, Peter G.; Larson, Kandyce; Halfon, Neal; Zimmerman, Frederick J.; Chung, Paul J.

2016-01-01

BACKGROUND AND OBJECTIVES: Current recommendations emphasize developmental screening and surveillance to identify developmental delays (DDs) for referral to early intervention (EI) services. Many young children without DDs, however, are at high risk for poor developmental and behavioral outcomes by school entry but are ineligible for EI. We developed models for 2-year-olds without DD that predict, at kindergarten entry, poor academic performance and high problem behaviors. METHODS: Data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), were used for this study. The analytic sample excluded children likely eligible for EI because of DDs or very low birth weight. Dependent variables included low academic scores and high problem behaviors at the kindergarten wave. Regression models were developed by using candidate predictors feasibly obtainable during typical 2-year well-child visits. Models were cross-validated internally on randomly selected subsamples. RESULTS: Approximately 24% of all 2-year-old children were ineligible for EI at 2 years of age but still had poor academic or behavioral outcomes at school entry. Prediction models each contain 9 variables, almost entirely parental, social, or economic. Four variables were associated with both academic and behavioral risk: parental education below bachelor’s degree, little/no shared reading at home, food insecurity, and fair/poor parental health. Areas under the receiver-operating characteristic curve were 0.76 for academic risk and 0.71 for behavioral risk. Adding the mental scale score from the Bayley Short Form–Research Edition did not improve areas under the receiver-operating characteristic curve for either model. CONCLUSIONS: Among children ineligible for EI services, a small set of clinically available variables at age 2 years predicted academic and behavioral outcomes at school entry. PMID:27432845

The Benefits of Movement for Youth: A Whole Child Approach

ERIC Educational Resources Information Center

Savina, Elena; Garrity, Kristin; Kenny, Patrick; Doerr, Chad

2016-01-01

This paper synthesizes studies on the benefits of movement on youth's health, cognition, and academic performance. It discusses behavioral and cognitive outcomes of different types of movement activities including physical activities integrated into teaching of academic content, classroom exercise breaks, afterschool exercise programs, and active…

School Reentry Following Traumatic Brain Injury

ERIC Educational Resources Information Center

Deidrick, Kathleen K. M.; Farmer, Janet E.

2005-01-01

Successful school reentry following traumatic brain injury (TBI) is critical to recovery. Physical, cognitive, behavioral, academic, and social problems can affect a child's school performance after a TBI. However, early intervention has the potential to improve child academic outcomes and promote effective coping with any persistent changes in…

Adaptive Skills and Academic Achievement in Latino Students

ERIC Educational Resources Information Center

Raines, Tara C.; Gordon, Melissa; Harrell-Williams, Leigh; Diliberto, Rachele A.; Parke, Elyse M.

2017-01-01

Interventions developed to improve adaptive skills can improve academic achievement. The authors expanded this line of research by examining the relationship between performance on a state proficiency exam and adaptive skills classifications on the Behavioral Assessment System for Children, Second Edition parent and teacher reports. Participants…

A Comparison of the Mystery Motivator and the "Get 'Em On Task" Interventions for Off-Task Behaviors

ERIC Educational Resources Information Center

Kraemer, Elisabeth E.; Davies, Susan C.; Arndt, Kelli Jo; Hunley, Sawyer

2012-01-01

Attending to instruction is a critical behavior for academic success. Many elementary school teachers, however, identify disruptive and inattentive classroom behaviors as key barriers to students' successful educational performance. This study examined the impact of two class-wide positive behavior support programs. The Mystery Motivator and…

Interpersonal Values and Academic Performance Related to Delinquent Behaviors

PubMed Central

Molero Jurado, María Del Mar; Pérez Fuentes, María Del Carmen; Luque De La Rosa, Antonio; Martos Martínez, África; Barragán Martín, Ana Belén; Simón Márquez, María del Mar

2016-01-01

The present study analyzes the relation between delinquent behaviors, interpersonal values, and academic performance. It also analyzes the possible protective function of interpersonal values against delinquent behaviors. The Interpersonal Values Questionnaire (IVQ) was used to assess interpersonal values, and the Antisocial-Delinquent Behaviors Questionnaire (A-D) was employed to assess antisocial behaviors. The sample was made up of 885 students of Compulsory Secondary Education, aged from 14 to 17 years. The results show that individuals who fail a subject as well as those who repeat a course present higher means in delinquent behaviors. Repeaters present higher means in the values of recognition and leadership, and non-repeaters in the value stimulation, whereas students who do not fail obtain higher scores in the value benevolence. Students with high levels of recognition, independence, and leadership, as well as students with low levels of conformity and benevolence display significantly higher levels of delinquent behaviors. Lastly, the probability of presenting a high level of delinquent behaviors is greater in individuals with: high independence, high leadership, high recognition, low benevolence, and low conformity. PMID:27799914

Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

PubMed

Hen, Meirav; Goroshit, Marina

2014-01-01

Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Effects of reinforcement on children's academic behavior as a function of self-determined and externally imposed contingencies1

PubMed Central

Felixbrod, Jeffrey J.; O'Leary, K. Daniel

1973-01-01

This experiment was designed to compare the effects of contingent reinforcement under conditions of self-determined and externally imposed performance standards. A major purpose was to examine the maintenance of self-imposed performance standards over time. Children in one contingent reinforcement condition self-determined their academic performance standards. The same performance standards were externally imposed upon children in a second contingent reinforcement condition who were yoked to subjects in the first condition. Children in a no-reinforcement control condition performed in the absence of external reward. Behavioral productivity of the self-determination condition was greater than that of the no-reinforcement condition. Further, no attenuation of the efficacy of contingent reinforcement occurred when performance standards were self-determined rather than externally imposed. Over six sessions, children became progressively more lenient in their self-imposed performance demands in the absence of social surveillance. PMID:16795405

Social, emotional, and behavioral functioning of secondary school students with low academic and language performance: perspectives from students, teachers, and parents.

PubMed

Joffe, Victoria L; Black, Emma

2012-10-01

Adolescence is a time of transition when young people with language difficulties are at increased risk of experiencing social, emotional, and behavioral difficulties (SEBD). Most studies of social, emotional, and behavioral functioning (SEBF) in individuals with language difficulties focus on children with a clinical diagnosis of language impairment. This study explores SEBF in a nonclinical group of 12-year-old students with low educational and language performance from their own perspectives and those of their parents and teachers. The Strengths and Difficulties Questionnaire ( Goodman, 1997) was given to 352 mainstream secondary school students who were underperforming academically and had poor language performance. Two hundred and twenty-five of their parents and 230 of their teachers also completed the questionnaire. Students with low educational attainment and poor language showed significantly greater SEBD than a normative sample as reported by themselves, their parents, and their teachers. Significant differences were found across informants, with students identifying more overall difficulties than parents or teachers. Secondary school students with low academic and language performance are more vulnerable to experiencing SEBD compared to typically developing peers. The extent of their difficulties varied depending on the informant, emphasizing the importance of gaining views from multiple perspectives.

Relationship between procrastination and academic performance among a group of undergraduate dental students in India.

PubMed

Lakshminarayan, Nagesh; Potdar, Shrudha; Reddy, Siddana Goud

2013-04-01

Procrastination, generally defined as a voluntary, irrational delay of behavior, is a prevalent phenomenon among college students throughout the world and occurs at alarmingly high rates. For this study, a survey was conducted of 209 second-, third-, and fourth-year undergraduate dental students of Bapuji Dental College and Hospital, Davangere, India, to identify the relationship between their level of procrastination and academic performance. A sixteen-item questionnaire was used to assess the level of procrastination among these students. Data related to their academic performance were also collected. Spearman's correlation coefficient test was used to assess the relationship between procrastination and academic performance. It showed a negative correlation of -0.63 with a significance level of p<0.01 (two-tailed test), indicating that students who showed high procrastination scores performed below average in their academics. In addition, analysis with the Mann-Whitney U test found a significant difference in procrastination scores between the two gender groups (p<0.05). Hence, among the Indian undergraduate dental students evaluated in this study, it appeared that individuals with above average and average academic performance had lower scores of procrastination and vice versa.

Lifetime and 12-Month Nonsuicidal Self-Injury and Academic Performance in College Freshmen.

PubMed

Kiekens, Glenn; Claes, Laurence; Demyttenaere, Koen; Auerbach, Randy P; Green, Jennifer G; Kessler, Ronald C; Mortier, Philippe; Nock, Matthew K; Bruffaerts, Ronny

2016-10-01

We examined whether nonsuicidal self-injury (NSSI) is associated with academic performance in college freshmen, using census-based web surveys (N = 7,527; response = 65.4%). NSSI was assessed with items from the Self-Injurious Thoughts and Behaviors Interview and subsequently linked with the administratively recorded academic year percentage (AYP). Freshmen with lifetime and 12-month NSSI showed a reduction in AYP of 3.4% and 5.9%, respectively. The college environment was found to moderate the effect of 12-month NSSI, with more strongly reduced AYPs in departments with higher-than-average mean departmental AYPs. The findings suggest that overall stress and test anxiety are underlying processes between NSSI membership and academic performance. © 2016 The American Association of Suicidology.

The Effects of "Brain Gym" as a General Education Intervention: Improving Academic Performance and Behaviors

ERIC Educational Resources Information Center

Nussbaum, Sherri S.

2010-01-01

"Individuals with Disabilities Education Act" ("IDEA") and "No Child Left Behind" ("NCLB") now mandate that all at-risk students receive empirical, scientific research-based interventions. "Brain Gym" is a movement-based program designed to address a diverse range of students' academic and behavior…

Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success

ERIC Educational Resources Information Center

Merrell, Kenneth W.; Gueldner, Barbara A.

2010-01-01

This highly engaging, eminently practical book provides essential resources for implementing social and emotional learning (SEL) in any K-12 setting. Numerous vivid examples illustrate the nuts and bolts of this increasingly influential approach to supporting students' mental health, behavior, and academic performance. Helpful reproducibles are…

The Managerial Roles of Community College Chief Academic Officers.

ERIC Educational Resources Information Center

Anderson, Philip Wayne

This study utilized Mintzberg's taxonomy of managerial roles to examine the roles performed by community college chief academic officers (CAOs). Mintzberg's taxonomy defines managerial roles as a set of behaviors and identifies 10 distinct roles: (1) figurehead; (2) leader; (3) liaison; (4) monitor; (5) disseminator; (6) spokesperson; (7)…

The Influence of Academic Values and Belongingness Concerns on Achievement Goals, Self-Efficacy, and Perceived Stress in First Quarter Freshmen: Relationships to Academic Performance and the Mediating Role of Procrastination

ERIC Educational Resources Information Center

Kennedy, Gary J.

2009-01-01

This study assesses the influence of student values on long-term self-regulatory decisions defined in terms of a tendency to procrastinate and how these values, indirectly through procrastination, but also directly, affect important motivational, affective, social and behavioral academic outcomes of first quarter freshmen. Results of a structural…

Classroom Management Affects Literacy Development of Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Garwood, Justin D.; Vernon-Feagans, Lynne

2017-01-01

Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…

Development of a School-Wide Behavior Program in a Public Middle School: An Illustration of Deployment-Focused Intervention Development, Stage 1

ERIC Educational Resources Information Center

Molina, Brooke S. G.; Smith, Bradley H.; Pelham, William E., Jr.

2005-01-01

School-wide behavior management systems can improve academic performance and behavior in middle schools, and they should have positive effects on students with ADHD. Unfortunately, evidence-based, school-wide behavior management systems have not been widely adopted because of problems with feasibility, acceptability, and sustainability. The…

How Health Behaviors Relate to Academic Performance via Affect: An Intensive Longitudinal Study

PubMed Central

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H.; Mata, Jutta

2014-01-01

Objective This intensive longitudinal study examined how sleep and physical activity relate to university students’ affect and academic performance during a stressful examination period. Methods On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Results Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Conclusion Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students. PMID:25353638

How health behaviors relate to academic performance via affect: an intensive longitudinal study.

PubMed

Flueckiger, Lavinia; Lieb, Roselind; Meyer, Andrea H; Mata, Jutta

2014-01-01

This intensive longitudinal study examined how sleep and physical activity relate to university students' affect and academic performance during a stressful examination period. On 32 consecutive days, 72 first-year students answered online questionnaires on their sleep quality, physical activity, positive and negative affect, learning goal achievement, and examination grades. First-year university students are particularly well-suited to test our hypotheses: They represent a relatively homogeneous population in a natural, but controlled setting, and simultaneously deal with similar stressors, such as examinations. Data were analyzed using multilevel structural equation models. Over the examination period, better average sleep quality but not physical activity predicted better learning goal achievement. Better learning goal achievement was associated with increased probability of passing all examinations. Relations of average sleep quality and average physical activity with learning goal achievement were mediated by experienced positive affect. In terms of day-to-day dynamics, on days with better sleep quality, participants reported better learning goal achievement. Day-to-day physical activity was not related to daily learning goal achievement. Daily positive and negative affect both mediated the effect of day-to-day sleep quality and physical activity on daily learning goal achievement. Health behaviors such as sleep quality and physical activity seem important for both academic performance and affect experience, an indicator of mental health, during a stressful examination period. These results are a first step toward a better understanding of between- and within-person variations in health behaviors, affect, and academic performance, and could inform prevention and intervention programs for university students.

Relationship of nutrition and physical activity behaviors and fitness measures to academic performance for sixth graders in a midwest city school district.

PubMed

Edwards, Jane U; Mauch, Lois; Winkelman, Mark R

2011-02-01

To support curriculum and policy, a midwest city school district assessed the association of selected categories of nutrition and physical activity (NUTR/PA) behaviors, fitness measures, and body mass index (BMI) with academic performance (AP) for 800 sixth graders. Students completed an adapted Youth Risk Behavior Surveillance Survey (NUTR/PA behaviors), fitness assessments (mile run, curl-ups, push-ups, height, and weight) with results matched to standardized scores (Measures of Academic Progress [MAP]), meal price status, and gender. Differences in mean MAP scores (math and reading) were compared by selected categories of each variable utilizing 1-way analysis of variance. Associations were determined by stepwise multiple regression utilizing mean MAP scores (for math and for reading) as the dependent variable and NUTR/PA behaviors, fitness, and BMI categories as independent variables. Significance was set at α = 0.05. Higher MAP math scores were associated with NUTR (more milk and breakfast; less 100% fruit juice and sweetened beverages [SB]) and PA (increased vigorous PA and sports teams; reduced television), and fitness (higher mile run performance). Higher MAP reading scores were associated with NUTR (fewer SB) and PA (increased vigorous PA, reduced television). Regression analysis indicated about 11.1% of the variation in the mean MAP math scores and 6.7% of the mean MAP reading scores could be accounted for by selected NUTR/PA behaviors, fitness, meal price status, and gender. Many positive NUTR/PA behaviors and fitness measures were associated with higher MAP scores supporting the school district focus on healthy lifestyles. Additional factors, including meal price status and gender, contribute to AP. © 2011, Fargo Public School.

Teacher performance goal practices and elementary students’ behavioral engagement: A developmental perspective

PubMed Central

Hughes, Jan N.; Wu, Wei; West, Stephen G.

2010-01-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students’ behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. PMID:21215834

School Correlates of Academic Behaviors and Performance among McKinney-Vento Identified Youth

ERIC Educational Resources Information Center

Stone, Susan; Uretsky, Mathew

2016-01-01

We utilized a pooled sample of elementary, middle, and high school-aged children identified as homeless via definitions set forth by McKinney-Vento legislation in a large urban district in California to estimate the extent to which school factors contributed to student attendance, suspensions, test-taking behaviors, and performance on state…

Is age of menarche among school girls related to academic performance?

PubMed

Al-Mathkoori, Radhia; Nur, Ula; Al-Taiar, Abdullah

2017-06-17

Background There is strong evidence that the mean age of menarche has declined over the last few decades in developed and developing countries. This is of a major concern because of its enormous public health implications. This study aimed to estimate the age of menarche in Kuwait and investigate the association between menarcheal age and academic performance among high school girls in Kuwait. Methods A cross-sectional study was conducted on randomly selected female high school students from private and public high schools in all governorates in Kuwait. Data on the age of menarche were collected by self-administered questionnaire from the students, while data on academic performance were extracted from the students' academic records. Results Of the 907 students we selected, 800 (88.2%) responded. The mean age of menarche was 12.33 [95% confidence interval (CI) 12.18-12.49] years. There was no evidence for significant association between age of menarche and students' academic performance before or after adjusting for potential confounders. Conclusion The calculated age of menarche among contemporary girls in Kuwait is similar to that of the girls in industrialized countries. Early menarcheal age is unlikely to lead to adverse behavior that may affect academic performance in our setting.

Therapeutic Academics for Behaviorally Disordered Adolescents: Content Selection and Instructional Guidelines.

ERIC Educational Resources Information Center

Graham, Marilyn Troth

Curriculum content for adolescents with behavioral disorders should emphasize academic learning as well as social and behavioral skill development. "Therapeutic academics" is proposed as a process of teaching academics that is therapeutic in its systematic focus on the behavioral and social needs of students. A therapeutic academic curriculum…

Effective Principal Behaviors.

ERIC Educational Resources Information Center

Research for Better Schools, Inc., Philadelphia, PA.

This paper summarizes research findings related to the performance behaviors of effective school principals. It identifies eight characteristics of effective schools: (1) schoolwide measurement and recognition of academic success; (2) high emphasis on curriculum articulation; (3) support for instructional tasks; (4) high expectations and clear…

The Effects of Mnemonic Interventions on Academic Outcomes for Youth with Disabilities: A Systematic Review

ERIC Educational Resources Information Center

Wolgemuth, Jennifer R.; Cobb, R. Brian; Alwell, Morgen

2008-01-01

The relationship between mnemonic instruction and academic performance for secondary-school-age youth with disabilities was explored in this systematic review. A total of 20 studies intervening with 669 youth with learning disabilities, emotional and behavioral disorders, and mild developmental disabilities were reviewed. The findings of this…

Examining Attendance, Academic Performance, and Behavior in Obese Adolescents

ERIC Educational Resources Information Center

Daniels, Dianne Yow

2008-01-01

Although academics and safety continue to rank as high-priority issues in public schools, educators and administrators are beginning to recognize the importance of student health on school success. This move toward a holistic approach suggests that efforts to improve a student's physical, social, and emotional well-being are as important as…

Otitis Media and Later Academic Performance: The Linkage and Implications for Intervention.

ERIC Educational Resources Information Center

Roberts, Joanne E.; Schuele, C. Melanie

1990-01-01

This article reviews the literature on the relationship of otitis media with effusion (OME) during early childhood to intelligence, academic achievement, and classroom behavior during the preschool and primary school years. Guidelines for assessment, program planning, and intervention for the child with an active episode or past OME history are…

The Basic Course in Communication: A Performance Triad.

ERIC Educational Resources Information Center

Smith, V. A.

The key element to the survival of speech communication and its status in academe is the basic course, which tells the academic community what speech communication is and what it can produce in terms of observable student behavior. This basic course, upon which many communication departments depend, must produce students who are obviously trained…

School and Behavioral Outcomes among Inner City Children: Five-Year Follow-Up

ERIC Educational Resources Information Center

Kim, Seijeoung; Mazza, Jessica; Zwanziger, Jack; Henry, David

2014-01-01

Educational achievement is a key determinant of future life chances, but children growing up in poverty tend to do worse by many academic measures. Family, school, and neighborhood contextual characteristics may affect academic outcomes. In an attempt to explore neighborhood and individual-level factors, we performed multilevel analyses to explain…

Adolescents' Cyber Aggression Perpetration and Cyber Victimization: The Longitudinal Associations with School Functioning

ERIC Educational Resources Information Center

Wright, Michelle F.

2015-01-01

The literature on cyber aggression is advancing, revealing many risk factors associated with the involvement in these behaviors. Academic correlates, particularly academic performance, have received some attention, with few studies utilizing longitudinal designs. The present study examined these associations among 673 8th graders (51% female) from…

Parental Influence, School Readiness and Early Academic Achievement of African American Boys

ERIC Educational Resources Information Center

Joe, Emanique M.; Davis, James Earl

2009-01-01

This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…

Parental Expectations and Child Screen and Academic Sedentary Behaviors in China.

PubMed

Li, Miao; Xue, Hong; Wang, Weidong; Wang, Youfa

2017-05-01

This study examined sociodemographic patterns of parental expectations for academic performance, terminal degree, and future occupation for middle school students in China, and how these expectations influence students' screen-based and academic-related sedentary behaviors through parenting control practices. Based on data collected in 2013-2014 from 19,487 Chinese middle school students, bivariate logistic regressions tested associations between sociodemographic variables and parental expectations; structural equation models tested associations between parental expectations and students' self-reported daily time on TV/Internet/homework, with parental controls as potential mediators. Analyses were performed in October 2015. Chinese students spent 0.96 (SD=1.44) hours/day on TV, 0.56 (SD=1.20) on Internet use, and 2.79 (SD=2.07) on homework. Girls spent more hours/day on homework (2.98 [SD=2.07] vs 2.62 [SD=2.04]) than boys but less on TV (0.90 [SD=1.37] vs 1.02 [SD=1.50]) and Internet (0.42 [SD=0.98] vs 0.69 [SD=1.36]). More than 30% of students were expected by parents to reach the top five of their class, almost 90% were expected to earn a college degree or higher, and >80% were expected to have a professional occupation. Students in rural areas, with siblings, and with lower parental SES tended to bear lower parental expectations. Children experiencing higher parental expectations spent more time on homework but less time on TV/Internet, partially explained by stricter parental homework and screen control. High parental expectations suppress screen use but promote academic-related sedentary behaviors for Chinese children. Interventions should attend to academic-related sedentary behaviors and call for broader policies addressing sociocultural factors fueling high parental expectations. Published by Elsevier Inc.

School-Related Assets and Youth Risk Behaviors: Alcohol Consumption and Sexual Activity

ERIC Educational Resources Information Center

Aspy, Cheryl B.; Vesely, Sara K.; Oman, Roy F.; Tolma, Eleni; Rodine, Sharon; Marshall, LaDonna; Fluhr, Janene

2012-01-01

Background: Two risk behaviors, alcohol consumption and early initiation of sexual intercourse (ISI), can have devastating consequences for youth. The purpose of this study was to determine the association of school connectedness and school-related behaviors (eg, academic performance, skipping school, getting into trouble at school) with these 2…

School Behavior and Attendance during the First Year of Treatment for Childhood Cancer.

ERIC Educational Resources Information Center

Stehbens, James A.; And Others

1983-01-01

Investigated school behavior and attendance of children with cancer (N=36) and hemophilia (N=26). Teacher ratings of students' behavior showed no differences before and after treatment. Children with cancer were absent four times more than healthy children; absenteeism of hemophiliacs was twice the normal rate. Academic performance was negatively…

Academic Detailing Interventions Improve Tobacco Use Treatment among Physicians Working in Underserved Communities.

PubMed

Leone, Frank T; Evers-Casey, Sarah; Graden, Sarah; Schnoll, Robert; Mallya, Giridhar

2015-06-01

Tobacco use disproportionately affects the poor, who are, in turn, least likely to receive cessation treatment from providers. Providers caring for low-income populations perform simple components of tobacco use treatment (e.g., assessing tobacco use) with reasonable frequency. However, performance of complex treatment behaviors, such as pharmacologic prescription and follow-up arrangement, remains suboptimal. Evaluate the influence of academic detailing (AD), a university-based, noncommercial, educational outreach intervention, on primary care physicians' complex treatment practice behaviors within an urban care setting. Trained academic detailers made in-person visits to targeted primary care practices, delivering verbal and written instruction emphasizing three key messages related to tobacco treatment. Physicians' self-reported frequency of simple and complex treatment behaviors were assessed using a seven-item questionnaire, before and 2 months after AD. Between May 2011 and March 2012, baseline AD visits were made to 217 physicians, 109 (50%) of whom also received follow-up AD. Mean frequency scores for complex behaviors increased significantly, from 2.63 to 2.92, corresponding to a clinically significant 30% increase in the number of respondents who endorsed "almost always" or "always" (P < 0.001). Improvement in mean simple behavior frequency scores was also noted (3.98 vs. 4.13; P = 0.035). Sex and practice type appear to influence reported complex behavior frequency at baseline, whereas only practice type influenced improvement in complex behavior scores at follow up. This study demonstrates the feasibility and potential effectiveness of a low-cost and highly disseminable intervention to improve clinician behavior in the context of treating nicotine dependence in underserved communities.

Gamification: The Intersection between Behavior Analysis and Game Design Technologies.

PubMed

Morford, Zachary H; Witts, Benjamin N; Killingsworth, Kenneth J; Alavosius, Mark P

2014-05-01

Deterding et al. (Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, USA 15: 9-15, 2011) report a recent rise in popularity of video game inspired software designed to address issues in a variety of areas, including health, energy conservation, education, and business. These applications have been based on the concept of gamification, which involves a process by which nongame activities are designed to be more like a game. We provide examples of how gamification has been used to increase health-related behavior, energy consumption, academic performance, and other socially-significant behavior. We argue that behavior analytic research and practice stands to benefit from incorporating successful elements of game design. Lastly, we provide suggestions for behavior analysts regarding applied and basic research related to gamification.

The Role of Executive Function in Children’s Competent Adjustment to Middle School

PubMed Central

Jacobson, Lisa A.; Williford, Amanda P.; Pianta, Robert C.

2012-01-01

Executive function (EF) skills play an important role in children’s cognitive and social functioning. These skills develop throughout childhood, concurrently with a number of developmental transitions and challenges. One of these challenges is the transition from elementary into middle-level schools, which has the potential to significantly disrupt children’s academic and social trajectories. However, little is known about the role of EF in children’s adjustment during this transition. This study investigated the relation between children’s EF skills, assessed both before and during elementary school, and sixth grade academic and social competence. In addition, the influences of the type of school setting attended in sixth grade on children’s academic and behavioral outcomes were examined. EF assessed prior to and during elementary school significantly predicted sixth grade competence, as rated by teachers and parents, in both academic and social domains, after controlling for background characteristics. The interactions between type of school setting and EF skills were significant: parents tended to report more behavioral problems and less regulatory control in children with weaker EF skills who were attending middle school. In contrast, teachers reported greater academic and behavioral difficulty in students with poorer EF attending elementary school settings. In conclusion, children’s performance-based EF skills significantly affect adjustment to the academic and behavioral demands of sixth grade, with parent report suggesting greater difficulty for children with poorer EF in settings where children are provided with less external supports (e.g., middle school). PMID:21246422

The effect of family violence on children's academic performance and behavior.

PubMed Central

Dyson, J. L.

1990-01-01

Homicide perpetrated by an acquaintance or a close family member is the leading cause of death among blacks. Black children adversely affected by these violent occurrences suffer posttraumatic stress disorder. The purpose of this study is to illustrate how damage caused to black children from exposure to violence is reflected in behavior problems and poor school performance. PMID:2304094

Relating mentor type and mentoring behaviors to academic medicine faculty satisfaction and productivity at one medical school.

PubMed

Shollen, S Lynn; Bland, Carole J; Center, Bruce A; Finstad, Deborah A; Taylor, Anne L

2014-09-01

To examine relationships among having formal and informal mentors, mentoring behaviors, and satisfaction and productivity for academic medicine faculty. In 2005, the authors surveyed full-time faculty at the University of Minnesota Medical School to assess their perceptions of variables associated with job satisfaction and productivity. This analysis focused on perceptions of mentoring as related to satisfaction with current position and productivity (articles published in peer-reviewed journals [article production] and role as a primary investigator [PI] or a co-PI on a grant/contract). Of 615 faculty, 354 (58%) responded. Satisfied faculty were not necessarily productive, and vice versa. Outcomes differed somewhat for mentor types: Informal mentoring was more important for satisfaction, and formal mentoring was more important for productivity. Regardless of mentor type, the 14 mentoring behaviors examined related more to satisfaction than productivity. Only one behavior-serves as a role model-was significantly, positively related to article production. Although participants reported that formal and informal mentors performed the same mentoring behaviors, mentees were more satisfied or productive when some behaviors were performed by formal mentors. The results emphasize the importance of having both formal and informal mentors who perform mentoring behaviors associated with satisfaction and productivity. The results provide a preliminary indication that mentor types and specific mentoring behaviors may have different effects on satisfaction and productivity. Despite the differences found for some behaviors, it seems that it is more essential that mentoring behaviors be performed by any mentor than by a specific type of mentor.

Long-term changes in neurocognition and behavior following treatment of sleep disordered breathing in school-aged children.

PubMed

Biggs, Sarah N; Vlahandonis, Anna; Anderson, Vicki; Bourke, Robert; Nixon, Gillian M; Davey, Margot J; Horne, Rosemary S C

2014-01-01

Sleep disordered breathing (SDB) in children is associated with detrimental neurocognitive and behavioral consequences. The long term impact of treatment on these outcomes is unknown. This study examined the long-term effect of treatment of SDB on neurocognition, academic ability, and behavior in a cohort of school-aged children. Four-year longitudinal study. Children originally diagnosed with SDB and healthy non-snoring controls underwent repeat polysomnography and age-standardized neurocognitive and behavioral assessment 4y following initial testing. Melbourne Children's Sleep Centre, Melbourne, Australia. Children 12-16 years of age, originally assessed at 7-12 years, were categorized into Treated (N = 12), Untreated (N = 26), and Control (N = 18) groups. Adenotonsillectomy, Tonsillectomy, Nasal Steroids. Decision to treat was independent of this study. Changes in sleep and respiratory parameters over time were assessed. A decrease in obstructive apnea hypopnea index (OAHI) from Time 1 to Time 2 was seen in 63% and 100% of the Untreated and Treated groups, respectively. The predictive relationship between change in OAHI and standardized neurocognitive, academic, and behavioral scores over time was examined. Improvements in OAHI were predictive of improvements in Performance IQ, but not Verbal IQ or academic measures. Initial group differences in behavioral assessment on the Child Behavior Checklist did not change over time. Children with SDB at baseline continued to exhibit significantly poorer behavior than Controls at follow-up, irrespective of treatment. After four years, improvements in SDB are concomitant with improvements in some areas of neurocognition, but not academic ability or behavior in school-aged children.

Teacher performance goal practices and elementary students' behavioral engagement: a developmental perspective.

PubMed

Hughes, Jan N; Wu, Wei; West, Stephen G

2011-02-01

We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.

African American adolescent mothers' early caregiving involvement and childrens' behavior and academic performance at age 7.

PubMed

Oberlander, Sarah E; Black, Maureen M

2011-01-01

The United States continues to have the highest incidence of adolescent births among industrialized nations. This study used transactional and life span theories of development to examine whether caregiving patterns assessed over the first 24 months postpartum predicted children's behavior and academic achievement at 7 years. Participants included 120 primiparous, urban, low-income, African American adolescent mothers who participated in a randomized controlled trial of home intervention. Group-based trajectories were used to examine the pattern of caregiving involvement over time. Two distinct, consistent trajectories of caregiving involvement were found: maternal and shared. Maternal caregiving involvement over the first 24 months postpartum predicted positive child behavior and academic achievement at 7 years. In keeping with both transactional and life span theories, findings suggest that adoption of the parent role may lead to positive long-term outcomes for children of adolescent mothers.

Predicting Academics via Behavior within an Elementary Sample: An Evaluation of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS)

ERIC Educational Resources Information Center

Kilgus, Stephen P.; Bowman, Nicollette A.; Christ, Theodore J.; Taylor, Crystal N.

2017-01-01

This study examined the extent to which teacher ratings of student behavior via the "Social, Academic, and Emotional Behavior Risk Screener" (SAEBRS) predicted academic achievement in math and reading. A secondary purpose was to compare the predictive capacity of three SAEBRS subscales corresponding to social, academic, or emotional…

The Validity of Interpersonal Skills Assessment via Situational Judgment Tests for Predicting Academic Success and Job Performance

ERIC Educational Resources Information Center

Lievens, Filip; Sackett, Paul R.

2012-01-01

This study provides conceptual and empirical arguments why an assessment of applicants' procedural knowledge about interpersonal behavior via a video-based situational judgment test might be valid for academic and postacademic success criteria. Four cohorts of medical students (N = 723) were followed from admission to employment. Procedural…

Teacher Perceptions and Experiences with the Comer Developmental Pathways: A Qualitative Case Study

ERIC Educational Resources Information Center

Stewart, Melanie Sanders

2016-01-01

Academic performance of students in public schools is a growing concern for school districts in the United States. The No Child Left Behind Act (No Child Left Behind [NCLB] 2001) has attempted to increase academic success, improve behavior, and promote positive school culture. Although equity has been achieved in some areas, the achievement gap…

The Family-Study Interface and Academic Outcomes: Testing a Structural Model

ERIC Educational Resources Information Center

Meeuwisse, Marieke; Born, Marise Ph.; Severiens, Sabine E.

2011-01-01

Expanding on family-work and work-study models, this article investigated a model for family-study conflict and family-study facilitation. The focus of the study was the relationship of family-study conflict and family-study facilitation with students' effortful behaviors and academic performance among a sample of university students (N = 1,656).…

Information Anxiety and African-American Students in a Graduate Education Program

ERIC Educational Resources Information Center

Katopol, Patricia Fields

2012-01-01

Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to "information anxiety" by an examination of the information behavior of black graduate students when using a variety of information resources,…

Relationship of Work Hours with Selected Health Behaviors and Academic Progress among a College Student Cohort

ERIC Educational Resources Information Center

Miller, Kim; Danner, Fred; Staten, Ruth

2008-01-01

Approximately 57% of college students work while attending school. Health risks related to working while in college have not been widely studied. Objective: The authors' purpose in this study was to determine associations between hours worked, binge drinking, sleep habits, and academic performance among a college student cohort. Participants and…

Examining the Dimensionality of Effortful Control in Preschool Children and Its Relation to Academic and Socioemotional Indicators

ERIC Educational Resources Information Center

Allan, Nicholas P.; Lonigan, Christopher J.

2011-01-01

Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional.…

A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents.

PubMed

Whitesell, Nancy Rumbaugh; Mitchell, Christina M; Spicer, Paul

2009-01-01

Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a 3-year longitudinal study of adolescents from 3 diverse American Indian cultural groups in the western United States. Trajectories of self-esteem were clearly related to academic achievement; cultural identity, in contrast, was largely unrelated, with no direct effects and only very small indirect effects. The relationships between self-esteem and success were mediated by personal resources and problem behaviors.

A longitudinal study of self-esteem, cultural identity, and academic success among American Indian adolescents

PubMed Central

Whitesell, Nancy Rumbaugh; Mitchell, Christina M.; Spicer, Paul

2008-01-01

Latent growth curve modeling was used to estimate developmental trajectories of self-esteem and cultural identity among American Indian high school students and to explore the relationships of these trajectories to personal resources, problem behaviors, and academic performance at the end of high school. The sample included 1,611 participants from the Voices of Indian Teens project, a three-year longitudinal study of adolescents from three diverse American Indian cultural groups in the western U.S. Trajectories of self-esteem were clearly related to academic achievement; cultural identity, in contrast, was largely unrelated, with no direct effects and only very small indirect effects. The relationships between self-esteem and success were mediated by personal resources and problem behaviors. PMID:19209979

The Effects of Adolescent Health-Related Behavior on Academic Performance: A Systematic Review of the Longitudinal Evidence

ERIC Educational Resources Information Center

Busch, Vincent; Loyen, Anne; Lodder, Mandy; Schrijvers, Augustinus J. P.; van Yperen, Tom A.; de Leeuw, Johannes R. J.

2014-01-01

Schools are increasingly involved in efforts to promote health and healthy behavior among their adolescent students, but are healthier students better learners? This synthesis of the empirical, longitudinal literature investigated the effects of the most predominant health-related behaviors--namely, alcohol and marijuana use, smoking, nutrition,…

The effect of the video game Quizlet on the acquisition of science vocabulary for children with learning disabilities

NASA Astrophysics Data System (ADS)

Boyce, Deborah Ann

The purpose of this study was to investigate the impact of the learning video game Quizlet on students with learning disabilities in the science classroom. Specifically this study investigated (a) student academic performance, (b) student on-task behavior, and (c) student satisfaction using the learning video game. Student academic performance was measured in terms of vocabulary acquisition, and student engagement was measured in relation to on-task behaviors. Seven middle school students, three female and four male participated in the study. A single subject design with ABABAB phases and maintenance data collection was utilized. Results show that all students increased their grades in science vocabulary and increased on-task behaviors. A follow-up student satisfaction survey determined that the intervention was acceptable to all students. Additional studies to assess the effects of Quizlet are recommended.

Exploring Filipino Adolescents' Perceptions of the Legitimacy of Parental Authority over Academic Behaviors

ERIC Educational Resources Information Center

Bernardo, Allan B. I.

2010-01-01

Filipino adolescents' perceptions regarding the legitimacy of parental control over academic behaviors was investigated. It was assumed that the adolescents would differentiate between the issues inherent in various types or domains of academic behaviors. The results revealed three domains of academic behaviors: learning processes, college major…

Motivational Profiles of Medical Students of Nepalese Army Institute of Health Sciences.

PubMed

Shrestha, Lochana; Pant, Shambhu Nath

2018-01-01

Students enter the medical study with different types of motives. Given the importance of academic motivation for good academic achievement of the students, the present study was designed to reveal the possible relationship between academic motivation and achievement in medical students. In this cross-sectional study medical students (N=364) of Nepalese Army institute of Health Sciences were participated and classified to different subgroups using intrinsic and controlled motivation scores. Cluster membership was used as an independent variable to assess differences in study strategies and academic performance. Four clusters were obtained: High Intrinsic High Controlled, Low Intrinsic High Controlled, High Intrinsic Low Controlled, and Low Intrinsic Low Controlled. High Intrinsic High Controlled and High Intrinsic Low Controlled profile students constituted 36.1%, 22.6% of the population, respectively. No significant differences were observed as regards to deep strategy and surface strategy between high interest status motivated and high interest-motivated students. However, both of the clusters had significantly deeper, surface strategy and better academic performance than status-motivated and low-motivation clusters (p < 0.001). The interest status motivated and interest-motivated medical students were associated with good deep and surface study strategy and good academic performance. Low-motivation and status-motivated students were associated with the least academic performance with less interest learning behaviors. This reflected that motivation is important required component for good learning outcomes for medical students Keywords: Academic performance; controlled motivation; clusters; intrinsic motivation; motivation.

Relationships Between Selected Teacher Behaviors and Pupil Academic Achievement: Preliminary Observations (Sample Project A). The Effect of Teacher Input on Student Performance (Sample Project B). Technical Report #35.

ERIC Educational Resources Information Center

Au, Kathryn H.

This Kamehameha Early Education Program (KEEP) report describes two studies on the effects of student-teacher interaction on student performance. Study I explored the relationship between three kinds of teacher behaviors (modeling, teacher attention to individual students, and praise-giving to individual students) and the pupil's academic…

Attention-deficit/hyperactivity disorder in postsecondary students

PubMed Central

Nugent, Kevin; Smart, Wallace

2014-01-01

A PubMed review was conducted for papers reporting on attention-deficit/hyperactivity disorder (ADHD) in postsecondary students. The review was performed in order to determine the prevalence and symptomatology of ADHD in postsecondary students, to examine its effects on academic achievement, and discuss appropriate management. The prevalence of ADHD symptoms among postsecondary students ranges from 2% to 12%. Students with ADHD have lower grade point averages and are more likely to withdraw from courses, to indulge in risky behaviors, and to have other psychiatric comorbidities than their non-ADHD peers. Ensuring that students with ADHD receive appropriate support requires documented evidence of impairment to academic and day-to-day functioning. In adults with ADHD, stimulants improve concentration and attention, although improved academic productivity remains to be demonstrated. ADHD negatively impacts academic performance in students and increases the likelihood of drug and alcohol problems. Affected students may therefore benefit from disability support services, academic accommodations, and pharmacological treatment. PMID:25298735

Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Tresco, Katy E.; Lefler, Elizabeth K.; Power, Thomas J.

2010-01-01

Children with ADHD typically show impairments throughout the school day. A number of interventions have been demonstrated to address both the academic and behavioral impairments associated with this disorder. Although the focus of research has been on classroom-based strategies of intervention for children with ADHD, school-based interventions applicable for non-classroom environments such as lunchrooms and playgrounds are beginning to emerge. This paper provides a brief description of the guiding principles of behavioral intervention, identifies selected strategies to address behavioral and academic concerns, discusses how school contextual factors have an effect on intervention selection and implementation, and considers the effects of using psychosocial interventions in combination with medication. PMID:21152355

The effect of psychological distance on automatic goal contagion

PubMed Central

Wessler, Janet; Hansen, Jochim

2016-01-01

ABSTRACT We investigated how psychological distance influences goal contagion (the extent to which people automatically adopt another person’s goals). On the basis of construal-level theory, we predicted people would be more prone to goal contagion when primed with psychological distance (vs. closeness) because they would construe the other person’s behavior in terms of its underlying goal. Alternatively, we predicted people primed with psychological closeness (vs. distance) would be more prone to goal contagion because closeness may increase the personal relevance of another’s goals – a process not mediated by construal level. In two preregistered studies, participants read about a student whose behavior implied either an academic or a social goal. We manipulated (a) participants’ level of mental construal with a mind-set task (Study 1) and (b) their social distance from another person who showed academic or social behaviors (Study 2). We measured performance on an anagram task as an indicator of academic goal contagion. For Study 1, we predicted that participants reading about academic (vs. social) behaviors would show a better anagram performance, especially when primed with an abstract mind-set. For Study 2, we predicted that construal level and relevance effects might cancel each other out, because distance triggers both high-level construal and less relevance. In contrast to the construal-level hypothesis, the mind-set manipulation did not affect goal contagion in Study 1. In accordance with the relevance hypothesis, psychological proximity increased goal contagion in Study 2. We discuss how the findings relate to previous findings on goal contagion and imitation. PMID:29098177

Student's perception of school bullying and its impact on academic performance: A longitudinal look.

PubMed

Zalba, Julieta; Durán, Lucas G; Carletti, Diego R; Zavala Gottau, Patxi; Serralunga, María G; Jouglard, Ezequiel F; Esandi, María E

2018-04-01

Bullying among peers has immediate and long-term consequences, as it affects children's health-related quality of life. The aim was to examine the association between the frequency, type and dynamics of children's involvement in bullying situations and their academic performance over the school year. Longitudinal study conducted in 2015 in 9 to 12 year-olds in schools of Bahía Blanca, Argentina. Outcome measures: children's involvement in bullying situations, frequency of participation in bullying and academic performance. Bullying categories were obtained through the Preconceptions of Bullying and Intimidation Among Peers (PRECONCIMEI) questionnaire and academic performance as reflected by each child's school grades. The survey included 375 children, of which 22.1% (83/375) were repeatedly involved and 30.12% (113/375) were occasionally involved in bullying situations (20.27% [76/375] reported having participated by the year end but not at the beginning, and 9.85% [37/375] showed the opposite behavior). No statistically significant differences were found, regardless of the course subject analyzed. Grades were found to have improved by school year-end, in all groups assessed. No association was found between bullying and academic performance. Sociedad Argentina de Pediatría.

Problematic Behavior: What Do CACREP Accredited Program Policies and Procedures Reflect

ERIC Educational Resources Information Center

Brown, Maranda

2011-01-01

Counselor Education programs are ethically obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007). Despite these…

Some Children are Convinced, They Can't Win.

ERIC Educational Resources Information Center

Eisenberg, Leon

1967-01-01

Social class differences affect a student's academic achievement but do not particularly affect his intellectual potential. Adult judgement of intelligence is based upon observation of the student's behavior and his performance on standardized tests. This behavior is in turn affected by the student's motivation, background experience, and…

A Content Analysis of Problematic Behavior in Counselor Education Programs

ERIC Educational Resources Information Center

Brown, Maranda

2013-01-01

Counselor education programs are obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007; Rust, Raskin, & Hill,…

The Relations between Parenting and Adolescent Motivation

ERIC Educational Resources Information Center

Hoang, Thienhuong N.

2007-01-01

There are many factors that influence the academic success and motivation of students. Social cognitive theory contends that individuals learn and perform based upon a triadic reciprocality of personal factors, behavior, and the environment. Personal factors such as beliefs, behaviors, and the environment equally influence one another. Existing…

School performance and school behavior of children affected by AIDS in China

PubMed Central

Tu, Xiaoming; Lv, Yunfei; Li, Xiaoming; Fang, Xiaoyi; Zhao, Guoxiang; Lin, Xiuyun; Hong, Yan; Zhang, Liying; Stanton, Bonita

2009-01-01

It is generally recognized that the AIDS epidemic will have a negative effect on the orphans’ school education. However, few studies have been carried out to examine the school performance and school behavior of AIDS orphans and vulnerable children (children living with HIV-infected parents). Using both self-report and teacher evaluation data of 1625 children from rural central China, we examined the impact of parental HIV/AIDS on children's school performances (academic marks, educational expectation, and student leadership) and school behaviors (e.g., aggression, shy/anxious and assertive social skills). Results indicate that AIDS orphans and vulnerable children had disadvantages in school performances in comparison to their peers from the same community who did not experience AIDS-related death and illness in their family (comparison children). AIDS orphans had the lowest academic marks based on the reports of both children and teachers. Educational expectation was significantly lower among AIDS orphans and vulnerable children than comparison children from teacher's perspective. AIDS orphans were significantly more likely to demonstrate aggressive, impulsive and anxious behaviors than non-orphans. Moreover, orphans have more learning difficulties. Vulnerable children were also at a disadvantage on most measures. The data suggest that a greater attention is needed to the school performance and behavior of children affected by AIDS. The findings also indicate that AIDS relief and assistance program for children should go beyond the school attendance and make efforts to improve their school performance and education aspiration. PMID:20107622

Academic Help-Seeking Behavior Among Student Pharmacists

PubMed Central

Gubbins, Paul O.; Ragland, Denise; Norman, Sarah E.; Flowers, Schwanda K.; Stowe, Cindy D.; DeHart, Renee M.; Pace, Anne; Hastings, Jan K.

2013-01-01

Objectives. To identify factors associated with academic help-seeking behavior among student pharmacists at a public university. Methods. Semi-structured focus group interviews were conducted to explore in depth perceptions of facilitators of and barriers to the help-seeking behavior and academic achievement of student pharmacists who had received a D or F grade in any year. A 4-part survey instrument was developed and administered to all student pharmacists and included sections for (1) attitudes and academic help-seeking behavior, (2) health status, (3) demographics, and (4) open comments. A structural equation modeling approach was used to assess relationships among domains of interest. Results. Three student focus groups noted that helpfulness of faculty members and school administrators were 2 prominent facilitators of help-seeking behavior and academic achievement. Diminished quality of life caused by stress and depression was the primary barrier to help-seeking and achievement. Three hundred four (68.6%) student pharmacists completed the survey instrument. Academic help-seeking behavior was influenced mostly by perceived academic competence and perceived faculty helpfulness. In contrast, ambivalence and perception of help-seeking as threatening were 2 factors that were negatively associated with academic help-seeking behavior. Conclusions. Academic help-seeking behavior was positively related to greater perceived academic competence and positive relationships among student pharmacists and faculty members. PMID:23459559

Parenting and Temperament Influence on School Success in 9–13 Year Olds

PubMed Central

Checa, Purificación; Abundis-Gutierrez, Alicia

2017-01-01

Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control. The aim of the present study was to evaluate the contribution of parenting style and temperament in 9–13 years old children on both academic performance and school adjustment skills. Our hypothesis was that not only parenting style is crucial to academic performance and school adjustment, but also temperament plays an important role in them. We used a Parenting Guide line questionnaire to evaluate parenting style, Early Adolescence Temperament Questionnaire-R to evaluate temperament; Health Resources Inventory to assess children's school adjustment, and academic grades, as indicator of academic performance. We were interested in testing whether or not the effect of parenting style on academic performance and school adjustment was mediated by temperament. We found that emotional and behavioral regulation mediates the relation between parenting and academic performance. These findings inform of the relevance of child's temperament on school success. Implications for education are discussed with emphasis on the importance of understanding students' temperament to promote school adjustment and good academic performance. PMID:28446886

Parenting and Temperament Influence on School Success in 9-13 Year Olds.

PubMed

Checa, Purificación; Abundis-Gutierrez, Alicia

2017-01-01

Children spend a lot of time with their parents who are the first agents that educate them. The parenting style implemented in the family influences other contexts outside home such as the school. There is evidence that a positive parenting style has an influence on school success. However, there are other variables related to school success, for example, temperament. The influence of parenting decreases with age as children develop abilities to self-regulate without parents' external control. The aim of the present study was to evaluate the contribution of parenting style and temperament in 9-13 years old children on both academic performance and school adjustment skills. Our hypothesis was that not only parenting style is crucial to academic performance and school adjustment, but also temperament plays an important role in them. We used a Parenting Guide line questionnaire to evaluate parenting style, Early Adolescence Temperament Questionnaire-R to evaluate temperament; Health Resources Inventory to assess children's school adjustment, and academic grades, as indicator of academic performance. We were interested in testing whether or not the effect of parenting style on academic performance and school adjustment was mediated by temperament. We found that emotional and behavioral regulation mediates the relation between parenting and academic performance. These findings inform of the relevance of child's temperament on school success. Implications for education are discussed with emphasis on the importance of understanding students' temperament to promote school adjustment and good academic performance.

Academic Detailing Interventions Improve Tobacco Use Treatment among Physicians Working in Underserved Communities

PubMed Central

Evers-Casey, Sarah; Graden, Sarah; Schnoll, Robert; Mallya, Giridhar

2015-01-01

Rationale: Tobacco use disproportionately affects the poor, who are, in turn, least likely to receive cessation treatment from providers. Providers caring for low-income populations perform simple components of tobacco use treatment (e.g., assessing tobacco use) with reasonable frequency. However, performance of complex treatment behaviors, such as pharmacologic prescription and follow-up arrangement, remains suboptimal. Objectives: Evaluate the influence of academic detailing (AD), a university-based, noncommercial, educational outreach intervention, on primary care physicians’ complex treatment practice behaviors within an urban care setting. Methods: Trained academic detailers made in-person visits to targeted primary care practices, delivering verbal and written instruction emphasizing three key messages related to tobacco treatment. Physicians’ self-reported frequency of simple and complex treatment behaviors were assessed using a seven-item questionnaire, before and 2 months after AD. Results: Between May 2011 and March 2012, baseline AD visits were made to 217 physicians, 109 (50%) of whom also received follow-up AD. Mean frequency scores for complex behaviors increased significantly, from 2.63 to 2.92, corresponding to a clinically significant 30% increase in the number of respondents who endorsed “almost always” or “always” (P < 0.001). Improvement in mean simple behavior frequency scores was also noted (3.98 vs. 4.13; P = 0.035). Sex and practice type appear to influence reported complex behavior frequency at baseline, whereas only practice type influenced improvement in complex behavior scores at follow up. Conclusions: This study demonstrates the feasibility and potential effectiveness of a low-cost and highly disseminable intervention to improve clinician behavior in the context of treating nicotine dependence in underserved communities. PMID:25867533

[Procedural Motor Skills and Interference in the Academic Life Routine of a Group of Schoolchildren With Signs and Symptoms of ADHD].

PubMed

Rubio-Grillo, María Helena; Salazar-Torres, Lenis Judith; Rojas-Fajardo, Aida

2014-03-01

There is a rising prevalence of attention deficit and hyperactivity disorder (ADHD) in educational institutions. Difficulties in academic development manifest as: slow information processing, difficulty in planning and working memory, difficulty staying focused, struggle selecting data or stimuli relevant to the implementation and completion of tasks. If adequate educational measures and specialized intervention are not established, the characteristics may affect instrumental learning. The aim of this study is to identify procedural motor skills that interfere with academic activities in a group of elementary school children, with signs and symptoms of ADHD. Descriptive study including children from 2nd to 4th grade of elementary school in which teachers detected signs and symptoms of ADHD by using questionnaires and observing school behavior. Procedural motor skills were identified and it was evidenced which skills interfered in the execution of academic activities. The population that showed inattention and hyperactivity behaviors manifested behavioral problems, low academic performance, and in turn, greater difficulty in postural skills and skill related with organization of space and objects, which interfered with the activities of daily living academic routine, as expected. The assessment of procedural motor skills allowed to determine specific difficulties in routine activities, and to agree on intervention strategies in the classroom. Copyright © 2014 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Asian American women in science, engineering, and mathematics: Background contextual and college environment influences on self-efficacy and academic achievement

NASA Astrophysics Data System (ADS)

Vogt, Kristen E.

2005-07-01

The purpose of this research study was to examine, for undergraduate women of various Asian American ethnic backgrounds, the influence of background contextual and college environment factors on their sense of academic self-efficacy and achievement in science, technology, engineering, and mathematics (STEM) majors. Social cognitive career theory and its critiques provided a theoretical foundation for relationships from past performance, socioeconomic status, acculturation, and college environment variables (compositional diversity, racial climate, gendered climate, academic peer support), to academic self-efficacy and achievement. Data were collected through an online survey. Instrumentation included the scales of Language, Identity, and Behavioral Acculturation; Gender Discrimination; Faculty and Classroom Behavior; Interactions with Peers; and Academic Milestones Self-efficacy. The participants were 228 Asian American undergraduate women in STEM at a large public, doctoral research extensive university on the east coast; the response rate was 51%. In three MANOVAs for nine social cognitive career variables, four ethnic groups (East, South, Southeast, and Multi-ethnic Asian American) significantly differed only on socioeconomic status. In path analysis, the initial model was not a good fit and was rejected. The model was respecified through statistical and theoretical evaluation, tested in exploratory analysis, and considered a good fit. The respecified model explained 36% of semester GPA (achievement) and 28% of academic self-efficacy. The academic achievement of Asian American women in STEM was related to past performance, background contextual factors, academic self-efficacy, academic peer support, and gendered climate. The strongest direct influence on achievement was academic self-efficacy followed by past performance. The total effect of Asian acculturation on achievement was negative and the total effect of American acculturation on achievement was not significant; academic self-efficacy mediated these complex relationships. The total effects of racial and gendered compositional diversity and racial climate on both academic self-efficacy and achievement were not significant. Students in majors with more female peers reported less academic peer support. In this study, when culturally specific variables embellished social cognitive career theory, the theory exhibited cultural validity for undergraduate Asian American women in STEM. The nature of the relationships among culturally specific variables and college environment variables, however, requires further study.

Academic success across the transition from primary to secondary schooling among lower-income adolescents: understanding the effects of family resources and gender.

PubMed

Serbin, Lisa A; Stack, Dale M; Kingdon, Danielle

2013-09-01

Successful academic performance during adolescence is a key predictor of lifetime achievement, including occupational and social success. The present study investigated the important transition from primary to secondary schooling during early adolescence, when academic performance among youth often declines. The goal of the study was to understand how risk factors, specifically lower family resources and male gender, threaten academic success following this "critical transition" in schooling. The study involved a longitudinal examination of the predictors of academic performance in grades 7-8 among 127 (56 % girls) French-speaking Quebec (Canada) adolescents from lower-income backgrounds. As hypothesized based on transition theory, hierarchical regression analyses showed that supportive parenting and specific academic, social and behavioral competencies (including spelling ability, social skills, and lower levels of attention problems) predicted success across this transition among at-risk youth. Multiple-mediation procedures demonstrated that the set of compensatory factors fully mediated the negative impact of lower family resources on academic success in grades 7-8. Unique mediators (social skills, spelling ability, supportive parenting) also were identified. In addition, the "gender gap" in performance across the transition could be attributed statistically to differences between boys and girls in specific competencies observed prior to the transition, as well as differential parenting (i.e., support from mother) towards girls and boys. The present results contribute to our understanding of the processes by which established risk factors, such as low family income and gender impact development and academic performance during early adolescence. These "transitional" processes and subsequent academic performance may have consequences across adolescence and beyond, with an impact on lifetime patterns of achievement and occupational success.

Impact of Short Duration Health & Science Energizers in the Elementary School Classroom

ERIC Educational Resources Information Center

Raney, Marcella; Henriksen, Adriel; Minton, Jessica; Lynch, Timothy Joseph

2017-01-01

Background: Acute physical activity breaks lasting 10--60 min have been related to positive effects on student focus and academic performance. The aim of this study was to evaluate the impact of repeated brief physical activity-infused academic lessons (1-5 min) on student retention and on-task behavior. Methods: One class from each K-2 grade…

School-Home Notes with and without Response Cost: Increasing Attention and Academic Performance in Low-Income Children with Attention-Deficit/Hyperactivity Disorder

ERIC Educational Resources Information Center

Jurbergs, Nichole; Palcic, Jennette; Kelley, Mary Lou

2007-01-01

This study evaluates the effectiveness of school-home notes for increasing academic productivity and on-task behavior of low-income, African American children diagnosed with attention-deficit/hyperactivity disorder (ADHD). Using a withdrawal, alternating treatments design, each student received school-home notes with and without a response cost…

Helping Girls Get Back on Track: An Implementation Study of the PACE Center for Girls

ERIC Educational Resources Information Center

Treskon, Louisa; Millenky, Megan; Freedman, Lily

2017-01-01

PACE Center for Girls is a unique program that provides academic and social services to girls ages 11 to 18. Girls eligible for PACE exhibit multiple health, safety, and delinquency risk factors, such as poor academic performance, exposure to abuse or violence, truancy, risky sexual behavior, and substance abuse. PACE seeks to help them onto a…

Junior Reserve Officer Training Corps Career Academies and Their Impact on Academic Achievement in Urban Public Schools

ERIC Educational Resources Information Center

Neely, Sheryl Austin

2012-01-01

Low attendance, poor behavior, low test scores, and low graduation rates among at-risk students have created a concern in urban school districts. The purpose of this study was to illuminate the impact of Junior Reserve Officer Training Corps (JROTC) Academy programs on students' academic performance. The theoretical foundation of the research…

The Effect of High School Socioeconomic, Racial, and Linguistic Segregation on Academic Performance and School Behaviors

ERIC Educational Resources Information Center

Palardy, Gregory J.; Rumberger, Russell W.; Butler, Truman

2015-01-01

Background/Context: The 1954 U.S. Supreme Court decision on Brown v. Board of Education concluded that segregated schools were inherently unequal and therefore unlawful. That decision was not based solely upon the notion that segregated black schools were inferior in terms of academic instruction, curricular rigor, resources, etc., but also on…

Testing a Multi-Stage Screening System: Predicting Performance on Australia's National Achievement Test Using Teachers' Ratings of Academic and Social Behaviors

ERIC Educational Resources Information Center

Kettler, Ryan J.; Elliott, Stephen N.; Davies, Michael; Griffin, Patrick

2012-01-01

This study addresses the predictive validity of results from a screening system of academic enablers, with a sample of Australian elementary school students, when the criterion variable is end-of-year achievement. The investigation included (a) comparing the predictive validity of a brief criterion-referenced nomination system with more…

Marijuana and Pregnancy

MedlinePlus

... marijuana in pregnancy have been reported in some studies. It is believed that these children might have more problems with attention, impulsive behavior, short term memory, academic performance and difficulty at ...

Health and Health Care Issues among Upper-Level College Students and Relationships to Age, Race, Gender, and Living Arrangements

ERIC Educational Resources Information Center

Henry, Brian; Cormier, Corinne; Hebert, Edward; Naquin, Mildred; Wood, Ralph

2018-01-01

Health and health-related behavior play a significant role in college students' academic performance. Unhealthy students and those who engage in risky health behaviors can have problems resulting in missed classes and lower grades. This study explored college students' health perceptions and behaviors, illness, and access to health care, and…

Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

ERIC Educational Resources Information Center

Escarpio, Raul

2011-01-01

Students with emotional and/or behavioral disorders (EBD) present considerable academic challenges along with emotional and/or behavioral problems. In terms of reading, these students typically perform one-to-two years below grade level (Kauffman, 2001). Given the strong correlation between reading failure and school failure and overall success…

A Leadership Behavior Study of African American Middle School Principals in South Carolina

ERIC Educational Resources Information Center

Dean, Mark D.

2009-01-01

An era of high stakes accountability has expanded the necessity for school districts to secure principals with leadership behaviors that encourage successful academic performance. School leaders are sought to deliver practices that guide and empower entire school communities through unprecedented times of educational change. Research studies…

Understanding College Students' Problems: Dysfunctional Thinking, Mental Health, and Maladaptive Behavior

ERIC Educational Resources Information Center

Mandracchia, Jon T.; Pendleton, Shandrea

2015-01-01

Many college students experience mental health problems and engage in risky behavior. These problems perpetuate negative outcomes such as poor academic performance and health problems, which may ultimately result in dropping out of college. Maladaptive cognitions, such as criminogenic thinking, have been established as an important contributor to…

Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study.

PubMed

Chew, Boon How; Zain, Azhar Md; Hassan, Faezah

2013-03-27

Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R(2) = 0.43). Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students' academic performance.

Affective decision-making deficits, linked to a dysfunctional ventromedial prefrontal cortex, revealed in 10th grade Chinese adolescent binge drinkers

PubMed Central

Johnson, C. Anderson; Xiao, Lin; Palmer, Paula; Sun, Ping; Wang, Qiong; Wei, Yonglan; Jia, Yong; Grenard, Jerry L.; Stacy, Alan W.; Bechara, Antoine

2011-01-01

The primary aim of this study was to test the hypothesis that adolescent binge drinkers, but not lighter drinkers, would show signs of impairment on tasks of affective decision-making as measured by the Iowa Gambling Test (IGT), when compared to adolescents who never drank. We tested 207 10th grade adolescents in Chengdu City, China, using two versions of the IGT, the original and a variant, in which the reward/punishment contingencies were reversed. This enables one to distinguish among different possibilities of impaired decision-making, such as insensitivity to long-term consequences, or hypersensitivity to reward. Furthermore, we tested working memory capacity using the Self-ordered Pointing Test (SOPT). Paper and pencil questionnaires were used to assess drinking behaviors and school academic performance. Results indicated that relative to never-drinkers, adolescent binge drinkers, but not other (ever, past 30-day) drinkers, showed significantly lower net scores on the original version of the IGT especially in the latter trials. Furthermore, the profiles of behavioral performance from the original and variant versions of the IGT were consistent with a decision-making impairment attributed to hypersensitivity to reward. In addition, working memory and school academic performance revealed no differences between drinkers (at all levels) and never-drinkers. Logistic regression analysis showed that after controlling for demographic variables, working memory, and school academic performance, the IGT significantly predicted binge-drinking. These findings suggest that a “myopia” for future consequences linked to hypersensitivity to reward is a key characteristic of adolescents with binge-drinking behavior, and that underlying neural mechanisms for this “myopia” for future consequences may serve as a predisposing factor that renders some adolescents more susceptible to future addictive behaviors. PMID:17996909

34 CFR 300.174 - Prohibition on mandatory medication.

Code of Federal Regulations, 2014 CFR

2014-07-01

... Federal prohibition against teachers and other school personnel consulting or sharing classroom-based observations with parents or guardians regarding a student's academic and functional performance, or behavior...

34 CFR 300.174 - Prohibition on mandatory medication.

Code of Federal Regulations, 2011 CFR

2011-07-01

... Federal prohibition against teachers and other school personnel consulting or sharing classroom-based observations with parents or guardians regarding a student's academic and functional performance, or behavior...

The Impact of Neglect on Initial Adaptation to School

PubMed Central

Manly, Jody Todd; Lynch, Michael; Oshri, Assaf; Herzog, Margaret; Wortel, Sanne N.

2013-01-01

This study examined the impact of child neglect during the first four years of life on adaptation to school during kindergarten and first grade in the context of neighborhood poverty. Processes related to the development of school competencies were examined, including the mediational role of cognitive functioning and ego-resiliency in shaping children’s school outcomes. 170 low-income urban children were followed prospectively for two years (ages four to six). Results indicated that neglected children had significantly lower scores on kindergarten classroom behavior and first grade academic performance than nonneglected children. Children’s cognitive performance at age four, controlling for maternal IQ, mediated the relation between severity of neglect and children’s behavior in kindergarten as well as their academic performance in first grade. Moreover, severity of neglect was related to children’s ego-resiliency at age four. However, additional ecological adversity in the form of neighborhood poverty moderated the link between ego-resiliency and classroom behavior such that at lower levels of poverty, ego-resiliency mediated the relation between severity of neglect and school adaptation. Conversely, when neighborhood poverty was extreme, the effects of ego-resiliency were attenuated and ego-resiliency ceased to predict behavioral performance in kindergarten. The implications of these findings for prevention and intervention are discussed. PMID:23843472

Prevalence and Patterns of Academic Enabling Behaviors: An Analysis of Teachers' and Students' Ratings for a National Sample of Students. Research Brief

ERIC Educational Resources Information Center

Elliott, Stephen N.; DiPerna, James Clyde; Mroch, Andrew A.; Lang, Sylvia C.

2004-01-01

Academic enabling behaviors play a significant role in the development of academically competent students. Academic enablers are behaviors that facilitate learning such as social skills, study skills, motivation, and engagement. In this study, teacher and student ratings were used to describe the academic enablers of a nationally representative…

Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance.

PubMed

Arthur, Michael W; Brown, Eric C; Briney, John S; Hawkins, J David; Abbott, Robert D; Catalano, Richard F; Becker, Linda; Langer, Michael; Mueller, Martin T

2015-08-01

School administrators and teachers face difficult decisions about how best to use school resources to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. We examined relationships among school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance. Hierarchical generalized linear models were used to predict associations involving school-averaged levels of substance use and risk and protective factors and students' likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. Levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. Implementing prevention programs that target empirically identified risk and protective factors has the potential to have a favorable effect on students' academic achievement. © 2015, American School Health Association.

A Preliminary Evaluation of a School-Based Media Education and Reduction Intervention.

PubMed

Bickham, David S; Hswen, Yulin; Slaby, Ronald G; Rich, Michael

2018-06-01

While media education and reduction programs have been proposed to prevent adverse health and academic outcomes related to heavy electronic media use among school-aged children, few have been formally piloted and evaluated. We used a quasi-experimental design to evaluate the effectiveness of Take the Challenge (TtC), a school-based media education/reduction program for the primary prevention of sleep deprivation, dysfunctional social-emotional behaviors, and poor academic performance. Sixth- to eighth-grade students at a rural Midwestern U.S. middle school received the TtC program, while a similar school in the same district served as the comparison group. Health-related and academic measures were collected from students and teachers at both schools before and after the intervention. The primary outcome measure was student-reported electronic media use (television, video games, Internet). Secondary measures included student health behaviors (student-reported sleep, exercise, and outdoor play) and academic activities (teacher-reported homework and classroom performance). Compared to the comparison group, students receiving TtC slept more and reduced television viewing, background television time, after-school video gaming, and weekend Internet use. Teachers reported increases in the extent to which TtC students completed homework assignments and stayed on task in the classroom. Well-designed school-based programs such as TtC can reduce electronic media use among middle-school children and improve related health and academic outcomes.

The impact of lifetime suicidality on academic performance in college freshmen.

PubMed

Mortier, P; Demyttenaere, K; Auerbach, R P; Green, J G; Kessler, R C; Kiekens, G; Nock, M K; Bruffaerts, R

2015-11-01

While suicidal thoughts and behaviors (STB) among college students are common, the associations between STB and academic performance are not well understood. As part of the World Mental Health Surveys International College Student project, web-based self-reported STB of KU Leuven (Leuven, Belgium) incoming freshmen (N=4921; response rate=65.4%) was collected, as well as academic year percentage (AYP), and the departments to which students belong. Single- and multilevel multivariate analyses were conducted, adjusted for gender, age, parental educational level, and comorbid lifetime emotional problems. Lifetime suicide plan and attempt upon college entrance were associated with significant decreases in AYP (3.6% and 7.9%, respectively). A significant interaction was found with average departmental AYP, with STB more strongly associated with reduced AYP in departments with lower than higher average AYP. Limited sample size precluded further investigation of interactions between department-level and student-level variables. No information was available on freshman secondary school academic performance. Lifetime STB has a strong negative association with academic performance in college. Our study suggests a potential role for the college environment as target for treatment and prevention interventions. Copyright © 2015 Elsevier B.V. All rights reserved.

Expressed emotion and its relationship to adolescent depression and antisocial behavior in northern Taiwan.

PubMed

Lue, Bee-Horng; Wu, Wen-Chi; Yen, Lee-Lan

2010-02-01

Despite widespread recognition of the occurrence of antisocial behavior and depression in adolescents, the specifics of the relationship between them have not been clarified. The purpose of this study was to investigate the role of expressed emotion as a proximal factor for depression and antisocial behavior among adolescents, by looking at direct and indirect relationships. Secondary data analysis using path analysis was carried out on 2004 data from the Child and Adolescent Behaviors in Long-term Evaluation project. The study sample consisted of 1599 seventh-grade students in Northern Taiwan. Variables included family factors, personal factors (sex and academic performance), expressed emotion [emotional involvement (EI) and perceived criticism (PC)], depression, and antisocial behavior. We found that one dimension of expressed emotion, PC, directly influenced student depression and related indirectly to antisocial behavior. Depression was an important mediator between PC and antisocial behavior. Another dimension, EI, did not influence either depression or antisocial behavior. Sex was related directly to expressed emotion, depression, and antisocial behavior, and also indirectly to antisocial behavior through PC and depression. Academic performance was related directly to expressed emotion and indirectly to antisocial behavior through PC and depression. Greater PC from parents directly contributed to higher levels of student depression and was related indirectly to more student antisocial behavior. It is suggested that parents should decrease overly critical parenting styles to promote adolescent mental health and avoid the development of antisocial behavior. (c) 2010 Formosan Medical Association & Elsevier. Published by Elsevier B.V. All rights reserved.

Helping Girls Get Back on Track: An Implementation Study of the PACE Center for Girls. Executive Summary

ERIC Educational Resources Information Center

Treskon, Louisa; Millenky, Megan; Freedman, Lily

2017-01-01

PACE Center for Girls is a unique program that provides academic and social services to girls ages 11 to 18. Girls eligible for PACE exhibit multiple health, safety, and delinquency risk factors, such as poor academic performance, exposure to abuse or violence, truancy, risky sexual behavior, and substance abuse. PACE seeks to help them onto a…

Academic and Behavioral Characteristics of Emotionally Disturbed, Learning-Disabled, and General Education Students at a Secondary Residential School

ERIC Educational Resources Information Center

Gaskins, Courtney

2009-01-01

This study provides a description of the academic functioning levels and performance gains of adolescents (n = 423) attending a residential school over a seven year period using secondary data. Students ranged in age from 12 to 18 and represented a wide range of cultural and linguistic backgrounds. The vast majority of the sample were males (68%).…

Gratitude is Associated with Greater Levels of Protective Factors and Lower Levels of Risks in African American Adolescents

PubMed Central

Ma, Mindy; Kibler, Jeffrey L.; Sly, Kaye

2013-01-01

The literature suggests gratitude is associated with positive youth development. The current study examined the relationship between gratitude and protective/risk factors among African American youth. Adolescents (N = 389; 50.4% males) ages 12 – 14 completed measures of gratitude (moral affect and life-orientation), protective factors (e.g., academic and activity engagement, family relationship), and high-risk behaviors (e.g., sexual attitudes and behaviors, drug/alcohol use). Results indicated greater moral affect gratitude was the only variable significantly associated with greater academic interest, better academic performance, and more extra-curricular activity engagement. Greater moral affect and life-orientation gratitude both significantly correlated with positive family relationship. Greater life-orientation gratitude was the only variable significantly associated with abstinence from sexual intimacy, sexual intercourse, likelihood of engaging in sex during primary school, and abstinence from drug/alcohol use. The findings suggest that moral affect gratitude may enhance protective factors while life-orientation gratitude may buffer against high-risk behaviors among African American youth. PMID:24011114

Relationships among Behavioral Profiles, Reading Performance, and Disability Labels: A Latent Class Analysis of Students in the ED, LD, and OHI Special Education Categories

ERIC Educational Resources Information Center

Weingarten, Zachary

2018-01-01

The aim of this study was to explore the variation in student behavior across the ED, LD, and OHI disability categories and to examine demographic, behavioral, and academic factors that may place students at risk for negative outcomes. This study used teachers' rating of students' in-class behavior to identify latent classes of students in the ED,…

Evaluating the Effects of Formal Corrective Feedback on Off-Task/On-Task Behavior of Mild Intellectually Disabled Students: An Action Research Study

ERIC Educational Resources Information Center

George, Kevin

2016-01-01

The off-task behavior demonstrated by the study participants appears to interfere with classroom instruction, contribute to poor academic performance and in many instances lead to disciplinary actions such as suspension. The purpose of the study entailed determining if formal corrective feedback has an effect on the off-task/on-task behavior of…

Spanish version of the Time Management Behavior Questionnaire for university students.

PubMed

García-Ros, Rafael; Pérez-González, Francisco

2012-11-01

The main objective of the study is to analyze the psychometric properties and predictive capacity on academic performance in university contexts of a Spanish adaptation of the Time Management Behavior Questionnaire. The scale was applied to 462 students newly admitted at the Universitat de València in the 2006-2007 school year. The analyses performed made it possible to reproduce the factorial structure of the original version of the questionnaire with slight modifications in the ascription of various items. The underlying factorial structure includes four interrelated dimensions (Establishing objectives and priorities, Time management tools, Perception of time control and Preference for disorganization), which present satisfactory levels of reliability and an adequate convergent validity with the Time management subscale of the Motivated Strategies for Learning Questionnaire. The scores on the dimensions of time management show significant levels of association with academic performance in the first year of university studies, especially highlighting the predictive capacity of the subscale dealing with the Establishment of objectives and priorities. These results show the reliability and validity of this adaptation of the scale for evaluating how the students manage their academic time, and predicting their performance in the year they initiate the degree program, thus aiding in the development of intervention proposals directed towards improving these skills.

The Role of Religious Involvement on Depression, Risky Behavior, and Academic Performance among Korean American Adolescents

ERIC Educational Resources Information Center

Kang, Piljoo P.; Romo, Laura F.

2011-01-01

Structural equation modeling was used to test a theoretical path model of church engagement, personal spirituality, and mentoring relationships on depressive symptoms, involvement in risky behaviors, and self-reported grades among Korean American adolescents. It was hypothesized that personal spirituality and mentoring relationship quality would…

Early Maternal Depression and Children's Adjustment to School.

ERIC Educational Resources Information Center

Wright, Cheryl A.; George, Thomas P.; Burke, Renee; Gelfand, Donna M.; Teti, Douglas M.

2000-01-01

Examined the relationship between mother's history of depression when their children were 0-3 years old and the child's subsequent early school adaptation, using teacher ratings of problem behaviors, peer relations, and academic performance of 5- to 8-year-olds. Found that maternal depression was related to more adjustment and behavior problems,…

Disentangling the Effects of Student Attitudes and Behaviors on Academic Performance

ERIC Educational Resources Information Center

Janssen, Susan; O'Brien, Maureen

2014-01-01

The interplay among motivation, ability, attitudes, behaviors, homework, and learning is unclear from previous research. We analyze data collected from 687 students enrolled in seven economics courses. A model explaining homework and exam scores is estimated, and separate analyses of ability and motivation groups are conducted. We find that…

Behavioral Impacts of a Mindfulness Pilot Intervention for Elementary School Students

ERIC Educational Resources Information Center

Harpin, Scott B.; Rossi, AnneMarie; Kim, Amber K.; Swanson, Leah M.

2016-01-01

Elementary school students in today's urban classrooms face many life circumstances at home and in their communities that contribute to stress and coping needs. These stressors are often brought into the classroom, which impact learning, behaviors, and overall academic performance. Mindfulness has been used in classroom settings, particularly with…

Student Identification of Academic Cheating Typology and the Link to Shoplifting Motivation

ERIC Educational Resources Information Center

Shanahan, Kevin J.; Hopkins, Christopher D.; Carlson, Les; Raymond, Mary Anne

2013-01-01

Employing and testing shoplifting-based constructs, we develop and validate a new multifaceted cheating behavior scale that allows educators to segment cheating behavior into what students perceive as trivial versus serious cheating. Results confirm that shoplifting-based scales perform well as predictors of cheating and also suggest that from…

The Effect of Internal Marketing on Organizational Citizenship Behavior of Academic Staff in Higher Educational Institutions

ERIC Educational Resources Information Center

Yildiz, Suleyman M.

2016-01-01

Due to their important roles in organizational performance, internal marketing and organizational citizenship behavior have become more interesting subjects among researchers and practitioners. However, empirical research is limited in the literature, and the relationship between these two variables in higher educational institutions is not clear.…

Poverty in Education

ERIC Educational Resources Information Center

Greever, Sadie

2014-01-01

The purpose of this literature review is to provide a comprehensive summary of the topic of poverty and its effects upon student behavior and academic performance. Presented in this chapter of the review of the related literature will be: (a) description of poverty and the role of education, (b) effects of poverty on student behavior, (c) effects…

The Relationship between Promotions Committees' Identification of Problem Medical Students and Subsequent State Medical Board Actions

ERIC Educational Resources Information Center

Santen, Sally A.; Petrusa, Emil; Gruppen, Larry D.

2015-01-01

Studies have found unprofessional behavior in medical school was associated with disciplinary action by state medical boards. For medical schools, promotions committees are responsible for identifying which students do not demonstrate academic performance and professional behavior acceptable for promotion and graduation. The objective of this…

Media multitasking in adolescence.

PubMed

Cain, Matthew S; Leonard, Julia A; Gabrieli, John D E; Finn, Amy S

2016-12-01

Media use has been on the rise in adolescents overall, and in particular, the amount of media multitasking-multiple media consumed simultaneously, such as having a text message conversation while watching TV-has been increasing. In adults, heavy media multitasking has been linked with poorer performance on a number of laboratory measures of cognition, but no relationship has yet been established between media-multitasking behavior and real-world outcomes. Examining individual differences across a group of adolescents, we found that more frequent media multitasking in daily life was associated with poorer performance on statewide standardized achievement tests of math and English in the classroom, poorer performance on behavioral measures of executive function (working memory capacity) in the laboratory, and traits of greater impulsivity and lesser growth mindset. Greater media multitasking had a relatively circumscribed set of associations, and was not related to behavioral measures of cognitive processing speed, implicit learning, or manual dexterity, or to traits of grit and conscientiousness. Thus, individual differences in adolescent media multitasking were related to specific differences in executive function and in performance on real-world academic achievement measures: More media multitasking was associated with poorer executive function ability, worse academic achievement, and a reduced growth mindset.

Sedentary behavior during school-time: Sociodemographic, weight status, physical education class, and school performance correlates in Brazilian schoolchildren.

PubMed

da Costa, Bruno G G; da Silva, Kelly S; George, Amanda M; de Assis, Maria Alice A

2017-01-01

To investigate whether sedentary behavior during school-time is associated with gender, age, mother's education, having physical education classes, weight status, and academic performance. Cross-sectional study. A sample of 571 children (7-12 years old) from five elementary schools in Florianopolis, South Brazil had their height and weight measured, and wore accelerometers during class time. Teachers completed a form to evaluate children's reading and writing skills. Parents provided sociodemographic and educational information. Data was analyzed using multilevel linear regression analyses. Children spent an average of 132min in sedentary behavior during school-time (64% of total school-time). Girls (137.5min), obese children (138.1min), older children (144.2min), and those who did not have physical education classes (140.2min) spent more time engaged in sedentary activities than their peers. Academic performance and mother's education were not associated with sedentary behaviors. Children spent most of their school-time in sedentary activities, with girls, older students, and obese students being even more sedentary than their peers. Physical education classes were a protective factor against excessive sedentary behavior in school. Interventions for reducing sedentary behavior during school-time could employ additional strategies to benefit the at risk groups. In addition, encouraging student's participation in physical education classes could minimize the time spent in sedentary behavior during school hours. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

GENDER DIFFERENCES IN RISK/PROTECTION PROFILES FOR LOW ACADEMIC PERFORMANCE.

PubMed

Whitney, Stephen D; Renner, Lynette M; Herrenkohl, Todd I

2010-05-01

Using holistic-interactionistic theory, the simultaneous nature of risk and protection factors for both males and females (age 6-11 in Wave 1) is examined using Latent Profile Analysis (LPA). Risk/protection classes are estimated using multiple risk factor variables (e.g., physical child abuse) and multiple protective factors (e.g., extracurricular activities). These risk/protection classes were used to predict low academic performance. For both males and females, high risk, low protection individuals were significantly more likely to experience low academic performance than low risk, high protection cases. Gender differences emerged in a class for females that included the importance of parental/peer disapproval of anti-social behavior as a protective factor that was not present for males. Findings support elements of the holistic-interactionistic theory for human development and suggest the need to examine risk and protective factors in combination to account for their shared influences on developmental outcomes. Implications for youths underperforming academically are discussed.

A Neuropsychological Profile for Agenesis of the Corpus Callosum? Cognitive, Academic, Executive, Social, and Behavioral Functioning in School-Age Children.

PubMed

Siffredi, Vanessa; Anderson, Vicki; McIlroy, Alissandra; Wood, Amanda G; Leventer, Richard J; Spencer-Smith, Megan M

2018-05-01

Agenesis of the corpus callosum (AgCC), characterized by developmental absence of the corpus callosum, is one of the most common congenital brain malformations. To date, there are limited data on the neuropsychological consequences of AgCC and factors that modulate different outcomes, especially in children. This study aimed to describe general intellectual, academic, executive, social and behavioral functioning in a cohort of school-aged children presenting for clinical services to a hospital and diagnosed with AgCC. The influences of age, social risk and neurological factors were examined. Twenty-eight school-aged children (8 to 17 years) diagnosed with AgCC completed tests of general intelligence (IQ) and academic functioning. Executive, social and behavioral functioning in daily life, and social risk, were estimated from parent and teacher rated questionnaires. MRI findings reviewed by a pediatric neurologist confirmed diagnosis and identified brain characteristics. Clinical details including the presence of epilepsy and diagnosed genetic condition were obtained from medical records. In our cohort, ~50% of children experienced general intellectual, academic, executive, social and/or behavioral difficulties and ~20% were functioning at a level comparable to typically developing children. Social risk was important for understanding variability in neuropsychological outcomes. Brain anomalies and complete AgCC were associated with lower mathematics performance and poorer executive functioning. This is the first comprehensive report of general intellectual, academic, executive social and behavioral consequences of AgCC in school-aged children. The findings have important clinical implications, suggesting that support to families and targeted intervention could promote positive neuropsychological functioning in children with AgCC who come to clinical attention. (JINS, 2018, 24, 445-455).

Universal Factors of Student Achievement in High-Performing Eastern and Western Countries

ERIC Educational Resources Information Center

Lee, Jihyun

2014-01-01

This study investigates whether a common set of student attitudes and behavioral tendencies can account for academic achievement across different, especially high-performing, countries via analysis of the PISA 2009 international data set. The 13 countries examined are 5 of the top-performing Eastern countries/systems, namely Shanghai China, South…

Teacher Reports of Student Health and Its Influence on Students' School Performance

ERIC Educational Resources Information Center

Moore, Tara C.; Wehby, Joseph H.; Hollo, Alexandra; Robertson, Rachel E.; Maggin, Daniel M.

2014-01-01

Physical health may be an important variable that influences students' behavioral and academic performance in school settings. Poor health status is hypothesized to negatively influence student performance even in the presence of evidence-based practices. In this study, teachers reported their perceptions of students' health status as well as…

Performance Appraisal in an Academic Library: A Case Study.

ERIC Educational Resources Information Center

George, Verna E.

Well-designed performance appraisals should provide employees with feedback concerning their performance, serve as a basis for modifying behavior toward more effective work habits, and provide managers with data which they can use to judge future job assignments and compensation. Poorly-designed ones, used as short-term control systems, can create…

Prerequisite Coursework as a Predictor of Performance in a Graduate Management Course

ERIC Educational Resources Information Center

McMillan-Capehart, Amy; Adeyemi-Bello, Tope

2008-01-01

There have been many studies published concerning predictors of academic performance but few of these studies have examined the impact of prerequisites. As such, we investigated the impact of a prerequisite management course on graduate student performance in an Organizational Behavior (OB) course. In this longitudinal study, we explored…

Behavioral and Academic Progress of Children Displaying Substantive ADHD Behaviors in Special Education: A 1-Year Follow-up.

PubMed

Stoutjesdijk, Regina; Scholte, Evert M; Swaab, Hanna

2016-01-01

Exploring differences in behavioral and academic progress between children displaying substantive ADHD behaviors (M age of 9.4 years) in special schools (n = 38) and in inclusive education (n = 26). The contribution of pedagogical strategies to positive outcomes was also examined. Measurements used were the Teachers' Report Form, the Social Emotional Questionnaire, assessments of academic achievement, and the Pedagogical Methods Questionnaire. Mixed-model ANOVAs and Pearson's correlations were used to analyze the data. Significant progress was found regarding disorder-specific problem behavior and in all academic areas, but no interaction effect was found between time and setting. Correlations indicated that positive behavior reinforcement and emotional support are the pedagogical strategies that contributed most to behavioral adaptation. Children displaying substantive ADHD behaviors in both groups develop equally well in the areas of behavioral and academic functioning where significant progress was found. © The Author(s) 2013.

Analysis of Navy Delayed Entry Program and Recruit Training Center Attrition

DTIC Science & Technology

1998-06-01

training which are not consistent with military service (e.g., sleepwalking , suicidal behavior, bedwetting). "Screen" encompasses the prior problems...Non-Academic Psych-Personality Disorder I Behavior 193 Non-Academic Psych-Enuresis I Behavior 194 Non-Academic Psych- Sleepwalk I Behavior 43

Emotional intelligence and academic performance in first and final year medical students: a cross-sectional study

PubMed Central

2013-01-01

Background Research on emotional intelligence (EI) suggests that it is associated with more pro-social behavior, better academic performance and improved empathy towards patients. In medical education and clinical practice, EI has been related to higher academic achievement and improved doctor-patient relationships. This study examined the effect of EI on academic performance in first- and final-year medical students in Malaysia. Methods This was a cross-sectional study using an objectively-scored measure of EI, the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). Academic performance of medical school students was measured using continuous assessment (CA) and final examination (FE) results. The first- and final-year students were invited to participate during their second semester. Students answered a paper-based demographic questionnaire and completed the online MSCEIT on their own. Relationships between the total MSCEIT score to academic performance were examined using multivariate analyses. Results A total of 163 (84 year one and 79 year five) medical students participated (response rate of 66.0%). The gender and ethnic distribution were representative of the student population. The total EI score was a predictor of good overall CA (OR 1.01), a negative predictor of poor result in overall CA (OR 0.97), a predictor of the good overall FE result (OR 1.07) and was significantly related to the final-year FE marks (adjusted R2 = 0.43). Conclusions Medical students who were more emotionally intelligent performed better in both the continuous assessments and the final professional examination. Therefore, it is possible that emotional skill development may enhance medical students’ academic performance. PMID:23537129

Academic Responding During Instruction and Reading Outcomes for Kindergarten Students At-risk for Reading Difficulties

PubMed Central

Wanzek, Jeanne; Roberts, Greg; Al Otaiba, Stephanie

2013-01-01

The purpose of this study was to investigate the academic responding of students at-risk for reading difficulties in beginning reading instruction. Opportunities for kindergarten students at-risk for reading difficulties to respond academically during teacher-facilitated reading instruction in the general education classroom were examined in relation to student reading achievement as well as social behaviors. Student academic responding during teacher-facilitated instruction significantly predicted end of year reading achievement. Teacher perceptions of students’ social skills (positive correlation) and problem behaviors (negative correlation) were significantly correlated with academic responding. When academic responding and teacher perceptions of social behaviors were examined together, only teacher perceptions of academic competence and problem behaviors predicted spring outcomes. PMID:24665162

Short term effects of methylphenidate on the cognitive, learning and academic performance of children with attention deficit disorder in the laboratory and the classroom.

PubMed

Douglas, V I; Barr, R G; O'Neill, M E; Britton, B G

1986-03-01

Sixteen children meeting diagnostic criteria for Attention Deficit Disorder with Hyperactivity (ADD-H) were tested on methylphenidate (0.3 mg/kg) and placebo on cognitive, learning, academic and behavioral measures in a double-blind study. Assessments were carried out in the laboratory and in the children's regular classrooms. Results indicate methylphenidate-induced improvements on a majority of the measures. Drug-induced changes reflected increased output, accuracy and efficiency and improved learning acquisition. There was also evidence of increased effort and self-correcting behaviours. It is argued that reviewers have underestimated the potential of stimulants to improve the performance of ADD-H children on academic, learning and cognitive tasks.

Do health and education agencies in the United States share responsibility for academic achievement and health? A review of 25 years of evidence about the relationship of adolescents' academic achievement and health behaviors.

PubMed

Bradley, Beverly J; Greene, Amy C

2013-05-01

The United States Centers for Disease Control and Prevention monitors health-risk behaviors of adolescents in United States, which include (1) violence; (2) tobacco use; (3) alcohol and other drug use; (4) sexual behaviors contributing to unintended pregnancy and sexually transmitted diseases; (5) inadequate physical activity; and (6) unhealthy dietary behaviors. We reviewed original research published in peer-reviewed journals between 1985 and 2010 to synthesize evidence about the association of adolescent health-risk behaviors and academic achievement. Using predetermined selection criteria, 122 articles were included that used at least one variable for health-risk behaviors and also for academic achievement. For all six health-risk behaviors, 96.6% of the studies reported statistically significant inverse relationships between health-risk behaviors and academic achievement. With this persuasive evidence about the interrelationship of health-risk behaviors and academic achievement, it is imperative that leaders in education and health act together to make wise investments in our nation's school-age youth that will benefit the entire population. A unified system that addresses both health behavior and academic achievement would have reciprocal and synergistic effects on the health and academic achievement not only of children and adolescents, but also of adults in the United States. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Defining and understanding healthy lifestyles choices for adolescents.

PubMed

He, Ka; Kramer, Ellen; Houser, Robert F; Chomitz, Virginia R; Hacker, Karen A

2004-07-01

To: (a) establish criteria for defining positive health behaviors and lifestyle; and (b) identify characteristics of adolescents who practice a healthy lifestyle. Responses from a 1998 survey via questionnaire, of 1487 students, from a public high school, Cambridge, Massachusetts, were used to assess correlates of healthy lifestyle choices. Strict and broad assessments of healthy behaviors were defined for students: use of alcohol, tobacco, and illegal drugs; sexual behavior; attempted suicide. Whereas the "strict" criteria included only those adolescents who did not practice any of the behaviors in question, the broad criteria reflected experimentation and moderate risk-taking. The prevalence of positive behaviors was assessed by demographic and student characteristics. In addition, logistic regression models were created to predict determinants of teenagers' healthy lifestyles using both strict and broad definitions. Using strict criteria of healthy lifestyle, significant predictors were being female, born outside the United States, higher academic performance, and fewer stressful life events. Using a broad definition of a healthy lifestyle, significant predictors were being non-Caucasian, in the lower grade levels at the school, higher academic performance, and fewer stressful life events. In both models, peers' approval of risky behaviors negatively influenced teens' lifestyles, whereas parents' disapproval of risky behaviors was a positive influence. These results reinforce the importance of school, peer, and parent support of positive behaviors. It is important for public health workers and families to understand and define healthy lifestyles choices for adolescents.

Child height, health and human capital: Evidence using genetic markers

PubMed Central

von Hinke Kessler Scholder, Stephanie; Davey Smith, George; Lawlor, Debbie A.; Propper, Carol; Windmeijer, Frank

2013-01-01

Height has long been recognized as being associated with better outcomes: the question is whether this association is causal. We use children's genetic variants as instrumental variables to deal with possible unobserved confounders and examine the effect of child/adolescent height on a wide range of outcomes: academic performance, IQ, self-esteem, depression symptoms and behavioral problems. OLS findings show that taller children have higher IQ, perform better in school, and are less likely to have behavioral problems. The IV results differ: taller girls (but not boys) have better cognitive performance and, in contrast to the OLS, greater height appears to increase behavioral problems. PMID:25673883

Child height, health and human capital: Evidence using genetic markers.

PubMed

von Hinke Kessler Scholder, Stephanie; Davey Smith, George; Lawlor, Debbie A; Propper, Carol; Windmeijer, Frank

2013-01-01

Height has long been recognized as being associated with better outcomes: the question is whether this association is causal. We use children's genetic variants as instrumental variables to deal with possible unobserved confounders and examine the effect of child/adolescent height on a wide range of outcomes: academic performance, IQ, self-esteem, depression symptoms and behavioral problems. OLS findings show that taller children have higher IQ, perform better in school, and are less likely to have behavioral problems. The IV results differ: taller girls (but not boys) have better cognitive performance and, in contrast to the OLS, greater height appears to increase behavioral problems.

What Affects Academic Functioning in Secondary Special Education Students with Serious Emotional and/or Behavioral Problems?

ERIC Educational Resources Information Center

Mattison, Richard E.; Blader, Joseph C.

2013-01-01

Concern is growing over the limited academic progress in special education students with emotional and/or behavioral disorders (EBD). We know little about how academic and behavioral factors interact in these students to affect their academic functioning. Therefore, potential associations were investigated over the course of one school year for…

The Foreign Student Dilemma.

ERIC Educational Resources Information Center

Altbach, Philip G.

1985-01-01

Analytical introduction and 313-item annotated bibliography address foreign student infrastructure, highlighting academic experiences and performance; adaptation problems; policies (institutional, industrialized nations, Third World nations); educational studies (attitudinal, behavioral, disciplinary, historical, statistical); issues (non-return,…

Parental Deployment, Adolescent Academic and Social-Behavioral Maladjustment, and Parental Psychological Well-being in Military Families.

PubMed

Nicosia, Nancy; Wong, Elizabeth; Shier, Victoria; Massachi, Samira; Datar, Ashlesha

Increases in the frequency and length of military deployments have raised concerns about the well-being of military families. We examined the relationship between a military parent's deployment and (1) adolescent academic and social-behavioral maladjustment and (2) parental psychological well-being. We collected data from April 2013 through January 2014 from 1021 families of enlisted US Army personnel with children aged 12 or 13 during the Military Teenagers' Environments, Exercise, and Nutrition Study. Through online parent surveys, we collected data on deployment, adolescent academic and social-behavioral maladjustment, and parental psychological well-being. We estimated adjusted logistic and linear regression models for adolescents (all, boys, girls), military parents (all, fathers, mothers), and civilian parents. Compared with no or short deployments, long deployments (>180 days in the past 3 years) were associated with significantly higher odds of decreases in adolescent academic performance (adjusted odds ratio [AOR] = 1.54), independence (AOR = 2.04), and being responsible (AOR = 1.95). These associations were also significant for boys but not for girls. Among parents, long deployments were associated with significantly higher odds of being depressed (AOR = 2.58), even when controlling for adolescent maladjustment (AOR = 2.54). These associations did not differ significantly between military and civilian parents and were significant for military fathers but not military mothers. Recent deployment (in the past 12 months) was not associated with either adolescent or parent outcomes. Long deployments are associated with adolescents' academic and social-behavioral maladjustments and diminished parental well-being, especially among boys and military fathers.

Parental Deployment, Adolescent Academic and Social–Behavioral Maladjustment, and Parental Psychological Well-being in Military Families

PubMed Central

Nicosia, Nancy; Wong, Elizabeth; Shier, Victoria; Massachi, Samira

2016-01-01

Objective: Increases in the frequency and length of military deployments have raised concerns about the well-being of military families. We examined the relationship between a military parent’s deployment and (1) adolescent academic and social–behavioral maladjustment and (2) parental psychological well-being. Methods: We collected data from April 2013 through January 2014 from 1021 families of enlisted US Army personnel with children aged 12 or 13 during the Military Teenagers’ Environments, Exercise, and Nutrition Study. Through online parent surveys, we collected data on deployment, adolescent academic and social–behavioral maladjustment, and parental psychological well-being. We estimated adjusted logistic and linear regression models for adolescents (all, boys, girls), military parents (all, fathers, mothers), and civilian parents. Results: Compared with no or short deployments, long deployments (>180 days in the past 3 years) were associated with significantly higher odds of decreases in adolescent academic performance (adjusted odds ratio [AOR] = 1.54), independence (AOR = 2.04), and being responsible (AOR = 1.95). These associations were also significant for boys but not for girls. Among parents, long deployments were associated with significantly higher odds of being depressed (AOR = 2.58), even when controlling for adolescent maladjustment (AOR = 2.54). These associations did not differ significantly between military and civilian parents and were significant for military fathers but not military mothers. Recent deployment (in the past 12 months) was not associated with either adolescent or parent outcomes. Conclusion: Long deployments are associated with adolescents’ academic and social–behavioral maladjustments and diminished parental well-being, especially among boys and military fathers. PMID:28005475

The Relationship among Strategic Writing Behavior, Writing Motivation, and Writing Performance with Young, Developing Writers

ERIC Educational Resources Information Center

Graham, Steve; Harris, Karen R.; Kiuhara, Sharlene A.; Fishman, Evan J.

2017-01-01

Our study tested whether learning is shaped by fundamental cognitive and motivational forces in the academic domain of writing. We examined whether strategic writing behavior and motivation (attitudes toward writing and self-efficacy) made a statistically significant and unique contribution to the prediction of writing quality and number of words…

An Analysis of Home Contingencies to Improve School Behavior with Disruptive Adolescents.

ERIC Educational Resources Information Center

Trice, Ashton D.; And Others

1983-01-01

Home contingencies (allowance and curfews) based on daily reports of the academic and conduct performance of four 16-year-old disruptive students increased appropriate behavior in six areas. The least costly and simplest form of feedback--the good day card--showed modest treatment advantages over more complex methods and was preferred by parents.…

Examining Behavioral Risk and Academic Performance for Students Transitioning from Elementary to Middle School

ERIC Educational Resources Information Center

Lane, Kathleen Lynne; Oakes, Wendy Peia; Carter, Erik W.; Messenger, Mallory

2015-01-01

We studied the transition from elementary to middle school for 74 fifth-grade students. Specifically, we examined how behavioral risk evident in the elementary years, as measured by the "Student Risk Screening Scale" (SRSS), impacts students transitioning from elementary to middle school. First, we examined how student risk status shifts…

A Study of the Efficacy of Computerized Skill Building for Adolescents: Reducing Aggression and Increasing Pro-Social Behavior.

ERIC Educational Resources Information Center

Stern, Robin; Repa, J. Theodore

This article describes a pilot study that evaluated the efficacy of a computer-based, behavioral skill-building program in reducing aggression and improving academic performance among middle school students. The program is Ripple Effects'"Relate for Teens," a media rich, interactive application based on combining a proprietary learning…

Using the Expectancy-Value Theory of Motivation to Predict Behavioral and Emotional Risk among High School Students

ERIC Educational Resources Information Center

Dever, Bridget V.

2016-01-01

Within the expectancy-value framework, much work has been done linking expectancies and task values to academic outcomes such as performance, persistence, and choice. Research on the associations between student motivation (including efficacy and task values) and behavioral and emotional problems, however, is nascent. The present study examined a…

Ritalin vs. Response Cost in the Control of Hyperactive Children: A Within-Subject Comparison.

ERIC Educational Resources Information Center

Rapport, Mark D.; And Others

1982-01-01

A comparison of the effects of methylphenidate (Ritalin) and response cost in reducing the offtask behavior of two boys (7 and 8 years old) with attentional deficit disorders and hyperactivity revealed that response cost (with free time as the reinforcer) was superior to Ritalin in increasing ontask behavior and improving academic performance.…

Efficacy of a School-Based Treatment Program for Middle School Youth With ADHD: Pilot Data

ERIC Educational Resources Information Center

Evans, Steven W.; Axelrod, Jennifer; Langberg, Joshua M.

2004-01-01

The effects of a set of behavioral and educational interventions provided in a middle-school-based mental health program on the behavior and academic performance of 7 students diagnosed with attention-deficit/hyperactivity disorder (ADHD) were studied. The treatments included educational, social skills and family interventions designed to target…

SCOOP: A Measurement and Database of Student Online Search Behavior and Performance

ERIC Educational Resources Information Center

Zhou, Mingming

2015-01-01

The ability to access and process massive amounts of online information is required in many learning situations. In order to develop a better understanding of student online search process especially in academic contexts, an online tool (SCOOP) is developed for tracking mouse behavior on the web to build a more extensive account of student web…

Use of Treatment and Counseling Services and Mind-Body Techniques by Students with Emotional and Behavioral Difficulties

ERIC Educational Resources Information Center

Jayawardene, Wasantha; Erbe, Ryan; Lohrmann, David; Torabi, Mohammad

2017-01-01

Background: School-based treatment and counseling services (TCSs) can integrate mind-body techniques (MBTs) to improve children's health, wellness, and academic performance. We aimed to describe the effect of school-based TCS on MBT-use among students experiencing difficulties with concentration, emotions, behaviors, and getting along (DCEBG).…

Academic Expectations, Attributed Responsibility, and Teachers' Reinforcement Behavior: A Comment on Cooper and Baron, with Some Additional Data.

ERIC Educational Resources Information Center

Meyer, Wulf-Uwe

1979-01-01

Cooper and Baron's conclusions (EJ 174 719) that teachers' performance expectations were more potent predictors of their reinforcement behavior in class than were their attributions of responsibility is criticized on the basis of methodological flaws in the study. Evidence associations between teachers' attributions of responsibility and their…

Improving homework performance among children with ADHD: A randomized clinical trial.

PubMed

Merrill, Brittany M; Morrow, Anne S; Altszuler, Amy R; Macphee, Fiona L; Gnagy, Elizabeth M; Greiner, Andrew R; Coles, Erika K; Raiker, Joseph S; Coxe, Stefany; Pelham, William E

2017-02-01

Evidence indicates that children with Attention Deficit Hyperactivity Disorder (ADHD) experience acute and prolonged academic impairment and underachievement including marked difficulty with completing homework. This study is the first to examine the effects of behavioral, psychostimulant, and combined treatments on homework problems, which have been shown to predict academic performance longitudinally. Children with ADHD (ages 5-12, N = 75, 71% male, 83% Hispanic/Latino) and their families were randomly assigned to either behavioral treatment (homework-focused parent training and a daily report card; BPT + DRC) or a waitlist control group. Children also participated in a concurrent psychostimulant crossover trial conducted in a summer treatment program. Children's objective homework completion and accuracy were measured as well as parent-reported child homework behaviors and parenting skills. BPT + DRC had large effects on objective measures of homework completion and accuracy (Cohen's ds from 1.40 to 2.21, ps < .001). Other findings, including unimodal medication and incremental combined treatment benefits, were not significant. Behavioral treatment focused on homework problems results in clear benefits for children's homework completion and accuracy (the difference between passing and failing, on average), whereas long-acting stimulant medication resulted in limited and largely nonsignificant acute effects on homework performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Improving Homework Performance Among Children with ADHD: A Randomized Clinical Trial

PubMed Central

Merrill, Brittany M.; Morrow, Anne S.; Altszuler, Amy R.; Macphee, Fiona L.; Gnagy, Elizabeth M.; Greiner, Andrew R.; Coles, Erika K.; Raiker, Joseph S.; Coxe, Stefany; Pelham, William E.

2016-01-01

Objective Evidence indicates that children with Attention Deficit Hyperactivity Disorder (ADHD) experience acute and prolonged academic impairment and underachievement including marked difficulty with completing homework. This study is the first to examine the effects of behavioral, psychostimulant, and combined treatments on homework problems, which have been shown to predict academic performance longitudinally. Method Children with ADHD (ages 5-12, N = 75, 71% male, 83% Hispanic/Latino) and their families were randomly assigned to either behavioral treatment (homework-focused parent training and a daily report card; BPT+DRC) or a waitlist control group. Children also participated in a concurrent psychostimulant crossover trial conducted in a summer treatment program. Children's objective homework completion and accuracy were measured as well as parent-reported child homework behaviors and parenting skills. Results BPT+DRC had large effects on objective measures of homework completion and accuracy (Cohen's ds from 1.40, to 2.21, ps < .001). Other findings, including unimodal medication and incremental combined treatment benefits, were not significant. Conclusions Behavioral treatment focused on homework problems results in clear benefits for children's homework completion and accuracy (the difference between passing failing, on average) whereas long-acting stimulant medication resulted in limited and largely non-significant acute effects on homework performance. PMID:27618639

Association of sleep and academic performance.

PubMed

Eliasson, Arne; Eliasson, Anders; King, Joseph; Gould, Ben; Eliasson, Arn

2002-03-01

Poor school performance by adolescent students has been attributed in part to insufficient sleep. It is recognized that a number of factors lead to diminished total sleep time and chief among these are early school start times and sleep phase delay in adolescence. Political initiatives are gaining momentum across the United States to require later school start times with the intent of increasing total sleep time and consequently improving school performance. Later school start times come with significant costs and impact other activities of families and communities. The decision to implement later school start times cannot be made lightly and deserves support of well-performed research on the impact of these changes. A study evaluating the association of academic performance and total sleep time was performed in middle school and high school students in a suburban Maryland school system. Preliminary results of this study show no correlation of total sleep time with academic performance. Before mandating costly changes in school schedules, it would be useful to perform further research to determine the effects of increasing sleep time on the behaviors of adolescent students.

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use

PubMed Central

Dudovitz, Rebecca N.; Chung, Paul J.; Wong, Mitchell D.

2017-01-01

Background Poor academic (eg, “I am a bad student”) and behavioral (eg, “I am a troublemaker”) self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. Methods We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. Results More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. Conclusions By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use. PMID:27917487

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self-Concept and Decreased Substance Use.

PubMed

Dudovitz, Rebecca N; Chung, Paul J; Wong, Mitchell D

2017-01-01

Poor academic (eg, "I am a bad student") and behavioral (eg, "I am a troublemaker") self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use. © 2016, American School Health Association.

Strong leadership and teamwork drive culture and performance change: Ohio State University Medical Center 2000-2006.

PubMed

Sanfilippo, Fred; Bendapudi, Neeli; Rucci, Anthony; Schlesinger, Leonard

2008-09-01

Several characteristics of academic health centers have the potential to create high levels of internal conflict and misalignment that can pose significant leadership challenges. In September 2000, the positions of Ohio State University (OSU) senior vice president for health sciences, dean of the medical school, and the newly created position of chief executive officer of the OSU Medical Center (OSUMC) were combined under a single leader to oversee the OSUMC. This mandate from the president and trustees was modeled after top institutions with similar structures. The leader who assumed the role was tasked with improving OSUMC's academic, clinical, and financial performance. To achieve this goal, the senior vice president and his team employed the service value chain model of improving performance, based on the premise that leadership behavior/culture drives employee engagement/satisfaction, leading to customer satisfaction and improved organizational performance. Implementing this approach was a seven-step process: (1) selecting the right leadership team, (2) assessing the challenges and opportunities, (3) setting expectations for performance and leadership behavior, (4) aligning structures and functions, (5) engaging constituents, (6) developing leadership skills, and (7) defining strategies and tracking goals. The OSUMC setting during this period provides an observational case study to examine how these stepwise changes, instituted by strong leadership and teamwork, were able to make and implement sound decisions that drove substantial and measurable improvements in the engagement and satisfaction of faculty and staff; the satisfaction of students and patients; and academic, clinical, and financial performance.

Obese adolescents with type 2 diabetes perform worse than controls on cognitive and behavioral assessments.

PubMed

Brady, Cassandra C; Vannest, Jennifer J; Dolan, Lawrence M; Kadis, Darren S; Lee, Gregory R; Holland, Scott K; Khoury, Jane C; Shah, Amy S

2017-06-01

Children with type 1 diabetes demonstrate worse cognitive performance compared with their peers. Little is known regarding the cognitive and behavioral performance in obese adolescents with type 2 diabetes. Cross sectional evaluation of 20 obese adolescents with type 2 diabetes and 20 healthy adolescents was performed in Cincinnati, Ohio. Cognitive tests that included measures of processing speed, working memory, verbal and semantic fluency and parent reports of executive function and problem behavior were compared. Academic achievement and the relationship between cognitive/behavioral scores and diabetes duration and diabetes control (hemoglobin A1c) were assessed in the type 2 diabetes group only. The type 2 diabetes group had mean duration of diabetes of 2.8 ± 2.2 yr and hemoglobin A1c of 7.9 ± 2.2%. Adolescents with type 2 diabetes scored lower than controls on tests of working and verbal memory and processing speed (all p < 0.05) and worse for Internalizing, Externalizing, and Total Problems behaviors on the Child Behavior Checklist (all p < 0.05). Adolescents with type 2 diabetes scored below the population mean in academic achievement, most notably calculation. Working memory and processing speed were negatively correlated with duration of diabetes (r = -0.50 and -0.47, respectively, p < 0.05). Obese youth with type 2 diabetes score poorly compared with controls on multiple assessments of cognitive function and adaptive behavior. Further work is needed to determine if these effects are driven by obesity, diabetes or other demographic and socioeconomic risk factors. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Interteaching: The Effects of Discussion Group Size on Undergraduate Student Performance and Preference

ERIC Educational Resources Information Center

Gutierrez, Michael

2017-01-01

Interteaching is a college teaching method grounded in the principles of applied behavior analysis. Research on interteaching demonstrates that it improves academic performance, and students report greater satisfaction with interteaching as compared to traditional teaching styles. The current study investigates whether discussion group size, a…

Procedures for Analyzing Student Performance Data to Generate Hypotheses for the Purpose of Educational Decision Making.

ERIC Educational Resources Information Center

Stowitschek, Carole E.; And Others

1980-01-01

Three psychiatric teacher-counselors and five students from a residential mental health treatment facility for adolescents with behavior disorders were used to determine if consistent use of a 14-step planning strategy would result in student increases in academic performance. (Author)

Cannabis Use and Performance in Adolescents

ERIC Educational Resources Information Center

Malhotra, Anil; Biswas, Parthasarathy

2006-01-01

Cannabis is a widely used illicit drug among adolescents, many of whom perceive little risk from cannabis. Cannabis use is associated with poor academic performance and increased school drop-outs. It is also associated with high-risk behaviors in adolescents like crime, violence, unprotected sexual encounters, and car accidents. Many of these…

Parental Involvement: An Essential Ingredient for a Successful School.

ERIC Educational Resources Information Center

Akimoff, Kimberly G.

This study examined how teachers in a Christian school in the North Bay, California, area, perceive the academic and behavioral performance of students whose parents are involved in the school compared to the performance of students whose parents are not involved. Parental involvement includes parents attending parent-teacher conferences, open…

Making Schools the Model for Healthier Environments Toolkit: What It Is

ERIC Educational Resources Information Center

Robert Wood Johnson Foundation, 2012

2012-01-01

Healthy students perform better. Poor nutrition and inadequate physical activity can affect not only academic achievement, but also other factors such as absenteeism, classroom behavior, ability to concentrate, self-esteem, cognitive performance, and test scores. This toolkit provides information to help make schools the model for healthier…

The Knowledge Base and Memory Performance: A Comparison of Academically Successful and Unsuccessful Learners. Paper 5/1987.

ERIC Educational Resources Information Center

Schneider, Wolfgang; And Others

The expert-novice paradigm, which demonstrates the outstanding role of domain-specific knowledge in explaining differences in memory behavior and performance, was examined. Two studies are described which compared memory performance of groups equivalent with regard to domain-specific knowledge but differing in intellectual ability. The hypothesis…

Health Behaviors and Standardized Test Scores: The Impact of School Health Climate on Performance

ERIC Educational Resources Information Center

Gunter, Whitney D.; Daly, Kevin

2013-01-01

Research has found that many characteristics are related to performance on standardized tests. Many of these are not necessarily "academic" attributes. One area of this research is on the connection between physical health or lifestyles and test performance. The research that exists in this area is often disconnected with each other and…

Factors Influencing Academic Performance of Students Enrolled in a Lower Division Cell Biology Core Course

ERIC Educational Resources Information Center

Soto, Julio G.; Anand, Sulekha

2009-01-01

Students' performance in two semesters of our Cell Biology course was examined for this study. Teaching strategies, behaviors, and pre-course variables were analyzed with respect to students' performance. Pre-semester and post-semester surveys were administered to ascertain students' perceptions about class difficulty, amount of study and effort…

Food Insecurity and Behavioral Characteristics for Academic Success in Young Adults Attending an Appalachian University.

PubMed

Hagedorn, Rebecca L; Olfert, Melissa D

2018-03-16

In order to investigate the impact of food insecurity on college students in a highly health disparate region we (1) assessed the prevalence of food insecurity among young adults at a large, rural university in Appalachia, and (2) investigated the relationship between food insecurity and behavioral characteristics including academic performance, coping strategies, and money expenditure. A cross-sectional design was used to capture a representative sample of young adults attending a large, central Appalachian university in Fall 2016. The United States Department of Agriculture (USDA) Adult Food Security Survey was used to measure food insecurity. Independent variables include money expenditure (MES), coping strategies (CSS), academic performance (APS), and demographic, health, economic and culinary variables. Participant responses ( n = 692) showed one third (36.6%) of respondents were food-insecure. Students with higher scores for MES and CSS had significantly higher odds of being food-insecure (odds ratio (OR) = 2.07; 95% confidence interval (CI) 1.81 to 2.38 and OR = 1.20; 95% CI 1.16 to 1.23, respectively). The odds of high APS scores (OR = 0.79; 95% CI 0.73 to 0.86) were inversely related to food insecurity. Results of the logistic regression showed MES, CSS, health, and school year remained a significant predictor of food insecurity in college students. These findings suggest behavioral differences in terms of coping strategies, money expenditure, and academic progress among food-insecure students and can be used to identify and target at-risk students to promote student food security and well-being.

Adolescent women's daily academic behaviors, sexual behaviors, and sexually related emotions.

PubMed

Hensel, Devon J; Sorge, Brandon H

2014-12-01

Emerging literature suggests that the emotional and behavioral experience in young women's romantic/sexual relationships may link to their academic success. However, existing studies' reliance on retrospective and/or global measures prevents detailed understanding of how and when specific academic experiences link to specific relationship experiences and whether these associations could vary over different school days. Adolescent women (N = 387; 14-17 years at enrollment) were recruited from primary care adolescent clinics for a longitudinal cohort study of sexual relationships and sexual behavior. Participants provided daily diary information on academic behaviors, sexual emotions, and sexual behaviors. Chi-square and generalized estimating equation ordinal logistic or linear regression, respectively, assessed prevalence of sexual behaviors or differences in sexual emotions when academic behaviors did and did not occur. Young women's weekday reports of skipping school or failing a test were significantly linked to more frequent vaginal sex, less frequent condom use, and different levels of sexual emotions, on that same day. Our findings provide evidence that the emotional and behavioral experiences in young women's romantic/sexual relationships may impact young women's reaction to academic events. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Parental behavioral control in academic and non-academic domains: a three-year longitudinal study in the Chinese culture.

PubMed

Shek, Daniel T L; Lee, Tak Yan

2007-01-01

For over three consecutive years, 2559 Chinese adolescents (mean age = 12.65 years at Wave 1) responded to instruments assessing their perceived parental behavioral control based on measures of parental knowledge, expectation, monitoring, and discipline. The results show that compared with parental control in the academic domain, parental control in the non-academic domain (peer relations domain) was relatively weaker, using parental knowledge, parental expectation, parental monitoring, and parental discipline as indicators, and a decline in parental behavioral control occurred over time. Although domain (academic domain versus non-academic domain) X time (Time 1, Time 2 versus Time 3) interaction effects were found, the findings mirrored the main effects of domain and time. Parental education and economic sufficiency were linearly related to differences in parental behavioral control in the academic domain and non-academic domain. The present findings suggest that traditional Chinese cultural emphasis on academic excellence still prevails in the contemporary Chinese culture.

Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

PubMed Central

Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

2016-01-01

BACKGROUND School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. This study examined relationships between school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance in Washington State. METHODS Hierarchical Generalized Linear Models were used to examine predictive associations between school-averaged levels of substance use and risk and protective factors and Washington State students’ likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS Results indicate that levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS The findings suggest that implementing prevention programs that target empirically identified risk and protective factors have the potential to positively affect students’ academic achievement. PMID:26149305

The Behavioral and Social Sciences: Contributions and Opportunities in Academic Medicine.

PubMed

Smith, Patrick O; Grigsby, R Kevin

2017-06-01

The Association of American Medical Colleges plays a leading role in supporting the expansion and evolution of academic medicine and medical science in North America, which are undergoing high-velocity change. Behavioral and social science concepts have great practical value when applied to the leadership practices and administrative structures that guide and support the rapid evolution of academic medicine and medical sciences. The authors are two behavioral and social science professionals who serve as academic administrators in academic medical centers. They outline their career development and describe the many ways activities have been shaped by their work with the Association of American Medical Colleges. Behavioral and social science professionals are encouraged to become change agents in the ongoing transformation of academic medicine.

Association between physical activity and academic performance in Korean adolescent students

PubMed Central

2012-01-01

Background Recently, physical activity (PA) was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academic performance of Korean adolescent students. Methods A total of 75,066 adolescent students (39,612 males and 35,454 females) from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V) project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academic performance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents’ education level, and the income status of the family. Results Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academic performance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academic performance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with girls who did not regularly participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Conclusions Our analyses of the relevant data from the KYRBWS-V suggested that vigorous PA was positively correlated with academic performance in the case of boys, and moderate PA was positively correlated with academic performance in both boys and girls. However, strengthening exercises were not positively correlated with academic performance in boys or girls. Furthermore, when undertaken 5 or more times a week, vigorous PA in boys and strengthening exercises in both boys and girls were negatively correlated with academic performance. The results from this study are potentially relevant to the development of future education policies in Korean schools, particularly with regard to early intervention strategies designed to identify and counteract potential factors contributing to academic underachievement. PMID:22471711

Association between physical activity and academic performance in Korean adolescent students.

PubMed

So, Wi-Young

2012-04-02

Recently, physical activity (PA) was found to improve cognitive and memory functions in the brain; however, no epidemiological studies have specifically investigated this phenomenon in the Korean adolescent student population. The purpose of this study was to investigate the effects of various types of PA undertaken at various frequencies, on the academic performance of Korean adolescent students. A total of 75,066 adolescent students (39,612 males and 35,454 females) from the 7th to the 12th grades took part in the 5th Korea Youth Risk Behavior Web-based Survey (KYRBWS-V) project, conducted in 2009. Using data acquired by that survey, potential relations between PA and academic performance were explored in this current study through multivariate logistic regression analysis incorporating adjustment for covariate variables including age, body mass index, the parents' education level, and the income status of the family. Compared with boys who did not regularly participate in any vigorous PA, those who did so 2, 3, or 4 times a week had greater odds of reporting an average or above-average academic performance. Compared with boys who did not participate in any moderate PA, those who did so 1, 2, 3, 4, or ≥5 times a week also had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with boys who did not participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Compared with girls who did not regularly participate in any vigorous PA, those who did so ≥5 times a week had greater odds of reporting an average or above-average academic performance. Compared with girls who did not participate in any moderate PA, those that did so 2 or 3 times a week had greater odds of reporting an average or above-average academic performance. Interestingly, when compared with girls who did not regularly participate in any strengthening exercises, those undertaking strengthening exercises ≥5 times a week had lesser odds of reporting a below-average academic performance. Our analyses of the relevant data from the KYRBWS-V suggested that vigorous PA was positively correlated with academic performance in the case of boys, and moderate PA was positively correlated with academic performance in both boys and girls. However, strengthening exercises were not positively correlated with academic performance in boys or girls. Furthermore, when undertaken 5 or more times a week, vigorous PA in boys and strengthening exercises in both boys and girls were negatively correlated with academic performance. The results from this study are potentially relevant to the development of future education policies in Korean schools, particularly with regard to early intervention strategies designed to identify and counteract potential factors contributing to academic underachievement.

Prevalence of attention deficit hyperactivity disorder and comorbid psychiatric and behavioral problems among primary school students in western Saudi Arabia

PubMed Central

AlZaben, Faten N.; Sehlo, Mohammad G.; Alghamdi, Waleed A.; Tayeb, Haythum O.; Khalifa, Doaa A.; Mira, Abdulrahman T.; Alshuaibi, Abdulaziz M.; Alguthmi, Mosab A.; Derham, Ahmad A.; Koenig, Harold G.

2018-01-01

Objectives: To determine the prevalence of attention deficit hyperactivity disorder (ADHD), subtypes of ADHD, and psychiatric, academic, and behavioral comorbidity in public primary school students in Jeddah, Saudi Arabia. Methods: This is a cross-sectional study. A simple random sample of 6 primary government schools in Jeddah, Saudi Arabia, was identified (3 male, 3 female), and a random sample of classes in each of grades 1-6 were selected. Between July and November 2016, teachers in these classes were asked to complete the Vanderbilt ADHD scale on all students in their classes. Results: A total of 929 students were screened. The overall prevalence of ADHD was 5% (5.3% in girls, 4.7% in boys). The most prevalent subtype of ADHD was combined type (2.7%), followed by hyperactive type (1.2%), and inattentive type (1.1%). The highest prevalence of ADHD overall was in grade 3 (7.1%) and the lowest prevalence in grade 6 (3.4%). Among students with ADHD, prevalence of comorbid psychiatric, academic, and behavioral problems was widespread (56.5% oppositional defiant disorder/conduct disorder, 54.4% impaired academic performance, 44.4% classroom behavioral problems, 41.3% depression/anxiety). Comorbid problems were especially prevalent in combined ADHD subtype and in boys. Conclusions: Attention deficit hyperactivity disorder is common in primary school children in Jeddah, and is associated with widespread psychiatric, academic, and behavioral problems, especially in boys. These findings have implications for the diagnosis and treatment of this serious neurobehavioral disorder. PMID:29332109

Developmental Outcomes of Preterm Infants With Neonatal Hypoglycemia.

PubMed

Goode, Rachel H; Rettiganti, Mallikarjuna; Li, Jingyun; Lyle, Robert E; Whiteside-Mansell, Leanne; Barrett, Kathleen W; Casey, Patrick H

2016-12-01

Neonatal hypoglycemia has been associated with abnormalities on brain imaging and a spectrum of developmental delays, although historical and recent studies show conflicting results. We compared the cognitive, academic, and behavioral outcomes of preterm infants with neonatal hypoglycemia with those of normoglycemic controls at 3 to 18 years of age. A secondary analysis of data from the Infant Health and Development Program, a national, multisite, randomized controlled longitudinal intervention study of long-term health and developmental outcomes in preterm infants. Of the 985 infants enrolled in the Infant Health and Development Program, 745 infants had glucose levels recorded. Infants were stratified into 4 groups by glucose level. By using standardized cognitive, academic, and behavioral assessments performed at 3, 8, and 18 years of age, we compared groups after adjusting for intervention status, birth weight, gestational age, sex, severity of neonatal course, race, maternal education, and maternal preconception weight. No significant differences were observed in cognitive or academic skills between the control and effected groups at any age. Participants with more severe neonatal hypoglycemia reported fewer problem behaviors at age 18 than those without hypoglycemia. No significant differences in intellectual or academic achievement were found between preterm infants with and without hypoglycemia. A statistical difference was found in behavior at age 18, with hypoglycemic children showing fewer problematic behaviors than normoglycemic children. This difference was not clinically meaningful. Using extended outcomes, our results are consistent with previous studies that found no significant neurodevelopmental outcomes associated with neonatal hypoglycemia in preterm-born children. Copyright © 2016 by the American Academy of Pediatrics.

Developmental Outcomes of Preterm Infants With Neonatal Hypoglycemia

PubMed Central

Rettiganti, Mallikarjuna; Li, Jingyun; Lyle, Robert E.; Whiteside-Mansell, Leanne; Barrett, Kathleen W.; Casey, Patrick H.

2016-01-01

BACKGROUND AND OBJECTIVES: Neonatal hypoglycemia has been associated with abnormalities on brain imaging and a spectrum of developmental delays, although historical and recent studies show conflicting results. We compared the cognitive, academic, and behavioral outcomes of preterm infants with neonatal hypoglycemia with those of normoglycemic controls at 3 to 18 years of age. METHODS: A secondary analysis of data from the Infant Health and Development Program, a national, multisite, randomized controlled longitudinal intervention study of long-term health and developmental outcomes in preterm infants. Of the 985 infants enrolled in the Infant Health and Development Program, 745 infants had glucose levels recorded. Infants were stratified into 4 groups by glucose level. By using standardized cognitive, academic, and behavioral assessments performed at 3, 8, and 18 years of age, we compared groups after adjusting for intervention status, birth weight, gestational age, sex, severity of neonatal course, race, maternal education, and maternal preconception weight. RESULTS: No significant differences were observed in cognitive or academic skills between the control and effected groups at any age. Participants with more severe neonatal hypoglycemia reported fewer problem behaviors at age 18 than those without hypoglycemia. CONCLUSIONS: No significant differences in intellectual or academic achievement were found between preterm infants with and without hypoglycemia. A statistical difference was found in behavior at age 18, with hypoglycemic children showing fewer problematic behaviors than normoglycemic children. This difference was not clinically meaningful. Using extended outcomes, our results are consistent with previous studies that found no significant neurodevelopmental outcomes associated with neonatal hypoglycemia in preterm-born children. PMID:27940690

Children with Co-occurring Academic and Behavior Problems in First grade: Distal Outcomes in Twelfth Grade

PubMed Central

Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.

2012-01-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. PMID:23375176

A pilot study of nursing student's perceptions of academic dishonesty: a generation Y perspective.

PubMed

Arhin, Afua O

2009-01-01

As a result of the proliferation of technology, academic dishonesty in colleges and universities is becoming a major global problem of higher education. Unfortunately, it is documented in published research that today's student appears to normalize academic dishonest behaviors. This paper reports on a pilot study that tested an instrument that explored the perceptions of cheating in undergraduate nursing students. The instrument explored scenarios that represented dishonest behaviors in examination situations; dishonest behaviors relevant to classroom assignments; and scenarios that represented dishonest behaviors towards practical laboratory experiences. The participants in this study were quite clear on the definition of academic dishonesty in examination situations but had difficulty identifying academic dishonest behaviors during classroom and laboratory assignments. This paper further discusses these findings from the unique point of view of the characteristics of Generation Yers and the resulting implications for successful strategies that may curtail academic dishonesty.

Gratitude is associated with greater levels of protective factors and lower levels of risks in African American adolescents.

PubMed

Ma, Mindy; Kibler, Jeffrey L; Sly, Kaye

2013-10-01

The literature suggests gratitude is associated with positive youth development. The current study examined the relationship between gratitude and protective/risk factors among African American youth. Adolescents (N = 389; 50.4% males) ages 12-14 completed measures of gratitude (moral affect and life-orientation), protective factors (e.g., academic and activity engagement, family relationship), and high-risk behaviors (e.g., sexual attitudes and behaviors, drug/alcohol use). Results indicated greater moral affect gratitude was the only variable significantly associated with greater academic interest, better academic performance, and more extra-curricular activity engagement. Greater moral affect and life-orientation gratitude both significantly correlated with positive family relationship. Greater life-orientation gratitude was the only variable significantly associated with abstinence from sexual intimacy, sexual intercourse, likelihood of engaging in sex during primary school, and abstinence from drug/alcohol use. The findings suggest that moral affect gratitude may enhance protective factors while life-orientation gratitude may buffer against high-risk behaviors among African American youth. Copyright © 2013 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Academic Generations and Academic Work: Patterns of Attitudes, Behaviors, and Research Productivity of Polish Academics after 1989

ERIC Educational Resources Information Center

Kwiek, Marek

2015-01-01

This paper focuses on a generational change taking place in the Polish academic profession: a change in behaviors and attitudes between two groups of academics. One was socialized to academia under the communist regime (1945-1989) and the other entered the profession in the post-1989 transition period. Academics of all age groups are beginning to…

Examining Relationships among Enabling School Structures, Academic Optimism and Organizational Citizenship Behaviors

ERIC Educational Resources Information Center

Messick, Penelope Pope

2012-01-01

This study examined the relationships among enabling school structures, academic optimism, and organizational citizenship behaviors. Additionally, it sought to determine if academic optimism served as a mediator between enabling school structures and organizational citizenship behaviors. Three existing survey instruments, previously tested for…

The Effects of Therapeutic Morning Meetings as a Socio-Emotional, Behavioral, and Academic Intervention on Middle School Students with Emotional Disturbance

ERIC Educational Resources Information Center

Pfitzer, Bryan A.

2010-01-01

Middle school students identified with emotional and behavioral disorders exhibit problem behaviors and often lack the social and academic skills necessary to be successful students. Moreover, these students display low academic motivation, earn failing grades, and have high rates of suspension due to unsafe and inappropriate behaviors. Using a…

Psychosocial Adjustment of Children with Short Stature (Achondroplasia): Social Competence, Behavior Problems, Self-Esteem, Family Functioning, Body Image, and Reaction to Frustrations.

ERIC Educational Resources Information Center

Csapo, Marg

1991-01-01

This evaluation of 16 children (ages 7-12) with achondroplasia from Transkei, Hungary, and Nigeria found that, compared to controls, subjects had more behavior problems and less self-esteem. Subjects were socially withdrawn, internalized emotional problems, had lower academic performance, found less adaptive solutions to frustration, and faced…

Math Achievement in Early Adolescence: The Role of Parental Involvement, Teachers' Behavior, and Students' Motivational Beliefs about Math

ERIC Educational Resources Information Center

Levpuscek, Melita Puklek; Zupancic, Maja

2009-01-01

Contributions of parental involvement in educational pursuits as well as math teachers' classroom behavior to students' motivation and performance in math were investigated. By the end of the first school term, 365 Slovene eighth graders reported on their parents' academic involvement (pressure, support, and help) and their math teachers' behavior…

An Integrated Assessment of the Effects of Title I on School Behavior, Resources, and Student Achievement

ERIC Educational Resources Information Center

Matsudaira, Jordan D.; Hosek, Adrienne; Walsh, Elias

2012-01-01

We examine the effects of Title I on school behavior, resources, and academic performance using a rich set of school finance and student-level achievement data from one large urban school district using a regression discontinuity design. We find that Title I eligibility raises Federal revenues of schools by about $460 per student. This is…

Health-Related Variables and Academic Performance among First-Year College Students: Implications for Sleep and Other Behaviors.

ERIC Educational Resources Information Center

Trockel, Mickey T.; Barnes, Michael D.; Egget, Dennis L.

2000-01-01

Analyzed the effect of several health behaviors and health-related variables on college freshmen's grade point averages (GPAs). Survey data indicated that sleep habits, particularly wake-up time, accounted for the most variance in GPAs. Higher GPAs related to strength training and study of spiritually oriented material. Lower GPAs related to…

Academic Performance, Social Competence, and Mainstream Accommodations: A Look at Mainstreamed and Nonmainstreamed Students with Serious Behavioral Disorders.

ERIC Educational Resources Information Center

Meadows, Nancy B.; And Others

1994-01-01

This study compared 13 students (grades 6 through 8) with behavior disorders who were mainstreamed part of each school day with 6 similar students not mainstreamed. Overall, the mainstreamed students had higher reading and written language scores, better work habits, and higher grades. Nonmainstreamed students demonstrated more extremes in social…

The Role of Social-Emotional and Social Network Factors in the Relationship Between Academic Achievement and Risky Behaviors.

PubMed

Wong, Mitchell D; Strom, Danielle; Guerrero, Lourdes R; Chung, Paul J; Lopez, Desiree; Arellano, Katherine; Dudovitz, Rebecca N

2017-08-01

We examined whether standardized test scores and grades are related to risky behaviors among low-income minority adolescents and whether social networks and social-emotional factors explained those relationships. We analyzed data from 929 high school students exposed by natural experiment to high- or low-performing academic environments in Los Angeles. We collected information on grade point average (GPA), substance use, sexual behaviors, participation in fights, and carrying a weapon from face-to-face interviews and obtained California math and English standardized test results. Logistic regression and mediation analyses were used to examine the relationship between achievement and risky behaviors. Better GPA and California standardized test scores were strongly associated with lower rates of substance use, high-risk sexual behaviors, and fighting. The unadjusted relative odds of monthly binge drinking was 0.72 (95% confidence interval, 0.56-0.93) for 1 SD increase in standardized test scores and 0.46 (95% confidence interval, 0.29-0.74) for GPA of B- or higher compared with C+ or lower. Most associations disappeared after controlling for social-emotional and social network factors. Averaged across the risky behaviors, mediation analysis revealed social-emotional factors accounted for 33% of the relationship between test scores and risky behaviors and 43% of the relationship between GPA with risky behaviors. Social network characteristics accounted for 31% and 38% of the relationship between behaviors with test scores and GPA, respectively. Demographic factors, parenting, and school characteristics were less important explanatory factors. Social-emotional factors and social network characteristics were the strongest explanatory factors of the achievement-risky behavior relationship and might be important to understanding the relationship between academic achievement and risky behaviors. Published by Elsevier Inc.

Perception of overweight is associated with poor academic performance in US adolescents.

PubMed

Florin, Todd A; Shults, Justine; Stettler, Nicolas

2011-11-01

To improve understanding of the mechanisms affecting the relationship between adolescent obesity and poor academic performance, we examined the association of overweight or perceived weight status with academic achievement. We performed a cross-sectional study of 14-17-year-olds (N = 11,012) from the nationally representative 2003 Youth Risk Behavior Survey. The main outcome measure was self-reported grades (mostly A, B, C, D, or F). The primary independent variables were medically defined overweight (body mass index [BMI] ≥ 85th percentile), obesity (BMI ≥ 95th percentile), and participants' perception of their weight status. Medically defined overweight youth were less likely to report higher grades in unadjusted analysis (OR 0.67, 95% CI: 0.60-0.76, p < .001) and after adjustment for demographics, depression, television and video game use, and physical activity (OR 0.83, 95% CI: 0.74-0.94, p = .003). Statistically significant results also were seen with medically defined obese participants. Youth who perceived themselves as overweight were less likely to report higher grades (OR 0.82, 95% CI: 0.73-0.92, p = .001) in unadjusted analysis and after adjustment for the same variables (OR 0.79, 95% CI: 0.68-0.91, p = .002). The perception of overweight was a more significant determinant of academic performance (OR 0.81, 95% CI: 0.69-0.95, p = .012) compared to medically defined obesity (OR 0.90, 95% CI: 0.77-1.05, p = .174). Perceived overweight status is negatively associated with academic performance, regardless of actual weight status. These findings suggest that perception of overweight may be a mechanism for prior results indicating a negative association of obesity and academic achievements, and have implications for the academic health of these adolescents. © 2011, American School Health Association.

The Impact of Unethical Reasoning on Different Types of Academic Dishonesty: An Exploratory Study

ERIC Educational Resources Information Center

Eastman, Jacqueline K.; Iyer, Rajesh; Reisenwitz, Timothy H.

2008-01-01

This paper offers support that those students who felt they had stronger reasons for committing unethical academic behaviors are more likely to report committing academic dishonesty than those who felt they had weaker reasons for unethical academic behaviors. This relationship held for all four categories of academic dishonesty: cheating (on…

Academic Dishonesty in Distance Higher Education: Challenges and Models for Moral Education in the Digital Era

ERIC Educational Resources Information Center

Farisi, Mohammad Imam

2013-01-01

Today, in the era of open access to digital-based information and communication, one of the biggest challenges in higher education to realize moral education and to build academic culture and integrity is the emergence of academic dishonesty behaviors among academic members. The paper describes academic dishonesty behaviors in Distance Higher…

Ideal Teacher Behaviors: Student Motivation and Self-Efficacy Predict Preferences

ERIC Educational Resources Information Center

Komarraju, Meera

2013-01-01

Differences in students' academic self-efficacy and motivation were examined in predicting preferred teacher traits. Undergraduates (261) completed the Teaching Behavior Checklist, Academic Self-Concept scale, and Academic Motivation scale. Hierarchical regression analyses indicated that academic self-efficacy and extrinsic motivation explained…

Attributional Bias Instrument (ABI): Validation of a Measure to Assess Ability and Effort Explanations for Math Performance

ERIC Educational Resources Information Center

Espinoza, Penelope P.; Quezada, Stephanie A.; Rincones, Rodolfo; Strobach, E. Natalia; Gutierrez, Maria Armida Estrada

2012-01-01

The present work investigates the validation of a newly developed instrument, the attributional bias instrument, based on achievement attribution theories that distinguish between effort and ability explanations of behavior. The instrument further incorporates the distinction between explanations for success versus failure in academic performance.…

Subtitles and Eye Tracking: Reading and Performance

ERIC Educational Resources Information Center

Kruger, Jan-Louis; Steyn, Faans

2014-01-01

This article presents an experimental study to investigate whether subtitle reading has a positive impact on academic performance. In the absence of reliable indexes of reading behavior in dynamic texts, the article first formulates and validates an index to measure the reading of text, such as subtitles on film. Eye-tracking measures (fixations…

Cognitive Performance, School Behavior, and Achievement of Children from One-Parent Households.

ERIC Educational Resources Information Center

Hetherington, E. Mavis; And Others

This report reviews the research literature on the effects of divorce and one-parent childrearing on academic achievement and intellectual functioning in children. Life changes following the decision to separate are described along with scholastic achievement measured by IQ and aptitude tests and patterns of cognitive performance. Factors…

Relationship of Teachers' Ratings of Kindergarteners' 21st Century Skills and Student Performance

ERIC Educational Resources Information Center

Woods-Groves, Suzanne; Choi, Taehoon

2017-01-01

This study investigated the relationship of kindergarten teachers' ratings of their students' 21st century skills (college readiness skills) with students' behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors…

Lead Policy and Academic Performance: Insights from Massachusetts

ERIC Educational Resources Information Center

Reyes, Jessica Wolpaw

2015-01-01

In this article, Jessica Wolpaw Reyes investigates the link between lead exposure and student achievement in Massachusetts. Childhood exposure to even low levels of lead can adversely affect neurodevelopment, behavior, and cognitive performance. Using a panel dataset of cohorts of children born in the 1990s who were third and fourth graders in the…

Self-Monitoring of Attention versus Self-Monitoring of Performance: Effects on Attention and Academic Performance.

ERIC Educational Resources Information Center

Reid, Robert; Harris, Karen R.

1993-01-01

Twenty-eight students (ages 9-12) with learning disabilities were taught a spelling study procedure (SSP), followed by instruction in self-monitoring of performance (SMP) and self-monitoring of attention (SMA). On-task behavior was significantly higher in both SMA and SMP than in SSP. Neither SMP nor SMA were inherently superior across subjects,…

Educational Outcomes Associated With School Behavioral Health Interventions: A Review of the Literature.

PubMed

Kase, Courtney; Hoover, Sharon; Boyd, Gina; West, Kristina D; Dubenitz, Joel; Trivedi, Pamala A; Peterson, Hilary J; Stein, Bradley D

2017-07-01

There is an unmet need for behavioral health support and services among children and adolescents, which school behavioral health has the potential to address. Existing reviews and meta-analyses document the behavioral health benefits of school behavioral health programs and frameworks, but few summaries of the academic benefits of such programs exist. We provide exemplars of the academic benefits of school behavioral health programs and frameworks. A literature review identified school behavioral health-related articles and reports. Articles for inclusion were restricted to those that were school-based programs and frameworks in the United States that included an empirical evaluation of intervention academic-related outcomes. Findings from 36 primary research, review, and meta-analysis articles from the past 17 years show the benefits of school behavioral health clinical interventions and targeted interventions on a range of academic outcomes for adolescents. Our findings are consistent with reports documenting health benefits of school behavioral health frameworks and programs and can facilitate further efforts to support school behavioral health for a range of stakeholders interested in the benefits of school behavioral health programs and frameworks on academic outcomes. © 2017, American School Health Association.

Effects of Soldiers’ Deployment on Children’s Academic Performance and Behavioral Health

DTIC Science & Technology

2011-01-01

tests. We found a negative relationship between the cumulative months a parent had deployed and achievement test scores across states (North Carolina...strongest negative relationship with cumulative parental deployment of 1 to 18 months and 19 months or more, and this effect size is larger than...that the negative effect of parental deployment on academic scores is more pronounced on elementary-age children (grades 3–6) than on secondary-age

Measuring preschool learning engagement in the laboratory.

PubMed

Halliday, Simone E; Calkins, Susan D; Leerkes, Esther M

2018-03-01

Learning engagement is a critical factor for academic achievement and successful school transitioning. However, current methods of assessing learning engagement in young children are limited to teacher report or classroom observation, which may limit the types of research questions one could assess about this construct. The current study investigated the validity of a novel assessment designed to measure behavioral learning engagement among young children in a standardized laboratory setting and examined how learning engagement in the laboratory relates to future classroom adjustment. Preschool-aged children (N = 278) participated in a learning-based Tangrams task and Story sequencing task and were observed based on seven behavioral indicators of engagement. Confirmatory factor analysis supported the construct validity for a behavioral engagement factor composed of six of the original behavioral indicators: attention to instructions, on-task behavior, enthusiasm/energy, persistence, monitoring progress/strategy use, and negative affect. Concurrent validity for this behavioral engagement factor was established through its associations with parent-reported mastery motivation and pre-academic skills in math and literacy measured in the laboratory, and predictive validity was demonstrated through its associations with teacher-reported classroom learning behaviors and performance in math and reading in kindergarten. These associations were found when behavioral engagement was observed during both the nonverbal task and the verbal story sequencing tasks and persisted even after controlling for child minority status, gender, and maternal education. Learning engagement in preschool appears to be successfully measurable in a laboratory setting. This finding has implications for future research on the mechanisms that support successful academic development. Copyright © 2017 Elsevier Inc. All rights reserved.

A meta-analysis of single-case research on behavior contracts: effects on behavioral and academic outcomes among children and youth.

PubMed

Bowman-Perrott, Lisa; Burke, Mack D; de Marin, Sharon; Zhang, Nan; Davis, Heather

2015-03-01

The purpose of this meta-analysis was to quantitatively summarize the single-case research (SCR) literature on the use of behavior contracts with children and youth. This study examined the efficacy of behavior contracts on problem behaviors and academic behaviors across 18 SCR studies. Academic and behavioral outcomes were examined for 58 children and youth ages 5 to 21 using the TauU effect size index. Results indicated the overall moderate effect of the use of behavior contracts was ES = .57 (95% confidence interval [CI95] = [0.55, 0.58]) with a range of effects across studies (ES = .27 to ES = 1.00). Moderator analyses indicated that behavior contracts are beneficial for students regardless of grade level, gender, or disability status. Findings suggest that the intervention is more effective in reducing inappropriate behaviors than increasing appropriate behaviors, and that academic outcomes are positively affected by behavior contracting. © The Author(s) 2014.

The Influence of Early Interest Orientations and Time on Kindergartners' Academic Monitoring and Information-Seeking Behaviors

ERIC Educational Resources Information Center

Neitzel, Carin; Alexander, Joyce; Johnson, Kathy

2017-01-01

This study addressed questions about the influence of children's early childhood interests on their subsequent academic regulation and information pursuit behaviors in kindergarten. Differences in the pattern of academic behaviors employed by four groups of children who had different interest orientations were examined. Specifically, the study…

Mapping the Academic Problem Behaviors of Adolescents with ADHD

ERIC Educational Resources Information Center

Sibley, Margaret H.; Altszuler, Amy R.; Morrow, Anne S.; Merrill, Brittany M.

2014-01-01

This study possessed 2 aims: (a) to develop and validate a clinician-friendly measure of academic problem behavior that is relevant to the assessment of adolescents with attention deficit/hyperactivity disorder (ADHD) and (b) to better understand the cross-situational expression of academic problem behaviors displayed by these youth. Within a…

Academic Achievement and Problem Behaviors among Asian Pacific Islander American Adolescents

ERIC Educational Resources Information Center

Choi, Yoonsun

2007-01-01

Using data from the National Longitudinal Study of Adolescent Health, this study tests whether the relationship between academic achievement and problem behaviors is the same across racial and ethnic groups. Some have suggested that academic achievement may be a weaker predictor of problem behaviors among Asian Pacific Islander American (API)…

The relationship between adolescents' academic stress, impulsivity, anxiety, and skin picking behavior.

PubMed

Yeo, Sun Kyung; Lee, Woo Kyeong

2017-08-01

Skin picking behavior involves an individual picking or biting their skin repeatedly. Although this behavior commonly occurs at a young age, little research has addressed its harmful effects among the Korean population. Therefore, we examined the characteristics of South Korean adolescents who reported skin picking behavior. South Korean students aged 12-16 years participated (N=410, females=52.2%). They completed questionnaires that addressed skin picking behavior, academic stress, impulsivity, and anxiety. The survey was conducted in Seoul and Gyeonggi-do from February-March 2016. Among participants, 66.8% reported that they had picked their skin and 15.4% did so currently. Skin picking was positively correlated with academic stress, impulsivity, and anxiety. Students who picked their skin more often displayed more anxiety, academic stress, and impulsivity. Future studies should address skin picking adolescents' characteristics, especially regarding anxiety and academic stress. Educational programs should be implemented to help adolescents decrease their anxiety and academic stress and prevent the worsening of skin picking behavior. Copyright © 2017 Elsevier B.V. All rights reserved.

A cluster randomized control trial to assess the impact of active learning on child activity, attention control, and academic outcomes: The Texas I-CAN trial.

PubMed

Bartholomew, John B; Jowers, Esbelle M; Errisuriz, Vanessa L; Vaughn, Sharon; Roberts, Gregory

2017-10-01

Active learning is designed to pair physical activity with the teaching of academic content. This has been shown to be a successful strategy to increase physical activity and improve academic performance. The existing designs have confounded academic lessons with physical activity. As a result, it is impossible to determine if the subsequent improvement in academic performance is due to: (1) physical activity, (2) the academic content of the active learning, or (3) the combination of academic material taught through physical activity. The Texas I-CAN project is a 3-arm, cluster randomized control trial in which 28 elementary schools were assigned to either control, math intervention, or spelling intervention. As a result, each intervention condition serves as an unrelated content control for the other arm of the trial, allowing the impact of physical activity to be separated from the content. That is, schools that perform only active math lessons provide a content control for the spelling schools on spelling outcomes. This also calculated direct observations of attention and behavior control following periods of active learning. This design is unique in its ability to separate the impact of physical activity, in general, from the combination of physical activity and specific academic content. This, in combination with the ability to examine both proximal and distal outcomes along with measures of time on task will do much to guide the design of future, school-based interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Cluster (School) RCT of ParentCorps: Impact on Kindergarten Academic Achievement

PubMed Central

Dawson-McClure, Spring; Calzada, Esther J.; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J.; Petkova, Eva

2013-01-01

OBJECTIVE: To evaluate the impact of an early childhood, family-centered, school-based intervention on children’s kindergarten academic achievement. METHODS: This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). RESULTS: Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen’s d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen’s d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). CONCLUSIONS: Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods. PMID:23589806

Cluster (school) RCT of ParentCorps: impact on kindergarten academic achievement.

PubMed

Brotman, Laurie Miller; Dawson-McClure, Spring; Calzada, Esther J; Huang, Keng-Yen; Kamboukos, Dimitra; Palamar, Joseph J; Petkova, Eva

2013-05-01

To evaluate the impact of an early childhood, family-centered, school-based intervention on children's kindergarten academic achievement. This was a cluster (school) randomized controlled trial with assessments from pre-kindergarten (pre-k) entry through the end of kindergarten. The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black, low-income population. Participants were 1050 black and Latino, low-income children (age 4; 88% of pre-k population) enrolled in 10 schools over 4 years. Universal intervention aimed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school, and increasing parent involvement in education. Intervention included after-school group sessions for families of pre-k students (13 2-hour sessions; co-led by pre-k teachers) and professional development for pre-k and kindergarten teachers. The outcome measures were standardized test scores of kindergarten reading, writing, and math achievement by independent evaluators masked to intervention condition (primary outcome); developmental trajectories of teacher-rated academic performance from pre-k through kindergarten (secondary outcome). Relative to children in control schools, children in intervention schools had higher kindergarten achievement test scores (Cohen's d = 0.18, mean difference = 2.64, SE = 0.90, P = .03) and higher teacher-rated academic performance (Cohen's d = 0.25, mean difference = 5.65, SE = 2.34, P = .01). Early childhood population-level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged, urban neighborhoods.

Children with co-occurring academic and behavior problems in first grade: distal outcomes in twelfth grade.

PubMed

Darney, Dana; Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Ialongo, Nicholas S

2013-02-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. Published by Elsevier Ltd.

Addressing the Social, Academic, and Behavioral Needs of Students with Challenging Behavior in Inclusive and Alternative Settings. Highlights from the Forum on Comprehensive Programming for a Diverse Population of Children and Youth with Challenging Behavior: Addressing Social, Academic, and Behavioral Needs within Inclusive and Alternative Settings (Las Vegas, Nevada, February 9-10, 2001).

ERIC Educational Resources Information Center

Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.

This document presents the texts of 11 major presentations and conference highlights from a February 2001 conference on the social, academic, and behavioral needs of students with challenging behavior in inclusive and alternative settings as required under the 1997 amendments to the Individuals with Disabilities Education Act. The presentations…

Behavioral Performance and Neural Areas Associated with Memory Processes Contribute to Math and Reading Achievement in 6-year-old Children.

PubMed

Blankenship, Tashauna L; Keith, Kayla; Calkins, Susan D; Bell, Martha Ann

2018-01-01

Associations between working memory and academic achievement (math and reading) are well documented. Surprisingly, little is known of the contributions of episodic memory, segmented into temporal memory (recollection proxy) and item recognition (familiarity proxy), to academic achievement. This is the first study to observe these associations in typically developing 6-year old children. Overlap in neural correlates exists between working memory, episodic memory, and math and reading achievement. We attempted to tease apart the neural contributions of working memory, temporal memory, and item recognition to math and reading achievement. Results suggest that working memory and temporal memory, but not item recognition, are important contributors to both math and reading achievement, and that EEG power during a working memory task contributes to performance on tests of academic achievement.

The Effects of Paternal Teaching Strategies, Childcare Involvement, and Select Father-Child Variables on the Academic Performance of Mexican-American Children.

ERIC Educational Resources Information Center

Strand, David A.

Fifty-nine Mexican-American families, each with a child between age 5 and 9, participated in a study to determine whether paternal proximal behaviors related to child ability and achievement. Proximal behaviors studied were: (1) teaching strategies; (2) language in literacy related activities; (3) involvement level in childcare; and (4) select…

Behavioral and Emotional Adjustment, Family Functioning, Academic Performance, and Social Relationships in Children with Selective Mutism

ERIC Educational Resources Information Center

Cunningham, Charles E.; McHolm, Angela; Boyle, Michael H.; Patel, Sejal

2004-01-01

This study addressed four questions which parents of children with selective mutism (SM) frequently ask: (1) Is SM associated with anxiety or oppositional behavior? (2) Is SM associated with parenting and family dysfunction? (3) Will my child fail at school? and (4) Will my child make friends or be teased and bullied? In comparison to a sample of…

Inside School Readiness: The Role of Socioemotional and Behavioral Factors in Relation to School, Teachers, Peers and Academic Outcome in Kindergarten and First Grade

ERIC Educational Resources Information Center

Hamerslag, Robert; Oostdam, Ron; Tavecchio, Louis

2018-01-01

For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on…

Low-Skilled Adult Readers Look Like Typically Developing Child Readers: A Comparison of Reading Skills and Eye Movement Behavior

ERIC Educational Resources Information Center

Barnes, Adrienne E.; Kim, Young-Suk

2016-01-01

Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of 25 low-skilled adult readers and 25 first grade students matched on word reading skill. t tests…

The Kindergarten Academic and Behavior Readiness Screener: The Utility of Single-Item Teacher Ratings of Kindergarten Readiness

ERIC Educational Resources Information Center

Stormont, Melissa; Herman, Keith C.; Reinke, Wendy M.; King, Kathleen R.; Owens, Sarah

2015-01-01

The purpose of the study was to explore the effectiveness of a brief, feasible, and cost-effective universal screener for kindergarten readiness. The study examined whether teacher ratings of kindergarteners' academic, behavioral, and overall readiness at the beginning of the year were predictive of academic, emotional, and behavioral outcomes at…

Using the Theory of Planned Behavior and Cheating Justifications to Predict Academic Misconduct

ERIC Educational Resources Information Center

Stone, Thomas H.; Jawahar, I. M.; Kisamore, Jennifer L.

2009-01-01

Purpose: The purpose of this paper is to show that academic misconduct appears to be on the rise; some research has linked academic misconduct to unethical workplace behaviors. Unlike previous empirically-driven research, this theory-based study seeks to examine the usefulness of a modification of Ajzen's theory of planned behavior to predict…

Modeling Children's Academic Development at School--Part I: Contrasting Quantitative Approaches to the Analysis of Change.

ERIC Educational Resources Information Center

Thorpe, Pamela K.

Many educational questions of research interest focus on individual differences in attitudes and behaviors related to academic achievement, changes in such attitudes and behaviors over time, and the types of academic environments that facilitate or prevent development of achievement attitudes and behaviors at school. This paper, the first in a…

Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

ERIC Educational Resources Information Center

Rispoli, Mandy J.; O'Reilly, Mark F.; Sigafoos, Jeff; Lang, Russell; Kang, Soyeon; Lancioni, Giulio; Parker, Richard

2011-01-01

We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One…

25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

Code of Federal Regulations, 2013 CFR

2013-04-01

... during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL...) provide services during the academic school day? Behavioral health professional(s) must average at least...

25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

Code of Federal Regulations, 2014 CFR

2014-04-01

... during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL...) provide services during the academic school day? Behavioral health professional(s) must average at least...

25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

Code of Federal Regulations, 2010 CFR

2010-04-01

... during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL...) provide services during the academic school day? Behavioral health professional(s) must average at least...

25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

Code of Federal Regulations, 2011 CFR

2011-04-01

... during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL...) provide services during the academic school day? Behavioral health professional(s) must average at least...

25 CFR 36.82 - May behavioral health professional(s) provide services during the academic school day?

Code of Federal Regulations, 2012 CFR

2012-04-01

... during the academic school day? 36.82 Section 36.82 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL...) provide services during the academic school day? Behavioral health professional(s) must average at least...

Influence of Attitudes Toward Curriculum on Dishonest Academic Behavior

PubMed Central

Austin, Zubin; Collins, David; Remillard, Alfred; Kelcher, Sheila; Chui, Stephanie

2006-01-01

Objectives The objective of this study was to examine possible associations between students' self-reported behaviors and opinions towards academic dishonesty, and their attitudes towards curriculum, assessment, and teaching within the pharmacy program. Methods A questionnaire was developed and distributed to undergraduate (pre-licensure) students at 4 schools of pharmacy in Canada, including students enrolled in the international pharmacy graduate program. Results More than 80% of respondents indicated they had participated in one or more of the act of academic dishonesty described in the questionnaire. A weak to moderate correlation was found between students' attitudes towards pharmacy education and their self-reported behaviors related to academic dishonesty. Conclusions This study confirmed previous findings suggesting widespread academic dishonesty as well as a hierarchy of values with respect to students' perceptions regarding severity and importance of academic dishonesty. Despite methodological limitations inherent in examining academic dishonesty, there is a definite need to continue to examine this important issue. While this study indicated only a moderate correlation between attitudes towards curriculum and dishonest behaviors, the problem of academic misconduct is multifactorial and will require ongoing study. PMID:17136171

Effortful Control in "Hot" and "Cool" Tasks Differentially Predicts Children's Behavior Problems and Academic Performance

ERIC Educational Resources Information Center

Kim, Sanghag; Nordling, Jamie Koenig; Yoon, Jeung Eun; Boldt, Lea J.; Kochanska, Grazyna

2013-01-01

Effortful control (EC), the capacity to deliberately suppress a dominant response and perform a subdominant response, rapidly developing in toddler and preschool age, has been shown to be a robust predictor of children's adjustment. Not settled, however, is whether a view of EC as a heterogeneous rather than unidimensional construct may offer…

Helping Foster Children in School: A Guide for Foster Parents, Social Workers and Teachers

ERIC Educational Resources Information Center

DeGarmo, John

2015-01-01

"Helping Foster Children in School" explores the challenges that foster children face in schools and offers positive and practical guidance tailored to help the parents, teachers and social workers supporting them. Children in care often perform poorly at school both in terms of their behavior and their academic performance, with many…

College Students' Attention Behaviors during Independent Study and Course Level Academic Performance

ERIC Educational Resources Information Center

Wagner, Linda G.

2012-01-01

Students in college make daily choices about how to use their independent study time, including choices about allocation of attention. Based on theoretical considerations and clinical studies, attention and the dividing of attention through multitasking is thought to have a relationship to performance levels. Research is only beginning to explore,…

Parenting and Adolescent Self-Regulation Mediate between Family Socioeconomic Status and Adolescent Adjustment

PubMed Central

Farley, Julee P.; Kim-Spoon, Jungmeen

2016-01-01

Using two waves of longitudinal data, we utilized the family stress model of economic hardship (Conger & Conger, 2002) to test whether family socioeconomic status is related to adolescent adjustment (substance use and academic achievement) through parental knowledge and adolescent self-regulation (behavioral self-control and delay discounting). Participants included 220 adolescent (55% male, mean age = 13 years at Wave 1, mean age = 15 years at Wave 2) and primary caregiver dyads. Results of Structural Equation Modeling revealed significant three-path mediation effects such that low family socioeconomic status at Wave 1 is associated with low parental knowledge at Wave 1, which in turn was related to low academic performance and high substance use at Wave 2 mediated through low adolescent behavioral self-control at Wave 2. The results illustrate how parental knowledge, influenced by family economic status, may play an important role in the development of adolescent behavioral self-control and adjustment. PMID:28348448

Advancing School and Community Engagement Now for Disease Prevention (ASCEND).

PubMed

Treu, Judith A; Doughty, Kimberly; Reynolds, Jesse S; Njike, Valentine Y; Katz, David L

2017-03-01

To compare two intensity levels (standard vs. enhanced) of a nutrition and physical activity intervention vs. a control (usual programs) on nutrition knowledge, body mass index, fitness, academic performance, behavior, and medication use among elementary school students. Quasi-experimental with three arms. Elementary schools, students' homes, and a supermarket. A total of 1487 third-grade students. The standard intervention (SI) provided daily physical activity in classrooms and a program on making healthful foods, using food labels. The enhanced intervention (EI) provided these plus additional components for students and their families. Body mass index (zBMI), food label literacy, physical fitness, academic performance, behavior, and medication use for asthma or attention-deficit hyperactivity disorder (ADHD). Multivariable generalized linear model and logistic regression to assess change in outcome measures. Both the SI and EI groups gained less weight than the control (p < .001), but zBMI did not differ between groups (p = 1.00). There were no apparent effects on physical fitness or academic performance. Both intervention groups improved significantly but similarly in food label literacy (p = .36). Asthma medication use was reduced significantly in the SI group, and nonsignificantly (p = .10) in the EI group. Use of ADHD medication remained unchanged (p = .34). The standard intervention may improve food label literacy and reduce asthma medication use in elementary school children, but an enhanced version provides no further benefit.

In-Class Cycling to Augment College Student Academic Performance and Reduce Physical Inactivity: Results from an RCT.

PubMed

Joubert, Lanae; Kilgas, Matthew; Riley, Alexandrea; Gautam, Yuba; Donath, Lars; Drum, Scott

2017-11-04

Most college students sit 14 hours per week on average, excluding sedentary study time. Researchers observing workplace and elementary school settings with active workstations to combat sedentary behavior have shown enhanced cognition without distraction. Until now, incorporating active workstations in college classroom settings remained relatively unexplored. This study's purpose was to assess academic performance using in-class stationary cycle desks during a semester-long lecture course. Twenty-one college students (19-24 years) enrolled in a lecture course volunteered and were split into traditional sit (SIT) and stationary cycle (CYC) groups randomly, matched on a calculated factor equal to a physical activity (PA) score (0-680) multiplied by grade point average (GPA; 4.0 scale). CYC pedaled a prescribed rate of perceived exertion (RPE) of less than 2 out of 10 during a 50-min lecture, 3 × week for 12 weeks. CYC averaged 42 min, 7.9 miles, and 1.7 RPE during class throughout the semester. No significant differences ( p > 0.05) were observed between CYC and SIT on in-class test scores or overall course grades. Although statistically insignificant, CYC had higher mean test scores and overall course grades vs. SIT (i.e., B⁺ vs. B, respectively). Low intensity cycling during a college lecture course maintained student academic performance and possibly reduced weekly sedentary behavior time.

Investigating a New Model of Time-Related Academic Behavior: Procrastination and Timely Engagement by Motivational Orientation

ERIC Educational Resources Information Center

Strunk, Kamden K.

2012-01-01

Scope and Method of Study: The purpose of this study was to examine the nature of time-related academic behavior (i.e., procrastination and timely engagement) in the academic context. Specifically, this study aimed to build a new model for understanding these behaviors in a motivational framework by using motivational orientation to frame these…

Ethical Decision Making in Academic Dishonesty with Application of Modified Theory of Planned Behavior: A Review

ERIC Educational Resources Information Center

Meng, Chan Ling; Othman, Jamilah; D'Silva, Jeffrey Lawrence; Omar, Zoharah

2014-01-01

This conceptual paper studies the application of the Theory of Planned Behavior (TBP) in academic dishonesty with the mediating variable of ethical ideologies. The study reviews literature on the Theory of Planned Behavior and past studies pertaining to academic dishonesty. The paper analyses the relationship of the variables of TPB on academic…

Computer Based Learning as a Means to Increase Academic and Behavioral Engagement of Eighth Grade Students

ERIC Educational Resources Information Center

Osu, Ebere

2017-01-01

This study on computer based learning as a means to increase academic and behavioral engagement of eighth grade students found that computer based learning was not a significant factor in the academic and behavioral engagement of Students A and B (the two students observed in this study). Furthermore, technology has the potential to motivate…

Children with Co-Occurring Academic and Behavior Problems in First Grade: Distal Outcomes in Twelfth Grade

ERIC Educational Resources Information Center

Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.

2013-01-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678…

Toward True Integration of Academic and Behavior Response to Intervention Systems: Part Two--Tier 2 Support

ERIC Educational Resources Information Center

McIntosh, Kent; Goodman, Steve; Bohanon, Hank

2010-01-01

In the previous article in this series, the authors provided a rationale for integrating academic and behavior response to intervention (RTI) systems. Their rationale included: (1) research showing that challenges in academic and social behavior are linked; (2) a description of the common features that both RTI systems share; and (3) the…

Academic misconduct in nursing students: behaviors, attitudes, rationalizations, and cultural identity.

PubMed

McCrink, Andrea

2010-11-01

The purpose of this study was to gain knowledge about academic misconduct in associate degree nursing students enrolled in two nursing programs in the northeastern United States. Study respondents (n = 193) identified the frequency of engagement in behaviors of misconduct in both the classroom and clinical setting and their attitudes toward the identified behaviors of misconduct, neutralization behaviors, ethical standards of the nursing profession, and the ethic of caring within the nursing profession. Findings were consistent with previous research on academic misconduct in baccalaureate nursing students. Analysis of self-reported cultural identities refuted the prevailing literature on academic misconduct across differing cultures and nations. Copyright 2010, SLACK Incorporated.

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty

PubMed Central

Korn, Liat; Davidovitch, Nitza

2016-01-01

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of “academic offenders”. Which types are more prone to commit academic offenses? To what degree are they “normative” and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces. PMID:27569198

The Profile of Academic Offenders: Features of Students Who Admit to Academic Dishonesty.

PubMed

Korn, Liat; Davidovitch, Nitza

2016-08-29

Dishonesty in academic settings is a reckless behavior that is unique to students and is associated with cheat    ing and plagiarism of academic tasks. Incidents involving dishonesty in higher education have increased considerably in the past decade, with regard to the extent of these practices, the types of dishonesty employed, and their prevalence. The current study examines the profile of "academic offenders". Which types are more prone to commit academic offenses? To what degree are they "normative" and do they represent the average student with regard to personal traits, personal perceptions, features of their academic studies, risk behaviors, and health risks. The study is based on a structured anonymous questionnaire. The sample consisted of 1,432 students, of whom 899 were female (63%) and 533 male (37%). The research findings indicate a common tendency among more than one quarter of the sample reported cheating on homework and 12.5% reported cheating on tests. Strong associations were found between academic dishonesty and various personal perceptions, the academic study experience, and involvement in other risky and deviant behaviors. Significant predictors of academic dishonesty were found, i.e., self-image, ethics, grades, time devoted to homework, and deviant and daring behaviors. The research findings might help indicate policies for optimally dealing with dishonesty, maybe even before the offense is committed, by means of cooperation between academic forces.

Academic Beliefs and Behaviors in On-Campus and Online General Education Biology Classes

ERIC Educational Resources Information Center

Noll, Christopher B.

2015-01-01

This study examined the effect of course delivery mode on academic help-seeking beliefs and behaviors, academic self-efficacy, and the levels of individual interest in biology of students in an entry-level General Education biology course. This intersection of online education, science courses, and academic success factors merits attention because…

Academic Instruction and Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Hagaman, Jessica L.

2012-01-01

Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem…

The association between school-to-work programs and school performance.

PubMed

Welsh, Erin C; Appana, Savi; Anderson, Henry A; Zierold, Kristina M

2014-02-01

The School-to-Work (STW) Opportunities Act was passed to aid students in transitioning from education to employment by offering work-based learning opportunities. In the United States, 72% of high schools offer work-based learning opportunities for credit. This is the first study to describe school performance and school-based behaviors among students enrolled in STW programs and compare them with nonworking and other-working students. In 2003, a questionnaire was administered to five school districts and one large urban school in Wisconsin. Between 2008 and 2010, analyses were completed to characterize STW students and compare them with other students. Of the 6,519 students aged 14-18 years included in the analyses, 461 were involved in an STW program (7%), 3,108 were non-working (48%), and 2,950 were other-working students (45%). Compared with other students, STW students were less likely to have a grade point average >2.0, more likely to have three or more unexcused absences from school, and more likely to spend <1 hour in school-sponsored activities. Holding multiple jobs also negatively affected a student's academic performance. School-to-Work students reported poorer academic performance and more unhealthy school-related behaviors compared with nonworking students and other-working students. Whereas many factors have a role in why students perform poorly in school, more research on students enrolled in STW programs is needed to understand whether participating has a negative impact on students' academic achievement. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

School Start Times, Sleep, Behavioral, Health, and Academic Outcomes: a Review of the Literature

PubMed Central

Chapman, Daniel P.; Croft, Janet B.

2015-01-01

BACKGROUND Insufficient sleep in adolescents has been shown to be associated with a wide variety of adverse outcomes, from poor mental and physical health to behavioral problems and lower academic grades. However, most high school students do not get sufficient sleep. Delaying school start times for adolescents has been proposed as a policy change to address insufficient sleep in this population and potentially to improve students’ academic performance, reduce engagement in risk behaviors, and improve health. METHODS This paper reviews 38 reports examining the association between school start times, sleep, and other outcomes among adolescent students. RESULTS Most studies reviewed provide evidence that delaying school start time increases weeknight sleep duration among adolescents, primarily by delaying rise times. Most of the studies saw a significant increase in sleep duration even with relatively small delays in start times of half an hour or so. Later start times also generally correspond to improved attendance, less tardiness, less falling asleep in class, better grades, and fewer motor vehicle crashes. CONCLUSIONS Although additional research is necessary, research results that are already available should be disseminated to stakeholders to enable the development of evidence-based school policies. PMID:27040474

Longitudinal Pathways from Cumulative Contextual Risk at Birth to School Functioning in Adolescence: Analysis of Mediation Effects and Gender Moderation.

PubMed

January, Stacy-Ann A; Mason, W Alex; Savolainen, Jukka; Solomon, Starr; Chmelka, Mary B; Miettunen, Jouko; Veijola, Juha; Moilanen, Irma; Taanila, Anja; Järvelin, Marjo-Riitta

2017-01-01

Children and adolescents exposed to multiple contextual risks are more likely to have academic difficulties and externalizing behavior problems than those who experience fewer risks. This study used data from the Northern Finland Birth Cohort 1986 (a population-based study; N = 6961; 51 % female) to investigate (a) the impact of cumulative contextual risk at birth on adolescents' academic performance and misbehavior in school, (b) learning difficulties and/or externalizing behavior problems in childhood as intervening mechanisms in the association of cumulative contextual risk with functioning in adolescence, and (c) potential gender differences in the predictive associations of cumulative contextual risk at birth with functioning in childhood or adolescence. The results of the structural equation modeling analysis suggested that exposure to cumulative contextual risk at birth had negative associations with functioning 16 years later, and academic difficulties and externalizing behavior problems in childhood mediated some of the predictive relations. Gender, however, did not moderate any of the associations. Therefore, the findings of this study have implications for the prevention of learning and conduct problems in youth and future research on the impact of cumulative risk exposure.

Longitudinal Pathways from Cumulative Contextual Risk at Birth to School Functioning in Adolescence: Analysis of Mediation Effects and Gender Moderation

PubMed Central

January, Stacy-Ann A.; Mason, W. Alex; Savolainen, Jukka; Solomon, Starr; Chmelka, Mary B.; Miettunen, Jouko; Veijola, Juha; Moilanen, Irma; Taanila, Anja; Järvelin, Marjo-Riitta

2016-01-01

Children and adolescents exposed to multiple contextual risks are more likely to have academic difficulties and externalizing behavior problems than those who experience fewer risks. This study used data from the Northern Finland Birth Cohort 1986 (a population-based study; N = 6,961; 51% female) to investigate (a) the impact of cumulative contextual risk at birth on adolescents’ academic performance and misbehavior in school, (b) learning difficulties and/or externalizing behavior problems in childhood as intervening mechanisms in the association of cumulative contextual risk with functioning in adolescence, and (c) potential gender differences in the predictive associations of cumulative contextual risk at birth with functioning in childhood or adolescence. The results of the structural equation modeling analysis suggested that exposure to cumulative contextual risk at birth had negative associations with functioning 16 years later, and academic difficulties and externalizing behavior problems in childhood mediated some of the predictive relations. Gender, however, did not moderate any of the associations. Therefore, the findings of this study have implications for the prevention of learning and conduct problems in youth and future research on the impact of cumulative risk exposure. PMID:27665276

The Effects of Function-Based Self-Management Interventions on Student Behavior

ERIC Educational Resources Information Center

Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R.

2014-01-01

Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…

School Dropouts in Hong Kong: Parents' Experiences

ERIC Educational Resources Information Center

Lau, Yuk King

2011-01-01

Chinese parenting emphasises parents' responsibility in training and governing children's appropriate and expected behaviors, including good academic performance. As reflected by the Attendance Ordinance and the strong involvement of parents in children's study, there is continuous emphasis on parental responsibility in children's education in…

Mindfulness Promotes Educators' Efficacy in the Classroom

ERIC Educational Resources Information Center

Abenavoli, Rachel M.; Harris, Alexis R.; Katz, Deirdre A.; Jennings, Patricia A.; Greenberg, Mark T.

2014-01-01

Teachers are responsible for delivering academic instruction, facilitating student learning and engagement, and managing classroom behavior. Stress may interfere with performance in the classroom, however (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and recent studies suggest that stress is quite common among today's educators. In…

Academic and social motives and drinking behavior.

PubMed

Vaughan, Ellen L; Corbin, William R; Fromme, Kim

2009-12-01

This longitudinal study of 1,447 first-time college students tested separate time-varying covariate models of the relations between academic and social motives/behaviors and alcohol use and related problems from senior year of high school through the end of the second year in college. Structural equation models identified small but significant inverse relations between academic motives/behaviors and alcohol use across all time points, with relations of somewhat larger magnitude between academic motives/behaviors and alcohol-related problems across all semesters other than senior year in high school. At all time points, there were much larger positive relations between social motives/behaviors and alcohol use across all semesters, with smaller but significant relations between social motives/behaviors and alcohol-related problems. Multi-group models found considerable consistency in the relations between motives/behaviors and alcohol-related outcomes across gender, race/ethnicity, and family history of alcohol problems, although academic motives/behaviors played a stronger protective role for women, and social motives were a more robust risk factor for Caucasian and Latino students and individuals with a positive family history of alcohol problems. Implications for alcohol prevention efforts among college students are discussed. Copyright 2009 APA

Development of an interprofessional competency model for healthcare leadership.

PubMed

Calhoun, Judith G; Dollett, Lorayne; Sinioris, Marie E; Wainio, Joyce Anne; Butler, Peter W; Griffith, John R; Warden, Gail L

2008-01-01

During the past decade, there has been a growing interest in competency-based performance systems for enhancing both individual and organizational performance in health professions education and the varied healthcare industry sectors. In 2003, the Institute of Medicine's report Health Professions Education: A Bridge to Quality called for a core set of competencies across the professions to ultimately improve the quality of healthcare in the United States. This article reviews the processes and outcomes associated with the development of the Health Leadership Competency Model (HLCM), an evidence-based and behaviorally focused approach for evaluating leadership skills across the professions, including health management, medicine, and nursing, and across career stages. The HLCM was developed from extensive academic research and widespread application outside healthcare. Early development included behavioral event interviewing, psychometric analysis, and cross-industry sector benchmarking. Application to healthcare was supported by additional literature review, practice analysis, expert panel inputs, and pilot-testing surveys. The model addresses three overarching domains subsuming 26 behavioral and technical competencies. Each competency is composed of prescriptive behavioral indicators, or levels, for development and assessment as individuals progress through their careers from entry-level to mid-level and advanced stages of lifelong development. The model supports identification of opportunities for leadership improvement in both academic and practice settings.

Adolescent academic achievement and school engagement: an examination of the role of school-wide peer culture.

PubMed

Lynch, Alicia Doyle; Lerner, Richard M; Leventhal, Tama

2013-01-01

During adolescence, peer groups present an important venue for socializing school-related behaviors such as academic achievement and school engagement. While a significant body of research emphasizes the link between a youth's immediate peer group and academic outcomes, the current manuscript expands on this idea, proposing that, in addition to smaller peer groups, within each school exists a school-wide peer culture that is comprised of two components (a relational and a behavioral component), each of which is related to individual academic outcomes. The relational component describes the aggregate of students' perceptions of the quality of peer relationships within each school. The behavioral component is an aggregate representation of students' actual behaviors in regard to academic tasks. We used data from the 4-H Study of Positive Youth Development, which surveyed 1,718 5th grade students (45.9 % male, 51.4 % White, 17.8 % Hispanic, 7.6 % African American) in 30 schools, to explore the idea that, during adolescence, the relational and behavioral components of a school's peer culture are related to students' academic achievement and school engagement. Results suggested that above and beyond a variety of individual, familial, peer, and school characteristics that have previously been associated with academic outcomes, aspects of behavioral peer culture are associated with individual achievement while components of both relational and behavioral peer culture are related to school engagement. Implications for future research are discussed.

Dopaminergic Polymorphisms, Academic Achievement, and Violent Delinquency.

PubMed

Yun, Ilhong; Lee, Julak; Kim, Seung-Gon

2015-12-01

Recent research in the field of educational psychology points to the salience of self-control in accounting for the variance in students' report card grades. At the same time, a novel empirical study from molecular genetics drawing on the National Longitudinal Study of Adolescent Health (Add Health) data has revealed that polymorphisms in three dopaminergic genes (dopamine transporter [DAT1], dopamine D2 receptor [DRD2], and dopamine D4 receptor [DRD4]) are also linked to adolescents' grade point averages (GPAs). Juxtaposing these two lines of research, the current study reanalyzed the Add Health genetic subsample to assess the relative effects of these dopaminergic genes and self-control on GPAs. The results showed that the effects of the latter were far stronger than those of the former. The interaction effects between the dopaminergic genes and a set of environmental factors on academic performance were also examined, producing findings that are aligned with the "social push hypothesis" in behavioral genetics. Finally, based on the criminological literature on the link between academic performance and delinquency, we tested whether dopaminergic effects on violent delinquency were mediated by GPAs. The results demonstrated that academic performance fully mediated the linkage between these genes and violent delinquency. © The Author(s) 2014.

[Development and Validation of the Academic Resilience Inventory for Nursing Students in Taiwan].

PubMed

Li, Cheng-Chieh; Wei, Chi-Fang; Tung, Yuk-Ying

2017-10-01

Failure to cope with learning pressures has been shown to influence the learning achievement and professional performance of nursing students. In order to enable nursing students to adapt successfully to their academic stress, it is essential to explore their academic resilience in the process of learning. To develop the Academic Resilience Inventory for Nursing Students (ARINS) and to test its reliability and validity. A total of 611 nursing students in central and southern Taiwan were recruited as participants. We divided the sample into two subsamples randomly using R software. The first sample was used to conduct item analysis and exploratory factor analysis. The other sample was used to conduct confirmatory factor analysis, cross validation, and criterion-related validity. There are 15 items in the ARINS, with cognitive maturity, emotional regulation, and help-seeking behavior used as the measurement indicators of academic resilience in nursing students. The assessed goodness-of-fit index indicates that the model fit the data well based upon the CFA and has good convergent validity and discriminant validity. Criterion-related validity was supported by the correlation among ARINS, learning performance and attitude, hope and optimistic, and depression. The ARINS has good reliability and validation and is a suitable measure of academic resilience in nursing students. It is helpful for nursing students to examine their academic stress and coping efficacy in the learning process.

Productive procrastination: academic procrastination style predicts academic and alcohol outcomes.

PubMed

Westgate, Erin C; Wormington, Stephanie V; Oleson, Kathryn C; Lindgren, Kristen P

2017-03-01

Productive procrastination replaces one adaptive behavior with another adaptive-albeit less important-behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles- non-procrastinators , academic productive procrastinators , non-academic productive procrastinators, non-academic procrastinators , and classic procrastinators . Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps < .01). Non-procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts.

Longitudinal Relations among Parenting Styles, Prosocial Behaviors, and Academic Outcomes in U.S. Mexican Adolescents

ERIC Educational Resources Information Center

Carlo, Gustavo; White, Rebecca M. B.; Streit, Cara; Knight, George P.; Zeiders, Katharine H.

2018-01-01

This article examined parenting styles and prosocial behaviors as longitudinal predictors of academic outcomes in U.S. Mexican youth. Adolescents (N = 462; Wave 1 M[subscript age] = 10.4 years; 48.1% girls), parents, and teachers completed parenting, prosocial behavior, and academic outcome measures at 5th, 10th, and 12th grades.…

Preventing Negative Behaviors Among Elementary-School Students Through Enhancing Students’ Social-Emotional and Character Development

PubMed Central

Snyder, Frank J.; Acock, Alan C.; Vuchinich, Samuel; Beets, Michael W.; Washburn, Isaac J.; Flay, Brian R.

2013-01-01

Purpose Examine the effects of a comprehensive, school-wide social-emotional and character development program using a positive youth development perspective. Specifically, we examined a mediation mechanism whereby positive academic-related behaviors mediated the intervention effects on substance use, violence, and sexual activity. Design Matched-pair, cluster-randomized, controlled design. Setting Twenty (10 intervention and 10 control) racially/ethnically diverse schools in Hawaii. Subjects Elementary-aged students (N = 1784) from grade 5. Intervention The Positive Action program. Measures Students self-reported their academic behaviors, together with their substance use, violence, and voluntary sexual activity; teachers rated students’ academic behaviors, substance use, and violence. Analysis Structural equation modeling. Results Students attending intervention schools reported significantly better academic behavior (B = .273, SE = .039, p < .001) and significantly less substance use (B = −.970, SE = .292, p < .01, incidence-rate ratio [IRR] = .379), violence (B = −1.410, SE = .296, p < .001, IRR= .244), and sexual activity (B = − 2.415, SE = .608, p < .001, odds ratio = .089); boys reported more negative behaviors than girls. Intervention effects on student-reported substance use, violence, and sexual activity were mediated by positive academic behavior. Teacher reports corroborated these results, with rated academic behavior partially mediating the effects of the intervention on rated negative behaviors. Conclusion This study (1) provides evidence that adds insight into one mechanism through which a social-emotional and character development program affects negative outcomes and (2) supports social-emotional and character development and positive youth development perspectives that posit that focusing on youths’ assets may reduce negative behaviors. PMID:23470183

An Investigation into the Self-Handicapping Behaviors of Undergraduates in Terms of Academic Procrastination, the Locus of Control and Academic Success

ERIC Educational Resources Information Center

Akça, Figen

2012-01-01

The aim of this study was to investigate the relationship between self-handicapping, academic procrastination, the locus of control and academic success. The aim was also to determine whether these variables predicted self-handicapping behavior. The population of the study consisted of 263 undergraduates studying in different departments of the…

Fraud and plagiarisim in school and career.

PubMed

Agud, J L

2014-10-01

Between 0% and 94% of university students acknowledge having committed academic fraud. Its forms are varied: cheating on examinations, submitting someone else's work, plagiarism, false citations, false reporting on experiments, tests or findings in the medical history and physical examination, unfair behavior toward fellow students, and many others. The consequences of academic fraud include learning corruption, useless efforts by students and faculty, incorrect performance evaluations and unfair selection for jobs. Since this can be a prelude to future fraud as doctors or researches, the prevalence, risk factors, motivations, clinical appearances, detection and prevention of the disease of academic fraud are here reviewed. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

A Token Economy Made Easy through ClassDojo

ERIC Educational Resources Information Center

Robacker, Cassie M.; Rivera, Christopher J.; Warren, Sandra H.

2016-01-01

Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to…

Behavior Analytic Consultation for Academic Referral Concerns

ERIC Educational Resources Information Center

Dufrene, Brad A.; Zoder-Martell, Kimberly A.; Dieringe, Shannon Titus; Labrot, Zachary

2016-01-01

Applied behavior analysis provides a technology of human behavior that demonstrates great potential for improving socially important outcomes for individuals. School-based consultation may provide a vehicle for delivering applied behavior analysis services in schools to address academic referral concerns. In this article, we propose that…

Self-Monitoring of Attention versus Self-Monitoring of Academic Performance: Effects among Students with ADHD in the General Education Classroom

ERIC Educational Resources Information Center

Harris, Karen R.; Friedlander, Barbara Danoff; Saddler, Bruce; Frizzelle, Remedios; Graham, Steve

2005-01-01

A counterbalanced, multiple-baseline, across-subjects design was used to determine if attention and performance monitoring had differential effects on the on-task and spelling study behavior of 6 elementary students with attention-deficit/hyperactivity disorder (ADHD) in the general education classroom. Both self-monitoring of attention and…

Psychological Symptoms Linking Exposure to Community Violence and Academic Functioning in African American Adolescents

PubMed Central

Busby, Danielle R.; Lambert, Sharon F.; Ialongo, Nicholas S.

2013-01-01

African American adolescents are exposed disproportionately to community violence, increasing their risk for emotional and behavioral symptoms that can detract from learning and undermine academic outcomes. The present study examined whether aggressive behavior and depressive and anxious symptoms mediated the association between exposure to community violence and academic functioning, and if the indirect effects of community violence on academic functioning differed for boys and girls, in a community sample of urban African American adolescents (N = 491; 46.6% female). Structural equation modeling was used to examine the indirect effect of exposure to community violence in grade 6 on grade 8 academic functioning. Results revealed that aggression in grade 7 mediated the association between grade 6 exposure to community violence and grade 8 academic functioning. There were no indirect effects through depressive and anxious symptoms, and gender did not moderate the indirect effect. Findings highlight the importance of targeting aggressive behavior for youth exposed to community violence to not only improve their behavioral adjustment but also their academic functioning. Implications for future research are discussed. PMID:23277294

Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom

ERIC Educational Resources Information Center

Sutherland, Kevin S.; Singh, Nirbhay N.

2004-01-01

Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…

Perceptions of Classroom Working Alliance and Student Performance

ERIC Educational Resources Information Center

Toste, Jessica R.; Heath, Nancy; Dallaire, Lynn

2010-01-01

Positive teacher-student relationship has been established as an important contributor to students' social, behavioral, and academic adjustment. Nevertheless, current research has not employed relationship measures that examine both teachers' and students' perceptions. Furthermore, the measures currently being used lack breadth in the definition…

Adolescents' Sleep Behaviors and Perceptions of Sleep

ERIC Educational Resources Information Center

Noland, Heather; Price, James H.; Dake, Joseph; Telljohann, Susan K.

2009-01-01

Background: Sleep duration affects the health of children and adolescents. Shorter sleep durations have been associated with poorer academic performance, unintentional injuries, and obesity in adolescents. This study extends our understanding of how adolescents perceive and deal with their sleep issues. Methods: General education classes were…

Domino Effect

ERIC Educational Resources Information Center

Carrell, Scott E.; Hoekstra, Mark L.

2009-01-01

Each year, between 10 and 20 percent of schoolchildren in the United States are exposed to domestic violence. According to psychologists, such exposure can lead to aggressive behavior, decreased social competence, and diminished academic performance. A majority of parents and school officials believe that children who are troubled, whatever the…

Cognitive Profile: Increasing Student Performance.

ERIC Educational Resources Information Center

Letteri, Charles A.

Past and ongoing research on cognition indicates that its effects on academic achievement are more direct than those of environmental, affective, or behavioral factors. The research has analyzed cognitive factors, the remediation of cognitive differences, and the transferability of remediation practices. Other cognition researchers have focused on…

Classroom Correlates of Neurological "Soft Signs".

ERIC Educational Resources Information Center

Hartlage, Patricia L.; Hartlage, Lawrence C.

This study investigated the relationships between 19 neurological abnormalities in school children and measures of school performance in reading, math, and nonacademic classroom behaviors. The sample of 45 children was given a standardized achievement test and the Draw-a-Person instrument to obtain academic variables. Nonacademic behaviors…

Perspectives on academic misconduct: implications for education and practice.

PubMed

Klainberg, Marilyn B; McCrink, Andrea; Eckardt, Patricia; Schecter, Rose; Bongiorno, Anne; Sedhom, Laila

2014-01-01

From Harvard to high school, concern related to academic misconduct, specifically cheating and its impact on societal issues, has become a great concern for educational communities. While a significant number of studies on ethical behaviors in practice in other professions such as business have been published, little research exists on registered nurses in practice. Even fewer studies have, for registered nurses, addressed if there is an association between perceived academic misconduct as students and perceived unethical behaviors in the workplace. The purpose of this study was to determine the relationship between perceptions of registered professional nurses' (RNs) current workplace behaviors and the RNs' retrospective perceptions of their academic misconduct as students. A convenience sample of 1 66 RNs enrolled in master's degree programs at four university schools of nursing completed questionnaires regarding their beliefs and behaviors. The outcome of this study was significant. Results revealed a strong relationship between unethical behaviors of the RN in practice and their prior academic misconduct when they were students.

Parent-Child Engagement in Decision Making and the Development of Adolescent Affective Decision Capacity and Binge Drinking

PubMed Central

Xiao, Lin; Bechara, Antoine; Palmer, Paula H.; Trinidad, Dennis R.; Wei, Yonglan; Jia, Yong; Johnson, C. Anderson

2010-01-01

The goal of this study was to investigate how parents’ engagement of their child in everyday decision-making influenced their adolescent’s development on two neuropsychological functions, namely, affective decision-making and working memory, and its effect on adolescent binge-drinking behavior. We conducted a longitudinal study of 192 Chinese adolescents. In 10th grade, the adolescents were tested for their affective decision-making ability using the Iowa Gambling Task (IGT) and working memory capacity using the Self-ordered Pointing Test (SOPT). Questionnaires were used to assess perceived parent-child engagement in decision-making, academic performance and drinking behavior. At one-year follow-up, the same neuropsychological tasks and questionnaires were repeated. Results indicate that working memory and academic performance were uninfluenced by parent-child engagement in decision-making. However, compared to adolescents whose parents made solitary decisions for them, adolescents engaged in everyday decision-making showed significant improvement on affective decision capacity and significantly less binge-drinking one year later. These findings suggest that parental engagement of children in everyday decision-making might foster the development of neurocognitive functioning relative to affective decision-making and reduce adolescent substance use behaviors. PMID:21804682

Social and behavioral skills and the gender gap in early educational achievement.

PubMed

Diprete, Thomas A; Jennings, Jennifer L

2012-01-01

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.

Imagining a Gold Open Access Future: Attitudes, Behaviors, and Funding Scenarios among Authors of Academic Scholarship

ERIC Educational Resources Information Center

Tenopir, Carol; Dalton, Elizabeth D.; Christian, Lisa; Jones, Misty K.; McCabe, Mark; Smith, MacKenzie; Fish, Allison

2017-01-01

The viability of gold open access publishing models into the future will depend, in part, on the attitudes of authors toward open access (OA). In a survey of academics at four major research universities in North America, we examine academic authors' opinions and behaviors toward gold OA. The study allows us to see what academics know and perceive…

Links between Parenting Styles, Parent-Child Academic Interaction, Parent-School Interaction, and Early Academic Skills and Social Behaviors in Young Children of English-Speaking Caribbean Immigrants

ERIC Educational Resources Information Center

Roopnarine, Jaipaul L.; Krishnakumar, Ambika; Metindogan, Aysegul; Evans, Melanie

2006-01-01

This study examined the influence of parenting styles, parent-child academic involvement at home, and parent-school contact on academic skills and social behaviors among kindergarten-age children of Caribbean immigrants. Seventy immigrant mothers and fathers participated in the study. Hierarchical regression analyses revealed that fathers'…

25 CFR 36.83 - How many hours can a student be taken out of the academic setting to receive behavioral health...

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true How many hours can a student be taken out of the academic..., DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN... a student be taken out of the academic setting to receive behavioral health services? A student may...

25 CFR 36.83 - How many hours can a student be taken out of the academic setting to receive behavioral health...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false How many hours can a student be taken out of the academic..., DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN... a student be taken out of the academic setting to receive behavioral health services? A student may...

25 CFR 36.83 - How many hours can a student be taken out of the academic setting to receive behavioral health...

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false How many hours can a student be taken out of the academic..., DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN... a student be taken out of the academic setting to receive behavioral health services? A student may...

25 CFR 36.83 - How many hours can a student be taken out of the academic setting to receive behavioral health...

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false How many hours can a student be taken out of the academic..., DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN... a student be taken out of the academic setting to receive behavioral health services? A student may...

Online exclusive: behavioral adjustment of children and adolescents with cancer: teacher, parent, and self-report.

PubMed

Moore, Ida M; Challinor, Julia; Pasvogel, Alice; Matthay, Katherine; Hutter, John; Kaemingk, Kris

2003-01-01

To describe behavioral adjustment in children and adolescents with acute lymphoblastic leukemia (ALL) and to determine whether behavioral adjustment is correlated with cognitive and academic abilities. Descriptive, cross-sectional design. Two pediatric oncology treatment centers. 47 children and adolescents who had been receiving ALL therapy for at least one year or who were off therapy for no more than three years and their parents and teachers. Wechsler Intelligence Scale for Children-Revised (WISC-R) and Wide Range Achievement Test-Revised (WRAT-R) data were available on a subset of 17 subjects. Parent, teacher, and self-report Behavioral Assessment System for Children (BASC) ratings were used to measure behavioral adjustment. WISC-R measured cognitive abilities, and WRAT-R measured academic abilities. Demographic, family, and treatment-related data also were collected. Behavioral adjustment and cognitive and academic abilities. At least 20% of teacher ratings for somatization, learning problems, leadership, and study skills; parent ratings for somatization, adaptability, attention problems, withdrawal, anxiety, social skills, and depression; and self-report ratings for anxiety and attitude to school were in the at-risk range (i.e., presence of significant problems that require treatment). The majority of teacher BASC ratings were correlated significantly with WISC-R and WRAT-R scores. Self-report depression and social stress ratings were correlated significantly with some WISC-R and WRAT-R scores. Treatment-related experiences such as body image alterations and mental and emotional problems were associated with problematic behaviors, including depression, somatization, withdrawal, and social stress. Youth with ALL are at risk for some behavioral adjustment problems, particularly anxiety, somatization, adaptability, attention, and withdrawal. Cognitive and academic abilities are associated with some dimensions of behavioral adjustment. Findings suggest the need for ongoing assessment of behavioral adjustment and cognitive and academic abilities of children with ALL. Behavioral interventions that target at-risk mannerisms, such as somatization, depression, anxiety, and social stress, are needed. Central nervous system treatment may contribute to behavioral adjustment problems, as well as to cognitive and academic problems. Strategies to improve academic abilities also may have a positive effect on behavioral adjustment.

Productive procrastination: academic procrastination style predicts academic and alcohol outcomes

PubMed Central

Westgate, Erin C.; Wormington, Stephanie V.; Oleson, Kathryn C.; Lindgren, Kristen P.

2017-01-01

Productive procrastination replaces one adaptive behavior with another adaptive—albeit less important—behavior (e.g., organizing notes instead of studying for an exam). We identified adaptive and maladaptive procrastination styles associated with academic and alcohol outcomes in 1106 college undergraduates. Cluster analysis identified five academic procrastination styles—non-procrastinators, academic productive procrastinators, non-academic productive procrastinators, non-academic procrastinators, and classic procrastinators. Procrastination style differentially predicted alcohol-related problems, cravings, risk of alcohol use disorders, and GPA (all ps < .01). Non-procrastination and academic productive procrastination were most adaptive overall; non-academic productive procrastination, non-academic procrastination, and classic procrastination were least adaptive. Productive procrastination differed from other procrastination strategies, and maladaptive procrastination styles may be a useful risk indicator for preventative and intervention efforts. PMID:28804158

Adolescent Health Behavior, Contentment in School, and Academic Achievement

ERIC Educational Resources Information Center

Kristjansson, Alfgeir Logi; Sigfusdottir, Inga Dora; Allegrante, John P.; Helgason, Asgeir R.

2009-01-01

Objectives: To examine the association between health behavior indicators, school contentment, and academic achievement. Methods: Structural equation modeling with 5810 adolescents. Results: Our model explained 36% of the variance in academic achievement and 24% in school contentment. BMI and sedentary lifestyle were negatively related to school…

From Performance to Decision Processes in 33 Years: A History of Organizational Behavior and Human Decision Processes under James C. Naylor.

PubMed

Weber

1998-12-01

For the past 33 years, Organizational Behavior and Human Decision Processes has thrived under a single editor. That editor, James C. Naylor, is retiring from his long stewardship. This article chronicles the course of the journal under Jim's direction and marks some of the accomplishments and changes over the past three decades that go to his credit. Copyright 1998 Academic Press.

The Relations Between Sleep, Personality, Behavioral Problems, and School Performance in Adolescents.

PubMed

Schmidt, Ralph E; Van der Linden, Martial

2015-06-01

According to recent meta-analyses, adolescents across different countries and cultures do not get the recommended amount of sleep. Extracurricular activities, part-time jobs, and use of electronic devices in the evening delay bedtime in adolescents. Early school start times also shorten the time for sleep. Insufficient sleep in adolescents has been associated with weakened emotional-behavioral regulation and poor academic achievement. Multicomponent intervention programs have been developed on the basis of cognitive-behavioral therapy for insomnia to improve sleep in youth. Copyright © 2015 Elsevier Inc. All rights reserved.

Predicting problem behaviors with multiple expectancies: expanding expectancy-value theory.

PubMed

Borders, Ashley; Earleywine, Mitchell; Huey, Stanley J

2004-01-01

Expectancy-value theory emphasizes the importance of outcome expectancies for behavioral decisions, but most tests of the theory focus on a single behavior and a single expectancy. However, the matching law suggests that individuals consider expected outcomes for both the target behavior and alternative behaviors when making decisions. In this study, we expanded expectancy-value theory to evaluate the contributions of two competing expectancies to adolescent behavior problems. One hundred twenty-one high school students completed measures of behavior problems, expectancies for both acting out and academic effort, and perceived academic competence. Students' self-reported behavior problems covaried mostly with perceived competence and academic expectancies and only nominally with problem behavior expectancies. We suggest that behavior problems may result from students perceiving a lack of valued or feasible alternative behaviors, such as studying. We discuss implications for interventions and suggest that future research continue to investigate the contribution of alternative expectancies to behavioral decisions.

Project Ranger Curriculum Guide.

ERIC Educational Resources Information Center

Fox, Carla; And Others

The objective of Project Ranger is to improve school behavior and academic performance of selected, primarily "disruptive," students who are failing in the traditional school program. The Ranger curriculum uses the outdoor environment as the medium for improving student self-concept and relations with peers and adults and for providing…

Enhancing Treatment Integrity Maintenance through Fading with Indiscriminable Contingencies

ERIC Educational Resources Information Center

Gross, Thomas J.; Duhon, Gary J.; Doerksen-Klopp, Bethany

2014-01-01

School psychologists are often asked to develop treatment to remediate students' academic skills or social behavior problems. When teachers implement treatment recommendations with high levels of treatment integrity, students benefit. Treatment integrity has been enhanced by use of direct training, performance feedback, and negative…

Children of Divorce: Things You Should Know.

ERIC Educational Resources Information Center

Fuller, Mary Lou

1989-01-01

This article discusses factors that influence children of divorced parents (length of time since divorce, family income level); summarizes research related to these children's self concept, academic performance, and classroom behavior; and suggests several things that parents and educators can do to support children of divorce. (IAH)

Statewide Physical Fitness Testing: A BIG Waist or a BIG Waste?

ERIC Educational Resources Information Center

Morrow, James R., Jr.; Ede, Alison

2009-01-01

Statewide physical fitness testing is gaining popularity in the United States because of increased childhood obesity levels, the relations between physical fitness and academic performance, and the hypothesized relations between adult characteristics and childhood physical activity, physical fitness, and health behaviors. Large-scale physical…

Reaching out To Foster Children.

ERIC Educational Resources Information Center

Joiner, Lottie L.

2001-01-01

A transient lifestyle, combined with emotional and behavior problems, often precipitates foster children's poor academic performance. Cooperation with child welfare workers is essential, as shown by the success rate of California's Foster Youth Services, Seattle's private social-service agency Treehouse, and New York City's Safe and Smart program.…

Coteaching: A Model for Education Reform

ERIC Educational Resources Information Center

Piechura-Couture, Kathy; Tichenor, Mercedes; Touchton, Debra; Macissac, Douglas; Heins, Elizabeth D.

2006-01-01

With research suggesting increased (or no difference in) academic performance and reduced behavior problems for students in cotaught classrooms, it seems that coteaching is one logical solution to the classroom space problem. In this article, the authors define "coteaching" as two or more professionals delivering substantive instruction to a…

Sleep Behavior and Examination Results of Medical Students.

ERIC Educational Resources Information Center

Shapiro, Colin Michael; And Others

1980-01-01

Although it has been suggested that sleep, and particularly REM (rapid eye movement) sleep, plays an important role in information processing, this study found no relationship between any aspect of sleep, in particular time of arousal during the week and on weekends, and academic performance. (MLW)

The Relationship between Barrier Courses and Persistence in Engineering

ERIC Educational Resources Information Center

Suresh, Radhika

2007-01-01

Attrition in engineering programs continues to be an important issue for universities across the country. This study examined the connection between student performance in barrier courses and persistence in engineering. Quantitative results showed that high school academic experience, student behaviors (including study habits, work habits, coping…

Effects of antecedent exercise on academic engagement and stereotypy during instruction.

PubMed

Neely, Leslie; Rispoli, Mandy; Gerow, Stephanie; Ninci, Jennifer

2015-01-01

Antecedent physical exercise has emerged as a potentially promising treatment for reducing challenging behavior and increasing academic behavior in individuals with autism spectrum disorder (ASD). The purpose of this study was to evaluate the effects of physical exercise conducted prior to instructional sessions (antecedent physical exercise) on academic engagement and stereotypy during instructional sessions for two children diagnosed with ASD. Functional analysis results suggested stereotypy was maintained by automatic reinforcement for both participants. A multielement design was employed to evaluate academic engagement and stereotypy during instructional sessions following randomly sequenced conditions involving either (a) no antecedent exercise, (b) brief durations of antecedent exercise, or (c) antecedent exercise that continued until the participant engaged in a systematically determined behavioral indicator of satiation. Both participants demonstrated higher levels of academic engagement and reduced levels of stereotypy during the instructional sessions which followed antecedent physical exercise that continued until behavioral indicators of satiation occurred. This study replicates previous research suggesting that individuals with ASD may benefit from physical exercise prior to academic instruction and further suggests that the duration of antecedent exercise may be optimally individualized based on behavioral indicators of satiation. © The Author(s) 2014.

PTSD Symptoms Mediate Academic Stress and Drinking to Cope in College Students

ERIC Educational Resources Information Center

Woolman, Erin O.; Becker, Madelyn M.; Klanecky, Alicia K.

2015-01-01

Heightened perceptions of academic stress may increase college alcohol use behaviors, namely problem drinking and drinking to cope. Leading from prior research, the current study examined posttraumatic stress disorder symptoms as a mediator between academic stress and alcohol use behaviors. Undergraduate participants (N?=?200) completed an online…

The Academic Tribes. Second Edition.

ERIC Educational Resources Information Center

Adams, Hazard

Academic life and politics are discussed in terms of certain principles of tribal behavior that are propounded, on the basis of personal observation, to account for many facets of the behavior of college faculty and administrators and of academic life in general. The discussion is comprised of the following chapters: "A Primer of Academic…

Low Working Memory rather than ADHD Symptoms Predicts Poor Academic Achievement in School-Aged Children.

PubMed

Simone, Ashley N; Marks, David J; Bédard, Anne-Claude; Halperin, Jeffrey M

2018-02-01

This study examined whether working memory (WM), inattentive symptoms, and/or hyperactive/impulsive symptoms significantly contributed to academic, behavioral, and global functioning in 8-year-old children. One-hundred-sixty 8-year-old children (75.6% male), who were originally recruited as preschoolers, completed subtests from the Wechsler Intelligence Scale for Children-Fourth Edition, Integrated and Wechsler Individual Achievement Test-Second Edition to assess WM and academic achievement, respectively. Teachers rated children's academic and behavioral functioning using the Vanderbilt Rating Scale. Global functioning, as rated by clinicians, was assessed by the Children's Global Assessment Scale. Multiple linear regressions were completed to determine the extent to which WM (auditory-verbal and visual-spatial) and/or inattentive and hyperactive/impulsive symptom severity significantly contributed to academic, behavioral, and/or global functioning. Both auditory-verbal and visual-spatial WM but not ADHD symptom severity, significantly and independently contributed to measures of academic achievement (all p < 0.01). In contrast, both WM and inattention symptoms (p < 0.01), but not hyperactivity-impulsivity (p > 0.05) significantly contributed to teacher-ratings of academic functioning. Further, inattention and hyperactivity/impulsivity (p < 0.04), but not WM (p > 0.10) were significantly associated with teacher-ratings of behavioral functioning and clinician-ratings of global functioning. Taken together, it appears that WM in children may be uniquely related to academic skills, but not necessarily to overall behavioral functioning.

Effect of a Career, Academic, Personal and Social Growth High School Transition Program Option on 9th-Grade Students' Achievement, Behavior, and Engagement

ERIC Educational Resources Information Center

Gauchat, Tiffanie A.

2010-01-01

The purpose of this study was to determine the effect of a career, academic, personal, and social high school transition program option on 9th-grade students' achievement, behavior, and engagement. Students in the career, academic, personal, and social group (n = 30) and the comparison academic/elective course option programs group (n = 30)…

Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.

PubMed

Splett, Joni W; Smith-Millman, Marissa; Raborn, Anthony; Brann, Kristy L; Flaspohler, Paul D; Maras, Melissa A

2018-03-08

The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future research and practice. Data were taken from seven elementary schools in one school district implementing universal screening, including 1,241 students rated by 68 teachers. Students were mostly African America (68.5%) with equal gender (female 50.1%) and grade-level distributions. Teachers, mostly White (76.5%) and female (89.7%), completed both a background survey regarding their professional experiences and demographic characteristics and the Behavior Assessment System for Children (Second Edition) Behavioral and Emotional Screening System-Teacher Form for all students in their class, rating an average of 17.69 students each. Extant student data were provided by the district. Analyses followed multilevel linear model stepwise model-building procedures. We detected a significant amount of variance in teachers' ratings of students' behavioral and emotional risk at both student and teacher/classroom levels with student predictors explaining about 39% of student-level variance and teacher/classroom predictors explaining about 20% of between-teacher differences. The final model fit the data (Akaike information criterion = 8,687.709; pseudo-R2 = 0.544) significantly better than the null model (Akaike information criterion = 9,457.160). Significant predictors included student gender, race ethnicity, academic performance and disciplinary incidents, teacher gender, student-teacher gender interaction, teacher professional development in behavior screening, and classroom academic performance. Future research and practice should interpret teacher-rated universal screening of students' behavioral and emotional risk with consideration of the between-teacher variance unrelated to student behavior detected. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Programming a randomized dependent group contingency and common stimuli to promote durable behavior change.

PubMed

Cariveau, Tom; Kodak, Tiffany

2017-01-01

Low levels of academic engagement may impede students' acquisition of skills. Intervening on student behavior using group contingencies may be a feasible way to increase academic engagement during group instruction. The current study examined the effect of a randomized dependent group contingency on levels of academic engagement for second-grade participants receiving small-group reading and writing instruction. The results showed that a randomized dependent group contingency increased the academic engagement of primary participants and several of the other participants during small-group instruction. The findings also showed that high levels of academic engagement were maintained when common stimuli were present and the dependent group contingency was withdrawn. © 2016 Society for the Experimental Analysis of Behavior.

Association between Frequency of Breakfast Consumption and Academic Performance in Healthy Korean Adolescents.

PubMed

So, Wi-Young

2013-01-01

The purpose of this study was to examine whether the frequency of breakfast consumption was related to academic performance in healthy Korean adolescents. We analyzed data from the seventh Korea Youth Risk Behavior Web-based Survey conducted in 2011, in which 75,643 adolescents from school grades 7-12 participated. We assessed the association between the frequency of breakfast consumption (per week) and academic performance using multivariate logistic regression analysis after adjusting for covariates such as age, body mass index, frequency of smoking, frequency of drinking, parents' education level, family economic status, frequency of vigorous physical activity (PA), frequency of moderate PA, frequency of muscular strength exercises, and level of mental stress. For male adolescents, the odds ratios (ORs) for achieving average or higher academic performance according to the breakfast frequency per week were once per week, 1.004 (P=0.945); twice per week, 0.915 (P=0.153); 3 days per week, 0.928 (P=0.237); 4 days per week, 1.087 (P=0.176); 5 days per week, 1.258 (P<0.001); 6 days per week, 1.473 (P<0.001); and every day, 1.700 (P<0.001), compared to no breakfast per week. For female adolescents, the ORs for achieving average or higher academic performance according to the breakfast frequency were once per week, 1.068 (P=0.320); twice per week, 1.140 (P=0.031); 3 days per week, 1.179 (P=0.004); 4 days per week, 1.339 (P<0.001); 5 days per week, 1.449 (P<0.001); 6 days per week, 1.768 (P<0.001); and every day, 1.922 (P<0.001), compared to no breakfast per week. The frequency of breakfast consumption is positively correlated with academic performance in both male and female healthy adolescents in Korea.

Improving Classroom Behavior through Effective Instruction: An Illustrative Program Example Using "SRA FLEX Literacy"

ERIC Educational Resources Information Center

Martella, Ronald C.; Marchand-Martella, Nancy E.

2015-01-01

Research has demonstrated a strong positive correlation between behavior problems and low academic achievement. Student success and/or failures are in large part determined by how well teachers provide effective instruction to their students. This article overviews key behavior-management approaches related to academic and behavioral success that…

Who Cares about Others?: Empathic Self-Efficacy as an Antecedent to Prosocial Behavior

ERIC Educational Resources Information Center

Eklund, Jakob; Loeb, Carina; Hansen, Eric M.; Andersson-Wallin, Ann-Charlotte

2012-01-01

Two studies tested associations among self-efficacy and prosocial behavior. In Study 1 we measured academic self-efficacy, emotional self-efficacy and self-reported prosocial behavior. The study showed that academic but not emotional self-efficacy was positively correlated with prosocial behavior. Study 1 included only self-oriented emotions, and…

Relationship between School-Wide Positive Behavior Interventions and Supports and Academic, Attendance, and Behavior Outcomes in High Schools

ERIC Educational Resources Information Center

Freeman, Jennifer; Simonsen, Brandi; McCoach, D. Betsy; Sugai, George; Lombardi, Allison; Horner, Robert

2016-01-01

Attendance, behavior, and academic outcomes are important indicators of school effectiveness and long-term student outcomes. "Multi-tiered systems of support" (MTSS), such as "School-Wide Positive Behavior Interventions and Supports" (SWPBIS), have emerged as potentially effective frameworks for addressing student needs and…

Behavior Plan, Does It Work?

ERIC Educational Resources Information Center

Gonzalez, Blanca M.; Brown, D.

2015-01-01

As educators, we are responsible for teaching academic skills. However, some students not only need to learn academic skills but they need behavior support, due to problematic behaviors that are happening in the school setting. In this article, we will learn more of what are the implications, requirements and best strategies for a behavior plan.…

Alternative Teaching Strategies; Helping Behaviorally Troubled Children Achieve. A Guide for Teachers and Psychologists.

ERIC Educational Resources Information Center

Swift, Marshall S.; Spivack, George

This book provides (1) specific information about overt classroom behaviors that affect or reflect academic success or failure, and (2) information and suggestions about alternative teaching strategies that may be used to increase behavioral effectiveness and subsequent academic achievement. The focus of the book is on specific behaviors, behavior…

Comparison of Discipline Referrals for Students with Emotional/ Behavioral Disorders under Differing Instructional Arrangements

ERIC Educational Resources Information Center

Tyler-wood, Tandra; Cereijo, Maria Victoria Perez; Pemberton, Jane B.

2004-01-01

Academic assessment for students with challenging behavior is often overlooked. Confronted with a curriculum that is above or below their instructional needs, students may engage in a range of inappropriate behaviors (e.g., acting-out, withdrawal, social avoidance). In that behavioral and learning problems are reciprocal, academically related…

Behavior Bingo: The Effects of a Culturally Relevant Group Contingency Intervention for Students with EBD

ERIC Educational Resources Information Center

Collins, Tai A.; Hawkins, Renee O.; Flowers, Emily M.; Kalra, Hilary D.; Richard, Jessie; Haas, Lauren E.

2018-01-01

Students with emotional and behavioral disorders (EBD) have difficulty with academic engagement during independent seatwork tasks. The goal of the current study was to evaluate the effectiveness of Behavior Bingo, a novel interdependent group contingency intervention, on the academic engagement, off-task, and disruptive behavior of students with…

Generic Skills for Occupational Training.

ERIC Educational Resources Information Center

Smith, Arthur De W.

Generic skills are those overt and covert behaviors which are fundamental to the performance of many tasks and subtasks carried out in a wide range of occupations and which are basic to both specialized applications and job specific skills. They consist of academic, reasoning, interpersonal and manipulation skills. The generic approach is…

ADHD and Reading Disabilities: A Cluster Analytic Approach for Distinguishing Subgroups.

ERIC Educational Resources Information Center

Bonafina, Marcela A.; Newcorn, Jeffrey H.; McKay, Kathleen E.; Koda, Vivian H.; Halperin, Jeffrey M.

2000-01-01

Using cluster analysis, a study empirically divided 54 children with attention-deficit/hyperactivity disorder (ADHD) based on their Full Scale IQ and reading ability. Clusters had different patterns of cognitive, behavioral, and neurochemical functions, as determined by discrepancies in Verbal-Performance IQ, academic achievement, parent…

An Interdisciplinary Meta-Analysis of the Potential Antecedents, Correlates, and Consequences of Protege Perceptions of Mentoring

ERIC Educational Resources Information Center

Eby, Lillian Turner de Tormes; Allen, Tammy D.; Hoffman, Brian J.; Baranik, Lisa E.; Sauer, Julia B.; Baldwin, Sean; Morrison, M. Ashley; Kinkade, Katie M.; Maher, Charleen P.; Curtis, Sara; Evans, Sarah C.

2013-01-01

This meta-analysis summarized youth, academic, and workplace research on the potential antecedents (demographics, human capital, and relationship attributes), correlates (interaction frequency, relationship length, performance, motivation, and social capital), and consequences (attitudinal, behavioral, career-related, and health-related outcomes)…

The Chinese Classroom Paradox: A Cross-Cultural Comparison of Teacher Controlling Behaviors

ERIC Educational Resources Information Center

Zhou, Ning; Lam, Shui-Fong; Chan, Kam Chi

2012-01-01

Chinese classrooms present an intriguing paradox to the claim of self-determination theory that autonomy facilitates learning. Chinese teachers appear to be controlling, but Chinese students do not have poor academic performance in international comparisons. The present study addressed this paradox by examining the cultural differences in…

Socioeconomic Disparities Affect Prefrontal Function in Children

ERIC Educational Resources Information Center

Kishiyama, Mark M.; Boyce, W. Thomas; Jimenez, Amy M.; Perry, Lee M.; Knight, Robert T.

2009-01-01

Social inequalities have profound effects on the physical and mental health of children. Children from low socioeconomic status (SES) backgrounds perform below children from higher SES backgrounds on tests of intelligence and academic achievement, and recent findings indicate that low SES (LSES) children are impaired on behavioral measures of…

Causes Underlying Minimal Parent Involvement in the Education of Their Children.

ERIC Educational Resources Information Center

Dwyer, David J.; Hecht, Jeffrey B.

In this document, recent literature on schools' attempts to involve parents in the education of their children and on the rationale for parent involvement is evaluated. Research reviewed concerns parent involvement programs designed to improve student academic performance, increase student attendance, decrease behaviors that leave students at…

Assessing, Understanding, and Supporting Students with ADHD at School: Contemporary Science, Practice, and Policy

ERIC Educational Resources Information Center

DuPaul, George J.; Jimerson, Shane R.

2014-01-01

Students with attention-deficit/hyperactivity disorder (ADHD) exhibit chronic behavior difficulties that deleteriously impact their academic and social functioning in school settings. These difficulties not only impair student performance, but also present significant challenges to teachers, school psychologists, and other school professionals…

Feasibility and Preliminary Outcomes of a School-Based Mindfulness Intervention for Urban Youth

ERIC Educational Resources Information Center

Mendelson, Tamar; Greenberg, Mark T.; Dariotis, Jacinda K.; Gould, Laura Feagans; Rhoades, Brittany L.; Leaf, Philip J.

2010-01-01

Youth in underserved, urban communities are at risk for a range of negative outcomes related to stress, including social-emotional difficulties, behavior problems, and poor academic performance. Mindfulness-based approaches may improve adjustment among chronically stressed and disadvantaged youth by enhancing self-regulatory capacities. This paper…

The Behavioral Outcomes of a Self-Affirmation Intervention for Middle School Students

ERIC Educational Resources Information Center

Schmidt, Alex; Canela, Carlos

2015-01-01

Social psychological interventions in schools have gained popularity in education research for their ability to often dramatically increase student academic performance through simple exercises. Many of these interventions are designed to address stereotype threat, which is defined as "being at risk of confirming, as self-characteristic, a…

Pediatric Sleep Disorders: Validation of the Sleep Disorders Inventory for Students

ERIC Educational Resources Information Center

Luginbuehl, Marsha; Bradley-Klug, Kathy L.; Ferron, John; Anderson, W. McDowell; Benbadis, Selim R.

2008-01-01

Approximately 20%-25% of the pediatric population will likely develop a sleep disorder sometime during childhood or adolescence. Studies have shown that untreated sleep disorders can negatively affect cognitive abilities, and academic and behavior performance. The Sleep Disorders Inventory for Students (SDIS) is a screening instrument designed to…

Sleep Disorders in Children: Collaboration for School-Based Intervention

ERIC Educational Resources Information Center

Everhart, D. Erik

2011-01-01

The effects of sleep disturbance on children are wide ranging and include alterations in behavior, mood, cognition, and academic performance. Screening and intervention for pediatric sleep disorders within the schools are not widely implemented, and the concept of integrating school personnel into the multidisciplinary sleep team has yet to be…

A Comparison between the Effect of Free Time and Daily Report Cards on the Academic Behavior of Junior High School Students.

ERIC Educational Resources Information Center

Martin, R. C.; McLaughlin, T. F.

1981-01-01

When the effectiveness of free time and daily report card systems on assignment completion and accuracy of four junior high school special education students were compared, results indicated that both procedures improved students' performance. (Author)

Wellness for All: Improving Campus Climate for LGBTQA Students as Prevention

ERIC Educational Resources Information Center

Manning, Patricia; Pring, Lauren; Glider, Peggy

2014-01-01

While it is widely recognized that campus climate can have a profound impact on students' academic performance, mental/behavioral health, and character development, campus is not experienced equally across identity groups. For lesbian, gay, bisexual, transgender, queer, questioning, and asexual (LGBTQA) students, campus often includes added…

Two-Way Interactive Television: An Emerging Technology for University Level Business School Instruction.

ERIC Educational Resources Information Center

Heiens, Richard A.; Hulse, Deborah B.

1996-01-01

An organizational behavior course was delivered via two-way interactive television to a campus site (71 students) and three remote locations (48 students). Remote students were slightly older and predominantly female. There were no significant differences in academic performance between on-campus and remote students. (SK)