Teachers' Pedagogical Management and Instrumental Performance in Students of an Artistic Higher Education School

ERIC Educational Resources Information Center

De La Cruz Bautista, Edwin

2017-01-01

This research aims to know the relationship between the variables teachers' pedagogical management and instrumental performance in students from an Artistic Higher Education School. It is a descriptive and correlational research that seeks to find the relationship between both variables. The sample of the study consisted of 30 students of the…

A comparison of the technique of the football quarterback pass between high school and university athletes.

PubMed

Toffan, Adam; Alexander, Marion J L; Peeler, Jason

2017-07-28

The purpose of the study was to compare the most effective joint movements, segment velocities and body positions to perform the fastest and most accurate pass of high school and university football quarterbacks. Secondary purposes were to develop a quarterback throwing test to assess skill level, to determine which kinematic variables were different between high school and university athletes as well as to determine which variables were significant predictors of quarterback throwing test performance. Ten high school and ten university athletes were filmed for the study, performing nine passes at a target and two passes for maximum distance. Thirty variables were measured using Dartfish Team Pro 4.5.2 video analysis system, and Microsoft Excel was used for statistical analysis. University athletes scored slightly higher than the high school athletes on the throwing test, however this result was not statistically significant. Correlation analysis and forward stepwise multiple regression analysis was performed on both the high school players and the university players in order to determine which variables were significant predictors of throwing test score. Ball velocity was determined to have the strongest predictive effect on throwing test score (r = 0.900) for the high school athletes, however, position of the back foot at release was also determined to be important (r = 0.661) for the university group. Several significant differences in throwing technique between groups were noted during the pass, however, body position at release showed the greatest differences between the two groups. High school players could benefit from more complete weight transfer and decreased throw time to increase throwing test score. University athletes could benefit from increased throw time and greater range of motion in external shoulder rotation and trunk rotation to increase their throwing test score. Coaches and practitioners will be able to use the findings of this research to help improve these and related throwing variables in their high school and university quarterbacks.

Association of tic disorders with poor academic performance in central Spain: a population-based study.

PubMed

Cubo, Esther; Trejo, José; Ausín, Vanesa; Sáez, Sara; Delgado, Vanesa; Macarrón, Jesus; Cordero, José; Louis, Elan D; Kompoliti, Katie; Benito-León, Julián

2013-07-01

To analyze the association between tic disorders and poor academic performance in school-aged children. This was a cross-sectional, observational study conducted in a randomly selected sample of mainstream school-aged children (aged 6-16 years). The sampling frame included different types of schools and educational levels. Children with poor academic performance (eg, repeating a grade, special needs), and tic disorders (defined based on Diagnostic and Statistical Manual of Mental Disorders, 4th Edition, Text Revision criteria) were identified. Children with and without tics and children with and without poor academic performance were compared in terms of clinical features (ie, medical history and neurologic and psychiatric comorbidities), school, and environmental characteristics. Logistic regression analyses were performed using school performance (dependent variable) and tic disorders (independent variable), after adjusting for confounding variables. The study cohort comprised 1867 children (mean age, 10.9 + 2.9 years; 1007 males [53.9%]). Tics were present in 162 children (8.6%), and poor academic performance was noted in 223 (11.9%). Overall poor academic performance was associated with age (OR, 1.71; P < .0001), television viewing (OR, 5.33; P = .04), attention deficit hyperactivity disorder (OR, 1.38; P < .0001), and family history of school dysfunction (OR, 2.43; P = .02) and was negatively associated with higher IQ score (OR, 0.90; P < .0001) and tic disorders (OR, 0.29; P = .01). After adjusting for other covariates, the presence of tic disorders was not associated with poor academic performance in our cohort. Early academic support and modification of environmental characteristics are needed for children at higher risk for school dysfunction, to enhance academic performance. Copyright © 2013 Mosby, Inc. All rights reserved.

Effect of visual media use on school performance: a prospective study.

PubMed

Sharif, Iman; Wills, Thomas A; Sargent, James D

2010-01-01

To identify mechanisms for the impact of visual media use on adolescents' school performance. We conducted a 24-month, four-wave longitudinal telephone study of a national sample of 6,486 youth aged 10 to 14 years. Exposure measures: latent construct for screen exposure time (weekday time spent viewing television/playing videogames, presence of television in bedroom) and variables for movie content (proportion of PG-13 and R movies viewed). self- and parent reports of grades in school. Effects of media exposures on change in school performance between baseline and 24 months were assessed using structural equation modeling. Information about hypothesized mediators (substance use, sensation seeking, and school problem behavior) was obtained at baseline and at the 16-month follow-up. Adjusted for baseline school performance, baseline levels of mediators, and a range of covariates, both screen exposure time and media content had adverse effects on change in school performance. Screen exposure had an indirect effect on poor school performance through increased sensation seeking. Viewing more PG-13 and R-rated movies had indirect effects on poor school performance mediated through increases in substance use and sensation seeking. R-rated viewing also had an indirect effect on poor school performance through increased school behavior problems. The effect sizes of exposure time and content on the intermediate variables and ultimately on school performance were similar to those for previously recognized determinants of these mediators, including household income, parenting style, and adolescents' self-control. These aspects of visual media use adversely affect school performance by increasing sensation seeking, substance use, and school problem behavior. Copyright 2010 Society for Adolescent Medicine. Published by Elsevier Inc. All rights reserved.

Effect of Visual Media Use on School Performance: A Prospective Study1

PubMed Central

Sharif, Iman; Wills, Thomas A.; Sargent, James D.

2009-01-01

Purpose To identify mechanisms for the impact of visual media use on adolescents' school performance. Methods We conducted a 24-month, four-wave longitudinal telephone study of a national sample of 6,486 youth aged 10-14 years. Exposure Measures: Latent construct for screen exposure time (weekday time spent viewing television/playing videogames, presence of television in bedroom) and variables for movie content (proportion of PG13 and R movies viewed). Outcome Measure: Self and parent reports of grades in school. Effects of media exposures on change in school performance between baseline and 24 months were assessed using structural equation modeling. Information about hypothesized mediators (substance use, sensation-seeking, and school problem behavior) was obtained at baseline and at the16-month follow-up. Results Adjusted for baseline school performance, baseline levels of mediators, and a range of covariates, both screen exposure time and media content had adverse effects on change in school performance. Screen exposure had an indirect effect on poor school performance through increased sensation-seeking. Viewing more PG-13 and R-rated movies had indirect effects on poor school performance mediated through increases in substance use and sensation-seeking. R-rated viewing also had an indirect effect on poor school performance through increased school behavior problems. The effect sizes of exposure time and content on the intermediate variables and ultimately on school performance were similar to those for previously recognized determinants of these mediators – including household income, parenting style, and adolescents' self-control. Conclusions These aspects of visual media use adversely affect school performance by increasing sensation-seeking, substance use and school problem behavior. PMID:20123258

The Australian Medical Schools Assessment Collaboration: benchmarking the preclinical performance of medical students.

PubMed

O'Mara, Deborah A; Canny, Ben J; Rothnie, Imogene P; Wilson, Ian G; Barnard, John; Davies, Llewelyn

2015-02-02

To report the level of participation of medical schools in the Australian Medical Schools Assessment Collaboration (AMSAC); and to measure differences in student performance related to medical school characteristics and implementation methods. Retrospective analysis of data using the Rasch statistical model to correct for missing data and variability in item difficulty. Linear model analysis of variance was used to assess differences in student performance. 6401 preclinical students from 13 medical schools that participated in AMSAC from 2011 to 2013. Rasch estimates of preclinical basic and clinical science knowledge. Representation of Australian medical schools and students in AMSAC more than doubled between 2009 and 2013. In 2013 it included 12 of 19 medical schools and 68% of medical students. Graduate-entry students scored higher than students entering straight from school. Students at large schools scored higher than students at small schools. Although the significance level was high (P < 0.001), the main effect sizes were small (4.5% and 2.3%, respectively). The time allowed per multiple choice question was not significantly associated with student performance. The effect on performance of multiple assessments compared with the test items as part of a single end-of-year examination was negligible. The variables investigated explain only 12% of the total variation in student performance. An increasing number of medical schools are participating in AMSAC to monitor student performance in preclinical sciences against an external benchmark. Medical school characteristics account for only a small part of overall variation in student performance. Student performance was not affected by the different methods of administering test items.

Children's school performance: impact of general and oral health.

PubMed

Blumenshine, Stephanie L; Vann, William F; Gizlice, Ziya; Lee, Jessica Y

2008-01-01

The purpose of this study was to examine: a) the sociodemographic and health factors associated with poor school performance among North Carolina children; and b) the impact of poor oral health status on school performance while controlling for other health and sociodemographic factors. We used data from the 2005 Child Health Assessment and Monitoring Program, a follow-back telephone survey to the Behavioral Risk Factor Surveillance System involving parents/guardians of children 0 to 17. This project includes sections on oral health and school performance. Our principal outcome variable was school performance and our major explanatory variable was children's oral health status, based upon parental report. Our sample consisted of 2,871 school children, weighted to reflect the North Carolina census. Bivariate analysis revealed that sex, race, parental education, low socioeconomic status, poor general health, poor oral health, and the interaction of poor oral health and general health were significantly related to school performance (P < 0.05). Logistic regression analysis demonstrates the effects of poor oral health and general health on school performance. Children with both poor oral health and general health were 2.3 times more likely to report poor school performance. Children with either poor oral health or general health were only 1.4 times more likely to report poor school performance. Our results show that children who have both poor oral health and general health are more likely to have poor school performance. Our findings suggest that the improvement of children's oral health may be a vehicle to improve their educational experience.

Using Valid and Invalid Experimental Designs to Teach the Control of Variables Strategy in Higher and Lower Achieving Classrooms

ERIC Educational Resources Information Center

Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Freer, Benjamin Dunham; Dunlap, Emily E.; Hodell, Emily C.; Calderhead, William J.

2014-01-01

Students (n = 1,069) from 60 4th-grade classrooms were taught the control of variables strategy (CVS) for designing experiments. Half of the classrooms were in schools that performed well on a state-mandated test of science achievement, and half were in schools that performed relatively poorly. Three teaching interventions were compared: an…

Temporal auditory aspects in children with poor school performance and associated factors.

PubMed

Rezende, Bárbara Antunes; Lemos, Stela Maris Aguiar; Medeiros, Adriane Mesquita de

2016-01-01

To investigate the auditory temporal aspects in children with poor school performance aged 7-12 years and their association with behavioral aspects, health perception, school and health profiles, and sociodemographic factors. This is an observational, analytical, transversal study including 89 children with poor school performance aged 7-12 years enrolled in the municipal public schools of a municipality in Minas Gerais state, participants of Specialized Educational Assistance. The first stage of the study was conducted with the subjects' parents aiming to collect information on sociodemographic aspects, health profile, and educational records. In addition, the parents responded to the Strengths and Difficulties Questionnaire (SDQ). The second stage was conducted with the children in order to investigate their health self-perception and analyze the auditory assessment, which consisted of meatoscopy, Transient Otoacoustic Emissions, and tests that evaluated the aspects of simple auditory temporal ordering and auditory temporal resolution. Tests assessing the temporal aspects of auditory temporal processing were considered as response variables, and the explanatory variables were grouped for univariate and multivariate logistic regression analyses. The level of significance was set at 5%. Significant statistical correlation was found between the auditory temporal aspects and the variables age, gender, presence of repetition, and health self-perception. Children with poor school performance presented changes in the auditory temporal aspects. The temporal abilities assessed suggest association with different factors such as maturational process, health self-perception, and school records.

Influence of science and technology magnet middle schools on students' motivation and achievement in science

NASA Astrophysics Data System (ADS)

Allen, David

Some informal discussions among educators regarding motivation of students and academic performance have included the topic of magnet schools. The premise is that a focused theme, such as an aspect of science, positively affects student motivation and academic achievement. However, there is limited research involving magnet schools and their influence on student motivation and academic performance. This study provides empirical data for the discussion about magnet schools influence on motivation and academic ability. This study utilized path analysis in a structural equation modeling framework to simultaneously investigate the relationships between demographic exogenous independent variables, the independent variable of attending a science or technology magnet middle school, and the dependent variables of motivation to learn science and academic achievement in science. Due to the categorical nature of the variables, Bayesian statistical analysis was used to calculate the path coefficients and the standardized effects for each relationship in the model. The coefficients of determination were calculated to determine the amount of variance each path explained. Only five of 21 paths had statistical significance. Only one of the five statistically significant paths (Attended Magnet School to Motivation to Learn Science) explained a noteworthy amount (45.8%) of the variance.

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

Monozygotic twin differences in school performance are stable and systematic.

PubMed

von Stumm, Sophie; Plomin, Robert

2018-06-19

School performance is one of the most stable and heritable psychological characteristics. Notwithstanding, monozygotic twins (MZ), who have identical genotypes, differ in school performance. These MZ differences result from non-shared environments that do not contribute to the similarity within twin pairs. Because to date few non-shared environmental factors have been reliably associated with MZ differences in school performance, they are thought to be idiosyncratic and due to chance, suggesting that the effect of non-shared environments on MZ differences are age- and trait-specific. In a sample of 2768 MZ twin pairs, we found first that MZ differences in school performance were moderately stable from age 12 through 16, with differences at the ages 12 and 14 accounting for 20% of the variance in MZ differences at age 16. Second, MZ differences in school performance correlated positively with MZ differences across 16 learning-related variables, including measures of intelligence, personality and school attitudes, with the twin who scored higher on one also scoring higher on the other measures. Finally, MZ differences in the 16 learning-related variables accounted for 22% of the variance in MZ differences in school performance at age 16. These findings suggest that, unlike for other psychological domains, non-shared environmental factors affect school performance in systematic ways that have long-term and generalist influence. Our findings should motivate the search for non-shared environmental factors responsible for the stable and systematic effects on children's differences in school performance. A video abstract of this article can be viewed at: https://youtu.be/0bw2Fl_HGq0. © 2018 John Wiley & Sons Ltd.

After-School Tutoring and the Distribution of Student Performance

ERIC Educational Resources Information Center

Huang, Min-Hsiung

2013-01-01

As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school…

Reputation and Respectability: How Competing Cultural Systems Affect Students' Performance in School.

ERIC Educational Resources Information Center

Gibson, Margaret A.

1982-01-01

Analyzes the interrelation of ethnicity, sex role, peer group, and social class, and discusses the effect of these variables on school performance. Drawing upon fieldwork in St. Croix (Virgin Islands), examines the value of a cultural compatibility-incompatibility framework for explaining school success. (Author/GC)

Variable School Start Times and Middle School Student's Sleep Health and Academic Performance.

PubMed

Lewin, Daniel S; Wang, Guanghai; Chen, Yao I; Skora, Elizabeth; Hoehn, Jessica; Baylor, Allison; Wang, Jichuan

2017-08-01

Improving sleep health among adolescents is a national health priority and implementing healthy school start times (SSTs) is an important strategy to achieve these goals. This study leveraged the differences in middle school SST in a large district to evaluate associations between SST, sleep health, and academic performance. This cross-sectional study draws data from a county-wide surveillance survey. Participants were three cohorts of eighth graders (n = 26,440). The school district is unique because SST ranged from 7:20 a.m. to 8:10 a.m. Path analysis and probit regression were used to analyze associations between SST and self-report measures of weekday sleep duration, grades, and homework controlling for demographic variables (sex, race, and socioeconomic status). The independent contributions of SST and sleep duration to academic performance were also analyzed. Earlier SST was associated with decreased sleep duration (χ 2  = 173, p < .0001) and deficient sleep (≤7 hours) among 45% of students. Students with SST before 7:45 a.m. were at increased risk of decreased sleep duration, academic performance, and academic effort. Path analysis models demonstrated the independent contributions of sleep duration, SST, and variable effects for demographic variables. This is the first study to evaluate the independent contributions of SST and sleep to academic performance in a large sample of middle school students. Deficient sleep was prevalent, and the earliest SST was associated with decrements in sleep and academics. These findings support the prioritization of policy initiatives to implement healthy SST for younger adolescents and highlight the importance of sleep health education disparities among race and gender groups. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

A multi-site analysis of the association between black carbon concentrations and vehicular idling, traffic, background pollution, and meteorology during school dismissals.

PubMed

Richmond-Bryant, J; Bukiewicz, L; Kalin, R; Galarraga, C; Mirer, F

2011-05-01

A study was performed to assess the relationship between black carbon (BC), passing traffic, and vehicular idling outside New York City (NYC) schools during student dismissal. Monitoring was performed at three school sites in East Harlem, the Bronx, and Brooklyn for 1month per year over a two-year period from November 2006-October 2008. Monitoring at each site was conducted before and after the Asthma Free School Zone (AFSZ) asthma reduction education program was administered. Real-time equipment with a one-minute averaging interval was used to obtain the BC data, while volume counts of idling and passing school busses, trucks, and automobiles were collected each minute by study staff. These data were matched to ambient PM(2.5) and meteorology data obtained from the New York State Department of Environmental Conservation. A generalized additive model (GAM) model was run to examine the relationship between BC concentration and each variable while accounting for site-to-site differences. F-tests were employed to assess the significance of each of the predictor variables. The model results suggested that variability in ambient PM(2.5) concentration contributed 24% of the variability in transformed BC concentration, while variability in the number of idling busses and trucks on the street during dismissal contributed 20% of the variability in transformed BC concentration. The results of this study suggest that a combination of urban scale and local traffic control approaches in combination with cessation of school bus idling will produce improved local BC concentration outside schools. Published by Elsevier B.V.

English Value-Added Measures: Examining the Limitations of School Performance Measurement

ERIC Educational Resources Information Center

Perry, Thomas

2016-01-01

Value-added "Progress" measures are to be introduced for all English schools in 2016 as "headline" measures of school performance. This move comes despite research highlighting high levels of instability in value-added measures and concerns about the omission of contextual variables in the planned measure. This article studies…

What Matters from Admissions? Identifying Success and Risk Among Canadian Dental Students.

PubMed

Plouffe, Rachel A; Hammond, Robert; Goldberg, Harvey A; Chahine, Saad

2018-05-01

The aims of this study were to determine whether different student profiles would emerge in terms of high and low GPA performance in each year of dental school and to investigate the utility of preadmissions variables in predicting performance and performance stability throughout each year of dental school. Data from 11 graduating cohorts (2004-14) at the Schulich School of Medicine & Dentistry, University of Western Ontario, Canada, were collected and analyzed using bivariate correlations, latent profile analysis, and hierarchical generalized linear models (HGLMs). The data analyzed were for 616 students in total (332 males and 284 females). Four models were developed to predict adequate and poor performance throughout each of four dental school years. An additional model was developed to predict student performance stability across time. Two separate student profiles reflecting high and low GPA performance across each year of dental school were identified, and scores on cognitive preadmissions variables differentially predicted the probability of grouping into high and low performance profiles. Students with higher pre-dental GPAs and DAT chemistry were most likely to remain stable in a high-performance group across each year of dental school. Overall, the findings suggest that selection committees should consider pre-dental GPA and DAT chemistry scores as important tools for predicting dental school performance and stability across time. This research is important in determining how to better predict success and failure in various areas of preclinical dentistry courses and to provide low-performing students with adequate academic assistance.

The Influence of Cognitive Reasoning Level, Cognitive Restructuring Ability, Disembedding Ability, Working Memory Capacity, and Prior Knowledge On Students' Performance On Balancing Equations by Inspection.

ERIC Educational Resources Information Center

Staver, John R.; Jacks, Tom

1988-01-01

Investigates the influence of five cognitive variables on high school students' performance on balancing chemical equations by inspection. Reports that reasoning, restructuring, and disembedding variables could be a single variable, and that working memory capacity does not influence overall performance. Results of hierarchical regression analysis…

SCHOOL AND FAMILY BACKGROUND CORRELATES OF CHILDREN'S SCHOOL ANXIETY.

ERIC Educational Resources Information Center

DUNN, JAMES A.

A STUDY WAS MADE OF THE RELATIONSHIP OF CHILDREN'S SCHOOL MENTAL HEALTH PROBLEMS TO (1) THEIR INTELLECTUAL, ACADEMIC, AND SOCIAL PERFORMANCE AND (2) CERTAIN FAMILY, SCHOOL, AND COMMUNITY BACKGROUND VARIABLES. LITERATURE PERTINENT TO THE PROBLEM IS REVIEWED. THE SAMPLE CONSISTED OF 400 ELEMENTARY SCHOOL STUDENTS. GROUP INTELLIGENCE TESTS, AN…

The Impact of Student Composition on Schools' Value-Added Performance: A Comparison of Seven Empirical Studies

ERIC Educational Resources Information Center

Timmermans, Anneke C.; Thomas, Sally M.

2015-01-01

In many countries, policy makers struggle with the development of value-added indicators of school performance for educational accountability purposes and in particular with the choice whether school context measured in the form of student composition variables should be included. This study investigates differences between 7 empirical studies…

Predictors of Academic Performance and School Engagement--Integrating Persistence, Motivation and Study Skills Perspectives Using Person-Centered and Variable-Centered Approaches

ERIC Educational Resources Information Center

Moreira, Paulo A. S.; Dias, Paulo; Vaz, Filipa Machado; Vaz, Joao Machado

2013-01-01

There is a growing need for the integration of various theoretical perspectives on academic performance, especially the theories on educational persistence, and motivational theories. Recent models of students' engagement with school incorporate different dimensions of students, family and school. However, some authors are arguing that academic…

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…

The Effectiveness of the School Performance, by Using the Total Quality Standards within the Education District of Al-Petra Province, from the Perspective of the Public Schools Principals and Teachers

ERIC Educational Resources Information Center

Alobiedat, Ahmad

2011-01-01

This study aimed to detect the level of appreciation by the school principals, teachers and the Education District, for the effectiveness of school performance, within different variables of the study from the perspective of public school principals and teachers of Al-Petra province, for the academic year 2008/2009. The study aimed to answer the…

Schools and neighborhoods: organizational and environmental factors associated with crime in secondary schools.

PubMed

Limbos, Mary Ann P; Casteel, Carri

2008-10-01

While crime and violence in schools are derived primarily from factors external to schools, violent behavior may also be aggravated by factors in the school environment, including the physical environment, its educational and social climate, and its organizational capacity and composition. The objective of this study is to examine the effect of the school's organizational and educational environment on crime rates in secondary schools and to examine how neighborhood factors influence these relationships. School and neighborhood crime rates for 95 middle (MS) and high (HS) schools were calculated using data from the Los Angeles Unified School District (LAUSD) Police Department and Los Angeles Police Department, respectively. School-level organizational and educational variables, including the academic performance index (API), were obtained from the California Department of Education. A measure of neighborhood dilapidation was created using variables collected on a neighborhood environmental survey. Linear regression was used to examine the relationship between organizational and educational school variables and school crime rates. Community crime and dilapidation were added to the model to examine the influence of the school-community context relationships. HS had higher crime rates than MS. As the percentage of certified teachers and student to staff ratios increased, school crime decreased (p < .01). An API of below basic performance was significantly associated with increasing school crime rates (p < .05). Neighborhood crime was not significantly associated with school crime, although dilapidation was positively and significantly associated with school crime even after controlling for community crime (p < .05). Both school- and neighborhood-level factors were associated with increasing crime rates in secondary schools. School violence prevention efforts should include school and community partnerships to address these potentially modifiable factors.

Home environment, brain injury, & school performance in LBW survivors.

PubMed

Mahoney, Ashley Darcy; Pinto-Martin, Jennifer; Hanlon, Alexandra

2014-01-01

There has been substantial research on low birthweight (LBW) as a predictor of adverse educational and cognitive outcomes. LBW infants perform worse on cognitive battery tests compared to children born at normal birthweight; however, children exposed to similar risks do not all share the same experiences. The complex, interrelated factors responsible for poor cognitive and achievement performance vary for different populations, but researchers hypothesize that the home environment may influence the infants' long-term health outcomes. Examine the home environment as a moderator in the causal pathway from neonatal brain injury to school performance in a secondary analysis of a prospectively studied, geographically defined cohort from the Neonatal Brain Hemorrhage Study. The secondary analysis sample included 543 infants with birthweights of 501 to 2,000 g who were born consecutively in three community hospitals in New Jersey between 1984 and 1986. School performance at age 9 was measured by the Woodcock-Johnson Tests of Achievement. The home environment variables were tested and analyzed using multistep hierarchical regression modeling. A moderating effect between the variable neighborhood observations and brain injury was demonstrated for the outcome math score. The moderating relationship was found in the category of children without brain injury (β = 1.76, p = .005). There were statistically significant and potentially clinical meaningful models when looking at the home environmental variables as they relate to reading and math scores. The findings suggest that at least one variable within a LBW child's socio-environmental milieu can moderate the effects of perinatal brain injury on school performance outcomes.

Four Star School Awards: Key Factors that Predict High Performance among Indiana School Corporations

ERIC Educational Resources Information Center

Veracco, Lawrence H.

2009-01-01

The purpose of this study was to analyze the Four Star status of Indiana school corporations in order to determine if certain variables currently existing among school corporations could be predictive of Four Star status. Differences in Four Star status were examined with respect to school corporation size, school corporation average teacher…

Comprehensive School Reform: A Longitudinal Study of School Improvement in One State

ERIC Educational Resources Information Center

Good, Thomas L.; Burross, Heidi Legg; McCaslin, Mary M.

2005-01-01

We report on comprehensive school reform (CSR) reform in 48 schools over 6 consecutive years. In 1998, a total of 24 schools received CSR awards to improve student achievement. Control schools were carefully matched on 26 demographic variables to form a comparison group. Students' average performance, as represented in publicly available school…

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…

Predicting performance of junior doctors: Association of workplace based assessment with demographic characteristics, emotional intelligence, selection scores, and undergraduate academic performance.

PubMed

Carr, Sandra E; Celenza, Antonio; Mercer, Annette M; Lake, Fiona; Puddey, Ian B

2018-01-21

Predicting workplace performance of junior doctors from before entry or during medical school is difficult and has limited available evidence. This study explored the association between selected predictor variables and workplace based performance in junior doctors during their first postgraduate year. Two cohorts of medical students (n = 200) from one university in Western Australia participated in the longitudinal study. Pearson correlation coefficients and multivariate analyses utilizing linear regression were used to assess the relationships between performance on the Junior Doctor Assessment Tool (JDAT) and its sub-components with demographic characteristics, selection scores for medical school entry, emotional intelligence, and undergraduate academic performance. Grade Point Average (GPA) at the completion of undergraduate studies had the most significant association with better performance on the overall JDAT and each subscale. Increased age was a negative predictor for junior doctor performance on the Clinical management subscale and understanding emotion was a predictor for the JDAT Communication subscale. Secondary school performance measured by Tertiary Entry Rank on entry to medical school score predicted GPA but not junior doctor performance. The GPA as a composite measure of ability and performance in medical school is associated with junior doctor assessment scores. Using this variable to identify students at risk of difficulty could assist planning for appropriate supervision, support, and training for medical graduates transitioning to the workplace.

Alcohol and tobacco use and cognitive-motivational variables in school settings: effects on academic performance in Spanish adolescents.

PubMed

Inglés, Cándido J; Torregrosa, María S; Rodríguez-Marín, Jesús; García del Castillo, José A; Gázquez, José J; García-Fernández, José M; Delgado, Beatriz

2013-01-01

The aim of the present study was to analyze: (a) the relationship between alcohol and tobacco use and academic performance, and (b) the predictive role of psycho-educational factors and alcohol and tobacco abuse on academic performance in a sample of 352 Spanish adolescents from grades 8 to 10 of Compulsory Secondary Education. The Self-Description Questionnaire-II, the Sydney Attribution Scale, and the Achievement Goal Tendencies Questionnaire were administered in order to analyze cognitive-motivational variables. Alcohol and tobacco abuse, sex, and grade retention were also measured using self-reported questions. Academic performance was measured by school records. Frequency analyses and logistic regression analyses were used. Frequency analyses revealed that students who abuse of tobacco and alcohol show a higher rate of poor academic performance. Logistic regression analyses showed that health behaviours, and educational and cognitive-motivational variables exert a different effect on academic performance depending on the academic area analyzed. These results point out that not only academic, but also health variables should be address to improve academic performance in adolescence.

Evidence from Scientific Literature about Improved Academic Performance

EPA Pesticide Factsheets

Studies that measure school conditions using an index of several variables consistently show improved scores on standardized tests as school conditions improve. On the other hand, schools with major unmet repair needs and fewer custodial workers per square

What You Can Do to Improve Academic Performance

EPA Pesticide Factsheets

Studies that measure school conditions using an index of several variables consistently show improved scores on standardized tests as school conditions improve. On the other hand, schools with major unmet repair needs and fewer custodial workers per square

Parent-child attachment, academic performance and the process of high-school dropout: a narrative review.

PubMed

Ramsdal, Gro; Bergvik, Svein; Wynn, Rolf

2015-01-01

Poor academic performance is a strong predictor of school dropout. Researchers have tried to disentangle variables influencing academic performance. However, studies on preschool and early care variables are seldom examined when explaining the school dropout process. We reviewed the literature on the relationship between caregiver-child attachment and academic performance, including attachment studies from preschool years, seeking out potential contributions to academic performance and the dropout process. The review was organized according to a model of four main mediating hypotheses: the attachment-teaching hypothesis, the social network hypothesis, the attachment-cooperation hypothesis, and the attachment self-regulation hypothesis. The results of the review are summed up in a model. There is some support for all four hypotheses. The review indicates that attachment and early care contribute substantially to dropout and graduation processes. Mediation effects should be given far more attention in future research.

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

Sleep schedules and school performance in Indigenous Australian children.

PubMed

Blunden, Sarah; Magee, Chris; Attard, Kelly; Clarkson, Larissa; Caputi, Peter; Skinner, Timothy

2018-04-01

Sleep duration and sleep schedule variability have been related to negative health and well-being outcomes in children, but little is known about Australian Indigenous children. Data for children aged 7-9 years came from the Australian Longitudinal Study of Indigenous Children and the National Assessment Program-Literacy and Numeracy (NAPLAN). Latent class analysis determined sleep classes taking into account sleep duration, bedtimes, waketimes, and variability in bedtimes from weekdays to weekends. Regression models tested whether the sleep classes were cross-sectionally associated with grade 3 NAPLAN scores. Latent change score modeling then examined whether the sleep classes predicted changes in NAPLAN performance from grades 3 to 5. Five sleep schedule classes were identified: normative sleep, early risers, long sleep, variable sleep, and short sleep. Overall, long sleepers performed best, with those with reduced sleep (short sleepers and early risers) performing the worse on grammar, numeracy, and writing performance. Latent change score results also showed that long sleepers performed best in spelling and writing and short sleepers and typical sleepers performed the worst over time. In this sample of Australian Indigenous children, short sleep was associated with poorer school performance compared with long sleep, with this performance worsening over time for some performance indicators. Other sleep schedules (eg, early wake times and variable sleep) also had some relationships with school performance. As sleep scheduling is modifiable, this offers opportunity for improvement in sleep and thus performance outcomes for these and potentially all children. Copyright © 2018 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

[Cognitive reserve and linguistic skills in healthy elderly persons].

PubMed

López-Higes, Ramón; Rubio-Valdehita, Susana; Prados, José M; Galindo, Marta

2013-08-01

One research strategy that can be used with the cognitive reserve is to establish groups of elderly persons who differ in key variables that affect the cognitive reserve and then compare their performance in cognitive tests. To determine which of the variables that have an influence on the cognitive reserve (measured by means of the cognitive reserve questionnaire) are related with performance in the Boston Naming Test, and in the vocabulary and grammar comprehension tests from the ECCO_Senior battery. The sample consisted of 83 elderly persons aged between 60 and 75 years. Schooling, parents' schooling, job and reading habits are closely related to the performance of the elderly in naming, grammar comprehension and vocabulary. Schooling affects the comprehension of sentences with a higher propositional density, and reading habits seem to be closely related with the comprehension of sentences that are more complex in terms of their syntax. Schooling and job affect the performance obtained when dealing with verbs in the vocabulary test.

Structural Modeling of Variables Related to Parental Support in Mexican Children's Perfomance on Reading and Writing

ERIC Educational Resources Information Center

Bazan-Ramirez, Aldo; Castellanos-Simons, Doris; Lopez-Valenzuela, Mercedes

2010-01-01

This paper aims at analysing the structural relationships among some latent and observed variables related to the assessment of written language performance in 139 fourth grade students of Elementary School selected from nine public schools of the northwest of Mexico. Questionnaires were also applied to the children's parents and teachers. The…

School Violence: The Role of Parental and Community Involvement

ERIC Educational Resources Information Center

Lesneskie, Eric; Block, Steven

2017-01-01

This study utilizes the School Survey on Crime and Safety to identify variables that predict lower levels of violence from four domains: school security, school climate, parental involvement, and community involvement. Negative binomial regression was performed and the findings indicate that statistically significant results come from all four…

Do cooperative learning and family involvement improve variables linked to academic performance?

PubMed

Santos Rego, Miguel A; Ferraces Otero, María J; Godas Otero, Agustín; Lorenzo Moledo, María M

2018-05-01

One of the most serious problems in the Spanish education system is the high percentage of school failure in Compulsory Secondary Education. The aim of this study is to analyze the influence of a socio-educational program based on cooperative learning and family involvement on a series of variables related to academic performance, paying particular attention to the differences between retained and non-retained students. A two-group quasi-experimental design incorporating pre-testing and post-testing was used. The study involved 146 students in the experimental group and 123 in the control group, 8 teachers, and 89 parents or other family members. The program was observed to have a positive effect on self-image, study habits, satisfaction with the subject, maternal support and control, and opinions about the school. In addition, the results for non-retained students are better. Cooperative work and family involvement in education affect the variables which research links to improving school performance.

Family, peer, and neighborhood influences on academic achievement among African-American adolescents: one-year prospective effects.

PubMed

Gonzales, N A; Cauce, A M; Friedman, R J; Mason, C A

1996-06-01

Using a 1-year prospective design, this study examined the influence of family status variables (family income, parental education, family structure), parenting variables (maternal support and restrictive control), peer support, and neighborhood risk on the school performance of 120 African American junior high school students. In addition to main effects of these variables, neighborhood risk was examined as a moderator of the effects of parenting and peer support. Family status variables were not predictive of adolescent school performance as indexed by self-reported grade point average. Maternal support at Time 1 was prospectively related to adolescent grades at Time 2. Neighborhood risk was related to lower grades, while peer support predicted better grades in the prospective analyses. Neighborhood risk also moderated the effects of maternal restrictive control and peer support on adolescent grades in prospective analyses. These findings highlight the importance of an ecological approach to the problem of academic underachievement within the African American Community.

Factors influencing students' performance in a Brazilian dental school.

PubMed

Silva, Erica Tatiane da; Nunes, Maria de Fátima; Queiroz, Maria Goretti; Leles, Cláudio R

2010-01-01

Comprehensive assessment of students' academic performance plays an important role in educational planning. The aim of this study was to investigate variables that influence student's performance in a retrospective sample including all undergraduate students who entered in a Brazilian dental school, in a 20-year period between 1984 and 2003 (n=1182). Demographic and educational variables were used to predict performance in the overall curriculum and course groups. Cluster analysis (K-means algorithm) categorized students into groups of higher, moderate or lower performance. Clusters of overall performance showed external validity, demonstrated by Chi-square test and ANOVA. Lower performance groups had the smallest number of students in overall performance and course groups clusters, ranging from 11.8% (clinical courses) to 19.2% (basic courses). Students' performance was more satisfactory in dental and clinical courses, rather than basic and non-clinical courses (p<0.001). Better student's performance was predicted by lower time elapsed between completion of high school and dental school admission, female gender, better rank in admission test, class attendance rate and student workload hours in teaching, research and extension (R(2)=0.491). Findings give evidence about predictors of undergraduate students' performance and reinforce the need for curricular reformulation focused on with improvement of integration among courses.

A Holistic Model to Infer Mathematics Performance: The Interrelated Impact of Student, Family and School Context Variables

ERIC Educational Resources Information Center

Zhao, Ningning; Valcke, Martin; Desoete, Annemie; Zhu, Chang; Sang, Guoyuan; Verhaeghe, JeanPierre

2014-01-01

The present study aims at exploring predictors influencing mathematics performance. In particular, the study focuses on internal students' characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents' educational level, teachers' educational level, and teacher…

The Influence of Student and School Variables on Student Performance on the New Jersey Assessment of Skills and Knowledge in Grade 8

ERIC Educational Resources Information Center

Pereira, Maria A.

2011-01-01

This study examined the strength and the direction of the relationships between student (i.e., socioeconomic status, attendance, and gender) and school variables (i.e., formative assessment usage and ASI classification) found in the extant literature to influence student achievement in language arts and mathematics. Analyses were conducted using…

Place, Poverty, and Algebra: A Statewide Comparative Spatial Analysis of Variable Relationships

ERIC Educational Resources Information Center

Hogrebe, Mark C.; Tate, William F.

2012-01-01

Place matters in moderating variable relationships between algebra performance and educational variables because there are differences on the socioeconomic (SES) poverty-affluence continuum that shape local contexts. This article examines relationships between variables for school district demographic composition, teaching and financial contexts,…

Interplay among School Climate, Gender, Attitude toward Mathematics, and Mathematics Performance of Middle School Students

ERIC Educational Resources Information Center

Choi, Namok; Chang, Mido

2011-01-01

This research examined the important factors influencing the mathematics achievement of students in middle schools by hierarchically specifying the personal and contextual variables. The study focused on the effect of school climate at the class level and the effects of student gender, attitude toward mathematics, educational aspiration, parent…

Comparison of COMLEX-USA scores, medical school performance, and preadmission variables between women and men.

PubMed

Dixon, Donna

2015-04-01

Previous studies by the author showed differences in preadmission variables and Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) scores between women and men at the New York Institute of Technology College of Osteopathic Medicine (NYIT-COM). It is pertinent to reexamine the preadmission variables, medical school performance, and COMLEX-USA scores of women and men to determine whether these differences still exist. To examine the relationship between student sex and performance on COMLEX-USA Level 1 and Level 2-Cognitive Evaluation (CE), performance during medical school, and preadmission academic variables at NYIT-COM. Scores on COMLEX-USA Level 1 and COMLEX-USA Level 2-CE, grades in all courses taken during the first 2 years of medical school, the National Board of Osteopathic Medical Examiners' clinical science subject examination scores, Medical College Admission Test (MCAT) scores, and undergraduate grade point averages (GPAs) were compared between women and men in the classes graduating between 2009 and 2012. Data from 748 students were analyzed. Men had statistically significantly higher scores than women on COMLEX-USA Level 1 in 2009 (540 vs 500; P<.001) and 2010 (537 vs 496; P<.001). No statistically significant difference in COMLEX-USA Level 2-CE scores was found between women and men. The performance of women and men was comparable during the first 2 years of medical school and on clinical science subject examinations in years 3 and 4. Men had statistically significantly higher MCAT scores than women, but no statistically significant differences were found between women's and men's undergraduate GPAs. Men were found to have higher scores than women on COMLEX-USA Level 1 and the MCAT. However, the reasons behind these data have yet to be elucidated. Although a stronger background in basic science could explain the discrepancy in scores between women and men, women were found to have equally high science GPAs and performed comparably to men in osteopathic medical school. The results were in agreement with previous studies at NYIT-COM.

Factors in seventh grade academics associated with performance levels on the tenth grade biology end of course test in selected middle and high schools in northwest Georgia

NASA Astrophysics Data System (ADS)

Ward, Jennifer Henry

This study attempted to identify factors in seventh grade academics that are associated with overall success in tenth grade biology. The study addressed the following research questions: Are there significant differences in performance levels in seventh grade Criterion Referenced Competency Test (CRCT) scores in science, math, reading, and language arts associated with performance categories in tenth grade biology End of Course Test (EOCT) and the following demographic variables : gender, ethnicity, socioeconomic status, disability category, and English language proficiency level? Is there a relationship among the categorical variables on the tenth grade biology EOCT and the same five demographic variables? Retrospective causal comparative research was used on a representative sample from the middle schools in three North Georgia counties who took the four CRCTs in the 2006-2007 school year, and took the biology EOCT in the 2009-2010 school year. Chi square was used to determine the relationships of the various demographic variables on three biology EOCT performance categories. Twoway ANOVA determined relationships between the seventh grade CRCT scores of students in the various demographic groups and their performance levels on the biology EOCT. Students' performance levels on the biology EOCT matched their performance levels on the seventh grade CRCTs consistently. Females performed better than males on all seventh grade CRCTs. Black and Hispanic students did worse than White and Asian/Asian Indian students on the math CRCT. Students living in poverty did worse on reading and language arts CRCTs than students who were better off. Special education students did worse on science, reading, and language arts CRCTs than students not receiving special education services. English language learners did worse than native English speakers on all seventh grade CRCTs. These findings suggest that remedial measures may be taken in the seventh grade that could impact performance levels on the biology EOCT.

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…

Towards a Model for Research on the Effects of School Organizational Health Factors on Primary School Performance in Trinidad & Tobago

ERIC Educational Resources Information Center

Ramdass, Mala; Lewis, Theodore

2012-01-01

This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries. As proposed, the model hypothesizes relationships between external factors (exogenous variables),…

The Relationship between Components of the Ohio Local School District Report Card and the Outcome of a School Tax Levy

ERIC Educational Resources Information Center

Wheatley, Vicki Ann

2012-01-01

The relationship between components of the local school district report card, school district typology, and the outcome of public school tax levy requests were examined in this study. A correlation research design was used to measure the relationship between the independent variables (performance index, average yearly progress, value added,…

Business Studies Academic Performance Differences of Secondary School Juniors in Akwa Ibom State of Nigeria

ERIC Educational Resources Information Center

Udoukpong, Bassey E.; Emah, Ime E.; Umoren, Shirley E.

2012-01-01

The research examined the differences in the academic performance in Business Studies of a sampled secondary school junior students in Akwa Ibom State of Nigeria. A sample of 290 (138 male and 152 female) Junior Secondary Three (9th grade) students was surveyed. The students' variables' being examined vis-à-vis academic performance in Business…

The influence of construction measurement and structure storey on seismic performance of masonry structure

NASA Astrophysics Data System (ADS)

Sun, Baitao; Zhao, Hexian; Yan, Peilei

2017-08-01

The damage of masonry structures in earthquakes is generally more severe than other structures. Through the analysis of two typical earthquake damage buildings in the Wenchuan earthquake in Xuankou middle school, we found that the number of storeys and the construction measures had great influence on the seismic performance of masonry structures. This paper takes a teachers’ dormitory in Xuankou middle school as an example, selected the structure arrangement and storey number as two independent variables to design working conditions. Finally we researched on the seismic performance difference of masonry structure under two variables by finite element analysis method.

Do students from public schools fare better in medical school than their colleagues from private schools? If so, what can we learn from this?

PubMed

Costa-Santos, Cristina; Vieira-Marques, Pedro; Costa-Pereira, Altamiro; Ferreira, Maria Amélia; Freitas, Alberto

2018-03-27

Internal grade inflation is a documented practice in secondary schools (mostly in private schools) that jeopardises fairness with regard to access to medical school. However, it is frequently assumed that the higher internal grades are in fact justifiable, as they correspond to better preparation of students in private schools in areas that national exams do not cover but nevertheless are important. Consequently, it is expected that students from private schools will succeed better in medical school than their colleagues, or at least not perform worse. We aimed to study whether students from private schools do fare better in medical school than their colleagues from public schools, even after adjusting for internal grade inflation. We analysed all students that entered into a medical course from 2007 to 2014. A linear regression was performed using mean grades for the 1st-year curse units (CU) of the medical school curriculum as a dependent variable and student gender, the nature of students' secondary school (public/private), and whether their secondary school highly inflated grades as independent variables. A logistic regression was also performed, modelling whether or not students failed at least one CU exam during the 1st year of medical school as a function of the aforementioned independent variables. Of the 1709 students analysed, 55% came from public secondary schools. Private (vs. public) secondary school (β = - 0.459, p < 0.001) and whether secondary schools highly inflated grades (β = - 0.246, p = 0.003) were independent factors that significantly influenced grades during the first year of medical school. Having attended a private secondary school also significantly increased the odds of a student having failed at least one CU exam during the 1st year of medical school (OR = 1.33), even after adjusting for whether or not the secondary school used highly inflated grades. It is important to further discuss what we can learn from the fact that students from public secondary schools seem to be better prepared for medical school teaching methodologies than their colleagues from private ones and the implications for the selection process.

Sibling care, school performance, and depression among adolescent caretakers in Cambodia.

PubMed

Yi, Siyan; Poudel, Krishna C; Yasuoka, Junko; Palmer, Paula H; Yi, Songky; Yanagisawa, Satoko; Jimba, Masamine

2012-06-01

In many resource-poor countries, home-based care for young children is crucial. Yet little has been known about the negative impacts of sibling caretaking on mental health conditions of adolescent student caretakers. This study explored associations between sibling caretaking, school performance, and depression among 1943 students randomly selected from 11 junior high and high schools in Cambodia. The Asian Adolescent Depression Scale was used to measure depressive symptoms. In bivariate analyses, we used χ(2) test or Fisher's exact test for categorical variables and t-test or one-way analysis of variance for continuous variables. Multiple linear regression models were then constructed. Of total, 60.1% of our participants took care of their younger sibling(s) regularly during the past one year. The number of siblings under their care ranged from one to nine, and the time they spent for sibling care ranged from one to 10h per day. After adjustment, increased levels of depressive symptoms remained significantly associated among boys with sibling caretaking (p<0.001), as well as poor school performance (p=0.001) and perceived likelihood of dropping out of school in the near future (p=0.002). Among girls, increased levels of depressive symptoms retained their significant association with sibling caretaking (p<0.001); also poor school performance (p<0.001). Sibling care responsibility might have negative impact on school performance and the mental health condition of adolescent caretakers. Copyright © 2012 Elsevier B.V. All rights reserved.

Associations of PM2.5 and black carbon concentrations with traffic, idling, background pollution, and meteorology during school dismissals.

PubMed

Richmond-Bryant, J; Saganich, C; Bukiewicz, L; Kalin, R

2009-05-01

An air quality study was performed outside a cluster of schools in the East Harlem neighborhood of New York City. PM(2.5) and black carbon concentrations were monitored using real-time equipment with a one-minute averaging interval. Monitoring was performed at 1:45-3:30 PM during school days over the period October 31-November 17, 2006. The designated time period was chosen to capture vehicle emissions during end-of-day dismissals from the schools. During the monitoring period, minute-by-minute volume counts of idling and passing school buses, diesel trucks, and automobiles were obtained. These data were transcribed into time series of number of diesel vehicles idling, number of gasoline automobiles idling, number of diesel vehicles passing, and number of automobiles passing along the block adjacent to the school cluster. Multivariate regression models of the log-transform of PM(2.5) and black carbon (BC) concentrations in the East Harlem street canyon were developed using the observation data and data from the New York State Department of Environmental Conservation on meteorology and background PM(2.5). Analysis of variance was used to test the contribution of each covariate to variability in the log-transformed concentrations as a means to judge the relative contribution of each covariate. The models demonstrated that variability in background PM(2.5) contributes 80.9% of the variability in log[PM(2.5)] and 81.5% of the variability in log[BC]. Local traffic sources were demonstrated to contribute 5.8% of the variability in log[BC] and only 0.43% of the variability in log[PM(2.5)]. Diesel idling and passing were both significant contributors to variability in log[BC], while diesel passing was a significant contributor to log[PM(2.5)]. Automobile idling and passing did not contribute significant levels of variability to either concentration. The remainder of variability in each model was explained by temperature, along-canyon wind, and cross-canyon wind, which were all significant in the models.

Organizational Socialization and Its Relation with Organizational Performance in High Schools

ERIC Educational Resources Information Center

Balci, Ali; Ozturk, Inci; Polatcan, Mahmut; Saylik, Ahmet; Bil, Erkut

2016-01-01

This study is designed to explore organizational socialization and organizational performance levels of secondary school teachers and the relation between the two variables mentioned. The study is designed as correlational research. The target population of the research consists of 5744 teachers who work in public and private Anatolian high…

Understanding Middle School Students' Motivation in Math Class: The Expectancy-Value Model Perspective

ERIC Educational Resources Information Center

Yurt, Eyup

2015-01-01

One of the most important variables affecting middle school students' mathematics performance is motivation. Motivation is closely related with expectancy belief regarding the task and value attached to the task. Identification of which one or ones of the factors constituting motivation is more closely related to mathematics performance may help…

An Exploratory Study of the Relationship between Organizational Strategy and Performance among California's Largest Unified School Districts

ERIC Educational Resources Information Center

Abode, Philip Sanmi

2005-01-01

The purpose of this study was to understand the nature of the relationship between organizational strategy and district performance among California's largest unified school districts. Organizational strategy was measured using planned and realized strategies (independent variables). Realized strategy is also referred to strategic orientation.…

Board Members, the Public, and Fiscal Welfare of School Districts.

ERIC Educational Resources Information Center

Vincent, William S.

1967-01-01

The ways in which the following three factors influence a large-city school district's "fiscal performance" are investigated: (1) The educational and occupational status of school board members, (2) the effect of public vote on the budget, and (3) the effect of the size of the school district. A regression of certain budget approval variables,…

Associations of physical fitness and academic performance among schoolchildren.

PubMed

Van Dusen, Duncan P; Kelder, Steven H; Kohl, Harold W; Ranjit, Nalini; Perry, Cheryl L

2011-12-01

Public schools provide opportunities for physical activity and fitness surveillance, but are evaluated and funded based on students' academic performance, not their physical fitness. Empirical research evaluating the connections between fitness and academic performance is needed to justify curriculum allocations to physical activity programs. Analyses were based on a convenience sample of 254,743 individually matched standardized academic (TAKS™) and fitness (FITNESSGRAM(®) ) test records of students, grades 3-11, collected by 13 Texas school districts. We categorized fitness results in quintiles by age and gender and used mixed effects regression models to compare the academic performance of the top and bottom fitness groups for each test. All fitness variables except body mass index (BMI) showed significant, positive associations with academic performance after adjustment for socio-demographic covariates, with standardized mean difference effect sizes ranging from .07 to .34. Cardiovascular fitness showed the largest interquintile difference in TAKS score (32-75 points), followed by curl-ups. Additional adjustment for BMI and curl-ups showed dose-response associations between cardiovascular fitness and academic scores (p < .001 for both genders and outcomes). Analysis of BMI demonstrated limited, nonlinear association with academic performance after socio-demographic and fitness adjustments. Fitness was strongly and significantly related to academic performance. Cardiovascular fitness showed a dose-response association with academic performance independent of other socio-demographic and fitness variables. The association appears to peak in late middle to early high school. We recommend that policymakers consider physical education (PE) mandates in middle high school, school administrators consider increasing PE time, and PE practitioners emphasize cardiovascular fitness. © 2011, American School Health Association.

Life Satisfaction and Academic Performance in Early Adolescents: Evidence for Reciprocal Association.

PubMed

Ng, Zi Jia; E Huebner, Scott; J Hills, Kimberly

2015-12-01

Student subjective well-being remains a relatively neglected topic despite its intimate link to positive school outcomes. As academic achievement is a widely used yardstick of student success and school accountability, school-based mental health research and practice have focused primarily on the assessment and treatment of learning and behavioral problems. This short-term longitudinal study sought to establish the role of student subjective well-being, specifically, global life satisfaction (LS), in academic achievement. Based on the engine model of well-being (Jayawickreme, Forgeard, & Seligman, 2012), the study focused on LS as a process variable and academic performance as an outcome variable and vice versa. Using two waves (five months apart) of data, the study examined the reciprocal relations between LS and academic achievement, and how the relations may be shaped by positive and negative affective experiences in school, in a sample of 821 middle school students. Results revealed positive reciprocal causal relations between students' LS and grades, even when demographic covariates, school-based positive and negative affect, and baseline values of the criterion variables were controlled. This study provides empirical support that LS does not undermine academic achievement (or vice versa), but rather it is synergistic with better school grades. Furthermore, the relations between students' LS and grades were not moderated by negative or positive affective experiences in school. These findings suggest that student LS should occupy a more prominent niche in the school agenda. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The validity of Iran’s national university entrance examination (Konkoor) for predicting medical students’ academic performance

PubMed Central

2012-01-01

Background In Iran, admission to medical school is based solely on the results of the highly competitive, nationwide Konkoor examination. This paper examines the predictive validity of Konkoor scores, alone and in combination with high school grade point averages (hsGPAs), for the academic performance of public medical school students in Iran. Methods This study followed the cohort of 2003 matriculants at public medical schools in Iran from entrance through internship. The predictor variables were Konkoor total and subsection scores and hsGPAs. The outcome variables were (1) Comprehensive Basic Sciences Exam (CBSE) scores; (2) Comprehensive Pre-Internship Exam (CPIE) scores; and (3) medical school grade point averages (msGPAs) for the courses taken before internship. Pearson correlation and regression analyses were used to assess the relationships between the selection criteria and academic performance. Results There were 2126 matriculants (1374 women and 752 men) in 2003. Among the outcome variables, the CBSE had the strongest association with the Konkoor total score (r = 0.473), followed by msGPA (r = 0.339) and the CPIE (r = 0.326). While adding hsGPAs to the Konkoor total score almost doubled the power to predict msGPAs (R2 = 0.225), it did not have a substantial effect on CBSE or CPIE prediction. Conclusions The Konkoor alone, and even in combination with hsGPA, is a relatively poor predictor of medical students’ academic performance, and its predictive validity declines over the academic years of medical school. Care should be taken to develop comprehensive admissions criteria, covering both cognitive and non-cognitive factors, to identify the best applicants to become "good doctors" in the future. The findings of this study can be helpful for policy makers in the medical education field. PMID:22840211

The Non-Effect of Process-Product Variables in Resource Classrooms.

ERIC Educational Resources Information Center

Skiba, Russell; And Others

To test the efficacy of variables found effective in regular classrooms (in previous process-product research), variables were observed for 126 elementary school children in 17 resource classrooms. Measurement of teacher structure and student achievement was performed. Results indicated that, although most of the variables were used to at least a…

The Association Between School Bonding and Smoking Amongst Chilean Adolescents.

PubMed

Gaete, Jorge; Montgomery, Alan; Araya, Ricardo

2015-01-01

The objective of the research was to study the association between school bonding dimensions (school commitment and school attachment) and current adolescent smoking in Chile, controlling for confounding variables using the fifth Chilean School Population National Substance Use Survey, 2003 (CHSS-2003) data set. The CHSS-2003 is a stratified cross-sectional survey that gathers information about personal, familial, peer, and school factors and cigarette use using a self-reported questionnaire. Complete data from 21,956 adolescent students for all the variables of interest were used in the analyses. An exploratory factor analysis (EFA) was performed in order to explore the construct validity of the questionnaire and create the main exposure and potential confounding variables. Multivariable logistic regression analyses were undertaken to study the association between school bonding and smoking. The construct validity of the school attachment and school commitment scales was mainly supported by the EFA. Multivariable analyses showed strong evidence that, after adjusting for factors from different domains, school commitment (student's good grades and school attendance) appears to have a clear inverse association with current smoking (odds ratio [OR]=0.46, 95% confidence interval [CI]: 0.38-0.56). On the other hand, school attachment (their feelings towards their school and their teachers) was not associated with adolescent smoking (OR=1.16, 95% CI: 0.88-1.53). School commitment was strongly associated with current smoking. It is important to further study this variable with the aim of ascertaining whether or not interventions that improve school commitment may prevent or reduce smoking amongst adolescent students.

Relationship among Demographic Variables and Pupils' Reasoning Ability

ERIC Educational Resources Information Center

Tella, Adeyinka; Tella, Adedeji; Adika, L. O.; Toyobo, Majekodunmi Oluwole

2008-01-01

Introduction: Pupils reasoning ability is a sine-qua-non to the evaluation of their performance in learning and an indicator of their potential predictors of future performance. Method: The study examined the relationship among demographic variables and reasoning ability of primary school pupils. It drew four hundred pupils from ten (10)…

High School Students' Motivation to Learn Mathematics: The Role of Multiple Goals

ERIC Educational Resources Information Center

Ng, Chi-hung Clarence

2018-01-01

Using a sample of 310 Year 10 Chinese students from Hong Kong, this survey study examined the effects of multiple goals in learning mathematics. Independent variables were mastery, performance-approach, performance-avoidance, and pro-social goals. Dependent variables included perceived classroom goal structures, teacher's support, learning motives…

Influence of school environments on childhood obesity in California.

PubMed

Ortega Hinojosa, Alberto M; MacLeod, Kara E; Balmes, John; Jerrett, Michael

2018-06-05

To conduct a state-wide examination of public schools and the school neighborhood as potential targets for environmental public health tracking to address childhood obesity. We examined the relationship of social and physical environmental attributes of the school environment (within school and neighborhood) and childhood obesity in California with machine learning (Random Forest) and multilevel methods. We used data compiled from the California Department of Education, the U.S. Geological Survey, ESRI's Business Analyst, the U.S. Census, and other public sources for ecologic level variables for various years and assessed their relative importance to obesity as determined from the statewide Physical Fitness Test 2003 through 2007 for grades 5, 7, and 9 (n = 5,265,265). In addition to individual-level race and gender, the following within and school neighborhood variables ranked as the most important model contributors based on the Random Forest analysis and were included in multilevel regressions clustered on the county. Violent crime, English learners, socioeconomic disadvantage, fewer physical education (PE) and fully credentialed teachers, and diversity index were positively associated with obesity while academic performance index, PE participation, mean educational attainment and per capita income were negatively associated with obesity. The most highly ranked built or physical environment variables were distance to the nearest highway and greenness, which were 10th and 11th most important, respectively. Many states in the U.S. do not have school-based surveillance programs that collect body mass index data. System-level determinants of obesity can be important for tracking and intervention. The results of these analyses suggest that the school social environment factors may be especially important. Disadvantaged and low academic performing schools have a higher risk for obesity. Supporting such schools in a targeted way may be an efficient way to intervene and could impact both health and academic outcomes. Some of the more important variables, such as having credentialed teachers and participating in PE, are modifiable risk factors. Copyright © 2018. Published by Elsevier Inc.

Comparison of graduate-entry and direct school leaver student performance on an applied dental knowledge test.

PubMed

Ali, K; Zahra, D; Tredwin, C

2017-11-01

To compare the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. This study examined the results of students in applied dental knowledge (ADK) progress tests conducted during two academic years. A mixed model analysis of variance (ANOVA) was conducted to compare the performance of graduate-entry and direct school leavers. ADK was treated as a repeated measures variable, and the outcome variable of interest was percentage score on the ADK. The results show statistically significant main effects for ADK [F (1,113) = 61.58, P < 0.001, η 2 p = 0.35], Cohort [F (1,113) = 88.57, P < 0.001, η 2 p = 0.44] and Entry [F (1,113) = 11.31, P = 0.001, η 2 p = 0.09]. That is, students do better on each subsequent test (main effect of ADK), students in later years of the programme perform better than those in earlier years (main effect of cohort), and graduate-entry students outperform direct school leavers. This is the first study to explore the differences in the academic performance of graduate-entry and direct school leavers in an undergraduate dental programme. The results show that the academic performance of graduate students was better than the direct school leavers in years 2 and 3. Further research is required to compare the performance of students longitudinally across the entire duration of undergraduate dental programmes and evaluate whether this difference persists throughout. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The impact of different cross-training modalities on performance and injury-related variables in high school cross country runners.

PubMed

Paquette, Max R; Peel, Shelby A; Smith, Ross E; Temme, Mark; Dwyer, Jeffrey N

2017-11-29

There are many different types of aerobic cross-training modalities currently available. It is important to consider the effects that these different modalities have on running performance and injury risks. The purpose of this study was to compare movement quality, running economy and performance, injury-related biomechanical variables and, hip muscle strength before and after training with different cross-training modalities in high school runners. Thirty-one high school male runners trained for four weeks in one of three cross-training modalities, in addition to a running-only (RUN, n=9) group, for which training sessions replaced two easy runs per week: cycling (CYCLE; n=6), indoor elliptical (ELLIP; n=7) and, outdoor elliptical bike (EBIKE; n=9). Functional movement screen (FMS), running economy (RE), 3,000m performance, hip kinematics, hip muscle strength were assessed. Paired t-tests and Cohen's d effect sizes were used to assess mean differences for each variable before and after training within each group. EBIKE training was the only modality that improved FMS scores (d = 1.36) and RE before and after training (d = 0.48). All groups showed improvements in 3,000m performance but large effects were only found for the CYCLE (d = 1.50) and EBIKE (d = 1.41) groups. RUN (d = 1.25), CYCLE (d = 1.17) and, EBIKE (d = 0.82) groups showed improvements in maximal hip extensor strength. Outdoor cycling and elliptical bike cross-training may be the most effective cross-training modalities to incorporate in early season training to improve running performance in high school runners.

The Impact of School Improvement Grants on Achievement: Plans for a National Evaluation Using a Regression Discontinuity Design

ERIC Educational Resources Information Center

Deke, John; Dragoset, Lisa

2015-01-01

Does receipt of School Improvement Grants (SIG) funding to implement a school intervention model have an impact on outcomes for low-performing schools? This study answers this question using a regression discontinuity design (RDD) that exploits cutoff values on the continuous variables used to define SIG eligibility tiers, comparing outcomes in…

Enabling School Structure, Collective Responsibility, and a Culture of Academic Optimism: Toward a Robust Model of School Performance in Taiwan

ERIC Educational Resources Information Center

Wu, Jason H.; Hoy, Wayne K.; Tarter, C. John

2013-01-01

Purpose: The purpose of this research is twofold: to test a theory of academic optimism in Taiwan elementary schools and to expand the theory by adding new variables, collective responsibility and enabling school structure, to the model. Design/methodology/approach: Structural equation modeling was used to test, refine, and expand an…

Patterns in Illinois educational school data

NASA Astrophysics Data System (ADS)

Stevens, Cacey S.; Marder, Michael; Nagel, Sidney R.

2015-06-01

We examine Illinois educational data from standardized exams and analyze primary factors affecting the achievement of public school students. We focus on the simplest possible models: representation of data through visualizations and regressions on single variables. Exam scores are shown to depend on school type, location, and poverty concentration. For most schools in Illinois, student test scores decline linearly with poverty concentration. However, Chicago must be treated separately. Selective schools in Chicago, as well as some traditional and charter schools, deviate from this pattern based on poverty. For any poverty level, Chicago schools perform better than those in the rest of Illinois. Selective programs for gifted students show high performance at each grade level, most notably at the high school level, when compared to other Illinois school types. The case of Chicago charter schools is more complex. Up to 2008, Chicago charter and neighborhood schools had similar performance scores. In the last few years, charter students' scores overtook those of students in traditional schools as the number of charter school locations increased.

Impact of poor oral health on children's school attendance and performance.

PubMed

Jackson, Stephanie L; Vann, William F; Kotch, Jonathan B; Pahel, Bhavna T; Lee, Jessica Y

2011-10-01

We examined school days missed for routine dental care versus dental pain or infection to determine the relationship between children's oral health status and school attendance and performance. We used 2008 data from the North Carolina Child Health Assessment and Monitoring Program. The study sample, weighted to reflect the state's population, included 2183 schoolchildren. Variables assessed included school absences and performance, oral health status, parental education, health insurance coverage, race, and gender. Children with poor oral health status were nearly 3 times more likely (odds ratio = 3.89; 95% confidence interval = 1.96, 7.75) than were their counterparts to miss school as a result of dental pain. Absences caused by pain were associated with poorer school performance (P < .05), but absences for routine care were not. Mediation analyses revealed that oral health status was associated with performance independent of absence for pain. Children with poorer oral health status were more likely to experience dental pain, miss school, and perform poorly in school. These findings suggest that improving children's oral health status may be a vehicle to enhancing their educational experience.

Impact of Poor Oral Health on Children's School Attendance and Performance

PubMed Central

Vann, William F.; Kotch, Jonathan B.; Pahel, Bhavna T.; Lee, Jessica Y.

2011-01-01

Objectives. We examined school days missed for routine dental care versus dental pain or infection to determine the relationship between children's oral health status and school attendance and performance. Methods. We used 2008 data from the North Carolina Child Health Assessment and Monitoring Program. The study sample, weighted to reflect the state's population, included 2183 schoolchildren. Variables assessed included school absences and performance, oral health status, parental education, health insurance coverage, race, and gender. Results. Children with poor oral health status were nearly 3 times more likely (odds ratio = 3.89; 95% confidence interval = 1.96, 7.75) than were their counterparts to miss school as a result of dental pain. Absences caused by pain were associated with poorer school performance (P < .05), but absences for routine care were not. Mediation analyses revealed that oral health status was associated with performance independent of absence for pain. Conclusions. Children with poorer oral health status were more likely to experience dental pain, miss school, and perform poorly in school. These findings suggest that improving children's oral health status may be a vehicle to enhancing their educational experience. PMID:21330579

Improving Defibrillation Efficiency in Area Schools.

PubMed

Thomas, Vincent C; Shen, Jay J; Stanley, Ramona; Dahlke, Jeffrey; McPartlin, Sheri; Row, Lynn

2016-07-01

Sudden cardiac arrest (SCA) in the young is a rare event but the effects can be devastating. We sought to identify variables that would lead to an improvement in time to defibrillation (TDFB), a previously noted factor significantly influencing survival from cardiac arrest. During the 2013-2014 academic year, the Clark county school district performed quarterly drills to practice the coordinated automated external defibrillator (AED) response. Variables including school, AED carrier, and drill characteristics were measured to determine influence on TDFB. Schools were grouped by TDFB at a cutoff of three minutes. Characteristics were sought for schools with TDFB below three minutes. A mixed regression model taking into account repeated measures was created to determine which variables influenced TDFB. Time to overhead announcement, distance of AED from drill site, and time to setup AED were the variables influencing TDFB with statistical significance (P <.01). This study supports the notion of early recognition, announcement, and close proximity to an AED during a SCA to ensure an early TDFB. These results are consistent with basic life support and the chain of survival tenets of the American Heart Association. © 2016 Wiley Periodicals, Inc.

Walk test and school performance in mouth-breathing children.

PubMed

Boas, Ana Paula Dias Vilas; Marson, Fernando Augusto de Lima; Ribeiro, Maria Angela Gonçalves de Oliveira; Sakano, Eulália; Conti, Patricia Blau Margosian; Toro, Adyléia Dalbo Contrera; Ribeiro, José Dirceu

2013-01-01

In recent decades, many studies on mouth breathing (MB) have been published; however, little is known about many aspects of this syndrome, including severity, impact on physical and academic performances. Compare the physical performance in a six minutes walk test (6MWT) and the academic performance of MB and nasal-breathing (NB) children and adolescents. This is a descriptive, cross-sectional, and prospective study with MB and NB children submitted to the 6MWT and scholar performance assessment. We included 156 children, 87 girls (60 NB and 27 MB) and 69 boys (44 NB and 25 MB). Variables were analyzed during the 6MWT: heart rate (HR), respiratory rate, oxygen saturation, distance walked in six minutes and modified Borg scale. All the variables studied were statistically different between groups NB and MB, with the exception of school performance and HR in 6MWT. MB affects physical performance and not the academic performance, we noticed a changed pattern in the 6MWT in the MB group. Since the MBs in our study were classified as non-severe, other studies comparing the academic performance variables and 6MWT are needed to better understand the process of physical and academic performances in MB children.

Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.

PubMed

Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto

2016-05-12

This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students.

School Composition and Context Factors that Moderate and Predict 10th-Grade Science Proficiency

ERIC Educational Resources Information Center

Hogrebe, Mark C.; Tate, William F., IV

2010-01-01

Background: Performance in high school science is a critical indicator of science literacy and regional competitiveness. Factors that influence science proficiency have been studied using national databases, but these do not answer all questions about variable relationships at the state level. School context factors and opportunities to learn…

Validity Evidence for the Measurement of the Strength of Motivation for Medical School

ERIC Educational Resources Information Center

Kusurkar, Rashmi; Croiset, Gerda; Kruitwagen, Cas; ten Cate, Olle

2011-01-01

The Strength of Motivation for Medical School (SMMS) questionnaire is designed to determine the strength of motivation of students particularly for medical study. This research was performed to establish the validity evidence for measuring strength of motivation for medical school. Internal structure and relations to other variables were used as…

Achievement Patterns of Students in an Elite, Male Independent School

ERIC Educational Resources Information Center

Trusty, Edward Maurice, Jr.

2009-01-01

There is an underlying assumption that regardless of student ethnicity, socio-economic status, or any other variable, elite, independent schools by mission and design are effective at producing successful students. This would cause some to conclude that all students enrolled in elite, independent schools perform similarly on all academic measures.…

A Culture of Success--Examining School Culture and Student Outcomes via a Performance Framework

ERIC Educational Resources Information Center

Ohlson, Matthew; Swanson, Anne; Adams-Manning, Andrea; Byrd, Anna

2016-01-01

This study is a report of the relationship between a collaborative school culture, teacher quality and the influence these variables have upon student attendance and suspensions. The research is based upon data gathered from 50 public schools throughout the southeastern United States. Surveys were administered to examine teacher quality…

Accounting for Advanced High School Coursework in College Admission Decisions

ERIC Educational Resources Information Center

Sadler, Philip M.; Tai, Robert H.

2007-01-01

The purpose of the current study is to investigate the feasibility of accounting for student performance in advanced high school coursework through the adjustment of high school grade point average (HSGPA) while separating out variables that are independently considered in the admission process, e.g., SAT/ACT scores, community affluence, type of…

Test Anxiety and High-Stakes Test Performance between School Settings: Implications for Educators

ERIC Educational Resources Information Center

von der Embse, Nathaniel; Hasson, Ramzi

2012-01-01

With the enactment of standards-based accountability in education, high-stakes tests have become the dominant method for measuring school effectiveness and student achievement. Schools and educators are under increasing pressure to meet achievement standards. However, there are variables which may interfere with the authentic measurement of…

The association of health-related fitness with indicators of academic performance in Texas schools.

PubMed

Welk, Gregory J; Jackson, Allen W; Morrow, James R; Haskell, William H; Meredith, Marilu D; Cooper, Kenneth H

2010-09-01

This study examined the associations between indicators of health-related physical fitness (cardiovascular fitness and body mass index) and academic performance (Texas Assessment of Knowledge and Skills). Partial correlations were generally stronger for cardiovascular fitness than body mass index and consistently stronger in the middle school grades. Mixed-model regression analyses revealed modest associations between fitness and academic achievement after controlling for potentially confounding variables. The effects of fitness on academic achievement were positive but small. A separate logistic regression analysis indicated that higher fitness rates increased the odds of schools achieving exemplary/recognized school status within the state. School fitness attainment is an indicator of higher performing schools. Direction of causality cannot be inferred due to the cross-sectional nature of the data.

Predicting academic performance of medical students: the first three years.

PubMed

Höschl, C; Kozený, J

1997-06-01

The purpose of this exploratory study was to identify a cluster of variables that would most economically explain variations in the grade point averages of medical students during the first 3 years of study. Data were derived from a study of 92 students admitted to the 3rd Faculty of Medicine in 1992-1993 academic year and who were still in the medical school at the end of the sixth semester (third year). Stepwise regression analysis was used to build models for predicting log-transformed changes in grade point average after six semesters of study-at the end of the first, second, and third years. Predictor variables were chosen from four domains: 1) high school grade point averages in physics, mathematics, and the Czech language over 4 years of study, 2) results of admission tests in biology, chemistry, and physics, 3) admission committee's assessment of the applicant's ability to reproduce a text, motivation to study medicine, and social maturity, and 4) scores on the sentimentality and attachment scales of the Tridimensional Personality Questionnaire. The regression model, which included performance in high school physics, results of the admission test in physics, assessment of the applicant's motivation to study medicine, and attachment scale score, accounted for 32% of the change in grade point average over six semesters of study. The regression models using the first-, second-, and third-year grade point averages as the dependent variables showed slightly decreasing amounts of explained variance toward the end of the third year of study and within domains, changing the structure of predictor variables. The results suggest that variables chosen from the assessment domains of high school performance, written entrance examination, admission interview, and personality traits may be significant predictors of academic success during the first 3 years of medical study.

Associations of medical student personality and health/wellness characteristics with their medical school performance across the curriculum.

PubMed

Haight, Scott J; Chibnall, John T; Schindler, Debra L; Slavin, Stuart J

2012-04-01

To assess the relationships of cognitive and noncognitive performance predictors to medical student preclinical and clinical performance indicators across medical school years 1 to 3 and to evaluate the association of psychological health/wellness factors with performance. In 2010, the authors conducted a cross-sectional, correlational, retrospective study of all 175 students at the Saint Louis University School of Medicine who had just completed their third (first clinical) year. Students were asked to complete assessments of personality, stress, anxiety, depression, social support, and community cohesion. Performance measures included total Medical College Admission Test (MCAT) score, preclinical academic grades, National Board of Medical Examiners subject exam scores, United States Medical Licensing Examination Step 1 score, clinical evaluations, and Humanism in Medicine Honor Society nominations. A total of 152 students (87%) participated. MCAT scores predicted cognitive performance indicators (academic tests), whereas personality variables (conscientiousness, extraversion, empathy) predicted noncognitive indicators (clinical evaluations, humanism nominations). Conscientiousness predicted all clinical skills, extraversion predicted clinical skills reflecting interpersonal behavior, and empathy predicted motivation. Health/wellness variables had limited associations with performance. In multivariate analyses that included control for shelf exam scores, conscientiousness predicted clinical evaluations, and extraversion and empathy predicted humanism nominations. This study identified two sets of skills (cognitive, noncognitive) used during medical school, with minimal overlap across the types of performance (e.g., exam performance versus clinical interpersonal skills) they predict. Medical school admission and evaluation efforts may need to be modified to reflect the importance of personality and other noncognitive factors.

Reinforcement Sensitivity and Responsiveness to Performance Feedback: A Preliminary Investigation

ERIC Educational Resources Information Center

Lovett, Benjamin J.; Eckert, Tanya L.

2009-01-01

Variability in responsiveness to academic interventions is a common phenomenon in school psychology practice, but the variables associated with this responsiveness are not well understood. Reinforcement sensitivity, a generalized tendency to learn quickly in reward contingency situations, is one variable for increased understanding. In the present…

[Modeling the academic performance of medical students in basic sciences and pre-clinical courses: a longitudinal study].

PubMed

Zúñiga, Denisse; Mena, Beltrán; Oliva, Rose; Pedrals, Nuria; Padilla, Oslando; Bitran, Marcela

2009-10-01

The study of predictors of academic performance is relevant for medical education. Most studies of academic performance use global ratings as outcome measure, and do not evaluate the influence of the assessment methods. To model by multivariate analysis, the academic performance of medical considering, besides academic and demographic variables, the methods used to assess students' learning and their preferred modes of information processing. Two hundred seventy two students admitted to the medical school of the Pontificia Universidad Católica de Chile from 2000 to 2003. Six groups of variables were studied to model the students' performance in five basic science courses (Anatomy, Biology, Calculus, Chemistry and Physics) and two pre-clinical courses (Integrated Medical Clinic I and IT). The assessment methods examined were multiple choice question tests, Objective Structured Clinical Examination and tutor appraisal. The results of the university admission tests (high school grades, mathematics and biology tests), the assessment methods used, the curricular year and previous application to medical school, were predictors of academic performance. The information processing modes influenced academic performance, but only in interaction with other variables. Perception (abstract or concrete) interacted with the assessment methods, and information use (active or reflexive), with sex. The correlation between the real and predicted grades was 0.7. In addition to the academic results obtained prior to university entrance, the methods of assessment used in the university and the information processing modes influence the academic performance of medical students in basic and preclinical courses.

Testing the effects of safety climate and disruptive children behavior on school bus drivers performance: A multilevel model.

PubMed

Zohar, Dov; Lee, Jin

2016-10-01

The study was designed to test a multilevel path model whose variables exert opposing effects on school bus drivers' performance. Whereas departmental safety climate was expected to improve driving safety, the opposite was true for in-vehicle disruptive children behavior. The driving safety path in this model consists of increasing risk-taking practices starting with safety shortcuts leading to rule violations and to near-miss events. The study used a sample of 474 school bus drivers in rural areas, driving children to school and school-related activities. Newly developed scales for measuring predictor, mediator and outcome variables were validated with video data taken from inner and outer cameras, which were installed in 29 buses. Results partially supported the model by indicating that group-level safety climate and individual-level children distraction exerted opposite effects on the driving safety path. Furthermore, as hypothesized, children disruption moderated the strength of the safety rule violation-near miss relationship, resulting in greater strength under high disruptiveness. At the same time, the hypothesized interaction between the two predictor variables was not supported. Theoretical and practical implications for studying safety climate in general and distracted driving in particular for professional drivers are discussed. Copyright © 2016 Elsevier Ltd. All rights reserved.

Traditional Admissions Variables as Predictors of Minority Students' Performance in Medical School — A Cause for Concern

PubMed Central

Johnson, Henry C.; Rosevear, G. Craig

1977-01-01

This study explored the relationship between traditional admissions criteria, performance in the first semester of medical school, and performance on the National Board of Medical Examiners' (NBME) Examination, Part 1 for minority medical students, non-minority medical students, and the two groups combined. Correlational analysis and step-wise multiple regression procedures were used as the analysis techniques. A different pattern of admissions variables related to National Board Part 1 performance for the two groups. The General Information section of the Medical College Admission Test (MCAT) contributed the most variance for the minority student group. MCAT-Science contributed the most variance for the non-minority student group. MCATs accounted for a substantial portion of the variance on the National Board examination. PMID:904005

Leadership among Secondary School Agricultural Science Teachers and Their Job Performance in Akwa Ibom State, Nigeria

ERIC Educational Resources Information Center

Ben, Camilus Bassey

2012-01-01

The main purpose of this study is to investigate leadership among secondary school Agricultural Science teachers and their job performance in Akwa Ibom State. To achieve the aim of this study, three research hypotheses were generated to direct the study. Literature was reviewed based on the variables derived from the postulated hypotheses. Survey…

Influences of Developmental Contexts and Gender Differences on School Performance of Children and Adolescents

ERIC Educational Resources Information Center

Diniz, Eva; da Rosa Piccolo, Luciane; de Paula Couto, Maria Clara Pinheiro; Salles, Jerusa Fumagalli; Helena Koller, Silvia

2014-01-01

This study investigated children and adolescents' school performance over time focusing on two variables that may influence it: developmental context and gender. The sample comprised 627 participants (M[subscript age]?=?11.13, SD?=?1.8), 51% of them female, from grade one to eight, living either with family (n?=?474) or in care institutions…

Variability in neurocognitive performance: Age, gender, and school-related differences in children and from ages 6 to 12.

PubMed

Kochhann, Renata; Gonçalves, Hosana Alves; Pureza, Janice da Rosa; Viapiana, Vanisa Fante; Fonseca, Flavia Dos Passos; Salles, Jerusa Fumagali; Fonseca, Rochele Paz

2017-04-20

Cognitive development in children presents peculiarities according to groups of age, gender, and type of school. Few studies have been investigating the effects of all these factors. The aim of this study was to investigate the main effects and the interactions of age, gender, and type of school in 419 children from ages 6 to 12 years old evaluated by the Child Brief Neuropsychological Assessment Battery (NEUPSILIN-Inf). Older children, children in private schools and girls presented better results. Interactions between all three independent variables were observed in different cognitive domains. The results highlight both the heterogeneity and the influence of multiple factors in children's neuropsychological development.

Affective Factors in the Mediation of Background Effects on Cognitive Performance.

ERIC Educational Resources Information Center

Cuttance, Peter F.

1980-01-01

Academic achievement at age 16 was influenced more by achievement at age 14 than by affective variables. Affective variables included academic and occupational aspiration, parent expectations, school attitudes, sex, socioeconomic status, parents' education, and migrancy. (CP)

The Applications of Mindfulness with Students of Secondary School: Results on the Academic Performance, Self-concept and Anxiety

NASA Astrophysics Data System (ADS)

Franco, Clemente; Mañas, Israel; Cangas, Adolfo J.; Gallego, José

The aim of the present research is to verify the impact of a mindfulness programme on the levels academic performance, self-concept and anxiety, of a group of students in Year 1 at secondary school. The statistical analyses carried out on the variables studied showed significant differences in favour of the experimental group with regard to the control group in all the variables analysed. In the experimental group we can observe a significant increase of academic performance as well as an improvement in all the self-concept dimensions, and a significant decrease in anxiety states and traits. The importance and usefulness of mindfulness techniques in the educative system is discussed.

The Pitch-Matching Ability of High School Choral Students: A Justification for Continued Direct Instruction

ERIC Educational Resources Information Center

Riegle, Aaron M.; Gerrity, Kevin W.

2011-01-01

The purpose of this study was to determine the pitch-matching ability of high school choral students. Years of piano experience, middle school performance experience, and model were considered as variables that might affect pitch-matching ability. Gender of participants was also considered when identifying the effectiveness of each model.…

Young Learner Writing Performance in Swiss Elementary Schools--Which Teacher Variables Matter?

ERIC Educational Resources Information Center

Loder Buechel, Laura

2015-01-01

Elementary school English language teachers in Swiss public schools often question the role of writing in early years language instruction because there is a significant disparity in messages they receive from Board of Education members, from fellow teachers and from teacher trainers. This study describes the issues concerning writing in the first…

Rethinking High School Principal Compensation Practices: An Analysis of Salaries in South Carolina and Theoretical Models

ERIC Educational Resources Information Center

Newman, Tim A.

2012-01-01

This study described the current state of principal salaries in South Carolina and compared the salaries of similar size schools by specific report card performance and demographic variables. Based on the findings, theoretical models were proposed, and comparisons were made with current salary data. School boards, human resource personnel and…

Performance Analysis and the Generalization Problem.

ERIC Educational Resources Information Center

Wood, Scott; And Others

This document is intended to help school psychologists promote more effective generalization of school intervention programs for education students. Concepts (including transfer of training and response generalization) are reviewed. An approach is described which analyzes problem behavior according to its major controlling variables (skills or…

Success in introductory college physics: The role of gender, high school preparation, and student learning perceptions

NASA Astrophysics Data System (ADS)

Chen, Jean Chi-Jen

Physics is fundamental for science, engineering, medicine, and for understanding many phenomena encountered in people's daily lives. The purpose of this study was to investigate the relationships between student success in college-level introductory physics courses and various educational and background characteristics. The primary variables of this study were gender, high school mathematics and science preparation, preference and perceptions of learning physics, and performance in introductory physics courses. Demographic characteristics considered were age, student grade level, parents' occupation and level of education, high school senior grade point average, and educational goals. A Survey of Learning Preference and Perceptions was developed to collect the information for this study. A total of 267 subjects enrolled in six introductory physics courses, four algebra-based and two calculus-based, participated in the study conducted during Spring Semester 2002. The findings from the algebra-based physics courses indicated that participant's educational goal, high school senior GPA, father's educational level, mother's educational level, and mother's occupation in the area of science, engineering, or computer technology were positively related to performance while participant age was negatively related. Biology preparation, mathematics preparation, and additional mathematics and science preparation in high school were also positively related to performance. The relationships between the primary variables and performance in calculus-based physics courses were limited to high school senior year GPA and high school physics preparation. Findings from all six courses indicated that participant's educational goal, high school senior GPA, father's educational level, and mother's occupation in the area of science, engineering, or computer technology, high school preparation in mathematics, biology, and the completion of additional mathematics and science courses were positively related to performance. No significant performance differences were found between male and female students. However, there were significant gender differences in physics learning perceptions. Female participants tended to try to understand physics materials and relate the physics problems to real world situations while their male counterparts tended to rely on rote learning and equation application. This study found that participants performed better by trying to understand the physics material and relate physics problems to real world situations. Participants who relied on rote learning did not perform well.

The Influence of Inclusion on the Academic Performance of General Education Students on the New Jersey Assessment of Skills and Knowledge in Grades 6, 7, and 8

ERIC Educational Resources Information Center

Robinson, Christie M.; Babo, Gerard

2014-01-01

This study examined the influence of student demographic variables (i.e., SES, race, attendance, and gender) and the school variable of placement in an inclusion setting on the academic achievement of general education students in grades 6, 7, and 8 (n = 1200) in an urban school district as measured by the 2010-2011 NJASK, the state's annual…

[Socioeconomic inequalities in oral health service utilization any time in their lives for Mexican schoolchildren from 6 to 12 years old].

PubMed

Jiménez-Gayosso, Sandra Isabel; Medina-Solís, Carlo Eduardo; Lara-Carrillo, Edith; Scougal-Vilchis, Rogelio José; de la Rosa-Santillana, Rubén; Márquez-Rodríguez, Sonia; Mendoza-Rodríguez, Martha; Navarrete-Hernández, José de Jesús

2015-01-01

To determine the prevalence and the existence of socioeconomic inequalities in dental health service utilization (DHSU) any time in the life of Mexican schoolchildren aged 6-12 years of Pachuca Hidalgo, Mexico. We performed a cross-sectional study in 1,404 school children 6-12 years of age from 14 public schools in the city of Pachuca, Hidalgo, Mexico. Questionnaires were distributed to determine socioeconomic position variables (SEP). The dependent variable was DHSU once in life (0 = No, 1 = Yes). The analysis was performed in Stata 9 using chi-square tests. The mean age was 8.97 ± 1.99 years, 50.1% were boys. The prevalence of DHSU any time in life was 71.4%. The DHSU percentage increased according increasing age (p < 0.05). Significant differences (p < 0.05) in percentages of USSB through SEP variables: health insurance, car ownership in the home, dwelling and household characteristics, a better level of SEP increased prevalence of DHSU. Although in the mother's schooling no differences were observed (p > 0.05), father's schooling was associated (p < 0.05) inversely to expectations. The findings of this study demonstrate that the prevalence of DHSU was not 100%; 28.6% of children have never had contact with a dentist. We identified certain indicator variables of SEP associated with DHSU, indicating the existence of inequalities in this oral health indicator.

The impact of within-school autonomy on students' goal orientations and engagement with mathematics

NASA Astrophysics Data System (ADS)

Carmichael, Colin; Muir, Tracey; Callingham, Rosemary

2017-03-01

School autonomy has been identified as having an impact on a school's performance, yet less has been reported about the effect this has on students' goal orientations and engagement with mathematics. In a national study conducted in schools across Australia, measures of school autonomy were collected from teachers and school leaders, along with students' perceptions of the mastery and performance goal orientations of their classrooms and personally using surveys. Schools were identified as having high or low levels of autonomy on the basis of school leaders' responses. For the study discussed in this paper, a subset of 14 schools for which matched student and teacher data were available provided students' responses to a variety of variables including goal orientations. The findings suggested students in high-autonomy schools were less likely to hold a personal performance approach and avoidance goals than their peers in low-autonomy schools. Fifty-five case studies conducted in 52 schools provided evidence of some of the practical aspects of these findings, which have implications for systems, schools and teachers.

The Importance of Environment in Educational and Psychological Research.

ERIC Educational Resources Information Center

Tedesco, Lisa A.

Research treatments of home environment in studies of intellectual development and school performance are reviewed. The conceptualizations of home environment include variables specifying family status and deprivational conditions, child-rearing techniques, educational and intellectual process variables, and transactional experience. Psychological…

The Association Between Premedical Curricular and Admission Requirements and Medical School Performance and Residency Placement: A Study of Two Admission Routes at The Warren Alpert Medical School of Brown University

PubMed Central

George, Paul; Park, Yoon Soo; Ip, Julianne; Gruppuso, Philip A.; Adashi, Eli Y.

2015-01-01

Purpose The curricular elements of undergraduate premedical education are the subject of an ongoing debate. The Warren Alpert Medical School of Brown University (AMS) matriculates students via the traditional premedical route (TPM) and an eight-year baccalaureate/MD program—the Program in Liberal Medical Education (PLME)—which provides students with a broad and liberal education. Using the juxtaposition of these two admission routes, the authors aimed to determine whether there is an association between highly distinct premedical curricular and admission requirements and medical school performance and residency placement. Method The cohorts studied included all of the PLME (n = 295) and TPM (n = 215) students who graduated from the AMS between 2010 and 2015. Outcome variables consisted of multiple measures of medical school performance, including standardized multiple-choice examination scores and honors grades, and residency placement. The authors employed unadjusted tests of averages and proportions (independent t tests and chi-squared tests) to compare variables. Results The TPM students attained marginally, but statistically significantly, higher average scores on standardized multiple-choice examinations than their PLME counterparts. The number of undergraduate premedical science courses completed by PLME students accounted for less than 4% of the variance in key metrics of medical school performance. The residency placement record of the PLME and TPM cohorts proved comparable. Conclusions These findings suggest that the association between medical school performance and residency placement and undergraduate premedical curricular and admission requirements is weak. Further study is needed to determine the optimal premedical preparation of students. PMID:26422591

The Association Between Premedical Curricular and Admission Requirements and Medical School Performance and Residency Placement: A Study of Two Admission Routes.

PubMed

George, Paul; Park, Yoon Soo; Ip, Julianne; Gruppuso, Philip A; Adashi, Eli Y

2016-03-01

The curricular elements of undergraduate premedical education are the subject of an ongoing debate. The Warren Alpert Medical School of Brown University (AMS) matriculates students via the traditional premedical route (TPM) and an eight-year baccalaureate/MD program-the Program in Liberal Medical Education (PLME)-which provides students with a broad and liberal education. Using the juxtaposition of these two admission routes, the authors aimed to determine whether there is an association between highly distinct premedical curricular and admission requirements and medical school performance and residency placement. The cohorts studied included all of the PLME (n = 295) and TPM (n = 215) students who graduated from the AMS between 2010 and 2015. Outcome variables consisted of multiple measures of medical school performance, including standardized multiple-choice examination scores and honors grades, and residency placement. The authors employed unadjusted tests of averages and proportions (independent t tests and chi-square tests) to compare variables. The TPM students attained marginally, but statistically significantly, higher average scores on standardized multiple-choice examinations than their PLME counterparts. The number of undergraduate premedical science courses completed by PLME students accounted for less than 4% of the variance in key metrics of medical school performance. The residency placement record of the PLME and TPM cohorts proved comparable. These findings suggest that the association between medical school performance and residency placement and undergraduate premedical curricular and admission requirements is weak. Further study is needed to determine the optimal premedical preparation of students.

Perception of Gifted Students on Compulsory Subjects in Their Academic Performance a Case of Secondary Schools in Uasin Gishu County in Kenya

ERIC Educational Resources Information Center

Bundotich, Sarah; Kimaiyo, Lilian

2015-01-01

Academic performance is a function of many interrelated variables including inherent study efforts, modes of teaching, school environment and students ability. Many gifted students may face myriads of academic problems, which may however, be masked by their academic prowess, yet research into this realm is limited in Kenya. The objectives of the…

Comparison of the sensitivity of the UKCAT and A Levels to sociodemographic characteristics: a national study

PubMed Central

2014-01-01

Background The UK Clinical Aptitude Test (UKCAT) was introduced to facilitate widening participation in medical and dental education in the UK by providing universities with a continuous variable to aid selection; one that might be less sensitive to the sociodemographic background of candidates compared to traditional measures of educational attainment. Initial research suggested that males, candidates from more advantaged socioeconomic backgrounds and those who attended independent or grammar schools performed better on the test. The introduction of the A* grade at A level permits more detailed analysis of the relationship between UKCAT scores, secondary educational attainment and sociodemographic variables. Thus, our aim was to further assess whether the UKCAT is likely to add incremental value over A level (predicted or actual) attainment in the selection process. Methods Data relating to UKCAT and A level performance from 8,180 candidates applying to medicine in 2009 who had complete information relating to six key sociodemographic variables were analysed. A series of regression analyses were conducted in order to evaluate the ability of sociodemographic status to predict performance on two outcome measures: A level ‘best of three’ tariff score; and the UKCAT scores. Results In this sample A level attainment was independently and positively predicted by four sociodemographic variables (independent/grammar schooling, White ethnicity, age and professional social class background). These variables also independently and positively predicted UKCAT scores. There was a suggestion that UKCAT scores were less sensitive to educational background compared to A level attainment. In contrast to A level attainment, UKCAT score was independently and positively predicted by having English as a first language and male sex. Conclusions Our findings are consistent with a previous report; most of the sociodemographic factors that predict A level attainment also predict UKCAT performance. However, compared to A levels, males and those speaking English as a first language perform better on UKCAT. Our findings suggest that UKCAT scores may be more influenced by sex and less sensitive to school type compared to A levels. These factors must be considered by institutions utilising the UKCAT as a component of the medical and dental school selection process. PMID:24400861

Innovativeness and the Organizational Attributes of Schools.

ERIC Educational Resources Information Center

Eidell, Terry L.; And Others

Five papers focus on the interrelated themes of school organization and innovation. They report on some preliminary analyses of field studies conducted during 1968 on such structural, sociocultural, and sociopsychological variables as division of labor, performance of organizational functions, decision making studies and processes, hierarchies of…

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…

Evaluation of a School Systems Plan to Utilize Teachers' Perceptions of Principal Leadership to Improve Student Achievement

ERIC Educational Resources Information Center

Williams, Ed

2009-01-01

This study examines fourth grade student achievement in relation to teacher perceptions of principal leadership and other selected variables in a large urban school district in Georgia. Student achievement was measured by performance on the Georgia Criterion-Referenced Competency Tests (CRCT) during the 2004-05 and 2005-06 school years. The…

Psychosocial correlates of substance use amongst secondary school students in south western Nigeria.

PubMed

Fatoye, F O

2003-03-01

To determine the psychosocial correlates of substance use among secondary school students in rural and urban communities in south western Nigeria. A cross-sectional survey of secondary school students using questionnaire eliciting substance use by students (WHO drug use questionnaire) and a well designed questionnaire on psychosocial variables. Six secondary schools selected from two local government areas in Ilesa, Osun State, South Western Nigeria. The study population comprised 600 randomly selected senior secondary school students from six schools. A total of 562 questionnaires were analysed. Current stimulant use was significantly associated with lower socio-economic status, coming from a polygamous family and self-rated poor academic performance. Current alcohol use was associated with being a male, polygamous family background, living alone or with friends, not being religious and self-rated poor academic performance. Current hypnosedatives use was commoner in students living alone or with friends and in those with self-rated poor academic performance. There was also significant positive relationship between current tobacco use and the male sex, not being religious and self-rated poor academic perfomance. Lifetime use of these substances had similar association with the psychosocial variables with slight differences. The similarity between the psychosocial correlates highlighted in this study and those reported in previous studies from other parts of Nigeria makes these observations useful enough for the planning of preventive strategies.

An Analysis of High School Students' Performance on Five Integrated Science Process Skills

NASA Astrophysics Data System (ADS)

Beaumont-Walters, Yvonne; Soyibo, Kola

2001-02-01

This study determined Jamaican high school students' level of performance on five integrated science process skills and if there were statistically significant differences in their performance linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB). The 305 subjects comprised 133 males, 172 females, 146 ninth graders, 159 10th graders, 150 traditional and 155 comprehensive high school students, 164 students from the Reform of Secondary Education (ROSE) project and 141 non-ROSE students, 166 urban and 139 rural students and 110 students from a high SEB and 195 from a low SEB. Data were collected with the authors' constructed integrated science process skills test the results indicated that the subjects' mean score was low and unsatisfactory; their performance in decreasing order was: interpreting data, recording data, generalising, formulating hypotheses and identifying variables; there were statistically significant differences in their performance based on their grade level, school type, student type, and SEB in favour of the 10th graders, traditional high school students, ROSE students and students from a high SEB. There was a positive, statistically significant and fairly strong relationship between their performance and school type, but weak relationships among their student type, grade level and SEB and performance.

Self-Regulation and School Readiness

ERIC Educational Resources Information Center

Eisenberg, Nancy; Valiente, Carlos; Eggum, Natalie D.

2010-01-01

Research Findings: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and…

Less efficient oculomotor performance is associated with increased incidence of head impacts in high school ice hockey.

PubMed

Kiefer, Adam W; DiCesare, Christopher; Nalepka, Patrick; Foss, Kim Barber; Thomas, Staci; Myer, Gregory D

2018-01-01

To evaluate associations between pre-season oculomotor performance on visual tracking tasks and in-season head impact incidence during high school boys ice hockey. Prospective observational study design. Fifteen healthy high school aged male hockey athletes (M=16.50±1.17years) performed two 30s blocks each of a prosaccade and self-paced saccade task, and two trials each of a slow, medium, and fast smooth pursuit task (90°s -1 ; 180°s -1 ; 360°s -1 ) during the pre-season. Regular season in-game collision data were collected via helmet-mounted accelerometers. Simple linear regressions were used to examine relations between oculomotor performance measures and collision incidence at various impact thresholds. The variability of prosaccade latency was positively related to total collisions for the 20g force cutoff (p=0.046, adjusted R 2 =0.28). The average self-paced saccade velocity (p=0.020, adjusted R 2 =0.37) and variability of smooth pursuit gaze velocity (p=0.012, adjusted R 2 =0.47) were also positively associated with total collisions for the 50g force cutoff. These results provide preliminary evidence that less efficient oculomotor performance on three different oculomotor tasks is associated with increased incidence of head impacts during a competitive ice hockey season. The variability of prosaccade latency, the average self-paced saccade velocity and the variability of gaze velocity during predictable smooth pursuit all related to increased head impacts. Future work is needed to further understand player initiated collisions, but this is an important first step toward understanding strategies to reduce incidence of injury risk in ice hockey, and potentially contact sports more generally. Copyright © 2017 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

A comparison of remedial, failure, and successful secondary school students across self-perception and past and present school performance variables.

PubMed

Zarb, J M

1984-01-01

Three groups of Grades 9-10 adolescents were compared across a combination of self-perception and school performance variables (past and present). The three groups studied were (1) students in remedial math and English classes (Remedials), (2) unsuccessful regular-stream students failing three or more subjects (Failures), and (3) successful regular-stream students failing no more than one course (Controls). The sample of 96 students was predominantly female, and subjects were enrolled in a general nonuniversity preparatory program at a commercial high school in an inner-city working-class district. Five sets of measures were used: Self-Perception Measures (Peer, Family, and Academic Self-Concept scales, as well as self-report measures of Study Habits and Educational Aspirations), Current, Past and Follow-up School Performance Measures (academic and nonacademic), and Attribution Measures (student and teacher attributions of reason for failure). Results indicated significant differences between the three groups on several variables. Compared with the Controls, both Remedials and Failures had lower Academic Self-Concepts and lower Reading Levels, but only the Remedials had significantly lower levels of Intellectual Functioning, in addition to lower Math Achievement Levels than the Controls. The Failure group was significantly lower than the other two groups on Family Self-Concept, Attendance, and Overall Grade Percentage (both at the initial and follow-up periods), and they had records showing a higher frequency of elementary school Behavior Problems. Thus it was suggested that school failure was related to emotional difficulties to a significantly greater degree for the Failure group as compared to the Remedial group, which was characterized by more straightforward academic and intellectual deficits. Finally, Failures and Remedials and their teachers tended to attribute the student's failure in particular courses fairly equally to either the student's difficulty in grasping the subject matter, or to insufficient effort, whereas those Controls who were failing a course tended to blame their failure on "Teacher Problems."

Predictors of student performance on the Pharmacy Curriculum Outcomes Assessment at a new school of pharmacy using admissions and demographic data.

PubMed

Gillette, Chris; Rudolph, Michael; Rockich-Winston, Nicole; Blough, Eric R; Sizemore, James A; Hao, Jinsong; Booth, Chris; Broedel-Zaugg, Kimberly; Peterson, Megan; Anderson, Stephanie; Riley, Brittany; Train, Brian C; Stanton, Robert B; Anderson, H Glenn

To characterize student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) and to determine the significance of specific admissions criteria and pharmacy school performance to predict student performance on the PCOA during the first through third professional years. Multivariate linear regression models were developed to study the relationships between various independent variables and students' PCOA total scores during the first through third professional years. To date, four cohorts have successfully taken the PCOA examination. Results indicate that the Pharmacy College Admissions Test (PCAT), the Health Science Reasoning Test (HSRT), and cumulative pharmacy grade point average were the only consistent significant predictors of higher PCOA total scores across all students who have taken the exam at our school of pharmacy. The school should examine and clarify the role of PCOA within its curricular assessment program. Results suggest that certain admissions criteria and performance in pharmacy school are associated with higher PCOA scores. Copyright © 2016 Elsevier Inc. All rights reserved.

Effects of Traditional and Nontraditional Forms of Parental Involvement on School-Level Achievement Outcome: An HLM Study Using SASS 2007-2008

ERIC Educational Resources Information Center

Shen, Jianping; Washington, Alandra L.; Bierlein Palmer, Louann; Xia, Jiangang

2014-01-01

The authors examined parental involvement's (PI) impact on school performance. The hierarchical linear modeling method was applied to national Schools and Staffing Survey 2007-2008 data. They found that PI variables explained significant variance for the outcomes of (a) meeting adequate yearly progress (AYP) and (b) being free from sanctions. The…

The Influence of Instructional Variables and Task Constraints on Handwriting Performance

ERIC Educational Resources Information Center

Fitzpatrick, Paula; Vander Hart, Nanho; Cortesa, Cathryn

2013-01-01

Handwriting is used throughout the school day and is important to demonstrate knowledge. This research evaluated how handwriting instructional practices and intrinsic and extrinsic factors in actual classroom settings impacted learning handwriting over the course of the school year. Findings indicated that extrinsic factors (educational…

Physiological Profiles of High School Female Cross Country Runners.

ERIC Educational Resources Information Center

Butts, Nancy Kay

1982-01-01

Percentage of body fat, ratings of perceived exertion, and maximal oxygen consumption were obtained during a continuous running treadmill test on 127 high school female cross country runners. The relatively low relationships between the variables tested and running performance indicated that other factors may be more important determinants of…

Factors significantly related to science achievement of Malaysian middle school students: An analysis of TIMSS 1999 data

NASA Astrophysics Data System (ADS)

Mokshein, Siti Eshah

The importance of science and technology in the global economy has led to growing emphasis on math and science achievement all over the world. In this study, I seek to identify variables at the student-level and school-level that account for the variation in science achievement of the eighth graders in Malaysia. Using the Third International Math and Science Study (TIMSS) 1999 for Malaysia, a series of HLM analysis was performed. Results indicate that (1) variation in overall science achievement is greater between schools than within schools; (2) both the selected student-level and school-level factors are Important in explaining the variation in the eight graders' achievement In science; (3) the selected student-level variables explain about 13% of the variation in students' achievement within schools, but as an aggregate, they account for a much larger proportion of the between-school variance; (4) the selected school-level variables account for about 55% of the variation between schools; (5) within schools, the effects of self-concept In science, awareness of the social implications of science, gender, and home educational resources are significantly related to achievement; (6) the effects of self-concept in science and awareness of social implications of science are significant even after controlling for the effects of SES; (7) between schools, the effects of the mean of home educational resources, mean of parents' education, mean of awareness of the social implications of science, and emphasis on conducting experiments are significantly related to achievement; (8) the effects of SES variables explain about 50% of the variation in the school means achievement; and (9) the effects of emphasis on conducting experiments on achievement are significant even after controlling for the effects of SES. Since it is hard to change the society, it is recommended that efforts to Improve science achievement be focused more at the school-level, concentrating on variables that can be changed. This includes Increasing students' awareness of the social Implications of science and improving students' self-concepts In science, strengthening evaluation systems, and finding ways to compensate for the lack of home educational resources among disadvantaged students. The study further suggests that emphasis be given to proper implementation of science experiments. Besides, the prominent effects of SES variables on the school mean achievement is something worthwhile to be further researched.

Psychosocial and Environmental Correlates of Walking, Cycling, Public Transport and Passive Transport to Various Destinations in Flemish Older Adolescents

PubMed Central

Verhoeven, Hannah; Simons, Dorien; Van Dyck, Delfien; Van Cauwenberg, Jelle; Clarys, Peter; De Bourdeaudhuij, Ilse; de Geus, Bas; Vandelanotte, Corneel; Deforche, Benedicte

2016-01-01

Background Active transport is a convenient way to incorporate physical activity in adolescents’ daily life. The present study aimed to investigate which psychosocial and environmental factors are associated with walking, cycling, public transport (train, tram, bus, metro) and passive transport (car, motorcycle, moped) over short distances (maximum eight kilometres) among older adolescents (17–18 years), to school and to other destinations. Methods 562 older adolescents completed an online questionnaire assessing socio-demographic variables, psychosocial variables, environmental variables and transport to school/other destinations. Zero-inflated negative binomial regression models were performed. Results More social modelling and a higher residential density were positively associated with walking to school and walking to other destinations, respectively. Regarding cycling, higher self-efficacy and a higher social norm were positively associated with cycling to school and to other destinations. Regarding public transport, a higher social norm, more social modelling of siblings and/or friends, more social support and a higher land use mix access were positively related to public transport to school and to other destinations, whereas a greater distance to school only related positively to public transport to school. Regarding passive transport, more social support and more perceived benefits were positively associated with passive transport to school and to other destinations. Perceiving less walking and cycling facilities at school was positively related to passive transport to school only, and more social modelling was positively related to passive transport to other destinations. Conclusions Overall, psychosocial variables seemed to be more important than environmental variables across the four transport modes. Social norm, social modelling and social support were the most consistent psychosocial factors which indicates that it is important to target both older adolescents and their social environment in interventions promoting active transport. Walking or cycling together with siblings or friends has the potential to increase social norm, social modelling and social support towards active transport. PMID:26784933

Psychosocial and Environmental Correlates of Walking, Cycling, Public Transport and Passive Transport to Various Destinations in Flemish Older Adolescents.

PubMed

Verhoeven, Hannah; Simons, Dorien; Van Dyck, Delfien; Van Cauwenberg, Jelle; Clarys, Peter; De Bourdeaudhuij, Ilse; de Geus, Bas; Vandelanotte, Corneel; Deforche, Benedicte

2016-01-01

Active transport is a convenient way to incorporate physical activity in adolescents' daily life. The present study aimed to investigate which psychosocial and environmental factors are associated with walking, cycling, public transport (train, tram, bus, metro) and passive transport (car, motorcycle, moped) over short distances (maximum eight kilometres) among older adolescents (17-18 years), to school and to other destinations. 562 older adolescents completed an online questionnaire assessing socio-demographic variables, psychosocial variables, environmental variables and transport to school/other destinations. Zero-inflated negative binomial regression models were performed. More social modelling and a higher residential density were positively associated with walking to school and walking to other destinations, respectively. Regarding cycling, higher self-efficacy and a higher social norm were positively associated with cycling to school and to other destinations. Regarding public transport, a higher social norm, more social modelling of siblings and/or friends, more social support and a higher land use mix access were positively related to public transport to school and to other destinations, whereas a greater distance to school only related positively to public transport to school. Regarding passive transport, more social support and more perceived benefits were positively associated with passive transport to school and to other destinations. Perceiving less walking and cycling facilities at school was positively related to passive transport to school only, and more social modelling was positively related to passive transport to other destinations. Overall, psychosocial variables seemed to be more important than environmental variables across the four transport modes. Social norm, social modelling and social support were the most consistent psychosocial factors which indicates that it is important to target both older adolescents and their social environment in interventions promoting active transport. Walking or cycling together with siblings or friends has the potential to increase social norm, social modelling and social support towards active transport.

An ecological perspective of science and math academic achievement among African American students

NASA Astrophysics Data System (ADS)

Stewart, Endya Bentley

Using data from the National Education Longitudinal Study of 1988 (NELS:88), path analytic procedures were performed to test an ecological model of the effects of family, individual and school characteristics on the academic African American students. A distinctive study is the inclusion of school computer use in the model. The study results show that several of the variables directly or indirectly affected 12th grade academic achievement. Furthermore, most of the individual influence variables were directly related to 12 th grade achievement. Two surprising findings from this study were the insignificant effects of family income and school computer use on 12 th grade achievement. Overall, the findings support the notion that family, individual, and school characteristics are important predictors of academic success among African American students.

The Relationship between Neuropsychological and Ecological Measurements of Executive Functioning in Childhood and the Prediction of Mathematics Performance. A Pilot Study

ERIC Educational Resources Information Center

Zorrilla-Silvestre, Lorena; Presentación-Herrero, María Jesús; Gil-Gómez, Jesús

2016-01-01

Introduction: This study explored the variables of executive functioning (EF) that permitted the evaluation of EF both at home and at school. The objective was to compare the results of the evaluations of these functions in children aged 5 to 6 years, and see to what extent these variables predicted mathematics performance best. Method: Sixty-six…

The Relative Age Effect and Its Influence on Academic Performance

PubMed Central

Navarro, Juan-José; García-Rubio, Javier; Olivares, Pedro R.

2015-01-01

Introduction and Purpose The policy of school organisation for grouping students in the same academic year is based on date of birth. The differences in the experiences and maturation of older students involve a relatively better performance in academic settings, which is known as the relative age effect (RAE). This effect is more important the younger the student is. The goal of this study is to identify the connections of influence that RAE, socioeconomic status (SES), and type of institution have on academic performance in a school population of eighth graders. Methods The study is based on a population-based, representative sample of 15,234 8th graders (50.4% female; average age = 13.61 years) in the 2011 National System of Quality Assessment in Education Survey (SIMCE) from Chile. The SIMCE for global academic performance consists of 4 tests: reading, mathematics, social studies, and science. All tests consist of multiple-choice and closed questions. In addition, in order to have the information of general academic performance, an extra variable expressing the average score of each student was created. Also, the SIMCE includes additional variables for the evaluation process such as SES or type of school. Students were assigned to one of five age groups in terms of date of birth (G1, G2, G3, G4, and G5), in which students belonging to G1 are the oldest and students belonging to G5 are the youngest. Results The results achieved in the structural equation modelling indicate a good global fit. Individual relationships show significant effects of the three variables observed on academic performance, although SES received the highest values. The influence of RAE took place both in the full sample and sub-samples composed according to the SES and academic performance, showing higher values for students with lower scores. Although the influence of RAE decreases when SES is controlled, its effect is still significant and contributes to additionally explain the performance. Conclusions The RAE remains, even with residual values, an explanatory factor in academic performance even in eighth graders. Since the RAE decreases as the influence of schooling increases, the potential adverse effects for some students would be placed in previous and initial moments of formal schooling. These findings may be useful into taking steps towards flexibilisation on age of entry in compulsory schooling. Moreover, the need to implement early, comprehensive evaluation systems which include aspects related to neurodevelopment in order to provide maximum information to parents and educators is also drawn. PMID:26517552

The Relative Age Effect and Its Influence on Academic Performance.

PubMed

Navarro, Juan-José; García-Rubio, Javier; Olivares, Pedro R

2015-01-01

The policy of school organisation for grouping students in the same academic year is based on date of birth. The differences in the experiences and maturation of older students involve a relatively better performance in academic settings, which is known as the relative age effect (RAE). This effect is more important the younger the student is. The goal of this study is to identify the connections of influence that RAE, socioeconomic status (SES), and type of institution have on academic performance in a school population of eighth graders. The study is based on a population-based, representative sample of 15,234 8th graders (50.4% female; average age = 13.61 years) in the 2011 National System of Quality Assessment in Education Survey (SIMCE) from Chile. The SIMCE for global academic performance consists of 4 tests: reading, mathematics, social studies, and science. All tests consist of multiple-choice and closed questions. In addition, in order to have the information of general academic performance, an extra variable expressing the average score of each student was created. Also, the SIMCE includes additional variables for the evaluation process such as SES or type of school. Students were assigned to one of five age groups in terms of date of birth (G1, G2, G3, G4, and G5), in which students belonging to G1 are the oldest and students belonging to G5 are the youngest. The results achieved in the structural equation modelling indicate a good global fit. Individual relationships show significant effects of the three variables observed on academic performance, although SES received the highest values. The influence of RAE took place both in the full sample and sub-samples composed according to the SES and academic performance, showing higher values for students with lower scores. Although the influence of RAE decreases when SES is controlled, its effect is still significant and contributes to additionally explain the performance. The RAE remains, even with residual values, an explanatory factor in academic performance even in eighth graders. Since the RAE decreases as the influence of schooling increases, the potential adverse effects for some students would be placed in previous and initial moments of formal schooling. These findings may be useful into taking steps towards flexibilisation on age of entry in compulsory schooling. Moreover, the need to implement early, comprehensive evaluation systems which include aspects related to neurodevelopment in order to provide maximum information to parents and educators is also drawn.

Predicting high school truancy among students in the Appalachian south.

PubMed

Hunt, Melissa K; Hopko, Derek R

2009-09-01

Truancy is a considerable problem among adolescents. Considering the historical emphasis on studying truancy in urban regions, a concerted effort is needed to extend this research into rural areas to examine cultural generalizability of findings. The purpose of this study was to assess variables associated with truancy in a rural sample (N = 367) of students attending high school in a southern rural region of the Appalachian Mountains. The primary objective was to assess the relative predictive strength of the following variables: academic performance, religiosity, environmental factors (family structure, parental education, and adolescent perceptions of family functioning), internalizing problems (anxiety, depression, thought problems, attentional problems), externalizing problems (substance use and rule-breaking behaviors), and prosocial overt behaviors (participation in school and leadership activities). Regression analysis indicated that truancy was significantly associated with poor school performance, increased depression, social problems, having a less educated mother, a less structured home environment, higher grade, and decreased participation in school sports. EDITORS' STRATEGIC IMPLICATIONS: These findings are critical for the understanding of truancy in rural areas, and they highlight contextual factors that must be identified and addressed through systematic prevention programs targeting adolescents at risk for truancy.

Native American Indians and Variables that are Interrelated with Academic Achievement.

ERIC Educational Resources Information Center

Wilson, Janet G.; Black, Alice Brenda

Self-esteem, the ability to control one's environment, pupil's perceived teacher's expectations, and achievement are among variables affecting the academic performance of Indian students from various tribes in elementary and secondary public and private schools. Many studies reveal the almost universally poor achievement of Indian students…

Dynamic Effects of Performance-Avoidance Goal Orientation on Student Achievement in Language and Mathematics.

PubMed

Stamovlasis, Dimitrios; Gonida, Sofia-Eleftheria N

2018-07-01

The present study used achievement goal theory (AGT) as a theoretical framework and examined the role of mastery and performance goals, both performance-approach and performance-avoidance, on school achieve-ment within the nonlinear dynamical systems (NDS) perspective. A series of cusp catastrophe models were applied on students' achievement in a number of school subjects, such as mathematics and language for elementary school and algebra, geometry, ancient and modern Greek language for high school, using achievement goal orientations as control variables. The participants (N=224) were students attending fifth and eighth grade (aged 11 and 14, respectively) in public schools located in northern Greece. Cusp analysis based on the probability density function was carried out by two procedures, the maximum likelihood and the least squares. The results showed that performance-approach goals had no linear effect on achievement, while the cusp models implementing mastery goals as the asymmetry factor and performance-avoidance as the bifurcation, proved superior to their linear alternatives. The results of the study based on NDS support the multiple goal perspective within AGT. Theoretical issues, educational implications and future directions are discussed.

Estimating the Effects of Pre-College Education on College Performance

DTIC Science & Technology

2013-05-10

background information from many variables into a single measure of the expected likelihood of a person receiving treatment. This leads into a discussion of...but do not directly effect outcome variables like academic order of merit, graduation rates, or academic grades. Our model had to not only include the...both indicator variables for whether the individual’s parents ever served in any of the armed forces. High School Quality Measure is a variable

Ranking Practice Variability in the Medical Student Performance Evaluation: So Bad, It's "Good".

PubMed

Boysen Osborn, Megan; Mattson, James; Yanuck, Justin; Anderson, Craig; Tekian, Ara; Fox, John Christian; Harris, Ilene B

2016-11-01

To examine the variability among medical schools in ranking systems used in medical student performance evaluations (MSPEs). The authors reviewed MSPEs from U.S. MD-granting medical schools received by the University of California, Irvine emergency medicine and internal medicine residency programs during 2012-2013 and 2014-2015. They recorded whether the school used a ranking system, the type of ranking system used, the size and description of student categories, the location of the ranking statement and category legend, and whether nonranking schools used language suggestive of rank. Of the 134 medical schools in the study sample, the majority (n = 101; 75%) provided ranks for students in the MSPE. Most of the ranking schools (n = 63; 62%) placed students into named category groups, but the number and size of groups varied. The most common descriptors used for these 63 schools' top, second, third, and lowest groups were "outstanding," "excellent," "very good," and "good," respectively, but each of these terms was used across a broad range of percentile ranks. Student ranks and school category legends were found in various locations. Many of the 33 schools that did not rank students included language suggestive of rank. There is extensive variation in ranking systems used in MSPEs. Program directors may find it difficult to use MSPEs to compare applicants, which may diminish the MSPE's value in the residency application process and negatively affect high-achieving students. A consistent approach to ranking students would benefit program directors, students, and student affairs officers.

The presence of asthma, the use of inhaled steroids, and parental education level affect school performance in children.

PubMed

Tsakiris, A; Iordanidou, M; Paraskakis, E; Tsalkidis, A; Rigas, A; Zimeras, S; Katsardis, C; Chatzimichael, A

2013-01-01

Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents' and teachers' reports and grade point average promotion. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp., P < 0.001). Students with reduced healthcare use presented less absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp., P < 0.001). Asthma and healthcare use for asthma accounted for an overall estimated variability in absence days of 13.8% and 9%, respectively. Absenteeism was associated with poor school performance for the last two years of school (P = 0.002) and with lower grade point promotion in elementary school students (P = 0.001) but not in high school students (P = 0.316). Higher level of parental education was associated with better school performance (P < 0.001). Asthma was associated with a decreased possibility for excellent performance (OR = 0.64, P = 0.049, 95%CI = 0.41-1.00) in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3, P = 0.028, 95%CI = 1.17-15.95) than their asthmatic peers with alternative asthma treatments. Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.

Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School

ERIC Educational Resources Information Center

Froiland, John Mark; Worrell, Frank C.

2016-01-01

Using structural equation models, with gender, parent education, and prior grade point average (GPA) as control variables, we examined the relationships among intrinsic motivation to learn, learning goals, behavioral engagement at school, and academic performance (measured by GPA) in 1,575 students in an ethnically and racially diverse high…

Middle School English Language Learner Electronic Media Usage and Its Relationship to Reading

ERIC Educational Resources Information Center

Ramirez, Bari N.

2012-01-01

A quantitative, correlational prediction study was performed to determine the relationship between English language learner (ELL) use of electronic media and reading proficiency in a large urban middle school in Texas. The predictor variables were viewing television programs in English, viewing television programs in Spanish, using a computer for…

Toward Establishing Relationships between Essential and Higher Order Teaching Skills.

ERIC Educational Resources Information Center

Kromrey, Jeffrey D.; And Others

Nineteen secondary school teachers in a mid-sized Florida school district participated in a single-group pretest/posttest design to explore the relationship between essential and higher order teaching skills. Correlations between two sets of teacher performance variables were computed before and after training in teaching for higher order thinking…

Multiple Logistic Regression Analysis of Cigarette Use among High School Students

ERIC Educational Resources Information Center

Adwere-Boamah, Joseph

2011-01-01

A binary logistic regression analysis was performed to predict high school students' cigarette smoking behavior from selected predictors from 2009 CDC Youth Risk Behavior Surveillance Survey. The specific target student behavior of interest was frequent cigarette use. Five predictor variables included in the model were: a) race, b) frequency of…

Differential effects of two types of formative assessment in predicting performance of first-year medical students.

PubMed

Krasne, Sally; Wimmers, Paul F; Relan, Anju; Drake, Thomas A

2006-05-01

Formative assessments are systematically designed instructional interventions to assess and provide feedback on students' strengths and weaknesses in the course of teaching and learning. Despite their known benefits to student attitudes and learning, medical school curricula have been slow to integrate such assessments into the curriculum. This study investigates how performance on two different modes of formative assessment relate to each other and to performance on summative assessments in an integrated, medical-school environment. Two types of formative assessment were administered to 146 first-year medical students each week over 8 weeks: a timed, closed-book component to assess factual recall and image recognition, and an un-timed, open-book component to assess higher order reasoning including the ability to identify and access appropriate resources and to integrate and apply knowledge. Analogous summative assessments were administered in the ninth week. Models relating formative and summative assessment performance were tested using Structural Equation Modeling. Two latent variables underlying achievement on formative and summative assessments could be identified; a "formative-assessment factor" and a "summative-assessment factor," with the former predicting the latter. A latent variable underlying achievement on open-book formative assessments was highly predictive of achievement on both open- and closed-book summative assessments, whereas a latent variable underlying closed-book assessments only predicted performance on the closed-book summative assessment. Formative assessments can be used as effective predictive tools of summative performance in medical school. Open-book, un-timed assessments of higher order processes appeared to be better predictors of overall summative performance than closed-book, timed assessments of factual recall and image recognition.

Oral diseases associated with condition-specific oral health-related quality of life and school performance of Thai primary school children: A hierarchical approach.

PubMed

Kaewkamnerdpong, Issarapong; Krisdapong, Sudaduang

2018-06-01

To assess the hierarchical associations between children's school performance and condition-specific (CS) oral health-related quality of life (OHRQoL), school absence, oral status, sociodemographic and economic status (SDES) and social capital; and to investigate the associations between CS OHRQoL and related oral status, adjusting for SDES and social capital. Data on 925 sixth grade children in Sakaeo province, Thailand, were collected through oral examinations for dental caries and oral hygiene, social capital questionnaires, OHRQoL interviews using the Child-Oral Impacts on Daily Performances index, parental self-administered questionnaires and school documents. A hierarchical conceptual framework was developed, and independent variables were hierarchically entered into multiple logistic models for CS OHRQoL and linear regression models for school performance. After adjusting for SDES and social capital, children with high DMFT or DT scores were significantly threefold more likely to have CS impacts attributed to dental caries. However, poor oral hygiene was not significantly associated with CS impacts attributed to gingival disease. High DMFT scores were significantly associated with lower school performance, whereas high Simplified Oral Hygiene Index scores were not. The final model showed that CS impacts attributed to dental caries and school absence accounted for the association between DMFT score and school performance. Dental caries was associated with CS impacts on OHRQoL, and exerted its effect on school performance through the CS impacts and school absence. There was no association between oral hygiene and CS impacts on OHRQoL or school performance. © 2018 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

[Management of the risks associated with allergens in school canteens in Barcelona (Spain)].

PubMed

Caballé-Gavaldà, Laura; García-Cid, Ester; Fontcuberta-Famadas, Mireia; Balfagón-Marzal, Pere; Durán-Neira, Julia

2014-01-01

To determine demand for special meals and their types for students with food allergies or intolerances (FAI) in school canteens in Barcelona (Spain) during the 2011-12 school year, and to ascertain the degree of implementation of self-assessment plans and preventive measures for the management of allergens, and the relationships between the application of such measures and other variables. A descriptive study was performed of a representative sample of schools (n=129). The dependent variables collected data on the schools and students, the level of demand for special meals, and the implementation of preventive measures. Independent variables consisted of canteen management, the number of users, and whether self-assessment plans were implemented. For those schools that prepared meals (n=92), an index was calculated from the questions on preventive measures. Student t-tests were used to compare the means of the indices with stratification by the independent variables. A total of 89% of schools served special meals for students with FAI (1,507 special meals per day, 5% of all meals) and 65% had no allergen control plan. The mean of the indices was 11.6 out of 17. Externally managed canteens, with more users and with self-assessment plans, implemented more preventive measures for allergen management (p<0.05). A high proportion of schools report carrying out preventive measures in the process of preparing and serving special meals. Those with self-assessment plans have better preventive practices. To manage this food-related risk, food hygiene inspection services should promote the implementation of allergen control plans in school canteens. Copyright © 2014 SESPAS. Published by Elsevier Espana. All rights reserved.

School absence due to toothache associated with sociodemographic factors, dental caries status, and oral health-related quality of life in 12- and 15-year-old Thai children.

PubMed

Krisdapong, Sudaduang; Prasertsom, Piyada; Rattanarangsima, Khanit; Sheiham, Aubrey

2013-01-01

The objective of this study is to assess prevalence and extent of school absence due to toothache, dental caries, and Oral Health-Related Quality of Life (OHRQoL) in a subsample of the Thailand national oral health survey. In addition, associations of school absence as the outcome variable with explanatory behavioral and sociodemographic variables, dental caries, and OHRQoL were investigated. Study sample was half of the Sixth Thailand National Oral Health Survey sample (1,063 12-year-old and 811 15-year-old children). Children were orally examined and interviewed about OHRQoL using the Child Oral Impacts on Daily Performances or the Oral Impacts on Daily Performances indices. Children completed a sociodemographic and behavioral questionnaire on school absence due to toothache in current semester. Over a 3-month period, 5.1 percent of 12- and 4.4 percent of 15-year-olds absented themselves from school due to toothache. The number of days absent in 12-year-olds was significantly higher than in 15-year-olds. For 12-year-olds, OHRQoL and toothache were significantly associated with school absence. Severe dental decay was the main dental factor related to school absence but not significantly associated with school absence in the adjusted analyses. Children in lower school grades and those who received dental treatment in current semester were more likely to miss school compared with their counterparts. About one in 20 of Thai school-aged children reported missing school due to toothache. School absence due to toothache was inversely associated with the current year of study and positively with recently receiving dental treatment and with OHRQoL and toothache in 12-year-olds. © 2013 American Association of Public Health Dentistry.

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.

A national cohort study of parental socioeconomic status and non-fatal suicidal behaviour-the mediating role of school performance

PubMed Central

2012-01-01

Background A link between low parental socioeconomic status and mental health problems in offspring is well established in previous research. The mechanisms that explain this link are largely unknown. The present study investigated whether school performance was a mediating and/or moderating factor in the path between parental socioeconomic status and the risk of hospital admission for non-fatal suicidal behaviour. Methods A national cohort of 447 929 children born during 1973-1977 was followed prospectively in the National Patient Discharge Register from the end of their ninth and final year of compulsory school until 2001. Multivariate Cox proportional hazards and linear regression analyses were performed to test whether the association between parental socioeconomic status and non-fatal suicidal behaviour was mediated or moderated by school performance. Results The results of a series of multiple regression analyses, adjusted for demographic variables, revealed that school performance was as an important mediator in the relationship between parental socioeconomic status and risk of non-fatal suicidal behaviour, accounting for 60% of the variance. The hypothesized moderation of parental socioeconomic status-non-fatal suicidal behaviour relationship by school performance was not supported. Conclusions School performance is an important mediator through which parental socioeconomic status translates into a risk for non-fatal suicidal behaviour. Prevention efforts aimed to reduce socioeconomic inequalities in non-fatal suicidal behaviour among young people will need to consider socioeconomic inequalities in school performance. PMID:22230577

Association between overweight and obesity with school performance in secondary students in Merida, Mexico.

PubMed

Salazar-Rendón, Juan Carlos; Méndez, Nina; Azcorra, Hugo

2018-01-01

Some studies have found a negative relationship between obesity and school performance in scholars. However, this topic has not been studied in depth in Mexico. The aim of this study was to analyze the association between overweight and obesity with school performance in secondary school students from Merida. Weight and height were measured, and body mass index was calculated in a sample of 566 secondary students in Merida. Nutritional status was classified in normal weight (-2-<+1 standard deviation [SD]), overweight (+1-<2 SD) and obesity (> + 2 SD) according to the World Health Organization criteria. The scores in language, mathematics and sciences were used as indicators of school performance. Good performance was considered when the scores were ≥8 points, and poor performance when scores were <8 points. Logistic regression models were used to analyse the association between the variables. The 44% of the sample met the criteria for overweight and obesity. After adjusting for school grade, type of school, number of absences, and Mayan surnames, we found that girls classified as obese had a significant risk of a poor performance in mathematics (odds ratio [OR]: 3.07; 95% confidence interval [CI]: 1.39-6.80) and language (OR: 2.55; 95% CI: 1.14-5.71) compared with those with healthy weight. Our results suggest that obesity represents a risk of having a lower school performance in girls but not in boys. Copyright: © 2018 Permanyer.

A comparison of two microscale laboratory reporting methods in a secondary chemistry classroom

NASA Astrophysics Data System (ADS)

Martinez, Lance Michael

This study attempted to determine if there was a difference between the laboratory achievement of students who used a modified reporting method and those who used traditional laboratory reporting. The study also determined the relationships between laboratory performance scores and the independent variables score on the Group Assessment of Logical Thinking (GALT) test, chronological age in months, gender, and ethnicity for each of the treatment groups. The study was conducted using 113 high school students who were enrolled in first-year general chemistry classes at Pueblo South High School in Colorado. The research design used was the quasi-experimental Nonequivalent Control Group Design. The statistical treatment consisted of the Multiple Regression Analysis and the Analysis of Covariance. Based on the GALT, students in the two groups were generally in the concrete and transitional stages of the Piagetian cognitive levels. The findings of the study revealed that the traditional and the modified methods of laboratory reporting did not have any effect on the laboratory performance outcome of the subjects. However, the students who used the traditional method of reporting showed a higher laboratory performance score when evaluation was conducted using the New Standards rubric recommended by the state. Multiple Regression Analysis revealed that there was a significant relationship between the criterion variable student laboratory performance outcome of individuals who employed traditional laboratory reporting methods and the composite set of predictor variables. On the contrary, there was no significant relationship between the criterion variable student laboratory performance outcome of individuals who employed modified laboratory reporting methods and the composite set of predictor variables.

The Relationship of Maternal and Infant Variables to School Readiness.

ERIC Educational Resources Information Center

Rubin, Rosalyn A.; And Others

A prospective longitudinal investigation related 76 maternal and infant variables to performance on the Metropolitan Readiness Tests (MRT) at age six. The 1,245 study subjects have been followed since birth. Their distribution on measures of intelligence and socioeconomic status is essentially normal. Subjects with high MRT scores were found to…

Teacher beliefs, teacher characteristics, and school contextual factors: what are the relationships?

PubMed

Rubie-Davies, Christine M; Flint, Annaline; McDonald, Lyn G

2012-06-01

There is a plethora of research around student beliefs and their contribution to student outcomes. However, there is less research in relation to teacher beliefs. Teacher factors are important to consider since beliefs mould thoughts and resultant instructional behaviours that, in turn, can contribute to student outcomes. The purpose of this research was to explore relationships between the teacher characteristics of gender and teaching experience, school contextual variables (socio-economic level of school and class level), and three teacher socio-psychological variables: class level teacher expectations, teacher efficacy, and teacher goal orientation. The participants were 68 male and female teachers with varying experience, from schools in a variety of socio-economic areas and from rural and urban locations within New Zealand. Teachers completed a questionnaire containing items related to teacher efficacy and goal orientation in reading. They also completed a teacher expectation survey. Reading achievement data were collected on students. Interrelationships were explored between teacher socio-psychological beliefs and the teacher and school factors included in the study. Mastery-oriented beliefs predicted teacher efficacy for student engagement and classroom management. The socio-economic level of the school and teacher gender predicted teacher efficacy for engagement, classroom management, instructional strategies, and a mastery goal orientation. Being male predicted a performance goal orientation. Teacher beliefs, teacher characteristics, and school contextual variables can result in differences in teacher instructional practices and differing classroom climates. Further investigation of these variables is important since differences in teachers contribute to differences in student outcomes. ©2011 The British Psychological Society.

Parental involvement and academic performance: Less control and more communication.

PubMed

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Woitschach, Pamela; Suárez-Álvarez, Javier; Cuesta, Marcelino

2017-11-01

Parental involvement in the educational process is desirable, although more involvement does not guarantee better results. The aim of this research is to explore the relationship between styles of parental involvement at home and academic performance. A random sample of 26,543 Spanish students was used, with a mean age of 14.4 (SD = 0.75). Two thirds (66.2%) attended a publicly funded school; 49.7% were girls; 87.8% had Spanish nationality; and 73.5% were in the school year corresponding to their age. Different three-level hierarchical-linear models were fitted: student, school, and region (autonomous community). Students whose parents exhibited a more distal or indirect profile of family involvement tended to demonstrate better results than those from homes with a more controlling style. Parental involvement styles have an effect on achievement at an individual and school level, even after accounting for the effect of context or background variables. Given the importance of parental involvement in academic performance, schools should consider it in their family information and training policies. Schools which have more communicative family profiles tend to demonstrate lower levels of intra-school differences in students’ academic performance.

Depression and school performance in middle adolescent boys and girls.

PubMed

Fröjd, Sari A; Nissinen, Eeva S; Pelkonen, Mirjami U I; Marttunen, Mauri J; Koivisto, Anna-Maija; Kaltiala-Heino, Riittakerttu

2008-08-01

The study aimed to investigate the associations between different levels of depression with different aspects of school performance. The target population included 2516 7th-9th grade pupils (13-17 years) of whom 90% completed the questionnaire anonymously in the classroom. Of the girls 18.4% and of the boys 11.1% were classified as being depressed (R-Beck Depression Inventory (BDI), the Finnish version of the 13-item BDI). The lower the self-reported grade point average (GPA) or the more the GPA had declined from the previous term, the more commonly the adolescents were depressed. Depression was associated with difficulties in concentration, social relationships, self-reliant school performance and reading and writing as well as perceiving schoolwork as highly loading. The school performance variables had similar associations with depression among both sexes when a wide range of depression was studied but gender differences appeared when studying the severe end of the depression scale. Our study indicates that pupils reporting difficulties in academic performance should be screened for depression.

Inputs and Student Achievement: An Analysis of Latina/o-Serving Urban Elementary Schools

ERIC Educational Resources Information Center

Heilig, Julian Vasquez; Williams, Amy; Jez, Su Jin

2010-01-01

One of the most pressing problems in the United States is improving student academic performance, especially the nation's burgeoning Latina/o student population. There is a dearth of research on variables associated with student achievement in Latina/o majority schools in urban districts. As the majority of Latina/o students are segregated into…

Preservice Teachers of High School Mathematics: Success, Failure, and Persistence in the Face of Mathematical Challenges

ERIC Educational Resources Information Center

Sinicrope, Rose; Eppler, Marion; Preston, Ronald V.; Ironsmith, Marsha

2015-01-01

The goal of this study was to identify variables related to success and resilience in an undergraduate, high school mathematics teacher education program. Over a five-year period, we tracked the academic performance and achievement motivation goals of multiple cohorts of students. Students who successfully completed their degrees had higher grade…

Time Management Profiles of Cypriot School Principals: A Mixed-Methods Approach

ERIC Educational Resources Information Center

Kouali, Georgia; Pashiardis, Petros

2015-01-01

Purpose: The purpose of this paper is to present the results of a piece of research concerning the time management of Cypriot primary school principals. Time management refers to the interrelation of five independent variables: the various tasks principals perform, their frequency, the degree of accomplishment of those tasks, the use of time…

The Relationship between Music Participation and Mathematics Achievement in Middle School Students

ERIC Educational Resources Information Center

Boyd, Joshua Robert

2013-01-01

A comparative analysis was used to study the results from a descriptive survey of selected middle school students in Grades 6, 7, and 8. Student responses to the survey tool was used to compare multiple variables of music participation and duration of various musical activities, such as singing and performing on instruments, to the mathematics…

The Effects of Preschool Attendance & Kindergarten Schedule: Kindergarten through Grade Four. A Longitudinal Research Study.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Early Childhood Education.

This longitudinal study examined the effects on children of three kindergarten schedules: half day, alternate day, and full day. A secondary purpose was to examine the relationship between preschool attendance and subsequent school performance. Two additional variables thought to be related to school success were also explored: children's gender,…

[Epidemiological health factors and their relationship with academic performance during the first year of medical school. Study of two generations].

PubMed

López-Bárcena, Joaquin; González-de Cossío Ortiz, Marcela; Avila-Martínez, Isidro; Teos-Aguilar, Oswaldo

2009-01-01

Academic drop outs at the university level is a serious problem. At the School of Medicine of the UNAM, over 50% of students enrolled in their first year do not graduate. In order to solve this problem, the UNAM has tutoring and financial aids to help students. One area of enquiry is to analyze factors such as health status (physical and mental), lifestyle and environmental factors that may influence student's performance. The objective in the present study was to identify risk factors for overall health and establish a scholastic performance forecasting profile. Health variables included in the Examen Médico Automatizado (EMA) were correlated with the academic performance in a sample of students from two generations. Four groups were conformed and the variables that were analyzed included traditional academic program (TRAD), high academic demand and having a status as regular or irregular student. 1,848 students were included in the study. The risk factors that characterized students in the TRAD program and had an irregular status were: signs of depression, anxiety, suicidal ideation and suicidal intent, prior pregnancy, poor interpersonal relationships, public school education, low income, parents with less than college education and long commutes from home to school. Students with an irregular status belonging to the high academic demand, reported the strongest protective factors against school failure. The EMA test identifies risk and protective factors that have an influence on student's academic performance. A forecasting failure profile was established among first year of students enrolled in the TRAD program. We suggest strategies that should be implemented and to continue studying cohorts of graduating students.

Factors affecting scholastic performances of adolescents.

PubMed

Shashidhar, Saraswati; Rao, Chandrika; Hegde, Radhakrishna

2009-05-01

The present study aims at recognizing the social influence, study habits and health factors affecting scholastic performances of adolescents and to compare these factors among the adolescents between two categories of school. A total of 1230 adolescents (13-18 yrs) were screened. Data was collected by personal interview, using the teenage screening questionnaire, Trivandrum, between May 2004 and November 2005. A total 615 students from corporation and private schools were studied. 39.76% (489) were high achievers, 13.5% (166) were low achievers with p < 0.001. In the low achievers, 12.03% were from the corporation schools and 1.46% from private schools. The incidence of poor study habits and social factors were increased in low achievers of corporation schools. On multivariate analysis, the predictor variables for poor scholastic performance were adolescent having refractory error, not having help for study at home, not doing home work regularly, not solving question bank papers and reading only before examinations. It is feasible and worthwhile to identify the determinants of scholastic performance and plan intervention strategies at each school. The results of this study highlight the importance of implementing newer strategies, focusing on strict study patterns and creating the conducive school and home environment for study, so as to achieve better scholastic performances.

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…

Relationships among Jamaican Ninth-Graders' Variables and Performance in Integrated Science

ERIC Educational Resources Information Center

Stockhausen, Novia; Soyibo, Kola

2004-01-01

This study assessed the level of integrated science performance of 200 Jamaican ninth-graders (100 boys, 100 girls), and determined if there were significant differences in their performance linked to their gender, attitudes to science, school location and student-type. A science achievement test and attitudes to science questionnaire were used…

Predictive validity of pre-admission assessments on medical student performance.

PubMed

Dabaliz, Al-Awwab; Kaadan, Samy; Dabbagh, M Marwan; Barakat, Abdulaziz; Shareef, Mohammad Abrar; Al-Tannir, Mohamad; Obeidat, Akef; Mohamed, Ayman

2017-11-24

To examine the predictive validity of pre-admission variables on students' performance in a medical school in Saudi Arabia. In this retrospective study, we collected admission and college performance data for 737 students in preclinical and clinical years. Data included high school scores and other standardized test scores, such as those of the National Achievement Test and the General Aptitude Test. Additionally, we included the scores of the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) exams. Those datasets were then compared with college performance indicators, namely the cumulative Grade Point Average (cGPA) and progress test, using multivariate linear regression analysis. In preclinical years, both the National Achievement Test (p=0.04, B=0.08) and TOEFL (p=0.017, B=0.01) scores were positive predictors of cGPA, whereas the General Aptitude Test (p=0.048, B=-0.05) negatively predicted cGPA. Moreover, none of the pre-admission variables were predictive of progress test performance in the same group. On the other hand, none of the pre-admission variables were predictive of cGPA in clinical years. Overall, cGPA strongly predict-ed students' progress test performance (p<0.001 and B=19.02). Only the National Achievement Test and TOEFL significantly predicted performance in preclinical years. However, these variables do not predict progress test performance, meaning that they do not predict the functional knowledge reflected in the progress test. We report various strengths and deficiencies in the current medical college admission criteria, and call for employing more sensitive and valid ones that predict student performance and functional knowledge, especially in the clinical years.

Predictive validity of pre-admission assessments on medical student performance

PubMed Central

Dabaliz, Al-Awwab; Kaadan, Samy; Dabbagh, M. Marwan; Barakat, Abdulaziz; Shareef, Mohammad Abrar; Al-Tannir, Mohamad; Obeidat, Akef

2017-01-01

Objectives To examine the predictive validity of pre-admission variables on students’ performance in a medical school in Saudi Arabia.  Methods In this retrospective study, we collected admission and college performance data for 737 students in preclinical and clinical years. Data included high school scores and other standardized test scores, such as those of the National Achievement Test and the General Aptitude Test. Additionally, we included the scores of the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) exams. Those datasets were then compared with college performance indicators, namely the cumulative Grade Point Average (cGPA) and progress test, using multivariate linear regression analysis. Results In preclinical years, both the National Achievement Test (p=0.04, B=0.08) and TOEFL (p=0.017, B=0.01) scores were positive predictors of cGPA, whereas the General Aptitude Test (p=0.048, B=-0.05) negatively predicted cGPA. Moreover, none of the pre-admission variables were predictive of progress test performance in the same group. On the other hand, none of the pre-admission variables were predictive of cGPA in clinical years. Overall, cGPA strongly predict-ed students’ progress test performance (p<0.001 and B=19.02). Conclusions Only the National Achievement Test and TOEFL significantly predicted performance in preclinical years. However, these variables do not predict progress test performance, meaning that they do not predict the functional knowledge reflected in the progress test. We report various strengths and deficiencies in the current medical college admission criteria, and call for employing more sensitive and valid ones that predict student performance and functional knowledge, especially in the clinical years. PMID:29176032

[Eating Disorders in Female High School Students: Educational and Migration Background, School-Related Stress and Performance-Orientated Classes].

PubMed

Grüttner, M

2018-02-01

Many adolescents and young adults, especially young females, suffer from eating disorders or problematic nutrition behavior. Children and adolescents with migration background as well as from a lower social class are more likely to have eating disorders 1. Although schools are an important context in these age groups, there is a lack of scientific inquiry concerning the relationship between schooling and eating disorders. The present study investigates the relationship between performance-related stress at school and eating disorders while controlling for personnel and familial resources. Interview data on the 7 th grade high school students from the National Educational Panel Study (NEPS)* starting cohort 3 are used. The dependent variable is based on the SCOFF questionnaire. Logistic regressions are calculated using information from students and parents. Performance-related stress at school is operationalized by the negative deviation of realistic from idealistic educational aspirations (EA) and unfulfilled social expectations (SE), performance-oriented class climate is operationalized by students' perception of the performance-orientation of the teacher (PT) and the expectations of classmates (EC). The results point towards an increased risk of suffering from an eating disorder due to performance-related school stress (EA: AME: 0.18; p<0.001; SE: AME: 0.12; p<0.05) and performance-oriented class climate (PT: AME: 0.05; p<0.1; EC: AME: 0.15, p<0.01). They partly explain the relation between both migration background and educational background and eating disorders. In order to prevent eating disorders in female high school students, attention should be paid to performance-orientation experienced at school and in the social background, and improved individual support for disadvantaged students should be made available. © Georg Thieme Verlag KG Stuttgart · New York.

Association between television, movie, and video game exposure and school performance.

PubMed

Sharif, Iman; Sargent, James D

2006-10-01

The relationship between media exposure and school performance has not been studied extensively in adolescents. The purpose of this work was to test the relative effects of television, movie, and video game screen time and content on adolescent school performance. We conducted a population-based cross-sectional survey of middle school students (grades 5-8) in the Northeastern United States. We looked at weekday television and video game screen time, weekend television and video game screen time, cable movie channel availability, parental R-rated movie restriction, and television content restriction. The main outcome was self-report of school performance (excellent, good, average, or below average). We used ordinal logistic-regression analysis to test the independent effects of each variable, adjusting for demographics, child personality, and parenting style. There were 4508 students who participated in the study; gender was equally represented, and 95% were white. In multivariate analyses, after adjusting for other covariates, the odds of poorer school performance increased with increasing weekday television screen time and cable movie channel availability and decreased with parental restriction of television content restriction. As compared with children whose parents never allowed them to watch R-rated movies, children who watched R-rated movies once in a while, sometimes, or all of the time had significantly increased cumulative odds of poorer school performance. Weekend screen time and video game use were not associated with school performance. We found that both content exposure and screen time had independent detrimental associations with school performance. These findings support parental enforcement of American Academy of Pediatrics guidelines for media time (particularly weekdays) and content limits to enhance school success.

An Integrated Theatre Production for School Nutrition Promotion Program

PubMed Central

Bush, Robert; Box, Selina; McCallum, David; Khalil, Stephanie

2018-01-01

In the context of stubbornly high childhood obesity rates, health promotion activities in schools provide a potential avenue to improve children’s nutritional behaviours. Theatre production has a rich history as a health behaviour promotion strategy but lacks sound, outcome-based evaluation. This study evaluated the effect of an integrated, two-part, place-based theatre performance program with 212 students in five schools in a regional urban and semi-rural area. The program included a theatre performance and a healthy eating competition. A brief survey assessed student healthy eating knowledge and attitudes at three time points. Nutrition behaviour was measured by scoring the contents of children’s lunch boxes before, during and up to six weeks after the intervention. Statistical analysis tested change over time on five variables (Knowledge, Attitude, Sometimes foods, Everyday foods, Overall lunch box score). Results showed that both components of the integrated program improved nutrition knowledge and that the theatre performance improved children’s healthy eating attitudes. All three lunch box scores peaked after the integrated program and remained significantly higher than baseline at 4–6 weeks follow-up. Interaction effects were identified for school catchment area on four of the five dependent variables. Evaluation of this integrated theatre production program indicates the potential benefit of taking a “super-setting” approach. It demonstrates an effect from students taking home information they had learned and incorporating it into lunch box preparation. It also showed consistent effects for school geographical catchment. This study suggests that, with careful, theory-based design, theatre productions in schools can improve student nutritional activities. PMID:29498690

An Integrated Theatre Production for School Nutrition Promotion Program.

PubMed

Bush, Robert; Capra, Sandra; Box, Selina; McCallum, David; Khalil, Stephanie; Ostini, Remo

2018-03-02

In the context of stubbornly high childhood obesity rates, health promotion activities in schools provide a potential avenue to improve children's nutritional behaviours. Theatre production has a rich history as a health behaviour promotion strategy but lacks sound, outcome-based evaluation. This study evaluated the effect of an integrated, two-part, place-based theatre performance program with 212 students in five schools in a regional urban and semi-rural area. The program included a theatre performance and a healthy eating competition. A brief survey assessed student healthy eating knowledge and attitudes at three time points. Nutrition behaviour was measured by scoring the contents of children's lunch boxes before, during and up to six weeks after the intervention. Statistical analysis tested change over time on five variables (Knowledge, Attitude, Sometimes foods, Everyday foods, Overall lunch box score). Results showed that both components of the integrated program improved nutrition knowledge and that the theatre performance improved children's healthy eating attitudes. All three lunch box scores peaked after the integrated program and remained significantly higher than baseline at 4-6 weeks follow-up. Interaction effects were identified for school catchment area on four of the five dependent variables. Evaluation of this integrated theatre production program indicates the potential benefit of taking a "super-setting" approach. It demonstrates an effect from students taking home information they had learned and incorporating it into lunch box preparation. It also showed consistent effects for school geographical catchment. This study suggests that, with careful, theory-based design, theatre productions in schools can improve student nutritional activities.

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms

PubMed Central

Puranik, Cynthia S.; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-01-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners’ writing performance. PMID:24578591

Aromatherapy Benefits Autonomic Nervous System Regulation for Elementary School Faculty in Taiwan

PubMed Central

Chang, Kang-Ming; Shen, Chuh-Wei

2011-01-01

Workplace stress-related illness is a serious issue, and consequently many stress reduction methods have been investigated. Aromatherapy is especially for populations that work under high stress. Elementary school teachers are a high-stress working population in Taiwan. In this study, fifty-four elementary school teachers were recruited to evaluate aromatherapy performance on stress reduction. Bergamot essential oil was used for aromatherapy spray for 10 minutes. Blood pressure and autonomic nervous system parameters were recorded 5 minutes before and after the application of the aroma spray. Results showed that there were significant decreases in blood pressure, heart rate, LF power percentage, and LF/HF while there were increases in heart rate variability and HF power percentage (P < .001∗∗∗) after application of the aromatherapy spray. Further analysis was investigated by dividing subjects into three background variables (position variables, age variables, gender variables) and anxiety degree groups. All parameters were significantly different for most subgroups, except for the substitute teachers and the light-anxiety group. Parasympathetic nervous system activation was measured after aromatherapy in this study. It encouraged further study for other stress working population by aromatherapy. PMID:21584196

Aromatherapy benefits autonomic nervous system regulation for elementary school faculty in taiwan.

PubMed

Chang, Kang-Ming; Shen, Chuh-Wei

2011-01-01

Workplace stress-related illness is a serious issue, and consequently many stress reduction methods have been investigated. Aromatherapy is especially for populations that work under high stress. Elementary school teachers are a high-stress working population in Taiwan. In this study, fifty-four elementary school teachers were recruited to evaluate aromatherapy performance on stress reduction. Bergamot essential oil was used for aromatherapy spray for 10 minutes. Blood pressure and autonomic nervous system parameters were recorded 5 minutes before and after the application of the aroma spray. Results showed that there were significant decreases in blood pressure, heart rate, LF power percentage, and LF/HF while there were increases in heart rate variability and HF power percentage (P < .001(∗∗∗)) after application of the aromatherapy spray. Further analysis was investigated by dividing subjects into three background variables (position variables, age variables, gender variables) and anxiety degree groups. All parameters were significantly different for most subgroups, except for the substitute teachers and the light-anxiety group. Parasympathetic nervous system activation was measured after aromatherapy in this study. It encouraged further study for other stress working population by aromatherapy.

Exploring the Amount and Type of Writing Instruction during Language Arts Instruction in Kindergarten Classrooms.

PubMed

Puranik, Cynthia S; Al Otaiba, Stephanie; Sidler, Jessica Folsom; Greulich, Luana

2014-02-01

The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 minute instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing or writing independently) and teacher-instruction variables (activities in which the teacher was observed providing direct writing instruction). In addition, participants completed handwriting fluency, spelling, and writing tasks. Large variability was observed in the amount of writing instruction occurring in the classroom, the amount of time kindergarten teachers spent on writing and in the amount of time students spent writing. Marked variability was also observed in classroom practices both within and across schools and this fact was reflected in the large variability noted in kindergartners' writing performance.

Cardiopulmonary Resuscitation Training in Schools: A Comparison of Trainee Satisfaction among Different Age Groups.

PubMed

Hori, Shingo; Suzuki, Masaru; Yamazaki, Motoyasu; Aikawa, Naoki; Yamazaki, Hajime

2016-09-25

Cardiopulmonary resuscitation (CPR) has recently been added to the school curriculum worldwide and is currently taught to students between the ages of 10 and 16 years. The effect of the age of trainees on their satisfaction with CPR training has yet been elucidated. The aim of this study was to compare the satisfaction of trainees of different ages who participated in CPR training in schools in Japan. In total, 392 primary school students (10-11 years old), 1798 junior high school students (12-13 years old), and 4162 high schools students (15-16 years old) underwent the same 3-h course of CPR training, according to the guidelines of 2000 for Emergency Cardiovascular Care and CPR. The course was evaluated by a questionnaire completed by the participants. Primary school students responded most positively to all questions, including those reflecting enjoyment and the confidence of participants to apply CPR (Jonckheere-Terpstra test: P < 0.01). Exploratory factor analysis defined three latent variables (reaction, concentration, and naïveté) based on the seven variables addressed in the questionnaire. In the causal relationships analyzed by structural equation modeling (SEM), naïveté (which is related to age) directly affected the other latent variables. The current model suggested that the students' satisfaction with CPR training was strongly related to their age. Primary school students enjoyed CPR training more and were more confident in their ability to perform CPR than junior high and high school students were. Therefore, children aged 10-11 years may be the most appropriate candidates for the introduction of CPR training in schools.

The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach

PubMed Central

Park, Ji Sook; Gangopadhyay, Ishanti; Davidson, Meghan M.; Weismer, Susan Ellis

2017-01-01

Purpose We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills. Results Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals–Fourth Edition (CELF-4). When composites denoting lexical–semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. Conclusions The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs. PMID:28306755

The Relationship Between Executive Functions and Language Abilities in Children: A Latent Variables Approach.

PubMed

Kaushanskaya, Margarita; Park, Ji Sook; Gangopadhyay, Ishanti; Davidson, Meghan M; Weismer, Susan Ellis

2017-04-14

We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF components, inhibition, updating, and task-shifting, were each indexed using 2 nonverbal tasks. A latent variables approach was used to extract latent scores that represented each EF construct. Children were also administered common standardized language measures. Multiple regression analyses were conducted to examine the relationship between EF and language skills. Nonverbal updating was associated with the Receptive Language Index on the Clinical Evaluation of Language Fundamentals-Fourth Edition (CELF-4). When composites denoting lexical-semantic and syntactic abilities were derived, nonverbal inhibition (but not shifting or updating) was found to predict children's syntactic abilities. These relationships held when the effects of age, IQ, and socioeconomic status were controlled. The study makes a methodological contribution by explicating a method by which researchers can use the latent variables approach when measuring EF performance in school-age children. The study makes a theoretical and a clinical contribution by suggesting that language performance may be related to domain-general EFs.

Women in the Navy: Performance, Health, and Motherhood.

DTIC Science & Technology

1979-05-01

quite similar on the pre- service variables of age and level of schooling : the average age at time of service entry was 20.4 years and the average years...of education achieved was 12.3. Less than three percent of these women had not completed high school whereas 18 percent had attended college for one...standards required of women for service eligibility, i.e., a high school diploma and above average aptitude scores. Percentages of disciplinary sep

Comparison of basic physical fitness, aerobic capacity, and isokinetic strength between national and international level high school freestyle swimmers

PubMed Central

Bae, Young-Hyeon; Yu, Jae-Ho; Lee, Suk Min

2016-01-01

[Purpose] This study aimed to compare basic physical fitness, aerobic capacity, and isokinetic strength between international and national level freestyle high school student swimmers. [Subjects and Methods] A total of 28 participants (14 international level swimmers and 14 national level freestyle high school student swimmers) with no known pathology were included. We used a cross-sectional study to examine three variables: basic physical fitness, aerobic capacity, and isokinetic strength. [Results] The mean values of these variables in the international level swimmers were higher than those in the national level swimmers. Swimmers are generally physically fit with a good competition record. [Conclusion] An appropriate training program, which considers specific individual characteristics is likely to have a positive impact on the improvement of total physical fitness, and subsequently, on the performance of the freestyle high school swimmer. PMID:27134379

The Relationship between Executive Functions and Language Abilities in Children: A Latent Variables Approach

ERIC Educational Resources Information Center

Kaushanskaya, Margarita; Park, Ji Sook; Gangopadhyay, Ishanti; Davidson, Meghan M.; Weismer, Susan Ellis

2017-01-01

Purpose: We aimed to outline the latent variables approach for measuring nonverbal executive function (EF) skills in school-age children, and to examine the relationship between nonverbal EF skills and language performance in this age group. Method: Seventy-one typically developing children, ages 8 through 11, participated in the study. Three EF…

Latent Variable Regression 4-Level Hierarchical Model Using Multisite Multiple-Cohorts Longitudinal Data. CRESST Report 801

ERIC Educational Resources Information Center

Choi, Kilchan

2011-01-01

This report explores a new latent variable regression 4-level hierarchical model for monitoring school performance over time using multisite multiple-cohorts longitudinal data. This kind of data set has a 4-level hierarchical structure: time-series observation nested within students who are nested within different cohorts of students. These…

Oral Language, Sex and Socio-Economic Status as Predictors of Reading Achievement.

ERIC Educational Resources Information Center

Ebert, Dorothy Jo Williamson

This study was designed to discover the degree of relationship between a number of predictor variables and reading achievement for 65 black second grade students in two Austin, Texas, schools. The seven predictor variables used were: oral language performance as measured by the Gloria and David Beginning English, Series 20, Test 6 (GDBE); an…

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

A discriminant function model for admission at undergraduate university level

NASA Astrophysics Data System (ADS)

Ali, Hamdi F.; Charbaji, Abdulrazzak; Hajj, Nada Kassim

1992-09-01

The study is aimed at predicting objective criteria based on a statistically tested model for admitting undergraduate students to Beirut University College. The University is faced with a dual problem of having to select only a fraction of an increasing number of applicants, and of trying to minimize the number of students placed on academic probation (currently 36 percent of new admissions). Out of 659 new students, a sample of 272 students (45 percent) were selected; these were all the students on the Dean's list and on academic probation. With academic performance as the dependent variable, the model included ten independent variables and their interactions. These variables included the type of high school, the language of instruction in high school, recommendations, sex, academic average in high school, score on the English Entrance Examination, the major in high school, and whether the major was originally applied for by the student. Discriminant analysis was used to evaluate the relative weight of the independent variables, and from the analysis three equations were developed, one for each academic division in the College. The predictive power of these equations was tested by using them to classify students not in the selected sample into successful and unsuccessful ones. Applicability of the model to other institutions of higher learning is discussed.

Individual and contextual determinants of malocclusion in 12-year-old schoolchildren in a Brazilian city.

PubMed

Jordão, Lidia Moraes Ribeiro; Vasconcelos, Daniela Nobre; Moreira, Rafael da Silveira; Freire, Maria do Carmo Matias

2015-01-01

The aim of this study was to describe malocclusion prevalence and its association with individual and contextual factors among Brazilian 12-year-old schoolchildren. This cross-sectional study included data from an oral health survey carried out in Goiânia, Brazil (n = 2,075), and data from the files of the local health authority. The data were collected through oral clinical examinations. The Dental Aesthetic Index (DAI) was used to assess occlusion. The presence of malocclusion (DAI > 25) was used as the dependent variable. The individual independent variables consisted of adolescents' sex and race and their mothers' level of schooling. The clinical variables were caries experience and presence of adverse periodontal condition (calculus and/or gingival bleeding). The contextual variables included type of school and the location of schools in the city's health districts. The Rao-Scott test and multilevel logistic regression were performed. The prevalence of malocclusion was 40.1%. In the final model, significantly higher rates of malocclusion were found among those who attended schools located in less affluent health districts and whose mothers had fewer years of education. Rates were also higher among those presenting calculus and/or gingival bleeding. Malocclusion demonstrated a high prevalence rate and the inequalities in its distribution were determined by individual and contextual factors.

MHA admission criteria and program performance: do they predict career performance?

PubMed

Porter, J; Galfano, V J

1987-01-01

The purpose of this study was to determine to what extent admission criteria predict graduate school and career performance. The study also analyzed which objective and subjective criteria served as the best predictors. MHA graduates of the University of Minnesota from 1974 to 1977 were surveyed to assess career performance. Student files served as the data base on admission criteria and program performance. Career performance was measured by four variables: total compensation, satisfaction, fiscal responsibility, and level of authority. High levels of MHA program performance were associated with women who had high undergraduate GPAs from highly selective undergraduate colleges, were undergraduate business majors, and participated in extracurricular activities. High levels of compensation were associated with relatively low undergraduate GPAs, high levels of participation in undergraduate extracurricular activities, and being single at admission to graduate school. Admission to MHA programs should be based upon both objective and subjective criteria. Emphasis should be placed upon the selection process for MHA students since admission criteria are shown to explain 30 percent of the variability in graduate program performance, and as much as 65 percent of the variance in level of position authority.

Evaluation of Some School Applications in Turkish National Education According to Students' Viewpoints

ERIC Educational Resources Information Center

Sözen, Erol; Coskun, Mücahit

2017-01-01

The purpose of this study is to evaluate students' perspectives according to various variables about use of smart boards and tablet computers in class rooms, academic performance tasks, distribution of course books, and changes made in exam grading regulation at high schools which came into effect as of academic year 2013-2014 under Faith Project.…

If You Had My Brain, Where Would I Be? Children's Understanding of the Brain and Identity.

ERIC Educational Resources Information Center

Johnson, Carl Nils

1990-01-01

Reveals that during the elementary school years, children acquire a firm understanding of the brain as the primary locus of psychological attributes and identity. The early school years, when children are five to seven years old, appear to be a transitional phase, when performance is variable and subject to task conditions. (RH)

The Fixed-Effects Model in Returns to Schooling and Its Application to Community Colleges: A Methodological Note

ERIC Educational Resources Information Center

Dynarski, Susan; Jacob, Brian; Kreisman, Daniel

2016-01-01

The purpose of this note is to develop insight into the performance of the individual fixed-effects model when used to estimate wage returns to postsecondary schooling. We focus our attention on the returns to attending and completing community college. While other methods (instrumental variables, regression discontinuity) have been used to…

The Texas Youth Fitness Study: Looking at School Policies as They Relate to Physical Fitness and Academic Variables. Program Results Report

ERIC Educational Resources Information Center

Feiden, Karyn

2011-01-01

In partnership with three universities, the Cooper Institute, Dallas, completed the Texas Youth Fitness Study from 2008 to 2009. The study explored three key questions: (1) Is physical fitness associated with academic performance?; (2) Can physical education teachers collect high-quality information on student fitness?; and (3) Are school policies…

Salivary Cortisol, Socioemotional Functioning, and Academic Performance in Anxious and Non-Anxious Children of Elementary and Middle School Age

ERIC Educational Resources Information Center

Mathewson, Karen J.; Miskovic, Vladimir; Cunningham, Charles E.; McHolm, Angela E.; Boyle, Michael H.; Schmidt, Louis A.

2012-01-01

Research Findings: Individual and contextual variables were examined in relation to children's ability to cope with socioemotional and academic challenges in a sample of typically developing (n = 51) and anxious (n = 72) children of elementary and middle school age. Anxious children had greater social difficulties than controls and showed…

Does private tutoring increase students' academic performance? Evidence from Turkey

NASA Astrophysics Data System (ADS)

Berberoğlu, Giray; Tansel, Aysit

2014-10-01

This paper investigates the effectiveness of private tutoring in Turkey. The authors introduce their study by providing some background information on the two major national examinations and three different kinds of tutoring. They then describe how they aimed to analyse whether attending private tutoring centres (PTCs) enhances Turkish students' academic performance. By way of multiple linear regression analysis, their study sought to evaluate whether the impact of private tutoring varies in different subject areas, taking into account several student-related characteristics such as family and academic backgrounds as well as interest in and perception of academic success. In terms of subject areas, the results indicate that while private tutoring does have a positive impact on academic performance in mathematics and Turkish language, this is not the case in natural sciences. However, as evidenced by the effect sizes, these impacts are rather small compared to the impacts of other variables such as interest in and perception of academic success, high school graduation fields of study, high school cumulative grade point average (CGPA), parental education and students' sociocultural background. While the authors point out that more research on the impact of further important variables needs to be done, their view is that school seems to be an important factor for determining students' academic performance.

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.

A Longitudinal Study on Attention Development in Primary School Children with and without Teacher-Reported Symptoms of ADHD.

PubMed

Suades-González, Elisabet; Forns, Joan; García-Esteban, Raquel; López-Vicente, Mónica; Esnaola, Mikel; Álvarez-Pedrerol, Mar; Julvez, Jordi; Cáceres, Alejandro; Basagaña, Xavier; López-Sala, Anna; Sunyer, Jordi

2017-01-01

Background: Prospective longitudinal studies are essential in characterizing cognitive trajectories, yet few of them have been reported on the development of attention processes in children. We aimed to explore attention development in normal children and children with attention deficit and hyperactivity disorder (ADHD) symptoms in a repeated measures design using the attention network test (ANT). Methods: The population sample included 2,835 children (49.6% girls) aged 7-11 years from 39 schools in Barcelona (Catalonia, Spain) who performed the ANT four times from January 2012 to March 2013. According to teacher ratings, 10.5% of the children presented ADHD symptoms. We performed multilevel mixed-effects linear regression models, adjusting for school and individual, to test the effects of age-related growth on the ANT networks: alerting, orienting and executive attention, and three measurements related to attentiveness: median of hit reaction time (HRT), hit reaction time standard error (HRT-SE) and variability. Results: We observed age-related growth in all the outcomes, except orienting. The curves were steeper at the younger groups, although for alertness the improvement was further at the oldest ages. Gender and ADHD symptoms interacted with age in executive attention, HRT and variability. Girls performed better in executive attention at young ages although boys reached females at around 10 years of age. For HRT, males showed faster HRT. However, girls had a more pronounced improvement and reached the levels of boys at age 11. Children with ADHD symptoms had significant differences in executive attention, HRT and variability compared to children without ADHD symptoms. Conclusions: We detected an ongoing development of some aspects of attention in primary school children, differentiating patterns by gender and ADHD symptoms. Our findings support the ANT for assessing attention processes in children in large epidemiological studies.

Cognitive factors contributing to spelling performance in children with prenatal alcohol exposure.

PubMed

Glass, Leila; Graham, Diana M; Akshoomoff, Natacha; Mattson, Sarah N

2015-11-01

Heavy prenatal alcohol exposure is associated with impaired school functioning. Spelling performance has not been comprehensively evaluated. We examined whether children with heavy prenatal alcohol exposure demonstrate deficits in spelling and related abilities, including reading, and tested whether there are unique underlying mechanisms for observed deficits in this population. Ninety-six school-age children made up 2 groups: children with heavy prenatal alcohol exposure (AE, n = 49) and control children (CON, n = 47). Children completed select subtests from the Wechsler Individual Achievement Test-Second Edition and the NEPSY-II. Group differences and relations between spelling and theoretically related cognitive variables were evaluated using multivariate analysis of variance and Pearson correlations. Hierarchical regression analyses were used to assess contributions of group membership and cognitive variables to spelling performance. The specificity of these deficits and underlying mechanisms was tested by examining the relations between reading ability, group membership, and cognitive variables. Groups differed significantly on all variables. Group membership and phonological processing significantly contributed to spelling performance, whereas for reading, group membership and all cognitive variables contributed significantly. For both reading and spelling, group × working memory interactions revealed that working memory contributed independently only for alcohol-exposed children. Alcohol-exposed children demonstrated a unique pattern of spelling deficits. The relation of working memory to spelling and reading was specific to the AE group, suggesting that if prenatal alcohol exposure is known or suspected, working memory ability should be considered in the development and implementation of explicit instruction. (c) 2015 APA, all rights reserved).

Cognitive Factors Contributing to Spelling Performance in Children with Prenatal Alcohol Exposure

PubMed Central

Glass, Leila; Graham, Diana M.; Akshoomoff, Natacha; Mattson, Sarah N.

2015-01-01

Objective Heavy prenatal alcohol exposure is associated with impaired school functioning. Spelling performance has not been comprehensively evaluated. We examined whether children with heavy prenatal alcohol exposure demonstrate deficits in spelling and related abilities, including reading, and tested whether there are unique underlying mechanisms for observed deficits in this population. Method Ninety-six school-age children comprised two groups: children with heavy prenatal alcohol exposure (AE, n=49) and control children (CON, n=47). Children completed select subtests from the WIAT-II and NEPSY-II. Group differences and relations between spelling and theoretically-related cognitive variables were evaluated using MANOVA and Pearson correlations. Hierarchical regression analyses were utilized to assess contributions of group membership and cognitive variables to spelling performance. The specificity of these deficits and underlying mechanisms was tested by examining the relations between reading ability, group membership, and cognitive variables. Results Groups differed significantly on all variables. Group membership and phonological processing significantly contributed to spelling performance. In addition, a significant group*working memory interaction revealed that working memory independently contributed significantly to spelling only for the AE group. All cognitive variables contributed to reading across groups and a group*working memory interaction revealed that working memory contributed independently to reading only for alcohol-exposed children. Conclusion Alcohol-exposed children demonstrated a unique pattern of spelling deficits. The relation of working memory to spelling and reading was specific to the AE group, suggesting that if prenatal alcohol exposure is known or suspected, working memory ability should be considered in the development and implementation of explicit instruction. PMID:25643217

Parenting Styles and Adolescents’ School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework

PubMed Central

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents’ school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students’ life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents’ school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents’ school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents’ school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents’ school adjustment through the cultivation of different achievement goals. PMID:29085321

Parenting Styles and Adolescents' School Adjustment: Investigating the Mediating Role of Achievement Goals within the 2 × 2 Framework.

PubMed

Xiang, Shiyuan; Liu, Yan; Bai, Lu

2017-01-01

This study examines the multiple mediating roles of achievement goals based on a 2 × 2 framework of the relationships between parenting styles and adolescents' school adjustment. The study sample included 1061 Chinese adolescent students (50.4% girls) between the ages of 12 and 19, who completed questionnaires regarding parenting styles (parental autonomy support and psychological control), achievement goals (mastery approach, mastery avoidance, performance approach, and performance avoidance goals) and school adjustment variables (emotion, students' life satisfaction, school self-esteem, problem behavior, academic achievement, and self-determination in school). A structural equation modeling (SEM) approach was used to test our hypotheses. The results indicated that parental autonomy support was associated with adolescents' school adjustment in an adaptive manner, both directly and through its positive relationship with both mastery and performance approach goals; however, parental psychological control was associated with adolescents' school adjustment in a maladaptive manner, both directly and through its positive relationship with both mastery and performance avoidance goals. In addition, the results indicated that mastery avoidance goals suppressed the relationship between parental autonomy support and adolescents' school adjustment, and performance approach goals suppressed the relationship between this adjustment and parental psychological control. These findings extend the limited literature regarding the 2 × 2 framework of achievement goals and enable us to evidence the mediating and suppressing effects of achievement goals. This study highlights the importance of parenting in adolescents' school adjustment through the cultivation of different achievement goals.

Media use and school achievement--boys at risk?

PubMed

Mössle, Thomas; Kleimann, Matthias; Rehbein, Florian; Pfeiffer, Christian

2010-09-01

In work done at the German Criminological Research Institute of Lower Saxony (KFN) various methods have been used to investigate how specific inappropriate media usage patterns affect academic performance in children and adolescents. The findings are paralleled by current international research indicating a negative relationship between these two variables. Based on a cross-sectional survey of 5,529 fourth grade students and a longitudinal panel study with 1,157 primary schoolchildren, a key finding can be demonstrated: the more time students spend on consuming media and the more violent its contents are, the worse are their marks at school, even when controlling for vital factors such as family, educational, or immigrant background. In particular, boys who gender-specifically are better equipped with electronic media devices, who partially have extensive media usage times and who strongly prefer violent media content, are at the risk of showing poor school performance. In fact, a decrease in academic performance of boys can be observed in German school statistics. By presenting first results of a school-based intervention programme, a promising approach to the reduction of detrimental effects of electronic media use on school performance is introduced.

An Exploration of the Gap between Highest and Lowest Ability Readers across 20 Countries

ERIC Educational Resources Information Center

Alivernini, Fabio

2013-01-01

The aim of the present study, based on data from 20 countries, is to identify the pattern of variables (at country, school and student levels), which are typical of students performing below the low international benchmark compared to students performing at the advanced performance benchmark, in the Progress in International Reading Literacy Study…

Correlations among Jamaican 12th-Graders' Five Variables and Performance in Genetics

ERIC Educational Resources Information Center

Bloomfield, Deen-Paul; Soyibo, Kola

2008-01-01

This study was aimed at finding out if the level of performance of selected Jamaican Grade 12 students on an achievement test on the concept of genetics was satisfactory; if there were statistically significant differences in their performance on the concept linked to their gender, self-esteem, cognitive abilities in biology, school-type and…

Violence as Mediating Variable in Mental Health Disparities Associated to Sexual Orientation Among Mexican Youths.

PubMed

Mendoza-Pérez, Juan Carlos; Ortiz-Hernández, Luis

2018-01-05

In this study, we explored the role of sex as an effect-modifying variable in the association between sexual orientation and mental health in Mexican youth. In addition, we tested if violent experiences in the family and the school and attitudes toward homosexuality could act as mediating variables in such association. Data from three representative surveys performed in 2007, 2009, and 2013 among Mexican high school students were analyzed. Two dimensions of sexual orientation were evaluated: romantic partnership and sexual behavior. The outcomes were negative and positive mood, suicidal ideation and intent, self-concept, and self-esteem. There were differences by gender because in males, there were more disparities in mental health associated with sexual orientation (suicidal ideation and attempt, negative and positive mood, negative self-concept, and family-related self-esteem) than in females (suicidal ideation and negative mood). Experiences of school violence were mediators in the relationship between sexual orientation and most health outcomes in males.

The Relationship of Teacher Evaluation Scores Generated by a Process-Product Evaluation Instrument to Selected Variables.

ERIC Educational Resources Information Center

Tadlock, James; Nesbit, Lamar

The Jackson Municipal Separate School District, Mississippi, has instituted a mixed-criteria reduction-in-force procedure emphasizing classroom performance to a greater degree than seniority, certification, and staff development participation. The district evaluation process--measuring classroom teaching performance--generated data for the present…

Primary Dysmenorrhea, Educational Performance, and Cognitive and Affective Variables in Adolescent Schoolgirls.

ERIC Educational Resources Information Center

Fontana, D.; Rees, Valerie

1982-01-01

Research among adolescent English schoolgirls indicated that although girls with primary dysmenorrhea appeared to be more neurotic than those who did not experience menstrual distress, there was no apparent difference between the two groups on cognitive and academic performance measures or in school attendance. (Author/MJL)

Predicting Students' Writing Performance on the NAEP from Student- and State-Level Variables

ERIC Educational Resources Information Center

Mo, Ya; Troia, Gary A.

2017-01-01

This study examines the relationship between students' demographic background and their experiences with writing at school, the alignment between state and National Assessment of Educational Progress (NAEP) direct writing assessments, and students' NAEP writing performance. The study utilizes primary data collection via content analysis of writing…

The predictive validity of the MCAT for medical school performance and medical board licensing examinations: a meta-analysis of the published research.

PubMed

Donnon, Tyrone; Paolucci, Elizabeth Oddone; Violato, Claudio

2007-01-01

To conduct a meta-analysis of published studies to determine the predictive validity of the MCAT on medical school performance and medical board licensing examinations. The authors included all peer-reviewed published studies reporting empirical data on the relationship between MCAT scores and medical school performance or medical board licensing exam measures. Moderator variables, participant characteristics, and medical school performance/medical board licensing exam measures were extracted and reviewed separately by three reviewers using a standardized protocol. Medical school performance measures from 11 studies and medical board licensing examinations from 18 studies, for a total of 23 studies, were selected. A random-effects model meta-analysis of weighted effects sizes (r) resulted in (1) a predictive validity coefficient for the MCAT in the preclinical years of r = 0.39 (95% confidence interval [CI], 0.21-0.54) and on the USMLE Step 1 of r = 0.60 (95% CI, 0.50-0.67); and (2) the biological sciences subtest as the best predictor of medical school performance in the preclinical years (r = 0.32 95% CI, 0.21-0.42) and on the USMLE Step 1 (r = 0.48 95% CI, 0.41-0.54). The predictive validity of the MCAT ranges from small to medium for both medical school performance and medical board licensing exam measures. The medical profession is challenged to develop screening and selection criteria with improved validity that can supplement the MCAT as an important criterion for admission to medical schools.

Allergic rhinitis, atopic dermatitis, and asthma are associated with differences in school performance among Korean adolescents.

PubMed

Kim, So Young; Kim, Min-Su; Park, Bumjung; Kim, Jin-Hwan; Choi, Hyo Geun

2017-01-01

Several studies have reported negative relations between allergic diseases and school performance but have not simultaneously considered various allergic diseases, including allergic rhinitis, asthma, and atopic dermatitis, and only examined a limited number of participants. The present study investigated the associations of allergic rhinitis, asthma, and atopic dermatitis with school performance in a large, representative Korean adolescent population. A total of 299,695 7th through 12th grade students participated in the Korea Youth Risk Behaviour Web-based Survey (KYRBWS) from 2009 to 2013. The subjects' history of allergic rhinitis, asthma, and atopic dermatitis and number of school absences due to these diseases in the previous 12 months were examined and compared. School performance was classified into 5 levels. The relations between allergic disorders and school performance were analyzed using multiple logistic regressions with complex sampling and adjusted for the subjects' durations of sleep, days of physical activity, body mass indexes (BMIs), regions of residence, economic levels, parents' education levels, stress levels, smoking status, and alcohol use. A subgroup analysis of the economic groups was performed. Allergic rhinitis was positively correlated with better school performance in a dose-dependent manner (adjusted odds ratios, AOR, [95% confidence interval, CI] = 1.50 [1.43-1.56 > 1.33 [1.28-1.38] > 1.17 [1.13-1.22] > 1.09 [1.05-1.14] for grades A > B > C > D; P < 0.001). Asthma was negatively correlated with better school performance (AOR [95% CI] = 0.74 [0.66-0.83], 0.87 [0.79-0.96], 0.83 [0.75-0.91], 0.93 [0.85-1.02] for performance A, B, C, and D, respectively; P < 0.001). Atopic dermatitis was not significantly correlated with school performance. The subgroup analysis of the students' economic levels revealed associations between allergic diseases and school performance. Compared to other allergic disorders, the asthma group had more school absences due to their symptoms (P < 0.001). School performance was positively correlated with allergic rhinitis and negatively correlated with asthma in Korean adolescents, even after adjusting for other variables. The asthma group had an increased number of school absence days, which presumably contributes to these students' poor school performance.

Educational outcomes associated with childhood obesity in the United States: cross-sectional results from the 2011–2012 National Survey of Children’s Health

PubMed Central

2015-01-01

Background Past research examining the effects of childhood obesity has largely focused on its projected effects into adulthood. However, there is emerging evidence that childhood obesity may have more immediate effects on school-related outcomes. We examine a range of educational attainment indicators to examine the possible pathway between obesity status and academic performance, while investigating the proximal effects of childhood obesity on health and utilization of health services, and whether these variables attenuate the relationship between obesity status and educational outcomes. Methods Data for the current study come from the 2011-2012 National Survey of Children’s Health, which details the impacts of childhood obesity on a range of outcomes among a nationally representative sample of children and adolescents aged 10-17 years (N=45,255). Educational outcomes (school absences, school problems, repeating a grade and school engagement) were modeled by logistic regression as a function of BMI, overall health status, health care utilization, and a range of sociodemographic variables. Results BMI status was significantly associated with all educational outcomes (p<0.001 for all), overall health status (p<0.001), and health care utilization (p=0.016). Prior to adjustment for covariates, obese children were significantly more likely to have school absences and school problems, to repeat a grade, and to have lower school engagement than non-overweight children. After adjustment for sociodemographic and health/healthcare variables, these outcomes remained significant for all but repeating a grade. The odds of having school problems, repeating a grade, and low school engagement that were associated with obesity were attenuated by the addition of sociodemographic variables into the model, while the addition of health and health care variables in the model decreased the odds of school absences. Conclusions This study provides evidence that increased weight status in children is associated with poorer educational outcomes. While recognizing that these are cross-sectional data, we suggest that 1) health-related and sociodemographic factors should be a focus point of intervention, and 2) a socio-structural approach including Coordinated School Health intervention is crucial to reducing childhood obesity and improving educational outcomes in this population. PMID:26222699

The Effect of Birth Weight on Academic Performance: Instrumental Variable Analysis.

PubMed

Lin, Shi Lin; Leung, Gabriel Matthew; Schooling, C Mary

2017-05-01

Observationally, lower birth weight is usually associated with poorer academic performance; whether this association is causal or the result of confounding is unknown. To investigate this question, we obtained an effect estimate, which can have a causal interpretation under specific assumptions, of birth weight on educational attainment using instrumental variable analysis based on single nucleotide polymorphisms determining birth weight combined with results from the Social Science Genetic Association Consortium study of 126,559 Caucasians. We similarly obtained an estimate of the effect of birth weight on academic performance in 4,067 adolescents from Hong Kong's (Chinese) Children of 1997 birth cohort (1997-2016), using twin status as an instrumental variable. Birth weight was not associated with years of schooling (per 100-g increase in birth weight, -0.006 years, 95% confidence interval (CI): -0.02, 0.01) or college completion (odds ratio = 1.00, 95% CI: 0.96, 1.03). Birth weight was also unrelated to academic performance in adolescents (per 100-g increase in birth weight, -0.004 grade, 95% CI: -0.04, 0.04) using instrumental variable analysis, although conventional regression gave a small positive association (0.02 higher grade, 95% CI: 0.01, 0.03). Observed associations of birth weight with academic performance may not be causal, suggesting that interventions should focus on the contextual factors generating this correlation. © The Author 2017. Published by Oxford University Press on behalf of the Johns Hopkins Bloomberg School of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Correlations among Five Demographic Variables and the Performance of Selected Jamaican 11th-Graders on Some Numerical Problems on Energy

ERIC Educational Resources Information Center

Emepue, Nicholas; Soyibo, Kola

2009-01-01

This study was designed to assess whether the level of performance of selected Jamaican 11th-grade physics students on some numerical problems on the energy concept was satisfactory and if there were significant differences in their performance linked to their gender, socioeconomic background (SEB), school location, English language and…

Using Decision Tree Analysis to Understand Foundation Science Student Performance. Insight Gained at One South African University

NASA Astrophysics Data System (ADS)

Kirby, Nicola Frances; Dempster, Edith Roslyn

2014-11-01

The Foundation Programme of the Centre for Science Access at the University of KwaZulu-Natal, South Africa provides access to tertiary science studies to educationally disadvantaged students who do not meet formal faculty entrance requirements. The low number of students proceeding from the programme into mainstream is of concern, particularly given the national imperative to increase participation and levels of performance in tertiary-level science. An attempt was made to understand foundation student performance in a campus of this university, with the view to identifying challenges and opportunities for remediation in the curriculum and processes of selection into the programme. A classification and regression tree analysis was used to identify which variables best described student performance. The explanatory variables included biographical and school-history data, performance in selection tests, and socio-economic data pertaining to their year in the programme. The results illustrate the prognostic reliability of the model used to select students, raise concerns about the inefficiency of school performance indicators as a measure of students' academic potential in the Foundation Programme, and highlight the importance of accommodation arrangements and financial support for student success in their access year.

The BioMedical Admissions Test for medical student selection: issues of fairness and bias.

PubMed

Emery, Joanne L; Bell, John F; Vidal Rodeiro, Carmen L

2011-01-01

The BioMedical Admissions Test (BMAT) forms part of the undergraduate medical admission process at the University of Cambridge. The fairness of admissions tests is an important issue. Aims were to investigate the relationships between applicants' background variables and BMAT scores, whether they were offered a place or rejected and, for those admitted, performance on the first year course examinations. Multilevel regression models were employed with data from three combined applicant cohorts. Admission rates for different groups were investigated with and without controlling for BMAT performance. The fairness of the BMAT was investigated by determining, for those admitted, whether scores predicted examination performance equitably. Despite some differences in applicants' BMAT performance (e.g. by school type and gender), BMAT scores predicted mean examination marks equitably for all background variables considered. The probability of achieving a 1st class examination result, however, was slightly under-predicted for those admitted from schools and colleges entering relatively few applicants. Not all differences in admission rates were accounted for by BMAT performance. However, the test constitutes only one part of a compensatory admission system in which other factors, such as interview performance, are important considerations. Results are in support of the equity of the BMAT.

[Depressive symptoms among medical intern students in a Brazilian public university].

PubMed

Costa, Edméa Fontes de Oliva; Santana, Ygo Santos; Santos, Ana Teresa Rodrigues de Abreu; Martins, Luiz Antonio Nogueira; Melo, Enaldo Vieira de; Andrade, Tarcísio Matos de

2012-01-01

To estimate, among Medical School intern students, the prevalence of depressive symptoms and their severity, as well as associated factors. Cross-sectional study in May 2008, with a representative sample of medical intern students (n = 84) from Universidade Federal de Sergipe (UFS). Beck Depression Inventory (BDI) and a structured questionnaire containing information on sociodemographic variables, teaching-learning process, and personal aspects were used. The exploratory data analysis was performed by descriptive and inferential statistics. Finally, the analysis of multiple variables by logistic regression and the calculation of simple and adjusted ORs with their respective 95% confidence intervals were performed. The general prevalence was 40.5%, with 1.2% (95% CI: 0.0-6.5) of severe depressive symptoms; 4.8% (95% CI: 1.3-11.7) of moderate depressive symptoms; and 34.5% (95% CI: 24.5-45.7) of mild depressive symptoms. The logistic regression revealed the variables with a major impact associated with the emergence of depressive symptoms: thoughts of dropping out (OR 6.24; p = 0.002); emotional stress (OR 7.43;p = 0.0004); and average academic performance (OR 4.74; p = 0.0001). The high prevalence of depressive symptoms in the study population was associated with variables related to the teaching-learning process and personal aspects, suggesting immediate preemptive measures regarding Medical School graduation and student care are required.

Validity Evidence and Scoring Guidelines for Standardized Patient Encounters and Patient Notes From a Multisite Study of Clinical Performance Examinations in Seven Medical Schools.

PubMed

Park, Yoon Soo; Hyderi, Abbas; Heine, Nancy; May, Win; Nevins, Andrew; Lee, Ming; Bordage, Georges; Yudkowsky, Rachel

2017-11-01

To examine validity evidence of local graduation competency examination scores from seven medical schools using shared cases and to provide rater training protocols and guidelines for scoring patient notes (PNs). Between May and August 2016, clinical cases were developed, shared, and administered across seven medical schools (990 students participated). Raters were calibrated using training protocols, and guidelines were developed collaboratively across sites to standardize scoring. Data included scores from standardized patient encounters for history taking, physical examination, and PNs. Descriptive statistics were used to examine scores from the different assessment components. Generalizability studies (G-studies) using variance components were conducted to estimate reliability for composite scores. Validity evidence was collected for response process (rater perception), internal structure (variance components, reliability), relations to other variables (interassessment correlations), and consequences (composite score). Student performance varied by case and task. In the PNs, justification of differential diagnosis was the most discriminating task. G-studies showed that schools accounted for less than 1% of total variance; however, for the PNs, there were differences in scores for varying cases and tasks across schools, indicating a school effect. Composite score reliability was maximized when the PN was weighted between 30% and 40%. Raters preferred using case-specific scoring guidelines with clear point-scoring systems. This multisite study presents validity evidence for PN scores based on scoring rubric and case-specific scoring guidelines that offer rigor and feedback for learners. Variability in PN scores across participating sites may signal different approaches to teaching clinical reasoning among medical schools.

Performance assessment of a solar-powered air quality and weather station placed on a school rooftop in Hong Kong

EPA Science Inventory

Emerging air pollution measurement technologies that require minimal infrastructure to deploy may lead to new insights on air pollution spatial variability in urban areas. Through a collaboration between the USEPA and HKEPD, this study evaluates the performance of a compact, roo...

Arithmetic Performance of Children with Cerebral Palsy: The Influence of Cognitive and Motor Factors

ERIC Educational Resources Information Center

van Rooijen, Maaike; Verhoeven, Ludo; Smits, Dirk-Wouter; Ketelaar, Marjolijn; Becher, Jules G.; Steenbergen, Bert

2012-01-01

Children diagnosed with cerebral palsy (CP) often show difficulties in arithmetic compared to their typically developing peers. The present study explores whether cognitive and motor variables are related to arithmetic performance of a large group of primary school children with CP. More specifically, the relative influence of non-verbal…

Ranking Practice Variability in the Medical Student Performance Evaluation: So Bad, It’s “Good”

PubMed Central

Boysen Osborn, Megan; Mattson, James; Yanuck, Justin; Anderson, Craig; Tekian, Ara; Fox, Christian John; Harris, Ilene B.

2018-01-01

Purpose To examine the variability among medical schools in ranking systems used in medical student performance evaluations (MSPEs). Method The authors reviewed MSPEs from U.S. MD-granting medical schools received by the University of California, Irvine emergency medicine and internal medicine residency programs during 2012–2013 and 2014–2015. They recorded whether the school used a ranking system, the type of ranking system used, the size and description of student categories, the location of the ranking statement and category legend, and whether nonranking schools used language suggestive of rank. Results Of the 134 medical schools in the study sample, the majority (n = 101; 75%) provided ranks for students in the MSPE. Most of the ranking schools (n = 63; 62%) placed students into named category groups, but the number and size of groups varied. The most common descriptors used for these 63 schools’ top, second, third, and lowest groups were “outstanding,” “excellent,” “very good,” and “good,” respectively, but each of these terms was used across a broad range of percentile ranks. Student ranks and school category legends were found in various locations. Many of the 33 schools that did not rank students included language suggestive of rank. Conclusions There is extensive variation in ranking systems used in MSPEs. Program directors may find it difficult to use MSPEs to compare applicants, which may diminish the MSPE’s value in the residency application process and negatively affect high-achieving students. A consistent approach to ranking students would benefit program directors, students, and student affairs officers. PMID:27075499

Association Between Undergraduate Performance Predictors and Academic and Clinical Performance of Osteopathic Medical Students.

PubMed

Agahi, Farshad; Speicher, Mark R; Cisek, Grace

2018-02-01

Medical schools use a variety of preadmission indices to select potential students. These indices generally include undergraduate grade point average (GPA), Medical College Admission Test (MCAT) scores, and preadmission interviews. To investigate whether the admission indices used by Midwestern University Arizona College of Osteopathic Medicine are associated with the academic and clinical performance of their students. Associations between the prematriculation variables of undergraduate science GPA, undergraduate total GPA, MCAT component scores, and interview scores and the academic and clinical variables of the first- and second-year medical school GPA, Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE) total and discipline scores, scores in clinical rotations for osteopathic competencies, COMLEX-USA Level 2-Performance Evaluation passage, and match status were evaluated. Two-tailed Pearson product-moment correlations with a Bonferroni adjustment were used to examine these relationships. The traditional predictors of science and total undergraduate GPA as well as total and component MCAT scores had small to moderate associations with first- and second-year GPA, as well as COMLEX-USA Level 1 and Level 2-CE total scores. Of all predictors, only the MCAT biological sciences score had a statistically significant correlation with failure of the COMLEX-USA Level 2-Performance Evaluation examination (P=.009). Average interview scores were associated only with the osteopathic competency of medical knowledge (r=0.233; n=209; P=.001), as assessed by clerkship preceptors. No predictors were associated with scores in objective structured clinical encounters or with failing to match to a residency position. The data indicate that traditional predictors of academic performance (undergraduate GPA, undergraduate science GPA, and MCAT scores) have small to moderate association with medical school grades and performance on COMLEX-USA Level 1 and Level 2-CE. This finding requires additional research into the value of the interview in the medical school admissions process and the availability of alternatives that allow better prediction and assessment of applicant performance.

A holistic school-based intervention for improving health-related knowledge, body composition, and fitness in elementary school students: an evaluation of the HealthMPowers program

PubMed Central

2014-01-01

Background Over the past 30 years, obesity in the United States has increased twofold in children and threefold in adolescents. In Georgia, nearly 17% of children aged 10 – 17 are obese. In response to the high prevalence of child obesity in Georgia and the potential deleterious consequences that this can have, HealthMPowers was founded in 1999 with the goal of preventing childhood obesity by improving health-enhancing behaviors in elementary schools, utilizing a holistic three-year program. This study measures the effectiveness of the HealthMPowers program in improving the school environment, student knowledge, behavior, cardiovascular fitness levels, and Body Mass Index (BMI). Methods The present analysis utilizes data from 40 schools that worked with HealthMPowers over the course of the 2012 – 2013 school year (including schools at each of the three years of the intervention period) and provided information on demographics, student knowledge and behaviors, BMI, performance on the PACER test of aerobic capacity, and school practices and policies (measured via school self-assessment with the HealthMPowers-developed instrument “Continuous Improvement Tracking Tool” or CITT), measured at the beginning and end of each school year. Paired two-sample T tests were used to compare continuous variables (e.g., student knowledge scores, BMI-for-age Z scores), while chi-squared tests were used to assess categorical variables (e.g., trichotomized PACER performance). Results Students across all grades and cohorts demonstrated improvements in knowledge and self-reported behaviors, with particularly significant improvements for third-graders in schools in the second year of the HealthMPowers program (p < 0.0001). Similarly, decreases were observed in BMI-for-Age Z scores for this cohort (and others) across grades and gender, with the most significant decreases for students overweight or obese at baseline (p < 0.0005). Students also showed significant increases in performance on the PACER test across grades and cohorts (p < 0.0001). Lastly, schools tended to improve their practices over time, as measured via the CITT instrument. Conclusions The present report demonstrates the effectiveness of the HealthMPowers program in producing positive change in school policies and practices, student knowledge and behaviors, and student fitness and BMI, supporting the use of holistic interventions to address childhood obesity. PMID:24969618

Do Residency Selection Factors Predict Radiology Resident Performance?

PubMed

Agarwal, Vikas; Bump, Gregory M; Heller, Matthew T; Chen, Ling-Wan; Branstetter, Barton F; Amesur, Nikhil B; Hughes, Marion A

2018-03-01

The purpose of our study is to determine what information in medical student residency applications predicts radiology residency success as defined by objective clinical performance data. We performed a retrospective cohort study of residents who entered our institution's residency program through the National Resident Matching Program as postgraduate year 2 residents and completed the program over the past 2 years. Medical school grades, selection to Alpha Omega Alpha (AOA) Honor Society, United States Medical Licensing Examination (USMLE) scores, publication in peer-reviewed journals, and whether the applicant was from a peer institution were the variables examined. Clinical performance was determined by calculating each resident's cumulative major discordance rate for on-call cases the resident read and gave a preliminary interpretation. A major discordance was defined as a difference between the preliminary resident and the final attending interpretations that could immediately impact the care of the patient. A multivariate logistic regression was performed to determine significant variables. Twenty-seven residents provided preliminary reports on call for 67,145 studies. The mean major discordance rate was 1.08% (range 0.34%-2.54%). Higher USMLE Step 1 scores, publication before residency, and election to AOA Honor Society were all statistically significant predictors of lower major discordance rates (P values 0.01, 0.01,  and <0.001, respectively). Overall resident performance was excellent. There are predictors that help select the better performing residents, namely higher USMLE Step 1 scores, one to two publications during medical school, and election to AOA in the junior year of medical school. Copyright © 2018 The Association of University Radiologists. Published by Elsevier Inc. All rights reserved.

The influence of school furniture on students' performance and physical responses: results of a systematic review.

PubMed

Castellucci, H I; Arezes, P M; Molenbroek, J F M; de Bruin, R; Viviani, C

2017-01-01

The purpose of this study was to determine, using a systematic review, whether the design and/or dimensions of school furniture affect the students' physical responses and/or their performance. Of the review studies, 64% presented positive results, i.e. proven effects; 24% presented negative effects or no change/effect; and the remaining 12% showed an unclear effect. The compatibility between school furniture dimensions and students' anthropometric characteristics was identified as a key factor for improving some students' physical responses. Design characteristics such as high furniture, sit-stand furniture, and tilt tables and seats also present positive effects. Finally, we concluded that further research should be conducted exploring various aspects of those variables, particularly focusing on more objective measures complemented by controlled and prospective design. Practitioner Summary: A systematic review of the literature presents a clearly positive effect of school furniture dimensions on students' performance and physical responses. Similar results appeared when school furniture design was tested. However, studying the effects of design and dimensions together produced an unclear positive effect.

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.

Sustained attention in school-age children with congenital hypothyroidism: Influence of episodes of overtreatment in the first three years of life.

PubMed

García Morales, L; Rodríguez Arnao, M D; Rodríguez Sánchez, A; Dulín Íñiguez, E; Álvarez González, M A

2017-11-20

Children with congenital hypothyroidism (CH) are at risk of developing mild cognitive impairment despite normal overall intellectual performance. These deficits may be caused by disease-related and treatment-related factors. This study explores the impact of abnormal thyroid function during the first 3 years of life on attention performance at school age. We included 49 children diagnosed with CH and receiving treatment for the condition: 14 boys (mean age 9.5±2.8 years) and 35 girls (9.6±2.6 years). The number of episodes of normal, under-, and overtreatment were estimated based on TSH levels during their first 3 years of life (at 12, 18, 24, 30, and 36 months). Children were assessed using a computerised version of a Sustained attention test. General linear models were calculated with the attention index as the dependent variable and sex, aetiology, and number of episodes of normal, under-, and overtreatment as independent variables. Higher numbers of episodes of overtreatment (low TSH level) were associated with poorer attention performance at school age (P=.005, r=-0.45). Children with CH should be monitored closely during the first 3 years of life in order to prevent not only hypothyroidism but also any adverse effects of overtreatment that may affect attentional function at school age. Copyright © 2017 Sociedad Española de Neurología. Publicado por Elsevier España, S.L.U. All rights reserved.

School physics teacher class management, laboratory practice, student engagement, critical thinking, cooperative learning and use of simulations effects on student performance

NASA Astrophysics Data System (ADS)

Riaz, Muhammad

The purpose of this study was to examine how simulations in physics class, class management, laboratory practice, student engagement, critical thinking, cooperative learning, and use of simulations predicted the percentage of students achieving a grade point average of B or higher and their academic performance as reported by teachers in secondary school physics classes. The target population consisted of secondary school physics teachers who were members of Science Technology, Engineeering and,Mathematics Teachers of New York City (STEMteachersNYC) and American Modeling Teachers Association (AMTA). They used simulations in their physics classes in the 2013 and 2014 school years. Subjects for this study were volunteers. A survey was constructed based on a literature review. Eighty-two physics teachers completed the survey about instructional practice in physics. All respondents were anonymous. Classroom management was the only predictor of the percent of students achieving a grade point average of B or higher in high school physics class. Cooperative learning, use of simulations, and student engagement were predictors of teacher's views of student academic performance in high school physics class. All other variables -- class management, laboratory practice, critical thinking, and teacher self-efficacy -- were not predictors of teacher's views of student academic performance in high school physics class. The implications of these findings were discussed and recommendations for physics teachers to improve student learning were presented.

A national evaluation of Safe Schools/Healthy Students: outcomes and influences.

PubMed

Derzon, James H; Yu, Ping; Ellis, Bruce; Xiong, Sharon; Arroyo, Carmen; Mannix, Danyelle; Wells, Michael E; Hill, Gary; Rollison, Julia

2012-05-01

The Safe Schools/Healthy Students (SS/HS) Initiative has awarded over $2 billion in grants to more than 350 school districts in partnership with local mental health, law enforcement, and juvenile justice agencies. To estimate the impact of grantee characteristics, grant operations, and near-term outcomes in reducing violence and substance use, promoting mental health, and enhancing school safety, logged odds ratios (LORs) were calculated contrasting Year 3 with Baseline performance from grantee-provided data on seven outcome measures. After comparing grantee performance across outcomes and outcomes across grantees, the LORs were entered as dependent variables in a series of meta-regressions in which grantee characteristics, grant operations, and near-term outcomes were tested after controlling for pre-grant characteristics. Findings indicate that the SS/HS Initiative significantly improved most outcomes, that within-grantee performance varied greatly by outcome, and that random-effects meta-regression appreciably decreased the variance available for modeling. The approach demonstrates that the SS/HS Initiative is effective and that locally collected performance data can be used to estimate grantee success in improving youth outcomes. Copyright © 2011 Elsevier Ltd. All rights reserved.

Morningness-eveningness is not associated with academic performance in the afternoon school shift: Preliminary findings.

PubMed

Arrona-Palacios, Arturo; Díaz-Morales, Juan F

2017-11-01

The effect of morningness-eveningness, sleep habits, and intelligence on academic performance has been studied in a fixed morning school shift. However, no studies have analysed these variables in an afternoon school shift and tested whether morningness-eveningness is related to academic performance beyond sleep habits and intelligence effects. The psychometric properties of the Morningness-Eveningness Scale for Children (MESC) were analysed. Additionally, academic performance, sex, intelligence, sleep habits, and morningness-eveningness relationship in a morning and afternoon school shift were compared. The sample consisted of 400 students at a secondary public school in Reynosa, Tamaulipas, in north-eastern Mexico (195 boys and 205 girls; mean ± SD: 13.85 ± 0.70 years old) attending a double-shift school system: 200 from the morning shift (99 boys and 101 girls) and 200 from the afternoon shift (96 boys and 104 girls). The students completed the MESC as a measure of morningness-eveningness, a sleep habits survey, a test of academic performance, and the inductive reasoning subtest (R) of the Primary Mental Abilities battery. Adolescents in the two school shifts did not differ in academic performance and intelligence. In the afternoon shift, adolescents slept longer, reported less sleep deficit and social jet lag, and were more oriented to eveningness than adolescents in the morning shift. Sex (girls), sleep length, inductive reasoning, and morningness were associated with academic performance in the morning shift but only sex and intelligence in the afternoon shift. The role of morningness-eveningness in academic performance in the afternoon shift is examined. © 2017 The British Psychological Society.

Determinants of School Performance Among Quechua Children in the Peruvian Andes

NASA Astrophysics Data System (ADS)

Jacoby, Enrique; Cueto, Santiago; Pollitt, Ernesto

1999-01-01

In the rural Andes of Peru, primary school inefficiency ranks higher than in the rest of the country, with a nearly 50 per cent rate of first grade repetition. In 1993 the investigators administered a battery of four psycho-educational tests to 360 schoolchildren in the fourth and fifth grades at ten primary schools in the Andean region of Huaraz. They also recorded the children's individual characteristics, i.e. family background, nutritional status, and educational attainment, and rated the schools according to educational features such as classroom size, time devoted to learning, and student-teacher ratio. A year later, in 1994, children were re-examined in the schools using the same test battery. All subjects were small for their age, had poor diets, spoke mostly Quechua at home (Spanish in school), lived in a rural environment, and walked considerable distances to school. Regression analyses of the 1993 data indicated that the performance of Quechua children on verbal tests was heavily influenced by family background, while their mathematical competence was related to school experience. On the other hand, improvement in test scores from one year to the next appeared to be strongly related to test performance in 1993 and less clearly to the other recorded variables. Finally, the schools' promotion rates were clearly associated with test scores from the previous year but less clearly with grade repetition rates.

US Medical Student Performance on the NBME Subject Examination in Internal Medicine: Do Clerkship Sequence and Clerkship Length Matter?

PubMed

Ouyang, Wenli; Cuddy, Monica M; Swanson, David B

2015-09-01

Prior to graduation, US medical students are required to complete clinical clerkship rotations, most commonly in the specialty areas of family medicine, internal medicine, obstetrics and gynecology (ob/gyn), pediatrics, psychiatry, and surgery. Within a school, the sequence in which students complete these clerkships varies. In addition, the length of these rotations varies, both within a school for different clerkships and between schools for the same clerkship. The present study investigated the effects of clerkship sequence and length on performance on the National Board of Medical Examiner's subject examination in internal medicine. The study sample included 16,091 students from 67 US Liaison Committee on Medical Education (LCME)-accredited medical schools who graduated in 2012 or 2013. Student-level measures included first-attempt internal medicine subject examination scores, first-attempt USMLE Step 1 scores, and five dichotomous variables capturing whether or not students completed rotations in family medicine, ob/gyn, pediatrics, psychiatry, and surgery prior to taking the internal medicine rotation. School-level measures included clerkship length and average Step 1 score. Multilevel models with students nested in schools were estimated with internal medicine subject examination scores as the dependent measure. Step 1 scores and the five dichotomous variables were treated as student-level predictors. Internal medicine clerkship length and average Step 1 score were used to predict school-to-school variation in average internal medicine subject examination scores. Completion of rotations in surgery, pediatrics and family medicine prior to taking the internal medicine examination significantly improved scores, with the largest benefit observed for surgery (coefficient = 1.58 points; p value < 0.01); completion of rotations in ob/gyn and psychiatry were unrelated to internal medicine subject examination performance. At the school level, longer internal medicine clerkships were associated with higher scores on the internal medicine examination (coefficient = 0.23 points/week; p value < 0.01). The order in which students complete clinical clerkships and the length of the internal medicine clerkship are associated with their internal medicine subject examination scores. Findings may have implications for curriculum re-design.

An analysis of the relationship of seven selected variables to State Board Test Pool Examination performance of the University of Tennessee, Knoxville, College of Nursing.

PubMed

Sharp, T G

1984-02-01

The study was designed to determine whether any one of seven selected variables or a combination of the variables is predictive of performance on the State Board Test Pool Examination. The selected variables studied were: high school grade point average (HSGPA), The University of Tennessee, Knoxville, College of Nursing grade point average (GPA), and American College Test Assessment (ACT) standard scores (English, ENG; mathematics, MA; social studies, SS; natural sciences, NSC; composite, COMP). Data utilized were from graduates of the baccalaureate program of The University of Tennessee, Knoxville, College of Nursing from 1974 through 1979. The sample of 322 was selected from a total population of 572. The Statistical Analysis System (SAS) was designed to accomplish analysis of the predictive relationship of each of the seven selected variables to State Board Test Pool Examination performance (result of pass or fail), a stepwise discriminant analysis was designed for determining the predictive relationship of the strongest combination of the independent variables to overall State Board Test Pool Examination performance (result of pass or fail), and stepwise multiple regression analysis was designed to determine the strongest predictive combination of selected variables for each of the five subexams of the State Board Test Pool Examination. The selected variables were each found to be predictive of SBTPE performance (result of pass or fail). The strongest combination for predicting SBTPE performance (result of pass or fail) was found to be GPA, MA, and NSC.

Effects of biomotor structures on performance of competitive gymnastics elements in elementary school male sixth-graders.

PubMed

Delas, Suncica; Zagorac, Nebojsa; Katić, Ratko

2008-06-01

In order to identify the biomotor systems that determine performance of competitive gymnastics elements in elementary school male sixth-graders, factor structures of morphological characteristics and basic motor abilities were determined first, followed by relations of the morphological-motor system factors obtained with a set of criterion variables evaluating specific motor skills in competitive gymnastics in 110 male children aged 12 years +/- 3 months. Factor analysis of 17 morphological measures produced three morphological factors: factor of mesoectoendomorphy (general morphological factor) and factor of pronounced endomorphy, i.e. excessive adipose tissue, along with low skeleton longitudinality. Factor analysis of 16 motor variables yielded four motor factors: factor of general motoricity; factor integrating leg flexibility and arm explosiveness; factor juxtaposing body flexibility and repetitive leg strength; and factor predominantly defining leg movement frequency. Three significant canonical correlations, i.e. linear combinations, explained the association between the set of six latent variables of the morphological and basic motor system, and five variables assessing the knowledge in competitive gymnastics. The first canonical linear combination was based on the favorable and predominant impact of the general motor factor (a system integrating leg explosiveness, whole body coordination, relative arm and trunk strength, and arm movement frequency), along with unfavorable effect of morphological factors on the gymnastics elements performance, squat vault and handstand in particular The relation of the second pair of canonical factors pointed to the effects of leg flexibility and arm explosiveness on the cartwheel and backward pullover mount performance, whereas the relation of the third pair of canonical factors showed a favorable impact of the general morphological factor and leg movement frequency regulator on the forward shoulderkip from increase, cartwheel and handstand performance.

Effects of biomotor structures on performance of competitive gymnastics elements in elementary school female sixth-graders.

PubMed

Delas, Suncica; Babin, Josip; Katić, Ratko

2007-12-01

In order to identify biomotor systems that determine performance of competitive gymnastics elements in elementary school female sixth-graders, factor structures of morphological characteristics and basic motor abilities were determined first, followed by relations of the morphological-motor system factors obtained with a set of criterion variables evaluating specific motor skills in competitive gymnastics in 126 female children aged 12 years +/- 3 months. Factor analysis of 17 morphological measures yielded three morphological factors: factor of mesoendomorphy and/or adipose body voluminosity; factor of longitudinal body dimensionality; and factor of transverse arm dimensionality. Factor analysis of 16 motor variables produced four motor factors: general motoricity factor (motor system); general speed factor; factor of explosive strength of throwing type (arm explosiveness); and factor of arm and leg flexibility. Three significant canonical correlations, i.e. linear combinations, explained the association between the set of seven latent variables of the morphological and basic motor system, and five variables evaluating the knowledge in competitive gymnastics. The first canonical linear combination was based on a favorable and predominant impact of the general motor factor (a system integrating whole body coordination, leg explosiveness, relative arm strength, arm movement frequency and body flexibility) on performance of gymnastics elements, cartwheel, handstand and backward pullover mount in particular, and to a lesser extent front scale and double leg pirouette for 180 degrees. The relation of the second pair of canonical factors additionally explained the role of transverse dimensionality of arm skeleton, arm flexibility and explosiveness in performing cartwheel and squat vault, whereas the relation of the third pair of canonical factors explained the unfavorable impact of adipose voluminosity on the performance of squat vault and backward pullover mount.

Predictors of Numeracy Performance in National Testing Programs: Insights from the Longitudinal Study of Australian Children

ERIC Educational Resources Information Center

Carmichael, Colin; MacDonald, Amy; McFarland-Piazza, Laura

2014-01-01

This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment Program--Literacy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN…

A STUDY OF CERTAIN FACTORS AFFECTING CHILDRENS' SCHOOL PERFORMANCE.

ERIC Educational Resources Information Center

SPENCE, JANET T.

AS PART OF THE RESEARCH ON THE INFLUENCE OF RESPONSE-CONTINGENT REINFORCERS ON THE LEARNING AND PROBLEM-SOLVING BEHAVIOR OF CHILDREN, THE EFFECTS OF A LIMITED NUMBER OF VARIABLES ON THE PERFORMANCE OF CHILDREN OF THREE AGE LEVELS (4-5, 7-8, AND 10-11), SELECTED EQUALLY FROM MIDDLE- AND LOWER-CLASS BACKGROUNDS, WERE INVESTIGATED. THE EXPERIMENTAL…

Using Alternative Teaching Techniques To Enhance Student Performance in the Traditional Introductory Public Relations Course.

ERIC Educational Resources Information Center

Lubbers, Charles A.

2002-01-01

Examines the value of two alternative tools as supplements for the traditional introduction to public relations course. Considers the usage of a study manual, usage of televised review sessions, year in school and major status. Indicates that all four variables are significantly correlated with class performance, but that the study manual explains…

Sleep variability and fatigue in adolescents: Associations with school-related features.

PubMed

Matos, M G; Gaspar, T; Tomé, G; Paiva, T

2016-10-01

This study aims to evaluate the influences of sleep duration and sleep variability (SleepV), upon adolescents' school-related situations. The Health Behaviour in School-Aged Children (HBSC) survey is based on a self-completed questionnaire. The participants were 3164 pupils (53.7% girls), attending the 8th and 10th grades, 14.9 years old, and were inquired about subjective sleep duration during the week and weekends, SleepV, fatigue, difficulties in sleep initiation, school achievement, feelings towards schools, pressure with school work and skipping classes. Multiple regression models used, as dependent variables: (a) school achievement, (b) disliking school, (c) pressure with school work and (d) skipping classes, using as independent variables, each of the remaining school-related variables, fatigue, total sleep duration and difficulties in sleep initiation. The average sleep duration in the week and during weekdays was lower than recommended for these age groups, and almost half of students had high SleepV between weekdays and weekends. A logistic model revealed that the absence of SleepV was associated with lower perception of school work pressure, less frequent skipping classes, more infrequent fatigue and more infrequent difficulties in sleep initiation. Poor sleep quality, SleepV and insufficient sleep duration affected negatively school-related variables. © 2015 International Union of Psychological Science.

Does Poor Quality Schooling and/or Teacher Quality Hurt Black South African Students Enrolling for a Degree at the University of KwaZulu-Natal?

PubMed Central

2016-01-01

Abstract Wealthy schools appoint better qualified teachers, less wealthy schools under qualified teachers. Added to this mix is a powerful teacher’s union whose policies attempt to entrench the job security of teachers in the less wealthy schools irrespective of whether they can teach their subjects or not. Can one isolate these effects from that of other socio-demographic factors that may also be affecting the performance of students when they enrol for a degree at the University of KwaZulu-Natal (UKZN)? An outcome variable that subtracts the number of courses that have been failed from the number of courses that have been passed, dividing this by the total number of years that they have spent studying for a particular degree will be used as a response variable for this paper. Objectives The system of secondary education in South Africa is highly polarized. On the one hand, we have a group of mainly Black African students, forming about 80% of the total student population, that come from a vastly under-resourced rural or township based community. On the other hand, we have a group of predominantly White and Indian students who are able to attend a far better resourced set of private schools. Added to this mix, we have 240,000 of South Africa’s total number of 390,000 primary and secondary school teachers who belong to a powerful teacher’s union which enjoys a strong political alliance with the ruling party in South Africa. With most of their union members teaching in the less wealthy schools in South Africa, `school background’ now includes a politically motivated component that focuses on teacher self–interest rather than the education of the child. What sort of effect does school background have on the performance of students when they enter an institution of higher learning? More importantly, can one isolate the effect of school background from that of other possibly confounding factors such as gender, financial aid and the receipt of some form of residence based accommodation that will also impact on their performance while at university? Method A total of 6,183 students enrolling for a degree at the University of KwaZulu-Natal (UKZN) over the period 2008 to 2012 were used a dataset for this study. Permission to use this dataset was given by the Teaching and Learning Office at UKZN. The database that was used for this study was obtained from the Division of Management Information (DMI) office at UKZN. The percentage based marks that students have managed to record for Mathematics, English, Biology and Accounting in their school leaving exams together with some other important but observable socio-economic factors were included in a regression model to determine how students will perform at UKZN. Socio-economic variables relating to gender, race and whether they have receivd some form of financial aid or residence based accommodation while studying at university were also included as predictor variables in our regression based model structure. Results and Conclusions An interaction effect associated with being a Black African student who has been privileged enough to attend a quintile five school was found to be significant. A main effect associated with being able to attend a more privileged quintile 5 school however was found to be nonsignificant even after an adjustment has been made for gender, race, the receipt of some form of financial aid and residence based accommodation. Given that UKZN already has a number of bridging programs in place that target students who have come from a less privileged background, for university based policymakers, this result may help to justify the targeted selection of Black African students from the less privileged schools that is taking place. Because some of the disparity in matric performance that we are observing may also be associated with teacher competency and the protective influence of a powerful teacher’s union, this paper may also help to highlight some of the economic costs related with having under-prepared students. “A mind is a terrible thing to waste”–United Negro College Fund. PMID:27070652

Does Poor Quality Schooling and/or Teacher Quality Hurt Black South African Students Enrolling for a Degree at the University of KwaZulu-Natal?

PubMed

Murray, Mike

2016-01-01

Wealthy schools appoint better qualified teachers, less wealthy schools under qualified teachers. Added to this mix is a powerful teacher's union whose policies attempt to entrench the job security of teachers in the less wealthy schools irrespective of whether they can teach their subjects or not. Can one isolate these effects from that of other socio-demographic factors that may also be affecting the performance of students when they enrol for a degree at the University of KwaZulu-Natal (UKZN)? An outcome variable that subtracts the number of courses that have been failed from the number of courses that have been passed, dividing this by the total number of years that they have spent studying for a particular degree will be used as a response variable for this paper. The system of secondary education in South Africa is highly polarized. On the one hand, we have a group of mainly Black African students, forming about 80% of the total student population, that come from a vastly under-resourced rural or township based community. On the other hand, we have a group of predominantly White and Indian students who are able to attend a far better resourced set of private schools. Added to this mix, we have 240,000 of South Africa's total number of 390,000 primary and secondary school teachers who belong to a powerful teacher's union which enjoys a strong political alliance with the ruling party in South Africa. With most of their union members teaching in the less wealthy schools in South Africa, `school background' now includes a politically motivated component that focuses on teacher self-interest rather than the education of the child. What sort of effect does school background have on the performance of students when they enter an institution of higher learning? More importantly, can one isolate the effect of school background from that of other possibly confounding factors such as gender, financial aid and the receipt of some form of residence based accommodation that will also impact on their performance while at university? A total of 6,183 students enrolling for a degree at the University of KwaZulu-Natal (UKZN) over the period 2008 to 2012 were used a dataset for this study. Permission to use this dataset was given by the Teaching and Learning Office at UKZN. The database that was used for this study was obtained from the Division of Management Information (DMI) office at UKZN. The percentage based marks that students have managed to record for Mathematics, English, Biology and Accounting in their school leaving exams together with some other important but observable socio-economic factors were included in a regression model to determine how students will perform at UKZN. Socio-economic variables relating to gender, race and whether they have receivd some form of financial aid or residence based accommodation while studying at university were also included as predictor variables in our regression based model structure. An interaction effect associated with being a Black African student who has been privileged enough to attend a quintile five school was found to be significant. A main effect associated with being able to attend a more privileged quintile 5 school however was found to be nonsignificant even after an adjustment has been made for gender, race, the receipt of some form of financial aid and residence based accommodation. Given that UKZN already has a number of bridging programs in place that target students who have come from a less privileged background, for university based policymakers, this result may help to justify the targeted selection of Black African students from the less privileged schools that is taking place. Because some of the disparity in matric performance that we are observing may also be associated with teacher competency and the protective influence of a powerful teacher's union, this paper may also help to highlight some of the economic costs related with having under-prepared students. "A mind is a terrible thing to waste"--United Negro College Fund.

Lagrangian Turbulence and Transport in Semi-enclosed Basins and Coastal Regions

DTIC Science & Technology

2009-01-01

enclosed Basins and Coastal Regions Annalisa Griffa Division of Meteorology and Physical Oceanography Rosenstiel School of Marine and Atmospheric...enclosed Basins and Coastal Regions 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER...variables. A set of diagnostics is then performed, including hydrological sections, transport, mean circulation and variability, aimed at quantifying

An Analysis of Students' Self-Efficacy and Motivation in Piano, Based on Different Variables and the Reasons for Their Failure

ERIC Educational Resources Information Center

Egilmez, Hatice Onuray; Engur, Doruk

2017-01-01

In this study, the self-efficacy and motivation of Zeki Muren Fine Arts High School piano students were examined based on different variables as well as the reasons for their failure. The data on their self-efficacy were obtained through self-efficacy scale of piano performance and the data on their motivation were obtained through motivation…

Can reactivity to stress and family environment explain memory and executive function performance in early and middle childhood?

PubMed

Piccolo, Luciane da Rosa; Salles, Jerusa Fumagalli de; Falceto, Olga Garcia; Fernandes, Carmen Luiza; Grassi-Oliveira, Rodrigo

2016-01-01

According to the literature, children's overall reactivity to stress is associated with their socioeconomic status and family environment. In turn, it has been shown that reactivity to stress is associated with cognitive performance. However, few studies have systematically tested these three constructs together. To investigate the relationship between family environment, salivary cortisol measurements and children's memory and executive function performance. Salivary cortisol levels of 70 children aged 9 or 10 years were measured before and after performing tasks designed to assess memory and executive functions. Questionnaires on socioeconomic issues, family environment and maternal psychopathologies were administered to participants' families during the children's early childhood and again when they reached school age. Data were analyzed by calculating correlations between variables and conducting hierarchical regression. High cortisol levels were associated with poorer working memory and worse performance in tasks involving executive functions, and were also associated with high scores for maternal psychopathology (during early childhood and school age) and family dysfunction. Family environment variables and changes in cortisol levels explain around 20% of the variance in performance of cognitive tasks. Family functioning and maternal psychopathology in early and middle childhood and children's stress levels were associated with children's working memory and executive functioning.

Sibling dilution hypothesis: a regression surface analysis.

PubMed

Marjoribanks, K

2001-08-01

This study examined relationships between sibship size (the number of children in a family), birth order, and measures of academic performance, academic self-concept, and educational aspirations at different levels of family educational resources. As part of a national longitudinal study of Australian secondary school students data were collected from 2,530 boys and 2,450 girls in Years 9 and 10. Regression surfaces were constructed from models that included terms to account for linear, interaction, and curvilinear associations among the variables. Analysis suggests the general propositions (a) family educational resources have significant associations with children's school-related outcomes at different levels of sibling variables, the relationships for girls being curvilinear, and (b) sibling variables continue to have small significant associations with affective and cognitive outcomes, after taking into account variations in family educational resources. That is, the investigation provides only partial support for the sibling dilution hypothesis.

The hidden medical school: a longitudinal study of how social networks form, and how they relate to academic performance.

PubMed

Woolf, Katherine; Potts, Henry W W; Patel, Shalini; McManus, I Chris

2012-01-01

UK medical schools typically have over 300 students per year, making it impossible for students to know all the others well. This longitudinal cohort study measured the formation of medical student social networks and their relationship to grades. In November 2009, 215/317 (68%) Year 2 UCL medical students reported their friendships with others in their year, by questionnaire. Multiple regression assessed the relationship between friendships, exam results and background variables (obtained from student records), with permutation testing to assess statistical significance. Students of the same sex, the same ethnic group, and in the same tutor and small groups (to which they were randomly assigned at the start of medical school) were socially closer. Taking into account absolute difference in Year 1 grades, Year 2 pairs who were socially closer in November 2009 had more similar May 2010 grades. Individual student variables did not predict similarity in 2010 grades after taking friendships into account. The results suggest that medical students chose friends of the same sex and ethnic group as themselves; but random allocation of students to tutor groups also influenced friendships. Most importantly, friendships related to subsequent exam performance, suggesting friendship may influence learning.

Parent involvement in school: English speaking versus Spanish speaking families.

PubMed

Lee, Sang Min; Thorn, Antoinette; Bloomdahl, Susana Contreras; Ha, Jung Hee; Nam, Suk Kyung; Lee, Jayoung

2012-07-01

The purpose of the present study was to explore the relationships between three predictor variables (attitude toward school, parent-child communication, and school commitment action) and the criterion variable (parent involvement) in a representative sample and to examine if these relationships were consistent across three groups (English speaking Caucasian family, English speaking Latino family, and Spanish speaking Latino families). Using a national database (N = 9.841), multi-group SEM analyses were conducted to investigate the relationship between three predictor variables and the criterion variable in three family groups. While all three predictor variables significantly predicted parent involvement in English speaking Caucasian and Latino families, only two variables (parent-child communication and school commitment actions), significantly predicted parent involvement in Spanish speaking Latino families. The results of this study suggest that when administrators, teachers and counselors in school strive to share specific school-related information with Latino families, Spanish speaking families are more likely to become involved with schools.

Experience, gender, and performance: Connecting high school physics experience and gender differences to introductory college physics performance

NASA Astrophysics Data System (ADS)

Tai, Robert H.

Current science educational practice is coming under heavy criticism based on the dismaying results of the Third International Mathematics and Science Study of 1998, the latest in a series of large scale surveys; and from research showing the appallingly low representation of females in science-related fields. These critical evaluations serve to draw attention to science literacy in general and lack of persistence among females in particular, two issues that relate closely to the "preparation for future study" goal held by many high school science teachers. In other words, these teachers often seek to promote future success and to prevent future failure in their students' academic careers. This thesis studies the connection between the teaching practices recommended by reformers and researchers for high school teachers, and their students' subsequent college physics performance. The teaching practices studied were: laboratory experiences, class discussion experiences, content coverage, and reliance on textbooks. This study analyzed a survey of 1500 students from 16 different lecture-format college physics courses at 14 different universities. Using hierarchical linear modeling, this study accounted for course-level variables (Calculus-based/Non-calculus course type, professor's gender, and university selectivity). This study controlled for the student's parents education, high school science/mathematics achievement, high school calculus background, and racial background. In addition, the interactions between gender and both pedagogical/curricular and course-level variables were analyzed. The results indicated that teaching fewer topics in greater depth in high school physics appeared to be helpful to college physics students. An interaction between college course type and content coverage showed that students in Calculus-based physics reaped even greater benefits from a depth-oriented curriculum. Also students with fewer labs per month in high school physics appeared to perform better in college physics than did students with many more labs per month. The only significant interaction was between gender and Calculus-based/Non-calculus college course type. Females appeared to do better on average than their males counterparts in Non-calculus physics, but this trend is clearly reversed for Calculus-based physics. This is a disturbing result for educators who have worked to promote persistence among women in engineering and science research. Recommendations are included for high school physics teachers, students and their parents, and college physics instructors.

A Commentary on the Use of Cut-Scores to Increase the Emphasis of Non-Cognitive Variables in Medical School Admissions

ERIC Educational Resources Information Center

Kreiter, Clarence D.

2007-01-01

The academic performance consequences of relying solely on non-cognitive factors for selecting applicants above a GPA and MCAT threshold have not been fully considered in the literature. This commentary considers the impact of using a "threshold approach" on academic performance as assessed with the USMLE Step 1.

Impact of Classroom Design on Teacher Pedagogy and Student Engagement and Performance in Mathematics

ERIC Educational Resources Information Center

Imms, Wesley; Byers, Terry

2017-01-01

A resurgence in interest in classroom and school design has highlighted how little we know about the impact of learning environments on student and teacher performance. This is partly because of a lack of research methods capable of controlling the complex variables inherent to space and education. In a unique study that overcame such difficulties…

Chronic brain damage in sickle cell disease and its relation with quality of life.

PubMed

Cela, Elena; Vélez, Ana G; Aguado, Alejandra; Medín, Gabriela; Bellón, José M; Beléndez, Cristina

2016-12-16

Sickle cell anaemia causes progressive organ damage. The objective is to describe school performance of patients with sickle cell anaemia and their clinical parameters and quality of life that may have an influence. The hypothesis is that if school alterations occur without other objective data, additional factors must be present besides the disease itself. Transversal study performed in November 2015 considering analytical variables, complications and neuroradiological images of children with sickle cell anaemia, and family survey on school performance and quality of life. Median age was 6.8 years and 78% were diagnosed at birth. Sixty patients were included. School performance was altered in 51% of cases and was related to nocturnal hypoxemia. Acute stroke incidence was 6.7%. Transcranial ultrasound was abnormal in 4% of cases and magnetic resonance imaging in 16% of cases. Quality of life showed pathological findings in all areas and the low values increased proportionally in older ages. The stroke affected the physical and social sphere, and lung disease affected the physical and emotional spheres. Poor school performance affects half of the patients and it is related to nocturnal hypoxemia, although other socio-cultural factors may have an influence. Quality of life is affected in most of these cases independently of academic results. The absence of alterations in neuroimaging or the apparent lack of severe clinical parameters do not mean that quality of life and schooling are normal. Copyright © 2016 Elsevier España, S.L.U. All rights reserved.

Associations between general self-efficacy and health-related quality of life among 12-13-year-old school children: a cross-sectional survey

PubMed Central

Kvarme, Lisbeth Gravdal; Haraldstad, Kristin; Helseth, Sølvi; Sørum, Ragnhild; Natvig, Gerd Karin

2009-01-01

Background While research on school children's health has mainly focused on risk factors and illness, few studies have examined aspects of health promotion. Thus, this study focuses on health promotional factors including general self-efficacy (GSE) and health-related quality of life (HRQOL). GSE refers to a global confidence in coping ability across a wide range of demanding situations, and is related to health. The purpose of this study was to examine associations between GSE and HRQOL, and associations between HRQOL and socio-demographic characteristics. Knowledge of these associations in healthy school children is currently lacking. Methods During 2006 and 2007, 279 school children in the seventh grade across eastern Norway completed a survey assessing their GSE and HRQOL. The children were from schools that had been randomly selected using cluster sampling. T-tests were computed to compare mean subscale values between HRQOL and socio-demographic variables. Single and multiple regression analyses were performed to explore associations among GSE, HRQOL and socio-demographic variables. Results Regression analyses showed a significant relationship between increasing degrees of GSE and increasing degrees of HRQOL. In analyses adjusted for socio-demographic variables, boys scored higher than girls on self-esteem. School children from single-parent families had lower scores on HRQOL than those from two-parent families, and children who had relocated within the last five years had lower scores on HRQOL than those who had not relocated. Conclusion The strong relationship between GSE and HRQOL indicates that GSE might be a resource for increasing the HRQOL for school children. PMID:19772673

Adolescent Depression and Risk Factors.

ERIC Educational Resources Information Center

Field, Tiffany; Diego, Miguel; Sanders, Christopher

2001-01-01

Seventy-nine high school seniors were administered the Center for Epidemiological Studies Depression Scale (CES-D), as well as a questionnaire on parent relationships; peer relationships; positive and negative feelings including suicidal thoughts; and lifestyle variables including academic performance, exercise, and drug use. Results are discussed…

Predictive validity of the UK clinical aptitude test in the final years of medical school: a prospective cohort study.

PubMed

Husbands, Adrian; Mathieson, Alistair; Dowell, Jonathan; Cleland, Jennifer; MacKenzie, Rhoda

2014-04-23

The UK Clinical Aptitude Test (UKCAT) was designed to address issues identified with traditional methods of selection. This study aims to examine the predictive validity of the UKCAT and compare this to traditional selection methods in the senior years of medical school. This was a follow-up study of two cohorts of students from two medical schools who had previously taken part in a study examining the predictive validity of the UKCAT in first year. The sample consisted of 4th and 5th Year students who commenced their studies at the University of Aberdeen or University of Dundee medical schools in 2007. Data collected were: demographics (gender and age group), UKCAT scores; Universities and Colleges Admissions Service (UCAS) form scores; admission interview scores; Year 4 and 5 degree examination scores. Pearson's correlations were used to examine the relationships between admissions variables, examination scores, gender and age group, and to select variables for multiple linear regression analysis to predict examination scores. Ninety-nine and 89 students at Aberdeen medical school from Years 4 and 5 respectively, and 51 Year 4 students in Dundee, were included in the analysis. Neither UCAS form nor interview scores were statistically significant predictors of examination performance. Conversely, the UKCAT yielded statistically significant validity coefficients between .24 and .36 in four of five assessments investigated. Multiple regression analysis showed the UKCAT made a statistically significant unique contribution to variance in examination performance in the senior years. Results suggest the UKCAT appears to predict performance better in the later years of medical school compared to earlier years and provides modest supportive evidence for the UKCAT's role in student selection within these institutions. Further research is needed to assess the predictive validity of the UKCAT against professional and behavioural outcomes as the cohort commences working life.

Predictive validity of the UK clinical aptitude test in the final years of medical school: a prospective cohort study

PubMed Central

2014-01-01

Background The UK Clinical Aptitude Test (UKCAT) was designed to address issues identified with traditional methods of selection. This study aims to examine the predictive validity of the UKCAT and compare this to traditional selection methods in the senior years of medical school. This was a follow-up study of two cohorts of students from two medical schools who had previously taken part in a study examining the predictive validity of the UKCAT in first year. Methods The sample consisted of 4th and 5th Year students who commenced their studies at the University of Aberdeen or University of Dundee medical schools in 2007. Data collected were: demographics (gender and age group), UKCAT scores; Universities and Colleges Admissions Service (UCAS) form scores; admission interview scores; Year 4 and 5 degree examination scores. Pearson’s correlations were used to examine the relationships between admissions variables, examination scores, gender and age group, and to select variables for multiple linear regression analysis to predict examination scores. Results Ninety-nine and 89 students at Aberdeen medical school from Years 4 and 5 respectively, and 51 Year 4 students in Dundee, were included in the analysis. Neither UCAS form nor interview scores were statistically significant predictors of examination performance. Conversely, the UKCAT yielded statistically significant validity coefficients between .24 and .36 in four of five assessments investigated. Multiple regression analysis showed the UKCAT made a statistically significant unique contribution to variance in examination performance in the senior years. Conclusions Results suggest the UKCAT appears to predict performance better in the later years of medical school compared to earlier years and provides modest supportive evidence for the UKCAT’s role in student selection within these institutions. Further research is needed to assess the predictive validity of the UKCAT against professional and behavioural outcomes as the cohort commences working life. PMID:24762134

Education and Health Matters: School Nurse Interventions, Student Outcomes, and School Variables

ERIC Educational Resources Information Center

Wolfe, Linda C.

2013-01-01

This paper presents findings from a quantitative, correlational study that examined selected school nursing services, student academic outcomes, and school demographics. Ex post facto data from the 2011-2012 school year of Delaware public schools were used in the research. The selected variables were school nurse interventions provided to students…

Situational and Intrapersonal Predictors of School and Life Satisfaction of Elementary School Students

ERIC Educational Resources Information Center

Drost, Amy Linden

2012-01-01

This study examined predictors of school and life satisfaction of fifth-grade students. Two situational predictor variables (school climate and school stress) and two intrapersonal predictor variables (locus of control and academic self-concept) were examined. It was hypothesized that positive school climate, low levels of school stress, internal…

Iris concavity, corneal biomechanics, and their correlations with ocular biometry in a cohort of 10- to 12-year-old UK school boys: baseline data.

PubMed

Shah, Ameet; Low, Sancy; Garway-Heath, David F; Foster, Paul J; Barton, Keith

2014-04-17

Pigment dispersion syndrome is associated with iris concavity. This study investigated the prevalence of iris concavity, defined as a measurement of ≤-0.1 mm, in a cohort of 10- to 12-year-old boys, and explored the relationship between iris curvature and anterior segment biometry. Associations with corneal biomechanical parameters also were explored. A cohort of school boys (n = 96) was recruited from a local school. Anterior segment optical coherence tomography (AS-OCT) was performed under accommodative and nonaccommodative conditions, and iris curvature quantified. Corneal hysteresis (CH) and corneal resistance factor (CRF) were measured with the ocular response analyzer (ORA). Noncontact axial biometry was performed using laser interferometry. The prevalence of iris concavity was 24% on distance fixation, increasing to 65% on accommodation. Variables significantly associated with nonaccommodating iris curvature were lens vault (P = 0.02) and mean keratometry (P = 0.02). For both variables acting jointly, R(2) = 0.30. Variables associated significantly with accommodating iris curvature were anterior chamber depth (P = 0.009), lens vault (P = 0.049), and mean scleral spur angle (P < 0.0001). For these three variables acting jointly, R(2) = 0.33. Significant association was found between CH and spur-to-spur distance (R(2) = 0.07, P = 0.025). Iris concavity was a common finding in this cohort and related to anterior segment biometric parameters. Further work is required to clarify whether anatomical differences exist between iris concavity seen in the adolescent eye and that found in adults with pigment dispersion syndrome. Copyright 2014 The Association for Research in Vision and Ophthalmology, Inc.

Oral Health-Related Quality of Life and Traumatic Dental Injuries in Young Permanent Incisors in Brazilian Schoolchildren: A Multilevel Approach.

PubMed

Freire-Maia, Fernanda Bartolomeo; Auad, Sheyla Márcia; Abreu, Mauro Henrique Nogueira Guimarães de; Sardenberg, Fernanda; Martins, Milene Torres; Paiva, Saul Martins; Pordeus, Isabela Almeida; Vale, Míriam Pimenta

2015-01-01

Traumatic dental injury (TDI) during childhood may negatively impact the quality of life of children. To describe the association of oral health-related quality of life (OHRQoL) and domains (oral symptons, functional limitation, emotional- and social-well-being) of children with individual and contextual variables. A cross-sectional study was performed using a representative sample of 1,201 schoolchildren, 8-10 years-old, from public and private schools of Belo Horizonte, Brazil. The CPQ8-10 was used to assess OHRQoL, dichotomized in low and high impact. Sociodemographic information was collected through questionnaires to parents. Children were examined at schools, using the Andreasen criteria. Individual variables were gender, age, number of residents in home, parents/caregivers' level of education, family income, and TDI (dichotomized into without trauma/mild trauma and severe trauma). Dental caries and malocclusion were considered co-variables. Contextual variables were the Social Vulnerability Index and type of school. Ethical approval and consent forms were obtained. Data were analyzed using SPSS for Windows 19.0 and HLM 6.06, including frequency distribution, chi-squared test and multilevel approach (p < 0.05). The prevalence of a negative impact on OHRQoL in children with severe trauma was 55.9%. The TDI negatively impacted emotional and social domains of OHRQoL. A multilevel analysis revealed a significant difference in OHRQoL according to the type of school and showed that 16% of the total variance was due to contextual characteristics (p < 0.001; ICC = 0.16). The negative impact on OHRQoL was higher in girls (p = 0.009), younger children (p = 0.023), with severe TDI (p = 0.014), those from public schools (p = 0.017) and whose parents had a lower education level (p = 0.001). Severe trauma impacts OHRQoL on emotional and social domains. Contextual dimensions add information to individual variability to explain higher impact, emphasizing socioeconomic inequalities.

The relation between cognitive and motor performance and their relevance for children's transition to school: a latent variable approach.

PubMed

Roebers, Claudia M; Röthlisberger, Marianne; Neuenschwander, Regula; Cimeli, Patrizia; Michel, Eva; Jäger, Katja

2014-02-01

Both theoretically and empirically there is a continuous interest in understanding the specific relation between cognitive and motor development in childhood. In the present longitudinal study including three measurement points, this relation was targeted. At the beginning of the study, the participating children were 5-6-year-olds. By assessing participants' fine motor skills, their executive functioning, and their non-verbal intelligence, their cross-sectional and cross-lagged interrelations were examined. Additionally, performance in these three areas was used to predict early school achievement (in terms of mathematics, reading, and spelling) at the end of participants' first grade. Correlational analyses and structural equation modeling revealed that fine motor skills, non-verbal intelligence and executive functioning were significantly interrelated. Both fine motor skills and intelligence had significant links to later school achievement. However, when executive functioning was additionally included into the prediction of early academic achievement, fine motor skills and non-verbal intelligence were no longer significantly associated with later school performance suggesting that executive functioning plays an important role for the motor-cognitive performance link. Copyright © 2013 Elsevier B.V. All rights reserved.

PACER Performance of Children Aged 11-14 With Attention-Deficit Hyperactive Disorder.

PubMed

Martinson, Timothy; Butterfield, Stephen A; Mason, Craig A; Tu, Shihfen; Lehnhard, Robert A; Nightingale, Christopher J

2018-05-01

The purposes of this study were to examine the performance on the progressive aerobic cardiovascular endurance run (PACER) test in children with and without attention-deficit hyperactive disorder (ADHD) over the course of a school year, and also to investigate the possible influence of age, sex, school sport participation, and body mass index on results. Utilizing a repeated measures design, 892 middle school children aged 11-14 years (mean = 12.25, SD = 0.94) including 55 children with ADHD participated. While controlling for age, sex, sports participation, and body mass index, children were tested on the PACER 3 times during the school year. Procedures specified in the FITNESSGRAM test manual were explicitly followed. Hierarchical linear modeling was applied to analyze the data. Children with ADHD performed 8.6 fewer laps at intercept (baseline), than did healthy children without ADHD (t 878  = -6.20, P < .001). However, no significant differences emerged for time (slope). In addition, no significant interactions were found for ADHD with age, sex, sports participation, or body mass index. A diagnosis of ADHD, independent of selected predictor variables, explained lower PACER performance.

Ranking Schools' Academic Performance Using a Fuzzy VIKOR

NASA Astrophysics Data System (ADS)

Musani, Suhaina; Aziz Jemain, Abdul

2015-06-01

Determination rank is structuring alternatives in order of priority. It is based on the criteria determined for each alternative involved. Evaluation criteria are performed and then a composite index composed of each alternative for the purpose of arranging in order of preference alternatives. This practice is known as multiple criteria decision making (MCDM). There are several common approaches to MCDM, one of the practice is known as VIKOR (Multi-criteria Optimization and Compromise Solution). The objective of this study is to develop a rational method for school ranking based on linguistic information of a criterion. The school represents an alternative, while the results for a number of subjects as the criterion. The results of the examination for a course, is given according to the student percentage of each grade. Five grades of excellence, honours, average, pass and fail is used to indicate a level of achievement in linguistics. Linguistic variables are transformed to fuzzy numbers to form a composite index of school performance. Results showed that fuzzy set theory can solve the limitations of using MCDM when there is uncertainty problems exist in the data.

An Investigation of International Science Achievement Using the OECD's PISA 2006 Data Set

NASA Astrophysics Data System (ADS)

Milford, Todd

School Effectiveness Research (SER) is concerned with efforts to better understand the effectiveness enhancing relationship between student and school variables and how these variables primarily influence academic achievement (Scheerens, 2004). However, one identified methodological shortcoming in SER is the absence of cross-cultural perspectives (Kyriakides, 2006). This is a concern as what may prove effective in one nation does not necessarily mean that it can be easily and seamlessly imported into another with the same results. This study looked at the relationships between science self-beliefs and academic achievement in science across all nations who participated in the Programme for International Student Assessment (PISA) in 2006. It further explored the variance accounted for by cultural, social and economic capital (the elements of the PISA socioeconomic status variable) for each country in PISA 2006 when predicting scientific literacy. Lastly, it used hierarchical linear modeling (HLM) to analyze data from PISA 2006 for nations experiencing high rates of immigration (i.e., Germany, Spain, Canada, the United States, Australia and New Zealand). The outcome measures used for these countries were achievement scores in science, mathematics and reading. The variables examined at the student level were science self-efficacy, science self-concept, immigrant status and socioeconomic status. The variables examined at the school level were student level aggregates of school proportion of immigrants and school socioeconomic status. In the correlation analysis between science literacy and either science self-concept of science self-efficacy, findings suggest that at the student level, students with both higher science self-concept and higher science self-efficacy tend to achieve higher academically. However, at the country level the relationship was negative between self-concept and academic achievement in science (i.e., countries with higher science self-concept tend to achieve lower on scientific literacy). When the variables that comprised each of the cultural, social, and economic components of SES were regressed on scientific literacy for the PISA sample, cultural capital accounted for 16% of the variance in scientific literacy scores compared to 14% for social capital, 13% for the composite Economic Social and Cultural Status (ESCS), and 12% for economic capital. In the HLM null models, the intraclass correlations for the all countries except for Germany ranged from .16 to .29 (Germany's was between .57 and .68). In the final models, at level-1 country, immigrant status tended to negatively influence achievement (i.e., non-native students are predicted to have lower performance), while science self-efficacy and science self-concept positively influenced achievement The student level ESCS variable also impacted achievement positively. At the school level, level-2, school mean ESCS or school proportion of immigrants were found to significantly influence the level-1 predictors; however, a good deal of variability across nations was observed. The findings from this study demonstrate that there are some distinct national differences in the relationships between science self-beliefs, immigrant status and academic achievement.

Association between School Membership and Substance Use among Adolescents.

PubMed

Gaete, Jorge; Rojas, Graciela; Fritsch, Rosemarie; Araya, Ricardo

2018-01-01

Substance use among adolescents is a major problem worldwide, producing many health and economic consequences. Even though there are well-known personal, familial, and social factors associated with drug use, less is known about the effect of school-related factors. School membership is a recognized variable affecting academic performance among students; however, its effect on substance use is less understood. The primary aim of this study was to explore the association between school membership and cigarette, alcohol, and cannabis use among a representative sample of secondary students from municipal state-funded schools in Santiago of Chile, and secondly, to test the hypothesis that depressive or anxiety symptoms mediate this association. A total of 2,508 students from 22 state-funded schools in Santiago, Chile, answered a questionnaire. This instrument included an abbreviated version of the psychological sense of school membership (PSSM), questions regarding the use of alcohol, tobacco, and cannabis and scales of psychological functioning (depression, anxiety, self-concept, and problem-solving). The association analyses were performed using adjusted regression models for each outcome using all independent variables while controlling for gender and age. For the mediation effect, a combination of ordinary least square and logistic regression analyses was conducted. There was an association between a strong PSSM and low risk for smoking (OR 0.57; 95% CI 0.46-0.72), drinking (0.65; 95% CI: 0.51-0.83), and cannabis use (0.52; 95% CI 0.37-0.74). We also found that depressive and anxiety symptoms do not fully mediate the association between school membership and any substance use, and 73% of this effect in the case of smoking, 80% in the case of drinking, and 78.5% in the case of cannabis use, was direct. This is the first study in Latin America exploring the association between school membership and substance use among secondary students. School membership seems to be an important and independent factor to be included in preventive interventions. Therefore, these results support future research aiming to test interventions at increasing the sense of school membership to prevent substance use among adolescents. ISRCTN19466209. Retrospectively registered.

School and Neighborhood Predictors of Physical Fitness in Elementary School Students.

PubMed

Kahan, David; McKenzie, Thomas L

2017-06-01

We assessed the associations of 5 school and 7 neighborhood variables with fifth-grade students achieving Healthy Fitness Zone (HFZ) or Needs Improvement-Health Risk (NI-HR) on aerobic capacity (AC) and body composition (BC) physical fitness components of the state-mandated FITNESSGRAM ® physical fitness test. Data for outcome (physical fitness) and predictor (school and neighborhood) variables were extracted from various databases (eg, Data Quest, Walk Score ® ) for 160 schools located in San Diego, California. Predictor variables that were at least moderately correlated (|r| ≥ .30) with ≥1 outcome variables in univariate analyses were retained for ordinary least squares regression analyses. The mean percentages of students achieving HFZ AC (65.7%) and BC (63.5%) were similar (t = 1.13, p = .26), while those for NI-HR zones were significantly different (AC = 6.0% vs BC = 18.6%; t = 12.60, p < .001). Correlations were greater in magnitude for school than neighborhood demographics and stronger for BC than AC. The school variables free/reduced-price lunch (negative) and math achievement (positive) predicted fitness scores. Among neighborhood variables, percent Hispanic predicted failure of meeting the HFZ BC criterion. Creating school and neighborhood environments conducive to promoting physical activity and improving fitness is warranted. © 2017, American School Health Association.

Examining school effectiveness at the fourth grade: A hierarchical analysis of the Third International Mathematics and Science Study (TIMSS)

NASA Astrophysics Data System (ADS)

Stemler, Steven Edward

This study explored school effectiveness in mathematics and science at the fourth grade using data from IEA's Third International Mathematics and Science Study (TIMSS). Fourteen of the 26 countries participating in TIMSS at the fourth grade possessed sufficient between-school variability in mathematics achievement to justify the creation of explanatory models of school effectiveness while 13 countries possessed sufficient between-school variability in science achievement. Exploratory models were developed using variables drawn from student, teacher, and school questionnaires. The variables were chosen to represent the domains of student involvement, instructional methods, classroom organization, school climate, and school structure. Six explanatory models for each subject were analyzed using two-level hierarchical linear modeling (HLM) and were compared to models using only school mean SES as an explanatory variable. The amount of variability in student achievement in mathematics attributable to differences between schools ranged from 16% in Cyprus to 56% in Latvia, while the amount of between-school variance in science achievement ranged from 12% in Korea to 59% in Latvia. In general, about one-quarter of the variability in mathematics and science achievement was found to lie between schools. The research findings revealed that after adjusting for differences in student backgrounds across schools, the most effective schools in mathematics and science had students who reported seeing a positive relationship between hard work, belief in their own abilities, and achievement. In addition, more effective schools had students who reported less frequent use of computers and calculators in the classroom. These relationships were found to be stable across explanatory models, cultural contexts, and subject areas. This study has contributed a unique element to the literature by examining school effectiveness at the fourth grade across two subject areas and across 14 different countries. The results indicate that further exploration of the relationship between school effectiveness and student locus of control warrants serious consideration. Future research on school effectiveness is recommended, perhaps using trend data and looking at different grade levels.

High stress, lack of sleep, low school performance, and suicide attempts are associated with high energy drink intake in adolescents.

PubMed

Kim, So Young; Sim, Songyong; Choi, Hyo Geun

2017-01-01

Although an association between energy drinks and suicide has been suggested, few prior studies have considered the role of emotional factors including stress, sleep, and school performance in adolescents. This study aimed to evaluate the association of energy drinks with suicide, independent of possible confounders including stress, sleep, and school performance. In total, 121,106 adolescents with 13-18 years olds from the 2014 and 2015 Korea Youth Risk Behavior Web-based Survey were surveyed for age, sex, region of residence, economic level, paternal and maternal education level, sleep time, stress level, school performance, frequency of energy drink intake, and suicide attempts. Subjective stress levels were classified into severe, moderate, mild, a little, and no stress. Sleep time was divided into 6 groups: < 6 h; 6 ≤ h < 7; 7 ≤ h < 8; 8 ≤ h < 9; and ≥ 9 h. School performance was classified into 5 levels: A (highest), B (middle, high), C (middle), D (middle, low), and E (lowest). Frequency of energy drink consumption was divided into 3 groups: ≥ 3, 1-2, and 0 times a week. The associations of sleep time, stress level, and school performance with suicide attempts and the frequency of energy drink intake were analyzed using multiple and ordinal logistic regression analysis, respectively, with complex sampling. The relationship between frequency of energy drink intake and suicide attempts was analyzed using multiple logistic regression analysis with complex sampling. Higher stress levels, lack of sleep, and low school performance were significantly associated with suicide attempts (each P < 0.001). These variables of high stress level, abnormal sleep time, and low school performance were also proportionally related with higher energy drink intake (P < 0.001). Frequent energy drink intake was significantly associated with suicide attempts in multiple logistic regression analyses (AOR for frequency of energy intake ≥ 3 times a week = 3.03, 95% CI = 2.64-3.49, P < 0.001). Severe stress, inadequate sleep, and low school performance were related with more energy drink intake and suicide attempts in Korean adolescents. Frequent energy drink intake was positively related with suicide attempts, even after adjusting for stress, sleep time, and school performance.

High stress, lack of sleep, low school performance, and suicide attempts are associated with high energy drink intake in adolescents

PubMed Central

Kim, So Young; Sim, Songyong

2017-01-01

Objective Although an association between energy drinks and suicide has been suggested, few prior studies have considered the role of emotional factors including stress, sleep, and school performance in adolescents. This study aimed to evaluate the association of energy drinks with suicide, independent of possible confounders including stress, sleep, and school performance. Methods In total, 121,106 adolescents with 13–18 years olds from the 2014 and 2015 Korea Youth Risk Behavior Web-based Survey were surveyed for age, sex, region of residence, economic level, paternal and maternal education level, sleep time, stress level, school performance, frequency of energy drink intake, and suicide attempts. Subjective stress levels were classified into severe, moderate, mild, a little, and no stress. Sleep time was divided into 6 groups: < 6 h; 6 ≤ h < 7; 7 ≤ h < 8; 8 ≤ h < 9; and ≥ 9 h. School performance was classified into 5 levels: A (highest), B (middle, high), C (middle), D (middle, low), and E (lowest). Frequency of energy drink consumption was divided into 3 groups: ≥ 3, 1–2, and 0 times a week. The associations of sleep time, stress level, and school performance with suicide attempts and the frequency of energy drink intake were analyzed using multiple and ordinal logistic regression analysis, respectively, with complex sampling. The relationship between frequency of energy drink intake and suicide attempts was analyzed using multiple logistic regression analysis with complex sampling. Results Higher stress levels, lack of sleep, and low school performance were significantly associated with suicide attempts (each P < 0.001). These variables of high stress level, abnormal sleep time, and low school performance were also proportionally related with higher energy drink intake (P < 0.001). Frequent energy drink intake was significantly associated with suicide attempts in multiple logistic regression analyses (AOR for frequency of energy intake ≥ 3 times a week = 3.03, 95% CI = 2.64–3.49, P < 0.001). Conclusion Severe stress, inadequate sleep, and low school performance were related with more energy drink intake and suicide attempts in Korean adolescents. Frequent energy drink intake was positively related with suicide attempts, even after adjusting for stress, sleep time, and school performance. PMID:29135989

Active Smarter Kids (ASK): Rationale and design of a cluster-randomized controlled trial investigating the effects of daily physical activity on children's academic performance and risk factors for non-communicable diseases.

PubMed

Resaland, Geir K; Moe, Vegard Fusche; Aadland, Eivind; Steene-Johannessen, Jostein; Glosvik, Øyvind; Andersen, John R; Kvalheim, Olav M; McKay, Heather A; Anderssen, Sigmund A

2015-07-28

Evidence is emerging from school-based studies that physical activity might favorably affect children's academic performance. However, there is a need for high-quality studies to support this. Therefore, the main objective of the Active Smarter Kids (ASK) study is to investigate the effect of daily physical activity on children's academic performance. Because of the complexity of the relation between physical activity and academic performance it is important to identify mediating and moderating variables such as cognitive function, fitness, adiposity, motor skills and quality of life (QoL). Further, there are global concerns regarding the high prevalence of lifestyle-related non-communicable diseases (NCDs). The best means to address this challenge could be through primary prevention. Physical activity is known to play a key role in preventing a host of NCDs. Therefore, we investigated as a secondary objective the effect of the intervention on risk factors related to NCDs. The purpose of this paper is to describe the design of the ASK study, the ASK intervention as well as the scope and details of the methods we adopted to evaluate the effect of the ASK intervention on 5 (th) grade children. The ASK study is a cluster randomized controlled trial that includes 1145 fifth graders (aged 10 years) from 57 schools (28 intervention schools; 29 control schools) in Sogn and Fjordane County, Norway. This represents 95.3 % of total possible recruitment. Children in all 57 participating schools took part in a curriculum-prescribed physical activity intervention (90 min/week of physical education (PE) and 45 min/week physical activity, in total; 135 min/week). In addition, children from intervention schools also participated in the ASK intervention model (165 min/week), i.e. a total of 300 min/week of physical activity/PE. The ASK study was implemented over 7 months, from November 2014 to June 2015. We assessed academic performance in reading, numeracy and English using Norwegian National tests delivered by The Norwegian Directorate for Education and Training. We assessed physical activity objectively at baseline, midpoint and at the end of the intervention. All other variables were measured at baseline and post-intervention. In addition, we used qualitative methodologies to obtain an in-depth understanding of children's embodied experiences and pedagogical processes taking place during the intervention. If successful, ASK could provide strong evidence of a relation between physical activity and academic performance that could potentially inform the process of learning in elementary schools. Schools might also be identified as effective settings for large scale public health initiatives for the prevention of NCDs. Clinicaltrials.gov ID nr: NCT02132494 . Date of registration, 6(th) of May, 2014.

Long-term impact of childhood malaria infection on school performance among school children in a malaria endemic area along the Thai-Myanmar border.

PubMed

Vorasan, Nutchavadee; Pan-Ngum, Wirichada; Jittamala, Podjanee; Maneeboonyang, Wanchai; Rukmanee, Prasert; Lawpoolsri, Saranath

2015-10-09

Children represent a high-risk group for malaria worldwide. Among people in Thailand who have malaria during childhood, some may have multiple malaria attacks during their lifetime. Malaria may affect neurological cognition in children, resulting in short-term impairment of memory and language functions. However, little is known regarding the long-term effects of malaria infection on cognitive function. This study examines the long-term impact of malaria infection on school performance among school children living in a malaria-endemic area along the Thai-Myanmar border. A retrospective cohort study was conducted among school children aged 6-17 years in a primary-secondary school of a sub-district of Ratchaburi Province, Thailand. History of childhood malaria infection was obtained from the medical records of the sole malaria clinic in the area. School performance was assessed by using scores for the subjects Thai Language and Mathematics in 2014. Other variables, such as demographic characteristics, perinatal history, nutritional status, and emotional intelligence, were also documented. A total of 457 students were included, 135 (30 %) of whom had a history of uncomplicated malaria infection. About half of the malaria-infected children had suffered infection before the age of four years. The mean scores for both Mathematics and Thai Language decreased in relation to the increasing number of malaria attacks. Most students had their last malaria episode more than two years previously. The mean scores were not associated with duration since the last malaria attack. The association between malaria infection and school performance was not significant after adjusting for potential confounders, including gender, school absenteeism over a semester term, and emotional intelligence. This study characterizes the long-term consequences of uncomplicated malaria disease during childhood. School performance was not associated with a history of malaria infection, considering that most students had their last malaria infection more than two years previously. These findings indicate that the impact of uncomplicated malaria infection on school performance may not be prolonged.

The Effect of Teacher Performance in Implementation of The 2013 Curriculum Toward Chemistry Learning Achievement

NASA Astrophysics Data System (ADS)

Dewi, L. P.; Djohar, A.

2018-04-01

This research is a study about implementation of the 2013 Curriculum on Chemistry subject. This study aims to determine the effect of teacher performance toward chemistry learning achievement. The research design involves the independent variable, namely the performance of Chemistry teacher, and the dependent variable that is Chemistry learning achievement which includes the achievement in knowledge and skill domain. The subject of this research are Chemistry teachers and High School students in Bandung City. The research data is obtained from questionnaire about teacher performance assessed by student and Chemistry learning achievement from the students’ report. Data were analyzed by using MANOVA test. The result of multivariate significance test shows that there is a significant effect of teacher performance toward Chemistry learning achievement in knowledge and skill domain with medium effect size.

The Effects of Home-School Dissonance on African American Male High School Students

ERIC Educational Resources Information Center

Brown-Wright, Lynda; Tyler, Kenneth Maurice

2010-01-01

The current study examined associations between home-school dissonance and several academic and psychological variables among 80 African American male high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including amotivation, academic cheating,…

Violence and Disorder, School Climate, and PBIS: The Relationship among School Climate, Student Outcomes, and the Use of Positive Behavioral Interventions and Supports

ERIC Educational Resources Information Center

Eacho, Thomas Christopher

2013-01-01

The primary purpose of this study was to examine the relationship between school climate and student outcome variables. The secondary purpose was to examine the relationship between the use of Positive Behavioral Interventions and Supports (PBIS) and the same student outcome variables. Variables depicting student perceptions of school climate,…

Academic Success of Adolescents in Poverty

ERIC Educational Resources Information Center

Palomar-Lever, Joaquina; Victorio-Estrada, Amparo

2017-01-01

This study identified significant predictors of important academic results such as academic performance and school desertion by adolescent students living in poverty in both urban and rural settings. The results indicate the relative importance of individual, family, educational and social variables reported by the young people, and the…

Influence of School-Level Variables on Aggression and Associated Attitudes of Middle School Students

ERIC Educational Resources Information Center

Henry, David B.; Farrell, Albert D.; Schoeny, Michael E.; Tolan, Patrick H.; Dymnicki, Allison B.

2011-01-01

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher…

Predicting Middle School Students' Use of Web 2.0 Technologies out of School Using Home and School Technological Variables

ERIC Educational Resources Information Center

Hughes, Joan E.; Read, Michelle F.; Jones, Sara; Mahometa, Michael

2015-01-01

This study used multiple regression to identify predictors of middle school students' Web 2.0 activities out of school, a construct composed of 15 technology activities. Three middle schools participated, where sixth- and seventh-grade students completed a questionnaire. Independent predictor variables included three demographic and five computer…

Influence of Family Structure and School Variables on Behavior Disorders of Children

ERIC Educational Resources Information Center

Lindholm, Byron W.; And Others

1977-01-01

This study examined the influence of family structure and school variables on behavior disorders of children (N=1,162). Results indicated grade in school, sex, social class, ordinal position in the family, and teacher were important variables in the determination of behavior disorders. (Author)

Intra-Personal and Extra-Personal Predictors of Suicide Attempts of South Korean Adolescents

ERIC Educational Resources Information Center

Lee, Ji-Young; Bae, Sung-Man

2015-01-01

The purpose of this study was to explore significant variables predicting adolescent suicidal attempts. Socio-environmental variables such as gender, school record, school grade, school adaptation, and family intimacy together with intra-individual variables including depression, anxiety, delinquency, stress, and self-esteem were considered as…

The relationship of document and quantitative literacy with learning styles and selected personal variables for aerospace technology students at Indiana State University

NASA Astrophysics Data System (ADS)

Martin, Royce Ann

The purpose of this study was to determine the extent that student scores on a researcher-constructed quantitative and document literacy test, the Aviation Documents Delineator (ADD), were associated with (a) learning styles (imaginative, analytic, common sense, dynamic, and undetermined), as identified by the Learning Type Measure, (b) program curriculum (aerospace administration, professional pilot, both aerospace administration and professional pilot, other, or undeclared), (c) overall cumulative grade point average at Indiana State University, and (d) year in school (freshman, sophomore, junior, or senior). The Aviation Documents Delineator (ADD) was a three-part, 35 question survey that required students to interpret graphs, tables, and maps. Tasks assessed in the ADD included (a) locating, interpreting, and describing specific data displayed in the document, (b) determining data for a specified point on the table through interpolation, (c) comparing data for a string of variables representing one aspect of aircraft performance to another string of variables representing a different aspect of aircraft performance, (d) interpreting the documents to make decisions regarding emergency situations, and (e) performing single and/or sequential mathematical operations on a specified set of data. The Learning Type Measure (LTM) was a 15 item self-report survey developed by Bernice McCarthy (1995) to profile an individual's processing and perception tendencies in order to reveal different individual approaches to learning. The sample used in this study included 143 students enrolled in Aerospace Technology Department courses at Indiana State University in the fall of 1996. The ADD and the LTM were administered to each subject. Data collected in this investigation were analyzed using a stepwise multiple regression analysis technique. Results of the study revealed that the variables, year in school and GPA, were significant predictors of the criterion variables, document, quantitative, and total literacy, when utilizing the ADD. The variables learning style and program of study were found not to be significant predictors of literacy scores on the ADD instrument.

Does the UKCAT predict performance on exit from medical school? A national cohort study

PubMed Central

Cleland, J A; Ayansina, D; Nicholson, S

2016-01-01

Objectives Most UK medical programmes use aptitude tests during student selection, but large-scale studies of predictive validity are rare. This study assesses the UK Clinical Aptitude Test (UKCAT: http://www.ukcat.ac.uk), and 4 of its subscales, along with individual and contextual socioeconomic background factors, as predictors of performance during, and on exit from, medical school. Methods This was an observational study of 6294 medical students from 30 UK medical programmes who took the UKCAT from 2006 to 2008, for whom selection data from the UK Foundation Programme (UKFPO), the next stage of UK medical education training, were available in 2013. We included candidate demographics, UKCAT (cognitive domains; total scores), UKFPO Educational Performance Measure (EPM) and national exit situational judgement test (SJT). Multilevel modelling was used to assess relationships between variables, adjusting for confounders. Results The UKCAT—as a total score and in terms of the subtest scores—has significant predictive validity for performance on the UKFPO EPM and SJT. UKFPO performance was also affected positively by female gender, maturity, white ethnicity and coming from a higher social class area at the time of application to medical school An inverse pattern was seen for a contextual measure of school, with those attending fee-paying schools performing significantly more weakly on the EPM decile, the EPM total and the total UKFPO score, but not the SJT, than those attending other types of school. Conclusions This large-scale study, the first to link 2 national databases—UKCAT and UKFPO, has shown that UKCAT is a predictor of medical school outcome. The data provide modest supportive evidence for the UKCAT's role in student selection. The conflicting relationships of socioeconomic contextual measures (area and school) with outcome adds to wider debates about the limitations of these measures, and indicates the need for further research. PMID:27855088

Students' Achievement and Homework Assignment Strategies.

PubMed

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents ( N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall.

Students' Achievement and Homework Assignment Strategies

PubMed Central

Fernández-Alonso, Rubén; Álvarez-Díaz, Marcos; Suárez-Álvarez, Javier; Muñiz, José

2017-01-01

The optimum time students should spend on homework has been widely researched although the results are far from unanimous. The main objective of this research is to analyze how homework assignment strategies in schools affect students' academic performance and the differences in students' time spent on homework. Participants were a representative sample of Spanish adolescents (N = 26,543) with a mean age of 14.4 (±0.75), 49.7% girls. A test battery was used to measure academic performance in four subjects: Spanish, Mathematics, Science, and Citizenship. A questionnaire allowed the measurement of the indicators used for the description of homework and control variables. Two three-level hierarchical-linear models (student, school, autonomous community) were produced for each subject being evaluated. The relationship between academic results and homework time is negative at the individual level but positive at school level. An increase in the amount of homework a school assigns is associated with an increase in the differences in student time spent on homework. An optimum amount of homework is proposed which schools should assign to maximize gains in achievement for students overall. PMID:28326046

The influence of obstetric variables on school achievement, intelligence and neuropsychological development in a sample of Spanish twins at the age of six: a retrospective study.

PubMed

González-Mesa, Ernesto; Cazorla-Granados, Olga; González-Valenzuela, María José

2016-01-01

The increasing number of multiple pregnancies in recent years has raised a particular concern about the problems associated to these pregnancies. It still remains unclear whether twin deliveries, as currently conceived, provide the same future health chances to both fetuses. In this regard, it is worth mentioning that the effects of obstetric and neonatal care beyond the perinatal period have not often been evaluated. The main objective of this research was to analyze the impact of obstetric and perinatal variables on postnatal neuropsychological development, intelligence and school achievement of twin children. We conducted a cross-sectional and observational study on 62 pairs of 6-year-old twins, who were on their first year of primary education. All 124 children and their mother were individually assessed and perinatal clinical data were collected. A stratified multivariate analysis was performed using multiple linear regressions. The type of birth was the best predicting variable, so that the best results were achieved in children born in spontaneous vaginal deliveries. Comparatively, however, poorer scores were seen in males second twins born by the vaginal route in spatial structuring, non-verbal development and total development areas, especially in case of delivery before 37 weeks. Our study confirms the impact of some obstetric variables on school achievement and psychological development of twins.

The impact of teacher preparation on student achievement in rural secondary schools

NASA Astrophysics Data System (ADS)

Barnes, Shontier Prescott

The primary purpose of this study was to examine significant differences, if any, in student achievement in the area of math and science of students taught by traditionally certified teachers and alternatively certified teachers. This study examined alternatively certified teachers, as identified from through the Georgia TAPP (Teacher Alternative Preparation Program), and traditionally certified teachers in rural high schools in the Central Savannah River Area of Georgia. Student achievement was measured by student scores on the Algebra I and Physical Science End-Of-Course Test, a criterion-referenced test aligned with state adopted curriculum standards. The study utilized frequency distributions, correlations, descriptive statistics, and univariate analysis of variance (ANOVA) to examine the data. Univariate tests were done to find individual differences for each dependent variable. The ANOVA was used for the single dependent (student achievement) and formed comparisons and tracked the effect of the independent variable (teacher preparation), each of which (traditional and alternative) may have a number of levels and may interact to affect the dependent variable. The covariates, the independent variables not manipulated, but still affecting the response, are students' ethnicity, gender, and school socioeconomic status were also analyzed to predict student achievement. KEY WORDS. Teacher Preparation, Student Achievement, Math, Science, Traditionally certified teachers, Alternatively certified teachers, Georgia TAPP (Teacher Alternative Preparation Program), End-Of-Course Test (EOCT), Performance standard.

A study of the factors affecting advancement and graduation for engineering students

NASA Astrophysics Data System (ADS)

Fletcher, John Thomas

The purpose of this study was, first, to determine whether a set of predictor variables could be identified from pre-enrollment and post-enrollment data that would differentiate students who advance to a major in engineering from non-advancers and, further, to determine if the predictor variables would differentiate students who graduate from the College of Engineering from non-graduates and graduates of other colleges at Auburn University. A second purpose was to determine if the predictor variables would correctly identify male and female students with the same degree of accuracy. The third purpose was to determine if there were significant relationships between the predictor variables studied and grades earned in a set of 15 courses that have enrollments over 100 students and are part of the pre-engineering curriculum. The population for this study was the 868 students who entered the pre-engineering program at Auburn University as freshmen during the Summer and Fall Quarters of 1991. The variables selected to differentiate the different groups were ACT scores, high school grade indices, and first quarter college grade point average. Two sets of classification matrices were developed using analysis and holdout samples that were divided based on sex. With respect to the question about advancement to the professional engineering program, structure coefficients derived from discriminant analysis procedures performed on all the cases combined indicated that first quarter college grade point average, high school math index, ACT math score, and high school science grade index were important predictor variables in classifying students who advanced to the professional engineering program and those who did not. Further, important structure coefficients with respect to graduation with a degree from the College of Engineering were first quarter college grade point average, high school math index, ACT math score, and high school science grade index. The results of this study indicated that significant differences existed in the model's ability to predict advancement and graduation for male and female students. This difference was not unexpected based on the male-dominated population. However, the models identified predicted at a high rate for both male and female students. Finally, many significant relationships were found to exist between the predictor variables and the 15 pre-engineering courses that were selected. The strength of the relationships ranged from a high of .82, p < .001 (Chemistry 103 grade with total high school grade index) to a low of .07, p > .05 (Chemistry 102 with ACT science score).

Trichotomous goals of elementary school students learning English as a foreign language: a structural equation model.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen; Gou, Wen Johnny

2012-02-01

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.

The association of iron status with educational performance and intelligence among adolescents.

PubMed

Dissanayake, D S; Kumarasiri, P V R; Nugegoda, D B; Dissanayake, D M

2009-09-01

The aim was to identify the association of iron status with educational performance and intelligence of adolescents. This was a cross sectional comparative study among adolescents aged 13-15 years. Each iron deficient student was matched with an iron sufficient student from the same school, class and sex. Iron status was based on haemoglobin and serum ferritin levels. The marks for mathematics, science, Sinhala language and social science were considered to assess educational performance. Intelligence was measured by Raven's Standard progressive matrices. All the possible confounders and effect modifiers were considered. Home visits to a sub-sample checked the quality of data. The final analysis included 188 students (94 matched pairs). Neither educational performance nor intelligence showed significant associations with the iron status. The severity of the iron deficiency did not relate to these cognitive variables either. Twenty-three and 8 co-variables showed statistically significant associations with educational performance and intelligence respectively. Following a multiple regression analysis intelligence, the enthusiasm of the student towards learning, occupational ambition, household possession, problems at home and private tuition for mathematics were key factors predicting educational performance. Stunting and educational level of the mother were important factors influencing intelligence. Iron status does not play a major role in educational performance and intelligence of school going adolescents. Several factors affect educational performance and intelligence. This study highlights the difficulty in extrapolating the findings of similar studies to different ecological settings.

Questioning Leadership: A Study of Leadership Style, Teacher Perceptions, and Student Achievement

ERIC Educational Resources Information Center

Rowley, Steven P.

2013-01-01

This research study sought to examine the effects of transformational leadership behaviors and characteristics on institutional variables such as teacher organizational citizenship behaviors, commitment, and job satisfaction, the perceived overall effectiveness of school leaders, and objective measures of student performance. The study used a…

Selective Attention, Anxiety, Depressive Symptomatology and Academic Performance in Adolescents

ERIC Educational Resources Information Center

Fernandez-Castillo, Antonio; Gutierrez-Rojas, Maria Esperanza

2009-01-01

Introduction: In this cross-sectional, descriptive research we studied the relation between three psychological variables (anxiety, depression and attention) in order to analyze their possible association with and predictive power for academic achievement (as expressed in school grades) in a sample of secondary students. Method: For this purpose…

Changes in Drug Use, School Performance, and Self-Environment Perceptions during Preventive Intervention.

ERIC Educational Resources Information Center

Bry, Brenna H.; Conboy, Cathy

Research has suggested that didactic and values discussions, life skills training, social skills training, and family intervention can reduce heavy drug use. Because subjects display variability in patterns of behavior change, increased understanding of these individual differences could be beneficial to interventions. A preventive intervention…

Who Is Retained in First Grade? A Psychosocial Perspective

ERIC Educational Resources Information Center

Willson, Victor L.; Hughes, Jan N.

2009-01-01

A sample of 784 children with below-median literacy performance in kindergarten or at the beginning of grade 1 was assessed in 5 areas of psychological and social variables: academic competence, sociodemographic characteristics, social/emotional/behavioral characteristics, school context, and home environment. We examined the contribution of…

School Management and Contingency Theory: An Emerging Perspective.

ERIC Educational Resources Information Center

Hanson, E. Mark

An understanding of the "situational" characteristics of the organizational forces that influence the relationships between environmental, management, and performance variables is now coming to be seen as a key to understanding the management process itself. This paper is a synthesis of the contingency theory literature drawn from the…

Middle Grade Students' Concept Images of Algebraic Concepts

ERIC Educational Resources Information Center

Tekin-Sitrava, Reyhan

2017-01-01

This study investigates middle school students' concept images of algebraic concepts which are term, constant term, variable, and coefficient. Also, the study aimed to explore their performances in defining these concepts correctly. A phenomenological method was used to support methodological perspective and to reveal the findings of the study.…

The Predictive Power of Leadership to the Perception of School Trust

ERIC Educational Resources Information Center

Babaoglan, Emine

2016-01-01

The leadership of school principal and trust to school is important organizational variable for pleasure of school stakeholders and effectiveness of them. In this research these two variables are inquired according to school principal and vice principal perception. The purpose of this research is to determine predictive power of leadership to the…

Development and Testing of an Initial Model of Curricular Leadership Culture in Middle Schools

ERIC Educational Resources Information Center

Adams, Jerry

2007-01-01

Effective school studies, for the most part, have focused on different individual school-level independent variables influencing student achievement and have largely neglected examining contextual variables within the school or school community that may evolve as a result of responding to statewide accountability pressures, including examining how…

The Effects of Budget, Delegation, and Other Variables on the Future of School Nursing

ERIC Educational Resources Information Center

Tetuan, Theresa M.; Akagi, Cynthia G.

2004-01-01

The purpose of this exploratory research study was to survey Kansas school nurses to determine the impact of budget, delegation, and other variables on the future of school nursing. Issues of education and certification status, educational budget, delegation, school nurse-to-student ratio, number of school buildings assigned, Metropolitan…

Determining Barriers to Use of Edible School Gardens in Illinois.

PubMed

Loftus, Lucy; Spaulding, Aslihan D; Steffen, Richard; Kopsell, Dave; Nnakwe, Nweze

2017-01-01

The objective of this study was to gather data regarding the awareness, perceived benefits, interest in, and barriers to establishment of edible school gardens in Illinois public schools. Setting/Design: This study used an online survey design. Participants included Illinois public elementary school principals and superintendents. Region and community population, current edible garden use, perception (Likert scale) of garden benefits, interest in establishment of a school edible garden, and barriers to establishment of a school edible garden were the variables of interest. Logit regression and Kruskal-Wallis with follow-up where p < 0.05 were performed. Elementary school principals and superintendents are aware of gardens and their potential benefits to students, but many barriers exist that make their use challenging. Funding, staff and volunteer support, and class time were identified as the major barriers. Region affected likelihood of garden use, and community population size also affected the odds of having an edible school garden. Data suggest that edible garden use would increase with provision of resources and organization of dedicated supporters.

Pupil-class determinants of aggressive and victim behaviour in pupils.

PubMed

Mooij, T

1998-09-01

Aggressive behaviour in pupils is expressed in, e.g., bullying, sexual harassment, and violence. Different kinds of variables could be relevant in explaining a pupil's aggressive or victim behaviour. To develop a multilevel theoretical and empirical explanation for different kinds of aggressive and victim behaviour displayed by pupils in a classroom and school environment. A national survey was carried out to identify different kinds of aggressive and victim behaviour displayed by pupils and to assess other variables related to pupils, classes, and schools. A total of 1998 pupils from 100 third and fourth year classes attending 71 different secondary schools took part in the research. Data were analysed by a series of secondary multilevel analyses using the MLA-program. Being a boy, being more extravert, being more disagreeable, coming across fewer teachers with positive teaching behaviour, and attending a lower type of secondary school, help explain why someone is a perpetrator as such. Being a boy, being more disagreeable, being more emotionally unstable, being open to new ideas, and seeing more teachers as being strict, function as explanatory pupil variables for victim behaviour. Other pupil level variables determine more specific aggressive and victim behaviour aspects. Various other class level and school level variables are relevant, too. Personal and environmental pupil variables are more important than class variables but class variables are in turn more important than school variables in explaining a pupil's aggressive and victim behaviour.

Personal, Family and School Influences on Secondary Pupils' Feelings of Safety at School, in the School Surroundings and at Home

ERIC Educational Resources Information Center

Mooij, Ton

2012-01-01

Different types of variables seem to influence school safety and a pupil's feelings of safety at school. The research question asks which risk and promotive variables should be integrated in a theoretical model to predict a pupil's feelings of safety at school, in the school surroundings and at home; what the outcomes are of an empirical check of…

Hip and knee extensor moments predict vertical jump height in adolescent girls.

PubMed

Ford, Kevin R; Myer, Gregory D; Brent, Jensen L; Hewett, Timothy E

2009-07-01

Biomechanical factors, such as hip and knee extensor moments, related to drop jump (DJ) performance have not been investigated in adolescent girls. The purpose of this study was to determine the key independent biomechanical variables that predict overall vertical jump performance in adolescent girls. Sixteen high school adolescent girls from club-sponsored and high school-sponsored volleyball teams performed DJ at 3 different drop heights (15, 30, and 45 cm). A motion analysis system consisting of 10 digital cameras and a force platform was used to calculate vertical jump height, joint angles, and joint moments during the tasks. A multiple linear regression was used to determine the biomechanical parameters that were best predictive of vertical jump height at each box drop distance. The 2 predictor variables in all 3 models were knee and hip extensor moments. The models predicted 82.9, 81.9, and 88% of the vertical jump height variance in the 15, 30, and 45 cm trials, respectively. The results of the investigation indicate that knee and hip joint moments are the main contributors to vertical jump height during the DJ in adolescent girls. Strength and conditioning specialists attempting to improve vertical jump performance should target power and strength training to the hip and knee extensors in their athletes.

Health-compromising behaviors among Vietnamese adolescents: the role of education and extracurricular activities.

PubMed

Kaplan, Celia Patricia; Zabkiewicz, Denise; McPhee, Stephen J; Nguyen, Tung; Gregorich, Steven E; Disogra, Charles; Hilton, Joan F; Jenkins, Christopher

2003-05-01

To examine the prevalence of unhealthy behaviors among a cohort of Vietnamese adolescents in California; to examine the relationship between these behaviors and school-related variables (school performance, educational risk behaviors, higher-education aspirations, and participation in extracurricular activities); and to assess the differences that may exist between males and females with regard to these factors. We conducted telephone interviews with 783 Vietnamese adolescents, aged 12-17 years, recruited through telephone listings from four California counties where large Vietnamese populations reside: San Francisco, Santa Clara, Los Angeles, and Orange. Of the 783 completed interviews, 60.8% were conducted in English and 39.2% in Vietnamese. The main outcome measure is a health risk behavior scale that includes adolescents' reports of ever smoking a cigarette, sedentary vs. active lifestyle, consumption of fruits and vegetables, consumption of foods high in fat, ever drinking alcohol, and ever engaging in sexual behavior. Multiple regression analyses were employed to estimate the association among the demographic variables, acculturation, school performance, aspirations, extracurricular activities, and the overall health risk. Females were significantly more sedentary than males. Over one-quarter (29%) of the females reported not having participated in vigorous physical activity on 3 or more days per week, compared with just 18% of the males. Most adolescents reported they had never tried cigarettes (84%), never used alcohol (77%), and never had sex (97%). Males were more likely than females to report a higher frequency of experimentation with smoking and drinking. Overall, school performance and participation in extracurricular activities were significantly related to the health risk behavior scale. Adolescents who demonstrated at least one educational risk (ever skipped school or ever sent out of the classroom) were more likely to engage in other risky behaviors. Also, older and more acculturated adolescents were at increased risk of engaging in health-compromising behaviors. Analysis by gender revealed that the variables age, educational risk, and chance of attending college were all related to health risk behavior for both males and females. Among the boys, those who reported achieving an average grade of B or better had a decreased risk of engaging in health-compromising behaviors; however, neither extracurricular activities nor acculturation was related to health-compromising behaviors in boys. Among the girls, the reverse was true: lack of participation in extracurricular activities was related to health-compromising behaviors, whereas grades were not a significant risk factor. Among sampled Vietnamese adolescents in California, health risk behaviors are common and inversely related to some school performance indicators. Using these indicators to identify high-risk groups could allow targeted educational programs or interventions for the mitigation of health-compromising behaviors.

Diminished heart rate complexity in adolescent girls: a sign of vulnerability to anxiety disorders?

PubMed

Fiol-Veny, Aina; De la Torre-Luque, Alejandro; Balle, Maria; Bornas, Xavier

2018-07-01

Diminished heart rate variability has been found to be associated with high anxiety symptomatology. Since adolescence is the period of onset for many anxiety disorders, this study aimed to determine sex- and anxiety-related differences in heart rate variability and complexity in adolescents. We created four groups according to sex and anxiety symptomatology: high-anxiety girls (n = 24) and boys (n = 25), and low-anxiety girls (n = 22) and boys (n = 24) and recorded their cardiac function while they performed regular school activities. A series of two-way (sex and anxiety) MANOVAs were performed on time domain variability, frequency domain variability, and non-linear complexity. We obtained no multivariate interaction effects between sex and anxiety, but highly anxious participants had lower heart rate variability than the low-anxiety group. Regarding sex, girls showed lower heart rate variability and complexity than boys. The results suggest that adolescent girls have a less flexible cardiac system that could be a marker of the girls' vulnerability to developing anxiety disorders.

What information is provided in transcripts and Medical Student Performance Records from Canadian Medical Schools? A retrospective cohort study.

PubMed

Robins, Jason A; McInnes, Matthew D F; Esmail, Kaisra

2014-01-01

Resident selection committees must rely on information provided by medical schools in order to evaluate candidates. However, this information varies between institutions, limiting its value in comparing individuals and fairly assessing their quality. This study investigates what is included in candidates' documentation, the heterogeneity therein, as well as its objective data. Samples of recent transcripts and Medical Student Performance Records were anonymised prior to evaluation. Data were then extracted by two independent reviewers blinded to the submitting university, assessing for the presence of pre-selected criteria; disagreement was resolved through consensus. The data were subsequently analysed in multiple subgroups. Inter-rater agreement equalled 92%. Inclusion of important criteria varied by school, ranging from 22.2% inclusion to 70.4%; the mean equalled 47.4%. The frequency of specific criteria was highly variable as well. Only 17.7% of schools provided any basis for comparison of academic performance; the majority detailed only status regarding pass or fail, without any further qualification. Considerable heterogeneity exists in the information provided in official medical school documentation, as well as markedly little objective data. Standardization may be necessary in order to facilitate fair comparison of graduates from different institutions. Implementation of objective data may allow more effective intra- and inter-scholastic comparison.

Influence of schooling on language abilities of adults without linguistic disorders.

PubMed

Soares, Ellen Cristina Siqueira; Ortiz, Karin Zazo

2009-01-01

In order to properly assess language, sociodemographic variables that can influence the linguistic performance of individuals with or without linguistic disorders need to be taken into account. The aim of this study was to evaluate the influence of schooling and age on the results from the Montreal Toulouse (Modified MT Beta-86) language assessment test among individuals without linguistic disorders. Cross-sectional study carried out between March 2006 and August 2007 in the Speech, Language and Hearing Pathology Department of Universidade Federal de São Paulo (Unifesp), São Paulo, Brazil. Eighty volunteers were selected. Schooling was stratified into three bands: A (1-4 years), B (5-8 years) and C (nine years and over). The age range was from 17 to 80 years. All the subjects underwent the Montreal Toulouse (Modified MT Beta-86) language assessment protocol. Statistically significant differences were found in relation to schooling levels, in the tasks of oral comprehension, reading, graphical comprehension, naming, lexical availability, dictation, graphical naming of actions and number reading. Statistically significant age-related differences in dictation and lexical availability tasks were observed. The Montreal Toulouse (Modified MT Beta-86) test seems to be sensitive to variations in schooling and age. These variables should be taken into account when this test is used for assessing patients with brain damage.

Indoor air quality in Portuguese schools: levels and sources of pollutants.

PubMed

Madureira, J; Paciência, I; Pereira, C; Teixeira, J P; Fernandes, E de O

2016-08-01

Indoor air quality (IAQ) parameters in 73 primary classrooms in Porto were examined for the purpose of assessing levels of volatile organic compounds (VOCs), aldehydes, particulate matter, ventilation rates and bioaerosols within and between schools, and potential sources. Levels of VOCs, aldehydes, PM2.5 , PM10 , bacteria and fungi, carbon dioxide (CO2 ), carbon monoxide, temperature and relative humidity were measured indoors and outdoors and a walkthrough survey was performed concurrently. Ventilation rates were derived from CO2 and occupancy data. Concentrations of CO2 exceeding 1000 ppm were often encountered, indicating poor ventilation. Most VOCs had low concentrations (median of individual species <5 μg/m(3) ) and were below the respective WHO guidelines. Concentrations of particulate matter and culturable bacteria were frequently higher than guidelines/reference values. The variability of VOCs, aldehydes, bioaerosol concentrations, and CO2 levels between schools exceeded the variability within schools. These findings indicate that IAQ problems may persist in classrooms where pollutant sources exist and classrooms are poorly ventilated; source control strategies (related to building location, occupant behavior, maintenance/cleaning activities) are deemed to be the most reliable for the prevention of adverse health consequences in children in schools. © 2015 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The influence of the parents' educational level on the development of executive functions.

PubMed

Ardila, Alfredo; Rosselli, Monica; Matute, Esmeralda; Guajardo, Soledad

2005-01-01

Information about the influence of educational variables on the development of executive functions is limited. The aim of this study was to analyze the relation of the parents' educational level and the type of school the child attended (private or public school) to children's executive functioning test performance. Six hundred twenty-two participants, ages 5 to 14 years (276 boys, 346 girls) were selected from Colombia and Mexico and grouped according to three variables: age (5-6, 7-8, 9-10, 11-12, and 13-14 years), gender (boys and girls), and school type (private and public). Eight executive functioning tests taken from the Evaluacion Neuropsicologica Infantil; Matute, Rosselli, Ardila, & Ostrosky, (in press) were individually administered: Semantic Verbal Fluency, Phonemic Verbal Fluency, Semantic Graphic Fluency, Nonsemantic Graphic Fluency, Matrices, Similarities, Card Sorting, and the Mexican Pyramid. There was a significant effect of age on all the test scores and a significant effect of type of school attended on all but Semantic Verbal Fluency and Nonsemantic Graphic Fluency tests. Most children's test scores, particularly verbal test scores, significantly correlated with parents' educational level. Our results suggest that the differences in test scores between the public and private school children depended on some conditions existing outside the school, such as the parents' level of education. Implications of these findings for the understanding of the influence of environmental factors on the development of executive functions are presented.

Factors contributing to academic achievement: a Bayesian structure equation modelling study

NASA Astrophysics Data System (ADS)

Payandeh Najafabadi, Amir T.; Omidi Najafabadi, Maryam; Farid-Rohani, Mohammad Reza

2013-06-01

In Iran, high school graduates enter university after taking a very difficult entrance exam called the Konkoor. Therefore, only the top-performing students are admitted by universities to continue their bachelor's education in statistics. Surprisingly, statistically, most of such students fall into the following categories: (1) do not succeed in their education despite their excellent performance on the Konkoor and in high school; (2) graduate with a grade point average (GPA) that is considerably lower than their high school GPA; (3) continue their master's education in majors other than statistics and (4) try to find jobs unrelated to statistics. This article employs the well-known and powerful statistical technique, the Bayesian structural equation modelling (SEM), to study the academic success of recent graduates who have studied statistics at Shahid Beheshti University in Iran. This research: (i) considered academic success as a latent variable, which was measured by GPA and other academic success (see below) of students in the target population; (ii) employed the Bayesian SEM, which works properly for small sample sizes and ordinal variables; (iii), which is taken from the literature, developed five main factors that affected academic success and (iv) considered several standard psychological tests and measured characteristics such as 'self-esteem' and 'anxiety'. We then study the impact of such factors on the academic success of the target population. Six factors that positively impact student academic success were identified in the following order of relative impact (from greatest to least): 'Teaching-Evaluation', 'Learner', 'Environment', 'Family', 'Curriculum' and 'Teaching Knowledge'. Particularly, influential variables within each factor have also been noted.

a Latent Variable Path Analysis Model of Secondary Physics Enrollments in New York State.

NASA Astrophysics Data System (ADS)

Sobolewski, Stanley John

The Percentage of Enrollment in Physics (PEP) at the secondary level nationally has been approximately 20% for the past few decades. For a more scientifically literate citizenry as well as specialists to continue scientific research and development, it is desirable that more students enroll in physics. Some of the predictor variables for physics enrollment and physics achievement that have been identified previously includes a community's socioeconomic status, the availability of physics, the sex of the student, the curriculum, as well as teacher and student data. This study isolated and identified predictor variables for PEP of secondary schools in New York. Data gathered by the State Education Department for the 1990-1991 school year was used. The source of this data included surveys completed by teachers and administrators on student characteristics and school facilities. A data analysis similar to that done by Bryant (1974) was conducted to determine if the relationships between a set of predictor variables related to physics enrollment had changed in the past 20 years. Variables which were isolated included: community, facilities, teacher experience, number of type of science courses, school size and school science facilities. When these variables were isolated, latent variable path diagrams were proposed and verified by the Linear Structural Relations computer modeling program (LISREL). These diagrams differed from those developed by Bryant in that there were more manifest variables used which included achievement scores in the form of Regents exam results. Two criterion variables were used, percentage of students enrolled in physics (PEP) and percent of students enrolled passing the Regents physics exam (PPP). The first model treated school and community level variables as exogenous while the second model treated only the community level variables as exogenous. The goodness of fit indices for the models was 0.77 for the first model and 0.83 for the second model. No dramatic differences were found between the relationship of predictor variables to physics enrollment in 1972 and 1991. New models indicated that smaller school size, enrollment in previous science and math courses and other school variables were more related to high enrollment rather than achievement. Exogenous variables such as community size were related to achievement. It was shown that achievement and enrollment were related to a different set of predictor variables.

Comparison of the Reynell Developmental Language Scale II and the Galker test of word-recognition-in-noise in Danish day-care children.

PubMed

Lous, Jørgen; Glenn Lauritsen, Maj-Britt

2018-06-01

To search for predictive factors for language development measured by two receptive language tests for children, the Galker test (a word-recognition-in-noise test) testing hearing and vocabulary, and the Danish version of Reynell Developmental Language Scale (2nd revision, RDLS II) test, a language comprehension test. The study analysed if information about background variables and parents and pre-school teachers was predictive for test scores; if earlier middle ear disease, actual hearing loss and tympanometry was important for language development; and if the two receptive tests differed in terms of the degree to which variables were able to predict test scores at the age of three to five years. All children aged three and five years attending 20 day-care centres for children without cognitive development issues from the Municipality of Hillerød, Denmark, were invited to participate. We used questionnaires to the parents and day-care teachers and examined the children using tympanometry, hearing test and the two receptive language tests. We performed unadjusted and adjusted analyses of raw and grouped scores and background variables, as well as stepwise regression analysis with group scores as outcome. The results of the two tests were surprisingly similar in relation to background variables. The same variables were predictive for scores in the two receptive language tests. The predictive variables were: age group (22-31%), having no sibling (2-3%), being a boy (1%), information from the parents about the child's vocabulary (3%), phonology (0-2%). information from the pre-school teachers on the child's vocabulary (4-6%), and hearing beyond 25 dB in best ear (mean of four frequencies) (1%). We found that nearly the same variables were predictive for the test score and the grouped score in pre-school children in the RDLS II and the Galker test. Information from the pre-school teachers was more predictive of the test score than information from the parents. In the adjusted analysis, beside age group, information about the child's vocabulary was the most predictive information explaining 4-6% of the variation. Copyright © 2018 Elsevier B.V. All rights reserved.

Predictive Value of the School-leaving Grade and Prognosis of Different Admission Groups for Academic Performance and Continuity in the Medical Course – a Longitudinal Study

PubMed Central

Kadmon, Guni; Resch, Franz; Duelli, Roman; Kadmon, Martina

2014-01-01

Background: The school-leaving GPA and the time since completion of secondary education are the major criteria for admission to German medical schools. However, the predictive value of the school-leaving grade and the admission delay have not been thoroughly examined since the amendment of the Medical Licensing Regulations and the introduction of reformed curricula in 2002. Detailed information on the prognosis of the different admission groups is also missing. Aim: To examine the predictive values of the school-leaving grade and the age at enrolment for academic performance and continuity throughout the reformed medical course. Methods: The study includes the central admission groups “GPA-best” and “delayed admission” as well as the primary and secondary local admission groups of three consecutive cohorts. The relationship between the criteria academic performance and continuity and the predictors school-leaving GPA, enrolment age, and admission group affiliation were examined up to the beginning of the final clerkship year. Results: The academic performance and the prolongation of the pre-clinical part of undergraduate training were significantly related to the school-leaving GPA. Conversely, the dropout rate was related to age at enrolment. The students of the GPA-best group and the primary local admission group performed best and had the lowest dropout rates. The students of the delayed admission group and secondary local admission group performed significantly worse. More than 20% of these students dropped out within the pre-clinical course, half of them due to poor academic performance. However, the academic performance of all of the admission groups was highly variable and only about 35% of the students of each group reached the final clerkship year within the regular time. Discussion: The school-leaving grade and age appear to have different prognostic implications for academic performance and continuity. Both factors have consequences for the delayed admission group. The academic prognosis of the secondary local admission group is as problematic as that of the delayed admission group. Additional admission instruments would be necessary, in order to recognise potentially able applicants independently of their school-leaving grade and to avoid the secondary admission procedure. PMID:24872856

Radon Levels in Nurseries and Primary Schools in Bragança District-Preliminary Assessment.

PubMed

Sousa, S I V; Branco, P T B S; Nunes, R A O; Alvim-Ferraz, M C M; Martins, F G

2015-01-01

Lung cancer has been associated with radon concentration even at low levels such as those found in dwellings. This study aimed to (i) determine radon diurnal variations in three nurseries and one primary school in the Bragança district (north of Portugal) and (ii) compare radon concentrations with legislated standards and assess the legislated procedures. Radon was measured in three nurseries and a primary school in a rural area with nongranite soil. Measurements were performed continuously to examine differences between occupation and nonoccupation periods. Indoor temperature and relative humidity were also measured continuously. A great variability was found in radon concentrations between the microenvironments examined. Radon concentrations surpassed by severalfold the recommended guidelines and thresholds, and excessive levels of health concern were sporadically found (361.5-753.5 Bq m(-3)). Thus, it is of importance to perform a national campaign on radon measurements and to reduce exposure.

Is religiosity positively associated with school connectedness: evidence from high school students in Atlantic Canada?

PubMed

Azagba, Sunday; Asbridge, Mark; Langille, Donald B

2014-12-01

School connectedness (SC) is associated with decreased student risk behavior and better health and social outcomes. While a considerable body of research has examined the factors associated with SC, there is limited evidence about the particular role of religiosity in shaping levels of SC. Employing data reported by junior and senior high school students from Atlantic Canada, this study examines whether religiosity is positively associated with SC and whether such associations differ by gender. We tested the association between SC and religiosity using a random intercept multilevel logistic regression. The between-school variability in SC was first determined by our estimating a null or empty model; three different model specifications that included covariates were estimated: in Model 1 we adjusted for gender, age, academic performance, parental education, and living arrangement; in Model 2 for sensation seeking and subjective social status in addition to Model 1 variables; and in Model 3 we added substance use to the analysis. Our multilevel regression analyses showed that religiosity was protectively associated with lower SC across the three model specifications when both genders were examined together. In gender-stratified analyses we found similar protective associations of religiosity, with lower SC for both males and females in all three models. Given the overwhelming positive impact of SC on a range of health, social and school outcomes, it is important to understand the role of religiosity, among other factors, that may be modified to enhance student's connectedness to school.

High School Dropouts: Interactions between Social Context, Self-Perceptions, School Engagement, and Student Dropout

ERIC Educational Resources Information Center

Fall, Anna-Maria; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development…

Psychosocial Variables as Predictors of School Adjustment of Gifted Students with Learning Disabilities in Nigeria

ERIC Educational Resources Information Center

Fakolade, O. A.; Oyedokun, S. O.

2015-01-01

The paper considered several psychosocial variables as predictors of school adjustment of 40 gifted students with learning disabilities in Junior Secondary School in Ikenne Local Government Council Area of Ogun State, Nigeria. Purposeful random sampling was employed to select four schools from 13 junior secondary schools in the area, six…

Explaining the Positive Relationship between Fourth-Grade Children’s Body Mass Index and Energy Intake at School-Provided Meals (Breakfast and Lunch)

PubMed Central

Baxter, Suzanne Domel; Royer, Julie A.; Hitchcock, David B.

2013-01-01

BACKGROUND A positive relationship exists between children’s body mass index (BMI) and energy intake at school-provided meals. To help explain this relationship, we investigated 7 outcome variables concerning aspects of school-provided meals—energy content of items selected, number of meal components selected, number of meal components eaten, amounts eaten of standardized school-meal portions, energy intake from flavored milk, energy intake received in trades, and energy content given in trades. METHODS We observed children in grade 4 (N=465) eating school-provided breakfast and lunch on one to 4 days per child. We measured children’s weight and height. For daily values at school meals, a generalized linear model was fit with BMI (dependent variable) and the 7 outcome variables, sex, and age (independent variables). RESULTS BMI was positively related to amounts eaten of standardized school-meal portions (p < .0001) and increased 8.45 kg/m2 per serving, controlling for other variables in the model. BMI was positively related to energy intake from flavored milk (p = .0041) and increased 0.347 kg/m2 for every 100-kcal consumed. BMI was negatively related to energy intake received in trades (p = .0003) and decreased 0.468 kg/m2 for every 100-kcal received. BMI was not significantly related to 4 outcome variables. CONCLUSIONS Knowing that relationships between BMI and actual consumption, not selection, at school-provided meals explained the (previously found) positive relationship between BMI and energy intake at school-provided meals is helpful for school-based obesity interventions. PMID:23517000

The effects of budget, delegation, and other variables on the future of school nursing.

PubMed

Tetuan, Theresa M; Akagi, Cynthia G

2004-12-01

The purpose of this exploratory research study was to survey Kansas school nurses to determine the impact of budget, delegation, and other variables on the future of school nursing. Issues of education and certification status, educational budget, delegation, school nurse-to-student ratio, number of school buildings assigned, Metropolitan Statistical Area, and years of school nursing experience were also investigated. The Budget Impact School Nurse Questionnaire online survey was used to gather data. Findings revealed that school nurses were well prepared academically, but that many school nurses lacked certification. The use of UAPs and the future of school nursing were significantly affected by budget constraints, delegation, number of buildings assigned, legislative contact, and Metropolitan Statistical Area (urban location). Education in delegation and years of experience as a school nurse significantly affected opportunities for health education. The findings depicted budget, school nurse staffing, delegation, and geographic areas as the main variables that have an impact on school nursing.

Relationship between oral health in children and poverty related factors.

PubMed

Squassi, Aldo; Mauro, Silvia; Mauro, María José; Sánchez, Gabriel; Bordoni, Noemí

2008-01-01

The aim of this investigation was to analyze the variables related to poverty and its influence on oral health in children living in a suburban area ofBuenos Aires, Argentina. The study population consisted of 1,049 children. 579 children at social risk (Group I) were recruited from five neighborhoods with critical lacks (Katzman, 1989) and divided into 2 subgroups according to age: (A) preschool children and (B) school children. 470 preschool and school children from the same district but living in homes without critical lacks served as controls (Group II). The following variables associated with poverty were analyzed: (a) parents' instructional level, (b) employment conditions, and (c) accessibilty to regular oral health care. Group I comprised children from five neighborhoods categorized according to the incidence rate of each variable. Clinical examinations were performed under similar conditions by three calibrated investigators. DMFS, dmfs, total DMFS + dmfs, DS + ds, Care Index and Loe & Silness plaque index were recorded and analyzed using Students t test, ANOVA and Chi square test (level of significance p < 0.05). Dental indicators were significantly higher in Group I than in Group II. The dental caries indicators increased as the incidence rate of the poverty-related variables rose. The highest number of children with high cariogenic risk was observed in neighborhoods with the highest social risk (c2 = 30.48; p < 0.005). The analyzed poverty-related variables seemed to be associated with factors that play a role in the dental caries development process in school and preschool children living in the Metropolitan area of Buenos Aires.

The predictive validity of the MCAT exam in relation to academic performance through medical school: a national cohort study of 2001-2004 matriculants.

PubMed

Dunleavy, Dana M; Kroopnick, Marc H; Dowd, Keith W; Searcy, Cynthia A; Zhao, Xiaohui

2013-05-01

Most research examining the predictive validity of the Medical College Admission Test (MCAT) has focused on the relationship between MCAT scores and scores on the United States Medical Licensing Examination Step exams. This study examined whether MCAT scores predict students' unimpeded progress toward graduation (UP), which the authors defined as not withdrawing or being dismissed for academic reasons, graduating within five years of matriculation, and passing the Step 1, Step 2 Clinical Knowledge, and Step 2 Clinical Skills exams on the first attempt. Students who matriculated during 2001-2004 at 119 U.S. medical schools were included in the analyses. Logistic regression analyses were used to estimate the relationships between UP and MCAT total scores alone, undergraduate grade point averages (UGPAs) alone, and UGPAs and MCAT total scores together. All analyses were conducted at the school level and were considered together to evaluate relationships across schools. The majority of matriculants experienced UP. Together, UGPAs and MCAT total scores predicted UP well. MCAT total scores alone were a better predictor than UGPAs alone. Relationships were similar across schools; however, there was more variability across schools in the relationship between UP and UGPAs than between UP and MCAT total scores. The combination of UGPAs and MCAT total scores performs well as a predictor of UP. Both UGPAs and MCAT total scores are strong predictors of academic performance in medical school through graduation, not just the first two years. Further, these relationships generalize across medical schools.

Explaining the positive relationship between fourth-grade children's body mass index and energy intake at school-provided meals (breakfast and lunch).

PubMed

Guinn, Caroline H; Baxter, Suzanne D; Royer, Julie A; Hitchcock, David B

2013-05-01

A 2010 publication showed a positive relationship between children's body mass index (BMI) and energy intake at school-provided meals (as assessed by direct meal observations). To help explain that relationship, we investigated 7 outcome variables concerning aspects of school-provided meals: energy content of items selected, number of meal components selected, number of meal components eaten, amounts eaten of standardized school-meal portions, energy intake from flavored milk, energy intake received in trades, and energy content given in trades. Fourth-grade children (N = 465) from Columbia, SC, were observed eating school-provided breakfast and lunch on 1 to 4 days per child. Researchers measured children's weight and height. For daily values at school meals, a generalized linear model was fit with BMI (dependent variable) and the 7 outcome variables, sex, and age (independent variables). BMI was positively related to amounts eaten of standardized school-meal portions (p < .0001) and increased 8.45 kg/m(2) per serving, controlling for other variables in the model. BMI was positively related to energy intake from flavored milk (p = .0041) and increased 0.347 kg/m(2) for every 100 kcal consumed. BMI was negatively related to energy intake received in trades (p = .0003) and decreased 0.468 kg/m(2) for every 100 kcal received. BMI was not significantly related to 4 outcome variables. Knowing that relationships between BMI and actual consumption, not selection, at school-provided meals explained the (previously found) positive relationship between BMI and energy intake at school-provided meals is helpful for school-based obesity interventions. © 2013, American School Health Association.

A longitudinal study of childhood obesity, weight status change, and subsequent academic performance in Taiwanese children.

PubMed

Chen, Li-Jung; Fox, Kenneth R; Ku, Po-Wen; Wang, Ching-Hui

2012-09-01

This study examined the association among childhood obesity, weight status change, and subsequent academic performance at 6-year follow-up. First-grade students from one elementary school district in Taichung City, Taiwan were followed for 6 years (N = 409). Academic performance was extracted from the school records at the end of each grade. Weight and height were measured at the beginning of each grade. A weight change variable was created based on each child's weight status difference at grades 1 and 6. A multivariate linear regression model for predicting academic performance at grade 6 was developed with adjustment for individual characteristics and family factors. A latent growth curve (LGC) showed the association between changes in body mass index (BMI) and in academic performance across a 6-year period. BMI in children increased significantly across 6 years. The rate of increase in BMI over 6 years was higher for children with higher baseline BMIs than it was for children with lower baseline BMIs. However, BMI changes were not significantly associated with changes of academic performance. There was no significant relationship between initial obesity or change in weight status and subsequent academic performance. It appears that either being or becoming overweight/obese did not impact academic achievement for these Taiwanese children. © 2012, American School Health Association.

The Gatekeeper Disparity: Why Do Some Medical Schools Send More Medical Students into Urology?

PubMed Central

Kutikov, Alexander; Bonslaver, Jason; Casey, Jessica T.; Degrado, Justin; Dusseault, Beau N.; Fox, Janelle A.; Lashley-Rogers, Desri; Richardson, Ingride; Smaldone, Marc C.; Steinberg, Peter L.; Trivedi, Deep B.; Routh, Jonathan C.

2010-01-01

Introduction Urology continues to be a highly desirable specialty, despite decreasing exposure of students to Urology in U.S. medical schools. In this study, we set out to assess how U.S. medical schools compare to one another with regard to the number of students that each sends into Urological training and to evaluate the reasons why some medical schools consistently send more students into urology than others. Materials and Methods The authors obtained AUA Match data for the 5 Match seasons from 2005–2009. A survey of all successful participants was then performed. The survey instrument was designed to determine what aspects of the medical school experience influenced students to choose to specialize in Urology. A bivariate and multivariate analysis was then performed to assess which factors correlated with more students entering Urology from a particular medical school. Results Between 2005 and 2009, 1,149 medical students from 130 medical schools successfully participated in the Urology match. Of the 132 allopathic medical schools, 128 sent at least 1 student into Urology (mean 8.9, median 8, SD 6.5). A handful of medical schools were remarkable outliers, sending significantly more students into Urology than other institutions. Multivariate analysis revealed that a number of medical-school related variables including strong mentorship, medical school ranking, and medical school size correlated with more medical students entering Urology. Conclusion Some medical schools launch more Urologic careers than others. Although reasons for these findings are multifactorial, recruitment of Urologic talent pivots on these realities. PMID:21168862

Influence of Familiarization and Competitive Level on the Reliability of Countermovement Vertical Jump Kinetic and Kinematic Variables.

PubMed

Nibali, Maria L; Tombleson, Tom; Brady, Philip H; Wagner, Phillip

2015-10-01

Understanding typical variation of vertical jump (VJ) performance and confounding sources of its typical variability (i.e., familiarization and competitive level) is pertinent in the routine monitoring of athletes. We evaluated the presence of systematic error (learning effect) and nonuniformity of error (heteroscedasticity) across VJ performances of athletes that differ in competitive level and quantified the reliability of VJ kinetic and kinematic variables relative to the smallest worthwhile change (SWC). One hundred thirteen high school athletes, 30 college athletes, and 35 professional athletes completed repeat VJ trials. Average eccentric rate of force development (RFD), average concentric (CON) force, CON impulse, and jump height measurements were obtained from vertical ground reaction force (VGRF) data. Systematic error was assessed by evaluating changes in the mean of repeat trials. Heteroscedasticity was evaluated by plotting the difference score (trial 2 - trial 1) against the mean of the trials. Variability of jump variables was calculated as the typical error (TE) and coefficient of variation (%CV). No substantial systematic error (effect size range: -0.07 to 0.11) or heteroscedasticity was present for any of the VJ variables. Vertical jump can be performed without the need for familiarization trials, and the variability can be conveyed as either the raw TE or the %CV. Assessment of VGRF variables is an effective and reliable means of assessing VJ performance. Average CON force and CON impulse are highly reliable (%CV: 2.7% ×/÷ 1.10), although jump height was the only variable to display a %CV ≤SWC. Eccentric RFD is highly variable yet should not be discounted from VJ assessments on this factor alone because it may be sensitive to changes in response to training or fatigue that exceed the TE.

Factors associated with dropout in medical education: a literature review.

PubMed

O'Neill, Lotte Dyhrberg; Wallstedt, Birgitta; Eika, Berit; Hartvigsen, Jan

2011-05-01

Medical school dropout may have negative consequences for society, patients, the profession, schools and dropouts. To our knowledge, the literature dealing with dropout from medical school has never been systematically and critically appraised. This review aimed to systematically and critically review studies dealing with factors found to be associated with dropping out of medical school. A systematic critical literature review of the international peer-reviewed research literature on medical education was performed. A primary search was conducted and subsequently supplemented with ancestry and descendancy searches. The population of interest was medical students and the outcome was dropout. Abstract/title screening and quality assessment were performed by two independent researchers. Studies were assessed on six domains of quality: study participation; study attrition; predictor measurement; measurement of and accounting for confounders; outcome measurement, and analysis. Only studies that accounted for confounding were included in the final analysis. Of 625 studies found, 48 were quality-assessed and 13 of these were eventually included based on their fulfilment of our quality-related criteria. A range of entry qualifications seemed to be associated with greater chances of a student dropping out (odds ratio [OR] = 1.65-4.00). Struggling academically in medical school may be strongly associated with dropout. By contrast, no specific pattern of demographic variables was particularly important in relation to dropout. The effects of socio-economic, psychological and educational variables on dropout were not well investigated. More research into causal models and theory testing, which considers the effects of education, organisation and institution, is necessary if we are to learn more about how we can actively prevent medical student withdrawal. © Blackwell Publishing Ltd 2011.

Accuracy of noncycloplegic refraction performed at school screening camps.

PubMed

Khurana, Rolli; Tibrewal, Shailja; Ganesh, Suma; Tarkar, Rajoo; Nguyen, Phuong Thi Thanh; Siddiqui, Zeeshan; Dasgupta, Shantanu

2018-06-01

The aim of this study was to compare noncycloplegic refraction performed in school camp with that performed in eye clinic in children aged 6-16 years. A prospective study of children with unaided vision <0.2 LogMAR who underwent noncycloplegic retinoscopy (NCR) and subjective refraction (SR) in camp and subsequently in eye clinic between February and March 2017 was performed. A masked optometrist performed refractions in both settings. The agreement between refraction values obtained at both settings was compared using the Bland-Altman analysis. A total of 217 eyes were included in this study. Between the school camp and eye clinic, the mean absolute error ± standard deviation in spherical equivalent (SE) of NCR was 0.33 ± 0.4D and that of SR was 0.26 ± 0.5D. The limits of agreement for NCR were +0.91D to - 1.09D and for SR was +1.15D to -1.06D. The mean absolute error in SE was ≤0.5D in 92.62% eyes (95% confidence interval 88%-95%). A certain degree of variability exists between noncycloplegic refraction done in school camps and eye clinic. It was found to be accurate within 0.5D of SE in 92.62% eyes for refractive errors up to 4.5D of myopia, 3D of cylinder, and 1.5D of hyperopia.

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

Child-Friendly Schools: An Assessment of Secondary Schools

ERIC Educational Resources Information Center

Çobanoglu, Fatma; Ayvaz-Tuncel, Zeynep; Ordu, Aydan

2018-01-01

As education has many variables, essential arrangements are required in different areas to enhance its quality. School buildings, environmental arrangements, teaching and learning process, sources and materials, teachers, principals, health and security are the variables of which come to mind first. The concept of 'child-friendly school' ('CFS')…

School-Related Factors Affecting High School Seniors' Methamphetamine Use

ERIC Educational Resources Information Center

Stanley, Jarrod M.; Lo, Celia C.

2009-01-01

Data from the 2005 Monitoring the Future survey were used to examine relationships between school-related factors and high school seniors' lifetime methamphetamine use. The study applied logistic regression techniques to evaluate effects of social bonding variables and social learning variables on likelihood of lifetime methamphetamine use. The…

Self-regulated learning and achievement by middle-school children.

PubMed

Sink, C A; Barnett, J E; Hixon, J E

1991-12-01

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

Software Development for Asteroid and Variable Star Research

NASA Astrophysics Data System (ADS)

Sweckard, Teaghen; Clason, Timothy; Kenney, Jessica; Wuerker, Wolfgang; Palser, Sage; Giles, Tucker; Linder, Tyler; Sanchez, Richard

2018-01-01

The process of collecting and analyzing light curves from variable stars and asteroids is almost identical. In 2016 a collaboration was created to develop a simple fundamental way to study both asteroids and variable stars using methods that would allow the process to be repeated by middle school and high school students.Using robotic telescopes at Cerro Tololo (Chile), Yerkes Observatory (US), and Stone Edge Observatory (US) data were collected on RV Del and three asteroids. It was discovered that the only available software program which could be easily installed on lab computers was MPO Canopus. However, after six months it was determined that MPO Canopus was not an acceptable option because of the steep learning curve, lack of documentation and technical support.Therefore, the project decided that the best option was to design our own python based software. Using python and python libraries we developed code that can be used for photometry and can be easily changed to the user's needs. We accomplished this by meeting with our mentor astronomer, Tyler Linder, and in the beginning wrote two different programs, one for asteroids and one for variable stars. In the end, though, we chose to combine codes so that the program would be capable of performing photometry for both moving and static objects.The software performs differential photometry by comparing the magnitude of known reference stars to the object being studied. For asteroids, the image timestamps are used to obtain ephemeris of the asteroid from JPL Horizons automatically.

Predictors of professional behaviour and academic outcomes in a UK medical school: A longitudinal cohort study.

PubMed

Adam, Jane; Bore, Miles; Childs, Roy; Dunn, Jason; Mckendree, Jean; Munro, Don; Powis, David

2015-01-01

Over the past 70 years, there has been a recurring debate in the literature and in the popular press about how best to select medical students. This implies that we are still not getting it right: either some students are unsuited to medicine or the graduating doctors are considered unsatisfactory, or both. To determine whether particular variables at the point of selection might distinguish those more likely to become satisfactory professional doctors, by following a complete intake cohort of students throughout medical school and analysing all the data used for the students' selection, their performance on a range of other potential selection tests, academic and clinical assessments throughout their studies, and records of professional behaviour covering the entire five years of the course. A longitudinal database captured the following anonymised information for every student (n = 146) admitted in 2007 to the Hull York Medical School (HYMS) in the UK: demographic data (age, sex, citizenship); performance in each component of the selection procedure; performance in some other possible selection instruments (cognitive and non-cognitive psychometric tests); professional behaviour in tutorials and in other clinical settings; academic performance, clinical and communication skills at summative assessments throughout; professional behaviour lapses monitored routinely as part of the fitness-to-practise procedures. Correlations were sought between predictor variables and criterion variables chosen to demonstrate the full range of course outcomes from failure to complete the course to graduation with honours, and to reveal clinical and professional strengths and weaknesses. Student demography was found to be an important predictor of outcomes, with females, younger students and British citizens performing better overall. The selection variable "HYMS academic score", based on prior academic performance, was a significant predictor of components of Year 4 written and Year 5 clinical examinations. Some cognitive subtest scores from the UK Clinical Aptitude Test (UKCAT) and the UKCAT total score were also significant predictors of the same components, and a unique predictor of the Year 5 written examination. A number of the non-cognitive tests were significant independent predictors of Years 4 and 5 clinical performance, and of lapses in professional behaviour. First- and second-year tutor ratings were significant predictors of all outcomes, both desirable and undesirable. Performance in Years 1 and 2 written exams did not predict performance in Year 4 but did generally predict Year 5 written and clinical performance. Measures of a range of relevant selection attributes and personal qualities can predict intermediate and end of course achievements in academic, clinical and professional behaviour domains. In this study HYMS academic score, some UKCAT subtest scores and the total UKCAT score, and some non-cognitive tests completed at the outset of studies, together predicted outcomes most comprehensively. Tutor evaluation of students early in the course also identified the more and less successful students in the three domains of academic, clinical and professional performance. These results may be helpful in informing the future development of selection tools.

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities.

PubMed

Vilia, Paulo N; Candeias, Adelinda A; Neto, António S; Franco, Maria Da Glória S; Melo, Madalena

2017-01-01

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in Physics-chemistry, indicating that both attitudinal and cognitive variables should be taken into account on science education as well as in educative intervention.

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities

PubMed Central

Vilia, Paulo N.; Candeias, Adelinda A.; Neto, António S.; Franco, Maria Da Glória S.; Melo, Madalena

2017-01-01

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students’ attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student’s attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls – 56.8% and 203 boys – 43.2%), aged 14–16 years old (μ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students’ quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (β), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student’s grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student’s achievement in Physics-chemistry, indicating that both attitudinal and cognitive variables should be taken into account on science education as well as in educative intervention. PMID:28701978

Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study.

PubMed

MacKenzie, R K; Dowell, J; Ayansina, D; Cleland, J A

2017-05-01

Traditional methods of assessing personality traits in medical school selection have been heavily criticised. To address this at the point of selection, "non-cognitive" tests were included in the UK Clinical Aptitude Test, the most widely-used aptitude test in UK medical education (UKCAT: http://www.ukcat.ac.uk/ ). We examined the predictive validity of these non-cognitive traits with performance during and on exit from medical school. We sampled all students graduating in 2013 from the 30 UKCAT consortium medical schools. Analysis included: candidate demographics, UKCAT non-cognitive scores, medical school performance data-the Educational Performance Measure (EPM) and national exit situational judgement test (SJT) outcomes. We examined the relationships between these variables and SJT and EPM scores. Multilevel modelling was used to assess the relationships adjusting for confounders. The 3343 students who had taken the UKCAT non-cognitive tests and had both EPM and SJT data were entered into the analysis. There were four types of non-cognitive test: (1) libertariancommunitarian, (2) NACE-narcissism, aloofness, confidence and empathy, (3) MEARS-self-esteem, optimism, control, self-discipline, emotional-nondefensiveness (END) and faking, (4) an abridged version of 1 and 2 combined. Multilevel regression showed that, after correcting for demographic factors, END predicted SJT and EPM decile. Aloofness and empathy in NACE were predictive of SJT score. This is the first large-scale study examining the relationship between performance on non-cognitive selection tests and medical school exit assessments. The predictive validity of these tests was limited, and the relationships revealed do not fit neatly with theoretical expectations. This study does not support their use in selection.

The Role of Socio-Cognitive Variables in Predicting Learning Satisfaction in Smart Schools

ERIC Educational Resources Information Center

Firoozi, Mohammad Reza; Kazemi, Ali; Jokar, Maryam

2017-01-01

The present study aimed to investigate the role of Socio-Cognitive variables in predicting learning satisfaction in Smart Schools. The population was all the primary school students studying in smart schools in the city of Shiraz in the school year 2014-2015. The sample, randomly chosen through multi-stage cluster sampling, was 383 primary school…

Understanding school-age obesity: through participatory action research.

PubMed

DiNapoli, Pamela P; Lewis, James B

2008-01-01

This study aimed to assess current levels of overweight (obesity) and fitness among school students using objective data. School-based action research teams were recruited statewide by the New Hampshire Healthy Schools Coalition, the state team of the National Action for Healthy Kids Coalition. Action teams consisted of a physical education teacher, a school nurse, and a school administrator. Data were collected from 6,511 student participants aged 6 to 14 years, which was a representative cross-section from New Hampshire school districts. Key variables of interest in the study were body mass index, and ability to pass five fitness tests using FITNESSGRAM. Pearson's correlation was used to assess the relationships among body mass index, age, gender, and the percent of students that passed FITNESSGRAM tests. The ability of participants to pass the FITNESSGRAM tests declined markedly with age and differed between boys and girls, although the healthy fitness zones for any particular test was lower for girls. Body mass index was significantly negatively correlated with performance on all tests. Age was also statistically negatively correlated with performance on all tests; the relationship between gender and performance on the tests was less striking. Results reflected an increase in the prevalence of overweight school children, even in New Hampshire, which is purported to be one of the healthiest states in the nation. Results offered evidence that body mass index is a valid proxy measure for fitness levels and that fitness programs are necessary to effectively combat the obesity epidemic. Evidence-based changes need to be implemented to address obesity-related factors in schools, because children spend many of their waking hours in that setting. Physical activity during recess and physical education classes could help to increase energy expenditure and develop sound minds and bodies. Schools should consider the development of school-based wellness teams to advise and advocate improved school-based wellness policies. School nurses can take an active part in these initiatives.

Self-Efficacy Beliefs, Motivation, Race, and Gender in Middle School Science

NASA Astrophysics Data System (ADS)

Britner, Shari L.; Pajares, Frank

The purpose of this study was to discover whether the science motivation beliefs of middle school students (N = 262) vary as a function of their gender or race/ethnicity and to determine whether science self-efficacy beliefs predict science achievement when motivation variables shown to predict achievement in other academic areas are controlled. Girls reported stronger science self-efficacy and self-efficacy for self-regulation, and they received higher grades in science. Boys had stronger performance-approach goals. White students had stronger self-efficacy and achievement, and African American students reported stronger task goals. Self-efficacy was the only motivation variable to predict the science achievement of girls, boys, and White students. Self-efficacy and self-concept predicted the science achievement of African American students. Results are interpreted from the perspective of Bandura's social cognitive theory.

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

PubMed Central

Santos, Miguel A.; Godás, Agustín; Ferraces, María J.; Lorenzo, Mar

2016-01-01

The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10–11 years) and in the 1st and 2nd year of Secondary Education (aged 12–13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [F(1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [F(1, 1200) = 5.49, p < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance. PMID:27790171

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment.

PubMed

Santos, Miguel A; Godás, Agustín; Ferraces, María J; Lorenzo, Mar

2016-01-01

The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10-11 years) and in the 1st and 2nd year of Secondary Education (aged 12-13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [ F (1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [ F (1, 1200) = 5.49, p < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance.

A quantitative analysis of factors influencing the professional longevity of high school science teachers in Florida

NASA Astrophysics Data System (ADS)

Ridgley, James Alexander, Jr.

This dissertation is an exploratory quantitative analysis of various independent variables to determine their effect on the professional longevity (years of service) of high school science teachers in the state of Florida for the academic years 2011-2012 to 2013-2014. Data are collected from the Florida Department of Education, National Center for Education Statistics, and the National Assessment of Educational Progress databases. The following research hypotheses are examined: H1 - There are statistically significant differences in Level 1 (teacher variables) that influence the professional longevity of a high school science teacher in Florida. H2 - There are statistically significant differences in Level 2 (school variables) that influence the professional longevity of a high school science teacher in Florida. H3 - There are statistically significant differences in Level 3 (district variables) that influence the professional longevity of a high school science teacher in Florida. H4 - When tested in a hierarchical multiple regression, there are statistically significant differences in Level 1, Level 2, or Level 3 that influence the professional longevity of a high school science teacher in Florida. The professional longevity of a Floridian high school science teacher is the dependent variable. The independent variables are: (Level 1) a teacher's sex, age, ethnicity, earned degree, salary, number of schools taught in, migration count, and various years of service in different areas of education; (Level 2) a school's geographic location, residential population density, average class size, charter status, and SES; and (Level 3) a school district's average SES and average spending per pupil. Statistical analyses of exploratory MLRs and a HMR are used to support the research hypotheses. The final results of the HMR analysis show a teacher's age, salary, earned degree (unknown, associate, and doctorate), and ethnicity (Hispanic and Native Hawaiian/Pacific Islander); a school's charter status; and a school district's average SES are all significant predictors of a Florida high school science teacher's professional longevity. Although statistically significant in the initial exploratory MLR analyses, a teacher's ethnicity (Asian and Black), a school's geographic location (city and rural), and a school's SES are not statistically significant in the final HMR model.

Predictors of College Retention and Performance between Regular and Special Admissions

ERIC Educational Resources Information Center

Kim, Johyun

2015-01-01

This predictive correlational research study examined the effect of cognitive, demographic, and socioeconomic variables as predictors of regular and special admission students' first-year GPA and retention among a sample of 7,045 students. Findings indicated high school GPA and ACT scores were the two most effective predictors of regular and…

Understanding Job Satisfaction and its Relationship to Student Academic Performance

ERIC Educational Resources Information Center

Knox, Jeffrey A.; Anfara, Vincent A., Jr.

2013-01-01

There is a direct correlation between the variables of teacher job satisfaction and student academic achievement (Brookover & Lezotte, 1979; Mertler, 2002; Wynne, 1980). One would assume that schools that are not making AYP are doing everything possible to be removed from this status. One may also hypothesize that teacher job satisfaction is…

A Study of Job Satisfaction Correlates among Urban School Speech Language Pathologists

ERIC Educational Resources Information Center

Maxie-Brown, Gwendolyn J.

2011-01-01

The purpose of this study was to examine relationships between the job satisfaction of speech language pathologists (SLPs) and self-efficacy, work relationships and two components of job performance: teacher judgments of student improvement and supervisor ratings of teacher efficiency. It was hypothesized that each of the variables would be…

A Comparison of Teacher Classroom Management Practices and Presage Variables on High and Low Performing Elementary Schools

ERIC Educational Resources Information Center

Kinloch, Karen Elizabeth

2013-01-01

According to an extensive review of the literature, effective instructional delivery and "classroom management" practices are critical factors to elevate student achievement (Shindler, Jones, Williams, Taylor, & Cadenas, 2012). The purpose of this study was to analyze a comparison of classroom management practices on student…

Psychometric Reanalysis of Happiness, Temperament, and Spirituality Scales with Children in Faith-Based Elementary Schools

ERIC Educational Resources Information Center

Cleveland, Richard E.

2014-01-01

This dissertation performed an investigation of the psychometric properties of six instruments used in the 2012 Happiness Project research study. The project revisited the 2010 study conducted by Holder, Coleman, and Wallace. Holder et al. (2010) investigated the relationships among variables relating to student happiness and spirituality while…

Personality Traits, Self-Esteem and Academic Achievement in Secondary School Students in Campania, Italy

ERIC Educational Resources Information Center

Troncone, Alda; Drammis, Maria Letizia; Labella, Alida

2014-01-01

For years educators have attempted to identify the effective predictors of scholastic achievement and several personality variables were described as significantly correlated with grade performance. Since one of the crucial practical implications of identifying the factors involved in academic achievement is to facilitate the teaching-learning…

easyCBM Norms. 2014 Edition. Technical Report #1409

ERIC Educational Resources Information Center

Saven, Jessica L.; Tindal, Gerald; Irvin, P. Shawn; Farley, Dan; Alonzo, Julie

2014-01-01

Previous norms for the easyCBM assessment system were computed using scores from all students who took each measure for every grade and benchmark season (fall, winter, and spring). During the 2013-­14 school year, new national norms were developed to more accurately (proportionately) represent reading and mathematics performance by two variables:…

An Inquiry into the Effect of Heating on Ascorbic Acid

ERIC Educational Resources Information Center

Yip, Din Yan

2009-01-01

Investigations that study the effect of heating on ascorbic acid are commonly performed in schools, but the conclusions obtained are quite variable and controversial. Some results indicate that heating may destroy vitamin C, but others suggest that heating may have no effect. This article reports an attempt to resolve this confusion through a…

Readability Level of Standardized Test Items and Student Performance: The Forgotten Validity Variable

ERIC Educational Resources Information Center

Hewitt, Margaret A.; Homan, Susan P.

2004-01-01

Test validity issues considered by test developers and school districts rarely include individual item readability levels. In this study, items from a major standardized test were examined for individual item readability level and item difficulty. The Homan-Hewitt Readability Formula was applied to items across three grade levels. Results of…

The Relationship between Teachers' Job Satisfaction and Loneliness at the Workplace

ERIC Educational Resources Information Center

Tabancali, Erkan

2016-01-01

Problem Statement: Emotional circumstances of the teachers are one of the most significant variables that determine their professional efforts and performance. In this context, some the research has shown that teachers' job satisfaction and loneliness at the school both have unique aspects. Gradually raising interest on loneliness and job…

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal

PubMed Central

Franco, Maria da Glória; Beja, Maria J.; Candeias, Adelinda; Santos, Natalie

2017-01-01

This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. PMID:28861014

[Prediction of mathematics achievement: effect of personal, socioeducational and contextual variables].

PubMed

Rosário, Pedro; Lourenço, Abílio; Paiva, Olímpia; Rodrigues, Adriana; Valle, Antonio; Tuero-Herrero, Ellián

2012-05-01

Based upon the self-regulated learning theoretical framework this study examined to what extent students' Math school achievement (fifth to ninth graders from compulsory education) can be explained by different cognitive-motivational, social, educational, and contextual variables. A sample of 571 students (10 to 15 year old) enrolled in the study. Findings suggest that Math achievement can be predicted by self-efficacy in Math, school success and self-regulated learning and that these same variables can be explained by other motivational (ej., achievement goals) and contextual variables (school disruption) stressing this way the main importance of self-regulated learning processes and the role context can play in the promotion of school success. The educational implications of the results to the school levels taken are also discussed in the present paper.

Academic Related Variables and Attitudes toward Substance Abuse among Secondary School Adolescents in Barbados

ERIC Educational Resources Information Center

Fayombo, Grace A.

2011-01-01

This study investigated the relationships between some academic related variables (interest in school, psychological resilience, study habit) and attitudes toward substance abuse among 220 (M = 15.1, SD = 1.10) secondary school adolescents in Barbados. Results revealed that interest in school, psychological resilience and study habits negatively…

Primary School Leadership Practice: How the Subject Matters

ERIC Educational Resources Information Center

Spillane, James P.

2005-01-01

Teaching is a critical consideration in investigations of primary school leadership and not just as an outcome variable. Factoring in instruction as an explanatory variable in scholarship on school leadership involves moving away from views of teaching as a monolithic or unitary practice. When it comes to leadership in primary schools, the subject…

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

PubMed Central

Xiao, Lin; Bechara, Antoine; Cen, Steven; Grenard, Jerry L.; Stacy, Alan W.; Gallaher, Peggy; Wei, Yonglan; Jia, Yong; Johnson, C. Anderson

2008-01-01

This study addressed the question of whether poor decision making would be associated with adolescent past 7-day smoking. We conducted a cross-sectional study of 208 10th-grade adolescents in Chengdu City, China. We used the Iowa Gambling Task (IGT) to assess decision-making, and the Self-ordered Pointing Task (SOPT) to assess working memory capacity. Paper and pencil questionnaires assessed the school academic performance (SAP) and smoking variables. The results showed that a significantly higher proportion of past 7-day smokers (91.7%) were susceptible to future smoking and cigarette offers from best friends compared to other levels of smokers (never, ever and past 30-day smokers). Consistent with these behavioral data, the neuropsychological assessments revealed that relative to never smokers, past 7-day adolescent smokers (but not ever smokers or past 30-day smokers) demonstrated significantly lower scores on the IGT. Moreover, a higher proportion of past 7-day smokers (91.7%) performed poorly (no more than an overall net score of 10) on the IGT than nonsmokers and irregular (ever or past 30-day) smokers (about 65.3%). There were no differences on working memory performance for smokers (at any level) compared to never smokers after adjusting for school-type. In addition, logistic regression showed that the IGT significantly predicted past 7-day smoking after controlling for the working memory, school academic performance and demographic variables. These results suggest that poor affective decision making might predispose some adolescents to smoking in the future or in the social situations where their peers are smoking. Intervention targeting affective decision making might hold promise for reducing adolescents’ risks for substance use. PMID:18584472

Predicting academic self-handicapping in different age groups: the role of personal achievement goals and social goals.

PubMed

Leondari, Angeliki; Gonida, Eleftheria

2007-09-01

Academic self-handicapping refers to the use of impediments to successful performance on academic tasks. Previous studies have shown that it is related to personal achievement goals. A performance goal orientation is a positive predictor of self-handicapping, whereas a task goal orientation is unrelated to self-handicapping. The aim of this study was to examine the relationship between academic self-handicapping, goal orientations (task, performance-approach, performance-avoidance), social goals, future consequences and achievement in mathematics. An additional aim was to investigate grade-level and gender differences in relation to academic self-handicapping. Participants were 702 upper elementary, junior and senior high school students with approximately equal numbers of girls and boys. There were no grade-level or gender differences as regards the use of self-handicapping. The correlations among the variables revealed that, when the whole sample was considered, self-handicapping was positively related to performance goal orientations and pleasing significant others and negatively to achievement in mathematics. The results of hierarchical regression analysis showed that, in upper elementary and junior high schools, the association between achievement in mathematics and self-handicapping was mediated by performance-avoidance goals. In senior high school, only task goal orientation was a negative predictor of self-handicapping.

Costs and Benefits of Orthographic Inconsistency in Reading: Evidence from a Cross-Linguistic Comparison

PubMed Central

Marinelli, Chiara Valeria; Romani, Cristina; Burani, Cristina; McGowan, Victoria A.; Zoccolotti, Pierluigi

2016-01-01

We compared reading acquisition in English and Italian children up to late primary school analyzing RTs and errors as a function of various psycholinguistic variables and changes due to experience. Our results show that reading becomes progressively more reliant on larger processing units with age, but that this is modulated by consistency of the language. In English, an inconsistent orthography, reliance on larger units occurs earlier on and it is demonstrated by faster RTs, a stronger effect of lexical variables and lack of length effect (by fifth grade). However, not all English children are able to master this mode of processing yielding larger inter-individual variability. In Italian, a consistent orthography, reliance on larger units occurs later and it is less pronounced. This is demonstrated by larger length effects which remain significant even in older children and by larger effects of a global factor (related to speed of orthographic decoding) explaining changes of performance across ages. Our results show the importance of considering not only overall performance, but inter-individual variability and variability between conditions when interpreting cross-linguistic differences. PMID:27355364

Costs and Benefits of Orthographic Inconsistency in Reading: Evidence from a Cross-Linguistic Comparison.

PubMed

Marinelli, Chiara Valeria; Romani, Cristina; Burani, Cristina; McGowan, Victoria A; Zoccolotti, Pierluigi

2016-01-01

We compared reading acquisition in English and Italian children up to late primary school analyzing RTs and errors as a function of various psycholinguistic variables and changes due to experience. Our results show that reading becomes progressively more reliant on larger processing units with age, but that this is modulated by consistency of the language. In English, an inconsistent orthography, reliance on larger units occurs earlier on and it is demonstrated by faster RTs, a stronger effect of lexical variables and lack of length effect (by fifth grade). However, not all English children are able to master this mode of processing yielding larger inter-individual variability. In Italian, a consistent orthography, reliance on larger units occurs later and it is less pronounced. This is demonstrated by larger length effects which remain significant even in older children and by larger effects of a global factor (related to speed of orthographic decoding) explaining changes of performance across ages. Our results show the importance of considering not only overall performance, but inter-individual variability and variability between conditions when interpreting cross-linguistic differences.

Dietary Habits Are Associated With School Performance in Adolescents.

PubMed

Kim, So Young; Sim, Songyong; Park, Bumjung; Kong, Il Gyu; Kim, Jin-Hwan; Choi, Hyo Geun

2016-03-01

Several studies suggest that dietary habits are associated with poor academic performance. However, few studies have evaluated these relations after adjusting for numerous confounding factors. This study evaluated the frequency of various diet items (fruit, soft drinks, fast foods, instant noodles, confections, vegetables, and milk) and the regularity of meal times (breakfast, lunch, and dinner) all at once.A total of 359,264 participants aged from 12 to 18 years old were pooled from the Korea Youth Risk Behavior Web-based Survey (KYRBWS) for the 2009 to 2013 period. Dietary habits over the last 7 days were surveyed, including the regularity of consuming breakfast, lunch and dinner and the frequency of eating fruits, soft drinks, fast foods, instant noodles, confections, vegetables, and milk. Physical activity, obesity, region of residence, subjective assessment of health, stress level, economic level, and parental education level were collected from all of the study participants. School performance was classified into 5 levels. The adjusted odds ratios (AORs) of dietary habits for school performance were analyzed using multinomial logistic regression analyses with complex sampling. Structural equation modeling was used to analyze the effects of diet factors on school performance while considering the effects of other variables on both diet factors and school performance.Frequent intakes of breakfast (AOR = 2.34, 95% confidence interval [CI] = 2.20-2.48), fruits (AOR = 1.73, 95% CI = 1.62-1.86), vegetables (AOR = 1.48, 95% CI = 1.37-1.61), and milk (AOR = 1.35, 95% CI = 1.28-1.43) were related to high levels of school performance (each with P < 0.001). In contrast, soft drinks (AOR = 0.42, 95% CI = 0.38-0.46), instant noodles (AOR = 0.62, 95% CI = 0.55-0.70), fast food (AOR = 0.83, 95% CI = 0.72-0.96), and confectionary (AOR = 0.86, 95% CI = 0.80-0.93) were negatively associated with school performance (each with P < 0.001).This study confirms previous studies of school performance and dietary habits that find a positive association with eating breakfast and consuming fruits and milk and a negative relation with soft drinks, instant noodles, fast foods, and confections.

Dietary Habits Are Associated With School Performance in Adolescents

PubMed Central

Kim, So Young; Sim, Songyong; Park, Bumjung; Kong, Il Gyu; Kim, Jin-Hwan; Choi, Hyo Geun

2016-01-01

Abstract Several studies suggest that dietary habits are associated with poor academic performance. However, few studies have evaluated these relations after adjusting for numerous confounding factors. This study evaluated the frequency of various diet items (fruit, soft drinks, fast foods, instant noodles, confections, vegetables, and milk) and the regularity of meal times (breakfast, lunch, and dinner) all at once. A total of 359,264 participants aged from 12 to 18 years old were pooled from the Korea Youth Risk Behavior Web-based Survey (KYRBWS) for the 2009 to 2013 period. Dietary habits over the last 7 days were surveyed, including the regularity of consuming breakfast, lunch and dinner and the frequency of eating fruits, soft drinks, fast foods, instant noodles, confections, vegetables, and milk. Physical activity, obesity, region of residence, subjective assessment of health, stress level, economic level, and parental education level were collected from all of the study participants. School performance was classified into 5 levels. The adjusted odds ratios (AORs) of dietary habits for school performance were analyzed using multinomial logistic regression analyses with complex sampling. Structural equation modeling was used to analyze the effects of diet factors on school performance while considering the effects of other variables on both diet factors and school performance. Frequent intakes of breakfast (AOR = 2.34, 95% confidence interval [CI] = 2.20–2.48), fruits (AOR = 1.73, 95% CI = 1.62–1.86), vegetables (AOR = 1.48, 95% CI = 1.37–1.61), and milk (AOR = 1.35, 95% CI = 1.28–1.43) were related to high levels of school performance (each with P < 0.001). In contrast, soft drinks (AOR = 0.42, 95% CI = 0.38–0.46), instant noodles (AOR = 0.62, 95% CI = 0.55–0.70), fast food (AOR = 0.83, 95% CI = 0.72–0.96), and confectionary (AOR = 0.86, 95% CI = 0.80–0.93) were negatively associated with school performance (each with P < 0.001). This study confirms previous studies of school performance and dietary habits that find a positive association with eating breakfast and consuming fruits and milk and a negative relation with soft drinks, instant noodles, fast foods, and confections. PMID:27015180

Personal conceptions of intelligence, self-esteem, and school achievement in Italian and Portuguese students.

PubMed

Pepi, Annamaria; Faria, Luísa; Alesi, Marianna

2006-01-01

Educational research places emphasis on the fact that different cultures have different self-construals. These construals can influence cognitive, emotional, and motivational processes in individuals. Great importance is attached to individuals' implicit conceptions of the nature of their intelligence (incremental or entity) and self-esteem. In general, both representation of intelligence and self-esteem seem to play an important role in scholastic performance in terms of both a predispostion to learning and the results actually achieved. The aim of this research is to determine the relationship between variables such as school, and socioeconomic level and gender in Italian and Portuguese students. A questionnaire was administered to 1,540 high school and university students assessing socioeconomic level and school performance, the Personal Conceptions of Intelligence Test (Faira & Fontaine, 1997), and the Self-Esteem Test (Rosenberg, 1965). In general, results show that Portuguese subjects are more incremental than Italians. Moreover, significant differences have to be determined regarding motivational factors linked to school and socioeconomic level and gender. The research highlights the importance of macro-contextual factors in the social, economic, and political organizations that influence how people develop their motivational beliefs.

School Context Matters: The Impacts of Concentrated Poverty and Racial Segregation on Childhood Obesity.

PubMed

Piontak, Joy Rayanne; Schulman, Michael D

2016-12-01

Schools are important sites for interventions to prevent childhood obesity. This study examines how variables measuring the socioeconomic and racial composition of schools and counties affect the likelihood of obesity among third to fifth grade children. Body mass index data were collected from third to fifth grade public school students by teachers from 317 urban and rural North Carolina schools in 38 counties. Multilevel models are used to examine county-, school-, and individual-level effects. Low concentrations of poverty at the school level are associated with lower odds of obesity. Schools in rural counties had significantly higher rates of obesity, net the other variables in the model. Students in minority-segregated schools had higher rates of obesity than those in more racially diverse schools, but the effect was not statistically significant once school-level poverty was controlled. Place-based inequalities are important determinants of health inequalities. The results of this study show that school-level variables related to poverty are important for understanding and confronting childhood obesity. © 2016, American School Health Association.

Preventing school vandalism and improving discipline: a three-year study.

PubMed Central

Mayer, G R; Butterworth, T; Nafpaktitis, M; Sulzer-Azaroff, B

1983-01-01

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical. PMID:6654768

Preventing school vandalism and improving discipline: a three-year study.

PubMed

Mayer, G R; Butterworth, T; Nafpaktitis, M; Sulzer-Azaroff, B

1983-01-01

Vandalism is a major problem facing educators and taxpayers alike. The present investigation analyzed how vandalism costs and student disruption were related to the implementation of a training and consultation package designed to increase the reinforcing ambience of the school. A positive environment, it was posited, would displace previous events that may have set the occasion for vandalism, with cues to promote productive school performance. Eighteen elementary and junior high schools were involved over a 3-year period. Using a delayed treatment control design, treatment was delivered following either 4 or 13 months of baseline. During treatment, teams of school personnel attended training workshops in behavioral strategies for reducing vandalism and disruption by students in school. Each team also met regularly on its campus to plan and implement programs on a schoolwide basis. To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance, these variables were periodically probed throughout the study. Project staff also provided consultation. Vandalism costs decreased significantly (p less than .05) more in treatment than control schools, with an average reduction of 78.5% for all project schools. Rates of praise delivered by project teachers and other randomly selected teachers in the school increased significantly (p less than .05), and rates of off-task behavior by students decreased significantly (p less than .05) following treatment. The staff development model used in this study appeared to be both feasible and economical.

Exploring regional differences in the reading competencies of Italian students.

PubMed

Matteucci, Mariagiulia; Mignani, Stefania

2014-06-01

Recently, the study of territorial differences in educational outcomes has assumed a particular importance for the policy strategies related to the socioeconomic conditions of different geographical areas. In Italy, international surveys for student assessments have introduced a regional stratification only recently, and regular national student assessments started only in 2008. In this article, the reading performances of Italian students based on OECD-PISA 2009 are investigated, taking into account regional and macro-area partition. Student outcomes are explored by using a multilevel analysis, where school membership, socioeconomic and cultural background of students, and regional gross domestic product are introduced. The results show that, despite the existence of a unified educational system in Italy, regional and macro-area differences in student reading achievements are consolidated and variability in performances among schools is especially noticeable. Comparisons based on national assessments by INVALSI at the end of compulsory school confirm these findings. Italian policy makers are advised to take into account these results to improve learning opportunities and to reduce educational gaps. In particular, targeted regional policies are needed to improve the mean performance especially in the Southern regions of Calabria, Campania, and Sicilia, and to strengthen the system equity in several regions, such as Emilia-Romagna. To decrease the school differences, possible suggestions are to postpone the choice of the school type (currently, at age 14) and to motivate good teachers to work in schools located in the worst socioeconomic and cultural environments. © The Author(s) 2014.

Modeling relationships between traditional preadmission measures and clinical skills performance on a medical licensure examination.

PubMed

Roberts, William L; Pugliano, Gina; Langenau, Erik; Boulet, John R

2012-08-01

Medical schools employ a variety of preadmission measures to select students most likely to succeed in the program. The Medical College Admission Test (MCAT) and the undergraduate college grade point average (uGPA) are two academic measures typically used to select students in medical school. The assumption that presently used preadmission measures can predict clinical skill performance on a medical licensure examination was evaluated within a validity argument framework (Kane 1992). A hierarchical generalized linear model tested relationships between the log-odds of failing a high-stakes medical licensure performance examination and matriculant academic and non-academic preadmission measures, controlling for student-and school-variables. Data includes 3,189 matriculants from 22 osteopathic medical schools tested in 2009-2010. Unconditional unit-specific model expected average log-odds of failing the examination across medical schools is -3.05 (se = 0.11) or 5%. Student-level estimated coefficients for MCAT Verbal Reasoning scores (0.03), Physical Sciences scores (0.05), Biological Sciences scores (0.04), uGPA(science) (0.07), and uGPA(non-science) (0.26) lacked association with the log-odds of failing the COMLEX-USA Level 2-PE, controlling for all other predictors in the model. Evidence from this study shows that present preadmission measures of academic ability are not related to later clinical skill performance. Given that clinical skill performance is an important part of medical practice, selection measures should be developed to identify students who will be successful in communication and be able to demonstrate the ability to systematically collect a medical history, perform a physical examination, and synthesize this information to diagnose and manage patient conditions.

Stress Producing Conditions in the Secondary Classroom.

ERIC Educational Resources Information Center

Bruner, Anna L.; And Others

Secondary school teachers in the Houston Independent School District were asked for their perceptions of variables that contributed to difficulty of teaching. A 60-item questionnaire included variables from school environment categories: student characteristics, managerial efficiency, instructional program, material resources, teacher personal…

Handwashing among schoolchildren in an ethnically diverse population in northern rural Vietnam

PubMed Central

Xuan, Le Thi Thanh; Hoat, Luu Ngoc

2013-01-01

Background Handwashing with soap (HWWS) is a simple and effective measure to prevent transmission of fecal–oral disease and other infectious diseases in school-age children. To promote the behavior, we need to understand their HWWS compliance. The aim of this article is to describe handwashing behavior and HWWS compliance and to identify associated factors among schoolchildren in the multiethnic rural area of northern Vietnam. Methods The study was conducted in six primary and secondary schools and in the homes of four ethnic villages in northern Vietnam. Quantitative methods included face-to-face interviews with, and demonstration of handwashing protocol to, 319 schoolchildren in first, fourth, and seventh grades. Qualitative methods included structured observations at six schools and 20 homes comprising 24 children. The dependent variable was the self-reported HWWS behavior (yes/no). The independent variables included grade, school type, gender, ethnicity group, owning home latrine, and household assets. Logistic regression modelling was performed to examine associations between HWWS behavior and demographic factors. Results Among the 319 schoolchildren interviewed, 66% reported HWWS. Through the demonstration protocol, only 10 out of 319 schoolchildren, performed HWWS satisfactorily. The percentage of students who washed their hands at recommended times (30–60 sec) was 58%. This proportion increased by grade (from 34% among grade 1 to 67% among grade 7; p<0.05). Correlates of self-reported HWWS were more common in higher grades [grade 4 vs. grade 1: odds ratio (OR)=4.14 (2.00–8.56), grade 7 vs. grade 1: OR=7.76 (3.67–16.4)] and less common in ethnic minority groups [Xa Phó vs. Kinh-Tay: OR=0.28 (0.11–0.70)]. All 20 homes of schoolchildren visited had soap and water but none of the six schools had soap for handwashing. Conclusions This article describes poor compliance of schoolchildren with HWWS in a multiethnic population in Vietnam. Education on handwashing needs to be prioritized among multiethnic children at school. PMID:23374701

[Keys to preventing accidents in children in the school context].

PubMed

Gabari Gambarte, M Inés; Sáenz Mendía, Raquel

2016-11-02

To learn about children's perception of the causes and prevention strategies involved in school accidents. The sample included 584 school children aged 8-9 years from Navarra. A mixed design was chosen by questionnaire with three open-response questions and one multiple-choice assessment. Analysis was performed in two phases: 1) qualitative development of categories and dimensions of the responses of narrative content, and 2) quantitative variables for recoding correlational analysis. 22 categories emerged, which make up three perceptual dimensions: 1) attribution of causality (5), 2) identification of mechanisms of avoidance (11), and 3) development of coping strategies (6). The correlation intra-variables portray varying degrees: on the one hand, moderate positive numbers (r>0.5) in allocating and identifying causality avoidance mechanisms and, on the other hand, high positive correlation values (r>0.7) referred to developing coping strategies. Children are able to identify accidents as a health problem. They question the multiplicity of elements involved and relate the origin and kind of accident to prevention and support mechanisms. Copyright © 2016 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

[Distribution of dental caries and its association with variables of social protection in children 12 years of age in the county of Avellaneda, Province of Buenos Aires].

PubMed

Fort, Adriana; Fuks, Aida Julia; Napoli, Alberto Vicente; Palomba, Silvia; Pazos, Ximena; Salgado, Pablo; Klemonskis, Graciela; Squassi, Aldo

2017-01-01

Different international organizations have indicated the need to analyze the conditions of each population in order to identify groups and individuals at risk as an operational strategy in pursuit of greater equity, efficacy and efficiency in the health system. The aim of this study was to identify differentials in the dental caries profiles of children attending public schools in the county of Avellaneda (Province of Buenos Aires, Argentina) and their association with variables of social protection. In 2014, an observational, analytical and cross-sectional study was performed with a sample of 656 students 12 years of age from 40 public schools in the 8 county districts (out of a total universe of 3580 individuals distributed in 70 schools). The dental status of 12-year-old schoolchildren living in the localities evaluated showed an unequal distribution; sub-groups with high caries prevalence, morbidity and severity were identified, requiring the targeting of health interventions. An association between untreated disease and lack of social protection was observed.

Certain Characteristics of iSchools Compared to Other LIS Programs

ERIC Educational Resources Information Center

Wedgeworth, Robert

2013-01-01

This dissertation compares 17 iSchools and 36 other LIS schools that offer the ALA-accredited Master's degree program according to certain characteristics. The study compiles quantitative and qualitative data on 32 variables and sub-variables drawn from the schools' web sites, ALISE 2010 Statistical Report, and Elsevier's SCOPUS…

Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk

ERIC Educational Resources Information Center

Sullivan, Amanda L.; Bal, Aydin

2013-01-01

We examined the risk of disability identification associated with individual and school variables. The sample included 18,000 students in 39 schools of an urban K-12 school system. Descriptive analysis showed racial minority risk varied across 7 disability categories, with males and students from low-income backgrounds at highest risk in most…

General Certificate of Secondary Education performance in very low birthweight infants

PubMed Central

Pharoah, P; Stevenson, C; West, C

2003-01-01

Aim: To compare children of very low birth weight with matched controls for their performance in the General Certificate of Secondary Education (GCSE). Methods: GCSE examination results of 167 children of birth weight ⩽1500 g attending mainstream schools and without clinical disability and 167 individually matched classroom controls were analysed. Results: In 143 instances, both children of a matched pair were entered for examination in one or more GCSE subjects. The total points score obtained was greater in the comparison group than in the index cases (difference between means 4.45: 95% CI 0.95 to 7.94; p = 0.01). The mean point score per examination subject was also significantly greater in the comparison group than in the index cases (mean of differences 0.43: 95% CI 0.12 to 0.73; p < 0.01). Conclusions: As the children were closely matched for school and several social variables, factors acting during fetal or early postnatal development of very low birthweight infants probably compromise performance in the GCSE examination to a greater extent than school or childhood social environmental factors. PMID:12651749

Co-morbid substance use behaviors among youth: any impact of school environment?

PubMed

Costello, Mary Jean E; Leatherdale, Scott T; Ahmed, Rashid; Church, Dana L; Cunningham, John A

2012-03-01

Substance use is common among youth; however, our understanding of co-morbid tobacco, alcohol and marijuana use remains limited. The school-environment may play an important role in the likelihood a student engages in high risk substance use behaviors, including co-morbid use. This study aims to: (i) describe the prevalence of co-morbid substance use behaviors among youth; (ii) identify and compare the characteristics of youth who currently use a single substance, any two substances, and all three substances; (iii) examine if the likelihood of co-morbid use varies by school and; (iv) examine what factors are associated with co-morbid use. This study used nationally representative data collected from students in grades 9 to 12 (n = 41,886) as part of the 2006-2007 Canadian Youth Smoking Survey (YSS). Demographic and behavioral data were collected including, current cigarette, alcohol and marijuana use. Results. 6.5% (n = 107,000) reported current use of all three substances and 20.3% (n = 333,000) of any two substances. Multi-level analysis revealed significant between school variability in the odds a student used all three substances and any two substances; accounting for 16.9% and 13.5% of the variability, respectively. Co-morbid use was associated with sex, grade, amount of available spending money and perceived academic performance. Co-morbid substance use is high among youth; however, not all schools share the same prevalence. Knowing the school characteristics that place particular schools at risk for student substance use is important for tailoring drug and alcohol education programs. Interventions that target the prevention of co-morbid substance use are required.

Parents' perception, students' and teachers' attitude towards school sex education.

PubMed

Fentahun, Netsanet; Assefa, Tsion; Alemseged, Fessahaye; Ambaw, Fentie

2012-07-01

Sex education is described as education about human sexual anatomy, sexual reproduction, sexual intercourse, reproductive health, emotional relations, reproductive rights and responsibilities, abstinence, contraception, family planning, body image, sexual orientation, sexual pleasure, values, decision making, communication, dating, relationships, sexually transmitted infections (STIs) and how to avoid them, and birth control methods. This study was conducted to explore perception of parents about school sex education and assess the attitude of teachers and students towards school sex education. A cross-sectional quantitative and qualitative study was conducted on randomly selected 386 students, total census of 94 teachers and 10 parents in Merawi Town from March 13-27, 2011. Data were collected using self-administered structured questionnaire and in-depth interview guideline. Multiple linear regression analysis was performed using total score to determine the effect of the independent variables on the outcome variable and thematic analysis was used to analyze the qualitative data. All study participants have favourable attitude towards the importance of school sex education. They also agreed that the content of school sex education should include abstinence-only and abstinence-plus based on mental maturity of the students. That means at early age (Primary school) the content of school sex education should be abstinence-only and at later age (secondary school) the content of school sex education should be added abstinence-plus. The students and the teachers said that the minimum and maximum introduction time for school sex education is 5 year and 25 year with mean of 10.97(SD±4.3) and 12.36(SD±3.7) respectively. Teacher teaching experiences and field of studies have supportive idea about the starting of school sex education. Watching romantic movies, reading romantic materials and listening romantic radio programs appear to have a contribution on the predictor of students' attitude towards the starting time of school sex education. All study participants have a need to start sex education at school. All study participants said that at early age (Primary school) the content of school sex education is abstinence-only and at later age (secondary school) is added abstinence-plus. School Sex education should be under considers the need of students, teachers and parents.

The influence of pre-admission tracks on students' academic performance in a medical programme: Universiti Sains Malaysia.

PubMed

Arzuman, H; Ja'afar, R; Fakri, N M R M

2012-11-01

An aim of medical schools is to select the most suitable candidates who are more likely to become good doctors, fulfilling societal expectations. It is imperative to better understand the influence of 'selection' variables on students' academic performance. We conducted a retrospective record review (3R) to examine the predictive power of pre-admission tracks on academic performance in the medical programme at the Universiti Sains Malaysia. Data were collected on medical graduates' of the university for the years 2003 through 2007. This represented 805 graduates after exclusion of 42 for incomplete and inconsistent data related to the analysis. A total of 95% of the graduates were included in this analysis; 67% were female. Of the 805 graduates, 75% were from the Matriculation course track, 22% from the High School Certificate (HSC) course and 1% from other pre-admission tracks. There was 2% missing information. The majority (79%) were Biology majors and 13% were Physics majors. Graduates from the HSC course and with a Biology background demonstrated a strong correlation with positive academic performance (P < 0.05) compared with other groups. The HSC track and Biology background may be helpful for the medical school in selecting future students.

Influence of school-level variables on aggression and associated attitudes of middle school students.

PubMed

Henry, David B; Farrell, Albert D; Schoeny, Michael E; Tolan, Patrick H; Dymnicki, Allison B

2011-10-01

This study sought to understand school-level influences on aggressive behavior and related social cognitive variables. Participants were 5106 middle school students participating in a violence prevention project. Predictors were school-level norms opposing aggression and favoring nonviolence, interpersonal climate (positive student-teacher relationships and positive student-student relationships), and school responsiveness to violence (awareness and reporting of violence and school safety problems). Outcomes were individual-level physical aggression, beliefs supporting aggression, and self-efficacy for nonviolent responses. School norms and both interpersonal climate variables had effects on all three outcomes in theorized directions. Only one of the responsiveness measures, awareness and reporting of violence, had theoretically consistent effects on all outcomes. The other, school safety problems, affected self-efficacy later in middle school. Evidence of gender moderation was generally consistent with greater influence of school-level factors on female adolescents. Discussion focuses on implications in light of previous research and intervention possibilities. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Psychosocial functioning and stress-processing of children with asthma in the school context: differences and similarities with children without asthma.

PubMed

Röder, Irma; Kroonenberg, Pieter M; Boekaerts, Monique

2003-01-01

To characterize children with asthma by their stress processing at school and their psychosocial functioning. To establish similarities and differences between children with and without asthma. Participants were 79 children with asthma and 359 children without asthma (ages 8-12). Children completed questionnaires on stress processing and their well-being at school. Parents filled in a questionnaire on behavior problems, and teachers provided data on school performance and absence rate. Children with asthma had higher scores on absence rates, teacher-rated well-being, internalizing behavior problems, occurrence of "rejection by peers," and use of aggression when coping with "problems with school work." However, using discriminant analyses, the groups could not reliably be distinguished from one another by these variables. Children with asthma are similar to other children with regard to their stress processing at school and their psychosocial functioning. The value of conducting multivariate analysis over several univariate tests is underscored.

Does the school performance variable used in the International Health Behavior in School-Aged Children (HBSC) Study reflect students' school grades?

PubMed

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

2012-09-01

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 grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems. © 2012, American School Health Association.

Children's and adults' interpretation of covariation data: Does symmetry of variables matter?

PubMed

Saffran, Andrea; Barchfeld, Petra; Sodian, Beate; Alibali, Martha W

2016-10-01

In a series of 3 experiments, the authors investigated the influence of symmetry of variables on children's and adults' data interpretation. They hypothesized that symmetrical (i.e., present/present) variables would support correct interpretations more than asymmetrical (i.e., present/absent) variables. Participants were asked to judge covariation in a series of data sets presented in contingency tables and to justify their judgments. Participants in Experiments 1 and 2 were elementary school children (Experiment 1: n = 52 second graders, n = 44 fourth graders; Experiment 2: n = 50 second graders). Participants in Experiment 3 were adults (n = 62). In Experiment 1, children in the symmetrical variables condition performed better than those in the asymmetrical variables condition. Children in the symmetrical variables condition judged more data patterns correctly and they more frequently justified their choices by referring to the complete table. Experiment 2 ruled out the possibility that this effect was caused by differences in question format. Even when question format was held constant, second graders performed better with symmetrical variables. Experiment 3 showed that adults' data interpretation is also affected by symmetry of variables. Collectively, these results indicate that symmetry of variables affects interpretation of covariation data. The authors argue that symmetrical variables provide a context for meaningful comparison. With asymmetrical variables, the importance of the comparison is less salient. Thus, the symmetry of variables should be considered by researchers as well as educators. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Motivation in medical students: a PhD thesis report.

PubMed

Kusurkar, Rashmi

2012-08-01

The aims of this thesis were to gather insights and investigate the factors influencing, outcomes and applications of medical students' motivation. This thesis consists of three literature reviews, four research papers and two application papers. Two research studies investigated the relationships of student motivation with study strategy, effort and academic performance through structural equation modelling and cluster analysis. The relationships of age, maturity, gender and educational background with motivation were investigated through multiple regression analysis. The results of this thesis were 1. Developments in medical education appear to have undervalued student motivation. 2. Motivation is an independent variable in medical education; intrinsic motivation is significantly associated with deep study strategy, high study effort and good academic performance. 3. Motivation is a dependent variable in medical education and is significantly affected by age, maturity, gender, educational background; intrinsic motivation is enhanced by providing students with autonomy, feedback and emotional support. 4. Strength of motivation for medical school can be reliably measured by Strength of Motivation for Medical School questionnaire. The conclusion of this thesis was that it is important to give consideration to motivation in medical education because intrinsic motivation leads to better learning and performance and it can be enhanced through giving students autonomy in learning, feedback about competence and emotional support.

Chinese school teachers' organizational citizenship behavior (OCB): Predictors and outcomes.

PubMed

Li, Xia

2013-08-01

Teacher's organizational citizenship behavior (OCB) is a multifaceted construct that is critical to school effectiveness and to the education enterprise. Four hundred ninety-three teachers in eight different cities on the Chinese mainland were surveyed using the OCB scale developed by Bo Shiuan Cheng, a Taiwanese scholar. The antecedent and outcome variables of OCB were examined in this study. The results showed that the teachers' attitudinal characteristics of career satisfaction and career commitment, and the dispositional characteristic of locus of control, influenced teachers' OCB. In addition, teachers' OCB influenced their work performance as well as their career and organizational turnover intention. The implications of this study suggest a base of knowledge from which school administrators could enhance their school's organizational function and retain teachers. © 2013 The Institute of Psychology, Chinese Academy of Sciences and Wiley Publishing Asia Pty Ltd.

Gender Gaps in Letter-Sound Knowledge Persist Across the First School Year

PubMed Central

Sigmundsson, Hermundur; Dybfest Eriksen, Adrian; Ofteland, Greta S.; Haga, Monika

2018-01-01

Literacy is the cornerstone of a primary school education and enables the intellectual and social development of young children. Letter-sound knowledge has been identified as critical for developing proficiency in reading. This study explored the development of letter-sound knowledge in relation to gender during the first year of primary school. 485 Norwegian children aged 5–6 years completed assessment of letter-sound knowledge, i.e., uppercase letters- name; uppercase letter -sound; lowercase letters- name; lowercase letter-sound. The children were tested in the beginning, middle, and end of their first school year. The results revealed a clear gender difference in all four variables in favor of the girls which were relatively constant over time. Implications for understanding the role of gender and letter-sound knowledge for later reading performance are discussed. PMID:29662461

The Examination of Teacher Burnout in Turkey: A Meta-Analysis

ERIC Educational Resources Information Center

Yorulmaz, Yilmaz Ilker; Altinkurt, Yahya

2018-01-01

The purpose of this study is to determine the effect of gender, marital status, subject matter, school type, educational status and seniority variables on teacher burnout. In this regard, a meta-analysis was conducted for the studies on teacher burnout in Turkey. The effect size analyses were performed with 100 studies for gender, 73 for marital…

Teacher Characteristics and Practices and Student Performance on Advanced Placement Examinations

ERIC Educational Resources Information Center

Glenn, James E.

2012-01-01

This study investigated AP U.S. History teacher characteristics, school and classroom context, instructional and assessment practices, and the relationship of all these variables with student achievement on the AP U.S. History Exam. The study sample consisted AP U.S. History teachers in the state of Georgia (N = 93) representing 14 of the state's…

A Short-Term Longitudinal Study of Memorial Development during Early Grade School.

ERIC Educational Resources Information Center

Kunzinger, Edward L., III

1985-01-01

Overt rehearsal and free recall performance was analyzed longitudinally in two experimental testing sessions at 7 and later at 9 years of age. Measures of short- and long-term memory recall, and two measures of input processing were obtained. Significant increases between age levels were exhibited by all variables except short-term memory.…

A Study of Factors Affecting Student Performance in Community College General Chemistry Courses.

ERIC Educational Resources Information Center

Sanchez, Karen; Betkouski, Marianne

High risk students in college chemistry are often identified by low mathematics SAT scores, low American Chemical Society Toledo scores, and secondary school chemistry grades. This study was designed to identify additional variables that can be used at the community college level as predictors of success in chemistry. The study compared students'…

Mathematically Gifted Students and High Achievement: The Role of Motivation and Classroom Structure

ERIC Educational Resources Information Center

Lüftenegger, Marko; Kollmayer, Marlene; Bergsmann, Evelyn; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2015-01-01

One of the most intriguing questions for those who study intellectually gifted students is why some of them reach peak performances at school and others don't. Moderator theories of giftedness assume that domain-specific gifts are transformed into achievement in a process influenced by non-cognitive and environmental variables. Thus, the current…

Nature of Motor Imitation Problems in School-Aged Boys with Autism: A Motor or a Cognitive Problem?

ERIC Educational Resources Information Center

Vanvuchelen, Marleen; Roeyers, Herbert; De Weerdt, Willy

2007-01-01

This case-control study explores the underlying mechanisms of imitation problems in boys with autism by manipulating imitation task variables and by correlating imitation performance with competence on general motor tests (Movement Assessment Battery for Children and Peabody Developmental Motor Scales). Fifty-five boys participated in this study:…

Poverty and Algebra Performance: A Comparative Spatial Analysis of a Border South State

ERIC Educational Resources Information Center

Tate, William F.; Hogrebe, Mark C.

2015-01-01

This research uses two measures of poverty, as well as mobility and selected education variables to study how their relationships vary across 543 Missouri high school districts. Using Missouri and U.S. Census American Community Survey (ACS) data, local R[superscript 2]'s from geographically weighted regressions are spatially mapped to demonstrate…

Predictors of Student Enrollment Patterns in High School Career Academies

ERIC Educational Resources Information Center

Cox, E. Daniel

2013-01-01

The purpose of this study was to describe participation patterns at the district level of students enrolled in career academies and determine whether participation in career academies is a function of demographic and/or prior learning experience and prior performance variables. Ex-post facto data was used to determine six-year enrollment trends.…

Elementary Teacher Perceptions of Principal Leadership, Teacher Self-Efficacy in Math and Science, and Their Relationships to Student Academic Achievement

ERIC Educational Resources Information Center

Richard, Bertha Cookie

2013-01-01

The purpose of this study was to investigate elementary teacher perceptions of elementary principal instructional leadership and elementary teacher evaluation of self-efficacy at low and high performing low socio-economic elementary schools. These variables were examined to determine whether relationships with math and science academic achievement…

A Longitudinal Analysis of the Effects of Socioeconomic Factors, Foreign Media, and Attitude toward Appearance on General and Central Adiposity in Chinese Adolescents.

PubMed

Felicitas, Jamie Q; Tanenbaum, Hilary C; Li, Yawen; Chou, Chih-Ping; Palmer, Paula H; Spruijt-Metz, Donna; Reynolds, Kim D; Johnson, C Anderson; Xie, Bin

This paper explores the longitudinal effects of socioeconomic factors (i.e., parent education and family income level), foreign media, and attitude toward appearance on general and central adiposity among Chinese adolescents. A longitudinal analysis was performed using data from the China Seven Cities Study, a health promotion and smoking prevention study conducted in seven cities across Mainland China between 2002 and 2005. Participants included 5,020 middle and high school students and their parents. Explanatory variables included foreign media exposure, attitude toward appearance, parent education, and family income. Three-level, random-effect models were used to predict general adiposity (i.e., body mass index) and central adiposity (i.e., waist circumference). The Generalized Estimating Equation approach was utilized to determine the effect of explanatory variables on overweight status. Among girls, foreign media exposure was significantly negatively associated with general adiposity over time (β=-0.06, p=0.01 for middle school girls; β=-0.06, p=0.03 for high school girls). Attitude toward appearance was associated with lesser odds of being overweight, particularly among high school girls (OR=0.86, p<0.01). Among boys, parental education was significantly positively associated with general adiposity (β=0.62, p<0.01 for middle school boys; β=0.37, p=0.02 for high school boys) and associated with greater odds of being overweight (OR=1.55, p<0.01 for middle school boys; OR=1.26, p=0.04 for high school boys). Across all gender and grade levels, family income was significantly negatively associated with central adiposity over time. Interventions addressing Chinese adolescent overweight/obesity should consider these factors as potential focus areas.

Social support and family communication as factors protecting adolescents against multiple recurrent health complaints related to school stress.

PubMed

Tabak, Izabela; Mazur, Joanna

2016-01-01

One reason of increased psychological and somatic health problems in adolescence is intensification of stress in school and everyday life. There is little evidence to what extent the level of school achievements shapes this relationship. The aim of the study was to investigate determinants of subjective health complaints in schoolaged children, taking into account the interaction effects. Anonymous survey was conducted in Poland in 2013/2014 on the sample of 4,545 students, as a part of the HBSC (Health Behaviour in School-aged Children) study. On the basis of prevalence of eight symptoms in the past 6 months, a standardized index of health complaints (SCL - Subjective Complaints Checklist) was calculated (0-100). To predict its variability three hierarchical linear models (five blocks) were estimated, separately for three levels of school achievements. Support from family, classmates and teachers as well as family communication were considered as protective factors, which can reduce the negative impact of stress. All analyses were adjusted for age, gender and family affluence. The standardized SCL index was equal to 23.2 in boys and 32.5 in girls. The high level of school stress was reported by 28.5% boys and 35.6% girls, respectively. Regarding these two measures, similar patterns of change were observed, increase with age and with deterioration of academic achievement. Final multivariate models explained 22-25% variability of SCL, slightly more among worst students. Accumulation of low family support and high level of school stress caused the highest increase in the SCL index in very good students. School performance is an important determinant of subjective health complaints in adolescence, also modifying the impact of other risk and protective factors.

Random Assignment of Schools to Groups in the Drug Resistance Strategies Rural Project: Some New Methodological Twists

PubMed Central

Pettigrew, Jonathan; Miller-Day, Michelle; Krieger, Janice L.; Zhou, Jiangxiu; Hecht, Michael L.

2014-01-01

Random assignment to groups is the foundation for scientifically rigorous clinical trials. But assignment is challenging in group randomized trials when only a few units (schools) are assigned to each condition. In the DRSR project, we assigned 39 rural Pennsylvania and Ohio schools to three conditions (rural, classic, control). But even with 13 schools per condition, achieving pretest equivalence on important variables is not guaranteed. We collected data on six important school-level variables: rurality, number of grades in the school, enrollment per grade, percent white, percent receiving free/assisted lunch, and test scores. Key to our procedure was the inclusion of school-level drug use data, available for a subset of the schools. Also, key was that we handled the partial data with modern missing data techniques. We chose to create one composite stratifying variable based on the seven school-level variables available. Principal components analysis with the seven variables yielded two factors, which were averaged to form the composite inflate-suppress (CIS) score which was the basis of stratification. The CIS score was broken into three strata within each state; schools were assigned at random to the three program conditions from within each stratum, within each state. Results showed that program group membership was unrelated to the CIS score, the two factors making up the CIS score, and the seven items making up the factors. Program group membership was not significantly related to pretest measures of drug use (alcohol, cigarettes, marijuana, chewing tobacco; smallest p>.15), thus verifying that pretest equivalence was achieved. PMID:23722619

[Characteristics present in secondary school students who do not smoke and who have no intention to smoke].

PubMed

Lima-Serrano, Marta; Martínez-Montilla, José Manuel; Vargas-Martínez, Ana Magdalena; Zafra-Agea, José Antonio; Lima-Rodríguez, Joaquín Salvador

2018-02-27

To know the variables present in primary and secondary school students who do not smoke or intend to smoke from a positive health model. Cross-sectional study with 482 students from Andalusia and Catalonia using a validated questionnaire (ESFA and PASE project). Binary logistic regression analysis was performed. Those who did not intend to smoke viewed smoking unfavourably and had high self-efficacy (p <0.001). In non-consumers, the most associated variables were attitude, social model (p <0.001), and self-efficacy (p =0.005). The results show motivational factors present in students who do not smoke and do not intend to do so. Attitude and self-efficacy are strongly associated with intention and behaviour. This information might be useful for developing positive health promotion strategies from a salutogenesis approach. Copyright © 2018 SESPAS. Publicado por Elsevier España, S.L.U. All rights reserved.

What Makes a Difference during the Last Two Years of High School: An Overview of Studies Based on High School and Beyond Data.

ERIC Educational Resources Information Center

Marsh, Herbert W.

Variables that influence growth and change in educational outcomes in the last 2 years of high school were studied using data from the High School and Beyond (HSB) study. The HSB study provided a database of thousands of variables for about 30 students from each of 1,000 randomly selected high schools in the United States in their sophomore and…

Investigation of Primary School Teachers' Conflict Resolution Skills in Terms of Different Variable

ERIC Educational Resources Information Center

Bayraktar, Hatice Vatansever; Yilmaz, Kamile Özge

2016-01-01

In this study, it is aimed to determine the level of conflict resolution skills of primary school teachers and whether they vary by different variables. The study was organised in accordance with the scanning model. The universe of the study consists of primary school teachers working at 14 primary schools, two from each of the seven geographical…

Leadership for Learning: The Relationships between School Context, Principal Leadership and Mediating Variables

ERIC Educational Resources Information Center

Paletta, Angelo; Alivernini, Fabio; Manganelli, Sara

2017-01-01

Purpose: The purpose of this paper is to examine the relationships between the school context, the leadership of the school principal, and a set of process variables related to teachers and the educational climate, which have been shown to mediate the effects of the principal's leadership on schools and students. The authors examined the following…

Between-Context Variability of the Effect of Schooling on Cognitive Development: Evidence from the Middle East

ERIC Educational Resources Information Center

Jabr, Dua; Cahan, Sorel

2015-01-01

This study contributes to the investigation of the variability of the schooling effect on cognitive development between educational systems and its underlying factors, by focusing on 3 cases differing in the characteristics assumed to affect the magnitude of the schooling effect (the quality of the schooling and students' mean ability to benefit…

Still Motivated to Teach? A Study of School Context Variables, Stress and Job Satisfaction among Teachers in Senior High School

ERIC Educational Resources Information Center

Skaalvik, Einar M.; Skaalvik, Sidsel

2017-01-01

This study explored how teachers' working conditions or school context variables (job demands and job resources) were related to their teaching self-concept, teacher burnout, job satisfaction, and motivation to leave the teaching profession among teachers in Norwegian senior high school. Participants were 546 teachers in three counties in central…

Examination of the Relationship among Different Dimensions of Trait Anxiety, Demographic Variables, and Self-Reported School Adjustment in Elementary and Secondary School Students

ERIC Educational Resources Information Center

Witteborg, Kristin M.; Lowe, Patricia A.; Lee, Steven W.

2009-01-01

The purpose of this exploratory study was to examine the relationship among different dimensions of trait anxiety (social concerns, physiological anxiety, and worry/oversensitivity), demographic variables (age and gender), and school adjustment (attitude to school and attitude to teachers) in children and adolescents. The study participants,…

A Study of the Effect of Socioeconomic Factors on the School Achievement of Spanish-Speaking School Beginners.

ERIC Educational Resources Information Center

MacMillan, Robert Wilson

A model of inquiry was designed to test the correlation between certain socioeconomic variables and school achievement of Spanish-speaking 1st-graders in San Antonio, Texas. For analyses of these variables as predictors of achievement and attendance, 305 Mexican American children were used; 5 Mexican American, 4 Negro, and 3 Anglo schools were…

Tests of the disrupted behavioral rhythms hypothesis for accelerated summer weight gain: Intraindividual variability of children's sleep duration during the school year and summer break

USDA-ARS?s Scientific Manuscript database

The school-summer paradigm offers an opportunity to explore school-summer differences in children's behavioral rhythms and their association with seasonal changes in BMI. In the absence of the demands of the school year, children's behavioral rhythms (e.g., sleep/wake patterns) may be more variable ...

Exploring the Relationship between Teacher Retention and Selected Educational Variables in Title I High Schools

ERIC Educational Resources Information Center

Garza, Brandon

2011-01-01

Teacher retention is the ability of schools to retain teachers on a yearly basis. Research is available addressing the importance of schools retaining teachers. Teachers leave schools for a variety of reasons, some of which can be affected by educational variables. While studies have provided data that indicate the number of teachers who leave,…

The Educational Climate Inventory: Measuring Students' Perceptions of the Preclerkship and Clerkship Settings.

PubMed

Krupat, Edward; Borges, Nicole J; Brower, Richard D; Haidet, Paul M; Schroth, W Scott; Fleenor, Thomas J; Uijtdehaage, Sebastian

2017-12-01

To develop an instrument to assess educational climate, a critical aspect of the medical school learning environment that previous tools have not explored in depth. Fifty items were written, capturing aspects of Dweck's performance-learning distinction, to distinguish students' perceptions of the educational climate as learning/mastery oriented (where the goal is growth and development) versus performance oriented (where the goal is appearance of competence). These items were included in a 2014 survey of first-, second-, and third-year students at six diverse medical schools. Students rated their preclerkship or clerkship experiences and provided demographic and other data. The final Educational Climate Inventory (ECI) was determined via exploratory and confirmatory factor analysis. Relationships between scale scores and other variables were calculated. Responses were received from 1,441/2,590 students (56%). The 20-item ECI resulted, with three factors: centrality of learning and mutual respect; competitiveness and stress; and passive learning and memorization. Clerkship students' ratings of their learning climate were more performance oriented than preclerkship students' ratings (P < .001). Among preclerkship students, ECI scores were more performance oriented in schools with grading versus pass-fail systems (P < .04). Students who viewed their climate as more performance oriented were less satisfied with their medical school (P < .001) and choice of medicine as a career (P < .001). The ECI allows educators to assess students' perceptions of the learning climate. It has potential as an evaluation instrument to determine the efficacy of attempts to move health professions education toward learning and mastery.

Effect of gender and nutritional status on academic achievement and cognitive function among primary school children in a rural district in Malaysia.

PubMed

Hamid, Jan J M; Amal, Mitra K; Hasmiza, H; Pim, C D; Ng, L O; Wan, Manan W M

2011-08-01

The aim of this study was to investigate the relationship between gender, birth weight, nutritional status, and iron status of children with their academic performance and cognitive function. Two hundred and forty-nine children, seven to nine years of age, were recruited by systematic sampling from six primary schools in a rural area in Malaysia. Cognitive function was assessed by using Raven's Coloured Progressive Matrices (R-CPM). Academic performance of the children was recorded from their school final examination results in four subjects including Malay language, English, Mathematics, and Science. Birth weight was recorded from the birth certificate, and nutritional status was determined by weight-for-age z score and height-for-age z score. Girls had a significantly higher score in all the academic tests, but a lower cognitive score compared to boys. Nutritional status was found to be correlated significantly with academic performance. Academic and cognitive function scores were also found to be correlated significantly with birth weight, parents' education, and family income. In a multivariate analysis, gender remained the significant predictor of academic function, and iron status and haemoglobin were the significant predictors of cognitive function, after controlling for other variables. The study showed that girls performed better academically than boys in rural Malaysia. Nutritional status, parents' education and family income could be additional modifiable factors to improve academic performance of the children. More attention is needed to improve academic achievements of boys at their early school years.

Exploring Relationships between Personal Variables, Programmatic Variables, and Self-Efficacy in School-Based Agricultural Education

ERIC Educational Resources Information Center

McKim, Aaron J.; Velez, Jonathan J.; Clement, Haley Q.

2017-01-01

The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the…

A pre-admission program for underrepresented minority and disadvantaged students: application, acceptance, graduation rates and timeliness of graduating from medical school.

PubMed

Strayhorn, G

2000-04-01

To determine whether students' performances in a pre-admission program predicted whether participants would (1) apply to medical school, (2) get accepted, and (3) graduate. Using prospectively collected data from participants in the University of North Carolina at Chapel Hill's Medical Education Development Program (MEDP) and data from the Association of American Colleges Student and Applicant Information Management System, the author identified 371 underrepresented minority (URM) students who were full-time participants and completed the program between 1984 and 1989, prior to their acceptance into medical school. Logistic regression analysis was used to determine whether MEDP performance significantly predicted (after statistically controlling for traditional predictors of these outcomes) the proportions of URM participants who applied to medical school and were accepted, the timeliness of graduating, and the proportion graduating. Odds ratios with 95% confidence intervals were calculated to determine the associations between the independent and outcome variables. In separate logistic regression models, MEDP performance predicted the study's outcomes after statistically controlling for traditional predictors with 95% confidence intervals. Pre-admission programs with similar outcomes can improve the diversity of the physician workforce and the access to health care for underrepresented minority and economically disadvantaged populations.

A prospective study of Mexican American adolescents' academic success: considering family and individual factors.

PubMed

Roosa, Mark W; O'Donnell, Megan; Cham, Heining; Gonzales, Nancy A; Zeiders, Katherine H; Tein, Jenn-Yun; Knight, George P; Umaña-Taylor, Adriana

2012-03-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed.

A Prospective Study of Mexican American Adolescents’ Academic Success: Considering Family and Individual Factors

PubMed Central

Roosa, Mark W.; O’Donnell, Megan; Cham, Heining; Gonzales, Nancy A.; Zeiders, Katherine H.; Tein, Jenn-Yun; Knight, George P.; Umaña-Taylor, Adriana

2011-01-01

Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family (i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism, gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family role models assessed when adolescents were in in 5th grade positively related to academic performance in 7th grade. Further, being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade academic performance. Implications for future research and interventions are discussed. PMID:21863379

Internet addiction and its correlates among high school students: a preliminary study from Ahmedabad, India.

PubMed

Yadav, Priyanka; Banwari, Girish; Parmar, Chirag; Maniar, Rajesh

2013-12-01

Internet addiction (IA) is an upcoming and less researched entity in psychiatry, especially in low and middle income countries. This is the first such effort to study IA amongst Indian school students of class 11th and 12th and to find its correlation with socio-educational characteristics, internet use patterns and psychological variables, namely depression, anxiety and stress. Six hundred and twenty one students of six English medium schools of Ahmedabad participated, of which 552 (88.9%) who completed forms were analyzed. Young's Internet Addiction Test and 21 item Depression Anxiety and Stress Scale were used to measure IA and psychological variables respectively. Logistic regression analysis was applied to find the predictors of IA. Sixty-five (11.8%) students had IA; it was predicted by time spent online, usage of social networking sites and chat rooms, and also by presence of anxiety and stress. Age, gender and self-rated academic performance did not predict IA. There was a strong positive correlation between IA and depression, anxiety and stress. IA may be a relevant clinical construct, and needs extensive research even in developing nations. All high school students suffering from depression, anxiety and stress must be screened for IA, and vice versa. Copyright © 2013 Elsevier B.V. All rights reserved.

Validity evidence for the measurement of the strength of motivation for medical school.

PubMed

Kusurkar, Rashmi; Croiset, Gerda; Kruitwagen, Cas; ten Cate, Olle

2011-05-01

The Strength of Motivation for Medical School (SMMS) questionnaire is designed to determine the strength of motivation of students particularly for medical study. This research was performed to establish the validity evidence for measuring strength of motivation for medical school. Internal structure and relations to other variables were used as the sources of validity evidence. The SMMS questionnaire was filled out by 1,494 medical students in different years of medical curriculum. The validity evidence for the internal structure was analyzed by principal components analysis with promax rotation. Validity evidence for relations to other variables was tested by comparing the SMMS scores with scores on the Academic Motivation Scale (AMS) and the exhaustion scale of Maslach Burnout Inventory-Student Survey (MBI-SS) for measuring study stress. Evidence for internal consistency was determined through the Cronbach's alpha for reliability. The analysis showed that the SMMS had a 3-factor structure. The validity in relations to other variables was established as both, the subscales and full scale scores significantly correlated positively with the intrinsic motivation scores and with the more autonomous forms of extrinsic motivation, the correlation decreasing and finally becoming negative towards the extrinsic motivation end of the spectrum. They also had significant negative correlations with amotivation scale of the AMS and exhaustion scale of MBI-SS. The Cronbach's alpha for reliability of the three subscales and full SMMS scores was 0.70, 0.67, 0.55 and 0.79. The strength of motivation for medical school has a three factor structure and acceptable validity evidence was found in our study.

Difference in Functional Performance on the Upper-Quarter Y-Balance Test Between High School Baseball Players and Wrestlers.

PubMed

Myers, Heather; Poletti, Mary; Butler, Robert J

2017-05-01

The Upper Quarter Y-Balance Test (YBT-UQ) is a unique movement test where individuals perform at the limits of their stability, requiring the coordination of balance, proprioception, range of motion, and stabilization. It is not yet clear if performance on the YBT-UQ differs between sports with dissimilar emphasis on upper-extremity performance. To compare performance on the YBT-UQ between wrestlers, whose sport requires some degree of closed-chain activity, and baseball players, whose sport is primarily open kinetic chain in nature. Cross-sectional. High school preparticipation physical assessment. 24 healthy high school male wrestlers (mean age 16.12 ± 1.24 y) and 24 healthy high school male baseball players (mean age 15.79 ± 1.25 y). All subjects performed the YBT-UQ, which requires reaching in 3 directions while maintaining a push-up position. The variables of interest include the maximum reach in each direction, as well as the composite score. In addition, asymmetries between limbs for each reach direction were compared. Wrestlers performed significantly better than baseball players in the medial direction, inferolateral direction, and in composite scores. In the medial direction, wrestlers exhibited greater scores (P < .01) on both left and right limbs, 10.5 ± 10.2%LL and 9.95 ± 10.2%LL, respectively. Significant differences (P < .01) were also observed in the inferolateral direction, with a difference of 11.3 ± 12.0%LL on the left and 8.7 ± 11.0%LL on the right. Composite scores were higher (P < .01) for the wrestlers, with a difference of 7.0% on the left and 7.1% on the right. This study suggests that wrestlers perform better on the YBT-UQ than baseball players. The findings may suggest sport-specific normative data for the YBT-UQ in high school athletes.

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities.

PubMed

Kelly, B; Gersten, R; Carnine, D

1990-01-01

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.

Multilevel modeling and panel data analysis in educational research (Case study: National examination data senior high school in West Java)

NASA Astrophysics Data System (ADS)

Zulvia, Pepi; Kurnia, Anang; Soleh, Agus M.

2017-03-01

Individual and environment are a hierarchical structure consist of units grouped at different levels. Hierarchical data structures are analyzed based on several levels, with the lowest level nested in the highest level. This modeling is commonly call multilevel modeling. Multilevel modeling is widely used in education research, for example, the average score of National Examination (UN). While in Indonesia UN for high school student is divided into natural science and social science. The purpose of this research is to develop multilevel and panel data modeling using linear mixed model on educational data. The first step is data exploration and identification relationships between independent and dependent variable by checking correlation coefficient and variance inflation factor (VIF). Furthermore, we use a simple model approach with highest level of the hierarchy (level-2) is regency/city while school is the lowest of hierarchy (level-1). The best model was determined by comparing goodness-of-fit and checking assumption from residual plots and predictions for each model. Our finding that for natural science and social science, the regression with random effects of regency/city and fixed effects of the time i.e multilevel model has better performance than the linear mixed model in explaining the variability of the dependent variable, which is the average scores of UN.

School burnout: increased sympathetic vasomotor tone and attenuated ambulatory diurnal blood pressure variability in young adult women.

PubMed

May, Ross W; Sanchez-Gonzalez, Marcos A; Fincham, Frank D

2015-01-01

Two studies examined autonomic and cardiovascular functioning that may link school burnout to cardiovascular risk factors in young healthy adult females. Study 1 (N = 136) investigated whether school burnout was related to resting values of blood pressure (BP) and blood pressure variability (BPV) through laboratory beat-to-beat BP assessment. Study 2 (N = 94) examined the link between school burnout and diurnal BPV through ambulatory BP monitoring. Controlling for anxiety and depressive symptomatology, school burnout demonstrated strong positive relationships with indices of cardiac sympathovagal tone, sympathetic vasomotor tone, inefficient myocardial oxygen consumption, increased 24-h ambulatory heart rate and BP, blunted BP diurnal variability, and increased arterial stiffness. These studies establish cardiovascular biomarkers of school burnout and suggest that even in a seemingly healthy sample school burnout may predispose females to increased cardiovascular risk. Several future lines of research are outlined.

Sources of variability in childhood obesity indicators and related behaviors.

PubMed

Katzmarzyk, P T; Broyles, S T; Chaput, J-P; Fogelholm, M; Hu, G; Lambert, E V; Maher, C; Maia, J; Olds, T; Onywera, V; Sarmiento, O L; Standage, M; Tremblay, M S; Tudor-Locke, C

2018-01-01

The purpose of this study was to describe sources of variability in obesity-related variables in 6022 children aged 9-11 years from 12 countries. The study design involved recruitment of students, nested within schools, which were nested within study sites. Height, weight and waist circumference (WC) were measured and body mass index (BMI) was calculated; sleep duration and total and in-school moderate-to-vigorous physical activity (MVPA) and sedentary time were measured by accelerometry; and diet scores were obtained by questionnaire. Variance in most variables was largely explained at the student level: BMI (91.9%), WC (93.5%), sleep (75.3%), MVPA (72.5%), sedentary time (76.9%), healthy diet score (88.3%), unhealthy diet score (66.2%), with the exception of in-school MVPA (53.8%) and in-school sedentary time (25.1%). Variance explained at the school level ranged from 3.3% for BMI to 29.8% for in-school MVPA, and variance explained at the site level ranged from 3.2% for WC to 54.2% for in-school sedentary time. In general, more variance was explained at the school and site levels for behaviors than for anthropometric traits. Given the variance in obesity-related behaviors in primary school children explained at school and site levels, interventions that target policy and environmental changes may enhance obesity intervention efforts.

Association of pediatric obstructive sleep apnea with poor academic performance: A school-based study from India

PubMed Central

Goyal, Abhishek; Pakhare, Abhijit P; Bhatt, Girish C; Choudhary, Bharat; Patil, Rajesh

2018-01-01

Background: Pediatric obstructive sleep apnea (OSA) is a highly prevalent but often neglected disorder. There is paucity of reports on the prevalence of pediatric OSA from India. This study was done to estimate the prevalence of OSA in school children aged 5–10 years and its association with academic performance. Methodology: This school-based cross-sectional epidemiological study was conducted from July 2015 to November 2015. A questionnaire seeking information on sociodemographic variables, school performance, sleeping pattern, and a validated 22-item pediatrics sleep-related breathing disorder (SRBD) scale was distributed to 1820 pupils in three primary schools. The prevalence of OSA (defined as SRBD score >33%) was reported as proportion and its 95% confidence interval (CI). Results: We received 1520 questionnaires out of 1820 distributed and of which 1346 were complete and were analyzed. The prevalence of OSA among children in our study was 9.6% (95% CI: 8.1%–11.7%). On multivariate analysis, working mother (adjusted odds ratio [OR]: 1.8; 95% CI: 1.2–2.7), sleep bruxism (adjusted OR: 1.7; 95% CI: 1.1–2.6), and sleep talking (adjusted OR: 3.0; 95% CI: 1.9–4.7) were found to be independently associated with OSA. Students with positive SRBD were more prone to nocturnal enuresis (NE) (OR 3.48; 95% CI 2.27–5.26) and poor academic performance in all subjects. Conclusion: OSA is highly prevalent (9.6%) in Indian children. OSA is associated with NE and poor academic performance in all subjects. This study found association of maternal occupation and OSA which needs to be confirmed in larger studies. PMID:29487248

Association of pediatric obstructive sleep apnea with poor academic performance: A school-based study from India.

PubMed

Goyal, Abhishek; Pakhare, Abhijit P; Bhatt, Girish C; Choudhary, Bharat; Patil, Rajesh

2018-01-01

Pediatric obstructive sleep apnea (OSA) is a highly prevalent but often neglected disorder. There is paucity of reports on the prevalence of pediatric OSA from India. This study was done to estimate the prevalence of OSA in school children aged 5-10 years and its association with academic performance. This school-based cross-sectional epidemiological study was conducted from July 2015 to November 2015. A questionnaire seeking information on sociodemographic variables, school performance, sleeping pattern, and a validated 22-item pediatrics sleep-related breathing disorder (SRBD) scale was distributed to 1820 pupils in three primary schools. The prevalence of OSA (defined as SRBD score >33%) was reported as proportion and its 95% confidence interval (CI). We received 1520 questionnaires out of 1820 distributed and of which 1346 were complete and were analyzed. The prevalence of OSA among children in our study was 9.6% (95% CI: 8.1%-11.7%). On multivariate analysis, working mother (adjusted odds ratio [OR]: 1.8; 95% CI: 1.2-2.7), sleep bruxism (adjusted OR: 1.7; 95% CI: 1.1-2.6), and sleep talking (adjusted OR: 3.0; 95% CI: 1.9-4.7) were found to be independently associated with OSA. Students with positive SRBD were more prone to nocturnal enuresis (NE) (OR 3.48; 95% CI 2.27-5.26) and poor academic performance in all subjects. OSA is highly prevalent (9.6%) in Indian children. OSA is associated with NE and poor academic performance in all subjects. This study found association of maternal occupation and OSA which needs to be confirmed in larger studies.

The Effects of School Lunch Participation, Socioeconomic and Psychological Variables on Food Consumption of School Children.

ERIC Educational Resources Information Center

Price, David W.; Price, Dorothy Z.

Estimates were made of the effects of school lunch participation and various socioeconomic, anthropometric, and psychological variables on the consumption of 20 food items by 8- to 12-year-old children. The study sample consisted of 845 school children in the State of Washington, stratified by ethnic group and by poverty level so that it contained…

Students' Perceptions of School Climate as Determinants of Wellbeing, Resilience and Identity

ERIC Educational Resources Information Center

Aldridge, Jill M.; Fraser, Barry J.; Fozdar, Farida; Ala'i, Kate; Earnest, Jaya; Afari, Ernest

2016-01-01

This study examined the relations between school climate variables and students' feeling of wellbeing, life satisfaction, ethnic identity, moral identity and resilience. Furthermore, the study also examined the interrelationships between these five outcome variables. Six aspects of the school climate were measured: teacher support, peer…

Principal Selection Decisions Made by Teachers: The Influence of Principal Candidate Experience

ERIC Educational Resources Information Center

Winter, Paul A.; Jaeger, Mary Grace

2004-01-01

Public school teachers (N = 189) role-played as members of school councils making principal selection decisions by rating simulated candidates for principal vacancies. The independent variables were principal candidate job experience, candidate person characteristics, and teacher school level. The dependent variable was teacher rating of the job…

SOME BEHAVIORAL CORRELATES OF ORGANIZATIONAL CLIMATES AND CULTURES.

ERIC Educational Resources Information Center

HAMATY, GEORGE G.

THE INFLUENCE OF SCHOOL CULTURES (CONVENTIONAL, WORK, AND IMPULSE EXPRESSION) ON SELECTED PUPIL AND TEACHER BEHAVIOR VARIABLES WAS STUDIED. THE VARIABLES INCLUDED PUPIL ACHIEVEMENT, TEACHER AND PUPIL ABSENTEEISM, AND TEACHER TURNOVER. ALSO STUDIED WAS THE SOCIOECONOMIC LEVEL OF SCHOOL NEIGHBORHOODS AS RELATED TO SCHOOL CULTURE. TEACHERS AND PUPILS…

Developing a Predictive Metric to Assess School Viability

ERIC Educational Resources Information Center

James, John T.; Tichy, Karen L.; Collins, Alan; Schwob, John

2008-01-01

This article examines a wide range of parish school indicators that can be used to predict long-term viability. The study reported in this article explored the relationship between demographic variables, financial variables, and parish grade school closures in the Archdiocese of Saint Louis. Specifically, this study investigated whether…

Undergraduate GPAs, MCAT scores, and academic performance the first 2 years in podiatric medical school at Des Moines University.

PubMed

Yoho, Robert M; Antonopoulos, Kosta; Vardaxis, Vassilios

2012-01-01

This study was performed to determine the relationship between undergraduate academic performance and total Medical College Admission Test score and academic performance in the podiatric medical program at Des Moines University. The allopathic and osteopathic medical professions have published educational research examining this relationship. To our knowledge, no such educational research has been published for podiatric medical education. The undergraduate cumulative and science grade point averages and total Medical College Admission Test scores of four podiatric medical classes (2007-2010, N = 169) were compared with their academic performance in the first 2 years of podiatric medical school using pairwise Pearson product moment correlations and multiple regression analysis. Significant low to moderate positive correlations were identified between undergraduate cumulative and science grade point averages and student academic performance in years 1 and 2 of podiatric medical school for each of the four classes (except one) and the pooled data. There was no significant correlation between Medical College Admission Test score and academic performance in years 1 and 2 (except one) and the pooled data. These results identify undergraduate cumulative grade point average as the strongest cognitive admissions variable in predicting academic performance in the podiatric medicine program at Des Moines University, followed by undergraduate science grade point average. These results also suggest limitations of the total Medical College Admission Test score in predicting academic performance. Information from this study can be used in the admissions process and to monitor student progress.

Program to Promote Personal and Social Responsibility in the Secondary Classroom.

PubMed

Carbonero, Miguel A; Martín-Antón, Luis J; Otero, Lourdes; Monsalvo, Eugenio

2017-01-01

The performance of school children has been studied by considering partial relationships between several personal variables such as the link between cognition and motivation. However, contextual variables, such as a child's willingness to accept social responsibility, also influence students' social and academic performance. Thus, students with greater responsibility have a better attitude toward their studies, resulting in higher academic achievement. This 2-year study aims to reveal to what extent an intervention program affects student performance and is based on the Theory of Positive Action among young people proposed by Don Hellison and the Theory of Reasoned Action by Fishbein and Ajzen. The program focuses on positive influences on social and personal responsibility, taking into consideration parental styles, gender, and academic performance. The program was a part of the educational curricula in participating schools and it targeted four main areas: (a) teaching units using academic texts about social responsibility, (b) student training in mediation processes, (c) teacher training, and (d) family training and involvement. A total of 271 students took part from first and second year of Secondary Education (12-14 years old). The experimental group was made up of 132 students while the remaining 139 formed the control group. All participants completed the Assessment Scale of Social Responsibility Attitudes in Secondary Education and the Parent-Adolescent Communication Scale. Results show that students in the experimental group performed significantly better than those in the control group. Additionally, the issue of social responsibility seems to be related to commitment, self-discipline and perseverance. Regarding gender, males appear to score higher in the factor for well-mannered, friendly and tidy. Finally, a positive relationship has been identified between social responsibility attitudes and parenting with an open communicational style. This paper discusses the results so that schools can include programs aimed at improving social and personal responsibility.

Program to Promote Personal and Social Responsibility in the Secondary Classroom

PubMed Central

Carbonero, Miguel A.; Martín-Antón, Luis J.; Otero, Lourdes; Monsalvo, Eugenio

2017-01-01

The performance of school children has been studied by considering partial relationships between several personal variables such as the link between cognition and motivation. However, contextual variables, such as a child’s willingness to accept social responsibility, also influence students’ social and academic performance. Thus, students with greater responsibility have a better attitude toward their studies, resulting in higher academic achievement. This 2-year study aims to reveal to what extent an intervention program affects student performance and is based on the Theory of Positive Action among young people proposed by Don Hellison and the Theory of Reasoned Action by Fishbein and Ajzen. The program focuses on positive influences on social and personal responsibility, taking into consideration parental styles, gender, and academic performance. The program was a part of the educational curricula in participating schools and it targeted four main areas: (a) teaching units using academic texts about social responsibility, (b) student training in mediation processes, (c) teacher training, and (d) family training and involvement. A total of 271 students took part from first and second year of Secondary Education (12–14 years old). The experimental group was made up of 132 students while the remaining 139 formed the control group. All participants completed the Assessment Scale of Social Responsibility Attitudes in Secondary Education and the Parent–Adolescent Communication Scale. Results show that students in the experimental group performed significantly better than those in the control group. Additionally, the issue of social responsibility seems to be related to commitment, self-discipline and perseverance. Regarding gender, males appear to score higher in the factor for well-mannered, friendly and tidy. Finally, a positive relationship has been identified between social responsibility attitudes and parenting with an open communicational style. This paper discusses the results so that schools can include programs aimed at improving social and personal responsibility. PMID:28588529

Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

NASA Astrophysics Data System (ADS)

Nehring, Andreas; Nowak, Kathrin H.; Belzen, Annette Upmeier zu; Tiemann, Rüdiger

2015-06-01

Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

The Kansas Collaborative Research Network, KanCRN: Teaching science content through process

NASA Astrophysics Data System (ADS)

Case, Steven B.

The Kansas Collaborative Research Network, KanCRN is an Internet-based research community, in which citizens, teachers and students can engage in authentic, meaningful scientific inquiry. Recent efforts to reform science education in the United States have strongly emphasized that understanding of the nature of science is an essential component of general scientific literacy. The National Science Education Standards suggest that engaging students in scientific inquiry is one opportunity to develop an understanding of the nature of science. Extending the philosophical understanding of science to specific science classroom organization, KanCRN is large-scale, systemic project that attempts to achieve the vision of scientific inquiry in the National Science Education Standards. The underlying question of standards-based reform still remains; does participation in scientific inquiry provide compelling evidence of an increase in the understanding of the process of science and the ability to apply these skills in novel situations? This study took advantage of the Kansas City Kansas Public Schools involvement in districtwide systemic reform, First Things First. Each year the students in grades 3--12 complete a district First Things First questionnaire. Since longitudinal measures of student attitudes are generally difficult to obtain, this study tapped into this wealth of attitude measures gained from these questionnaires. These data sets include general demographics of the students, attitudinal data toward school and learning, and general achievement data. Running a factor analysis on these data sets allowed factoring out the influence of non-critical variables. In running this initial factor analysis of the First Things First data sets, several factors emerged as related to student's academic success on the Science Performance Assessment; Academic Effort, Teacher Quality, Project-based Learning, General Academic Ability (Self-Attitude Data), and Parental Support. Using the technique of Structural Equation Modeling, these factors were combined with participation in the KanCRN research model; this study created and tested a model of science classroom variables related to scores on a science performance assessment. Models were run separately for samples of middle school students (grades 6--8) and high school students (grades 9--12). The middle school model indicates that participation in the KanCRN research model is an independent, positive, direct, and meaningful predictor of science performance. Examination of the magnitude of the standardized coefficients and the R 2 values indicates that 27% of the variance on science achievement is accounted for by the middle school model. The high school model indicated that student attitudes were unrelated to KanCRN participation however, the relationship between participation in KanCRN and students performance on the assessment was not a significant path. Examination of the magnitude of the standardized coefficients and the R2 values for the high school model indicates that 7% of the variance on science achievement is accounted for by the model. This is identical the explanatory power of the high school model that only included information about KanCRN participation and student background characteristics, but leaving out the attitude data. The finding that KanCRN participation is significant at the middle school and is insignificant at the high school raises a number of interesting questions that requires further investigation.

The predictors of chemistry achievement of 12th grade students in secondary schools in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Khalaf, Ali Khalfan

2000-10-01

The purpose of this study is to explore variables related to chemistry achievement of 12th grade science students in the United Arab Emirates (UAE). The focus is to identify student, teacher, and school variables that predict chemistry achievement. The analysis sample included 204 males and 252 females in 66 classes in 60 schools from 10 districts or bureaus of education in the UAE. Thirty-two male and 33 female chemistry teachers and 60 school principals were included. The Khalaf Chemistry Achievement Test, GALT, the Student Questionnaire, Teacher Questionnaire, and School Information Questionnaire were administered. Descriptive statistics, correlations, analyses of variance, factor analysis, and stepwise multiple linear regression analyses were done. The results indicate that demographic, home environment, prior knowledge, scholastic ability, attitudes and perceptions related to chemistry and science, and student perception of instructional practices variables correlated with student chemistry achievement. The amount of help teachers received from the supervisor, class size, and courses in geology were teacher variables that correlated with class chemistry achievement. Nine school variables involving school, division, and class sizes correlated with school chemistry achievement. Analyses of variance revealed significant interaction effects: district by school size and district by student gender. In two districts, students in small schools achieved better than those in large schools. Generally female students achieved equal to or better than males. Three factors from the factor analysis: School Size, Prior Student Achievement, and Student Perception of Teacher Effectiveness, correlated with school chemistry achievement. The results of the multiple linear regression indicated that the factors of Prior Student Achievement, Student Perception of Teacher Effectiveness, and Teacher Experience and Expertise accounted for 45% of the variance in school chemistry achievement. Results indicate that the strongest predictors of chemistry achievement are prior achievement in science, Arabic language, and mathematics; student perception of teacher effectiveness; and teacher experience and expertise. Females tend to achieve better in chemistry than males. No nationality differences were found and the relationship of school size to chemistry achievement was inconclusive. Recommendations related to chemistry and science are presented. These include curriculum, school practice, teacher professional development, and future research.

Evidence of the Value of the Smoking Media Literacy Framework for Middle School Students.

PubMed

Bier, Melinda C; Zwarun, Lara; Sherblom, Stephen A

2016-10-01

Susceptibility to future smoking, positive beliefs about smoking, and perceptions of antismoking norms are all factors that are associated with future smoking. In previous research, smoking media literacy (SML) has been associated with these variables, even when controlling for other known risk factors for smoking. However, these studies were performed with older teenagers, often in high school, not younger teens at a crucial developmental point with respect to the decision to begin smoking. This study uses survey data collected from 656 American public middle school students representing multiple zip codes, schools, and school districts. Smoking media literacy levels for middle school students were similar to those of high school students in earlier studies. Higher SML levels were associated with lower susceptibility to future smoking and predicted susceptibility to smoke when controlling for other risk factors. This suggests that the same relationships found with teenagers may exist with middle school students. Although follow-up studies using larger and more controlled administrations of the SML scale are warranted, this study suggests the utility of the SML framework and scale in the development and investigation of media literacy as a prevention strategy in students this age. © 2016, American School Health Association.

Problem-based learning outcomes: the glass half-full.

PubMed

Distlehorst, Linda H; Dawson, Elizabeth; Robbs, Randall S; Barrows, Howard S

2005-03-01

To compare the characteristics and outcome data of students from a single institution with a two-track, problem based learning (PBL) and standard (STND) curriculum. PBL and STND students from nine graduating classes at Southern Illinois University School of Medicine were compared using common medical school performance outcomes (USMLE Step 1, USMLE Step 2, clerkship mean ratings, number of clerkship honors and remediation designations, and the senior clinical competency exam), as well as common admission and demographic variables. PBL students were older, and the cohort had a higher proportion of women. The two tracks had similar USMLE Step 1 and 2 mean scores and pass rates. Performance differences were significant for PBL students in two clerkships as well as in the clerkship subcategories of clinical performance, knowledge and clinical reasoning, and noncognitive behaviors. In addition, the proportion of PBL students earning honors was greater. The traditional undergraduate educational outcomes for the PBL and STND students are very positive. In several of the clerkship performance measures, the PBL students performed significantly better, and in no circumstance did they perform worse than the STND students.

Family conflict and academic performance of first-year Asian American undergraduates.

PubMed

Bahrassa, Nazneen F; Syed, Moin; Su, Jenny; Lee, Richard M

2011-10-01

This three-study investigation examined risk and protective factors for poor academic performance among Asian American first-year undergraduates. Students were surveyed prior to starting college and their GPA was collected after their first semester in college. Family conflict as a significant risk factor for poor academic performance was examined in all three studies. The results indicate that higher family conflict prior to college was related to lower first-semester college GPA, after controlling for standardized test scores and high school rank (Studies 1-3). Even though psychological distress was related to both family conflict and GPA, it did not mediate the relationship between family conflict and GPA (Studies 2 and 3). In terms of protective factors, the results indicate that life satisfaction buffered the negative effects of family conflict on first-semester college GPA (Study 3). Together, these findings support the need to take into account family variables and psychological well-being in the academic performance of Asian American students as they transition from high school to college.

School-based exposure to hazardous air pollutants and grade point average: A multi-level study.

PubMed

Grineski, Sara E; Clark-Reyna, Stephanie E; Collins, Timothy W

2016-05-01

The problem of environmental health hazards around schools is serious but it has been neglected by researchers and analysts. This is concerning because children are highly susceptible to the effects of chemical hazards. Some ecological studies have demonstrated that higher school-level pollution is associated with lower aggregate school-level standardized test scores likely, related to increased respiratory illnesses and/or impaired cognitive development. However, an important question remains unexamined: How do school-level exposures impact individual children's academic performance? To address this, we obtained socio-demographic and grades data from the parents of 1888 fourth and fifth grade children in the El Paso (Texas, USA) Independent School District in 2012. El Paso is located on the US-side of the Mexican border and has a majority Mexican-origin population. School-based hazardous air pollution (HAP) exposure was calculated using census block-level US Environmental Protection Agency National Air Toxics Assessment risk estimates for respiratory and diesel particulate matter (PM). School-level demographics were obtained from the school district. Multi-level models adjusting for individual-level covariates (e.g., age, sex, race/ethnicity, English proficiency, and economic deprivation) and school-level covariates (e.g., percent of students economically disadvantaged and student-teacher ratio) showed that higher school-level HAPs were associated with lower individual-level grade point averages. An interquartile range increase in school-level HAP exposure was associated with an adjusted 0.11-0.40 point decrease in individual students' grade point averages (GPAs), depending on HAP type and emission source. Respiratory risk from HAPs had a larger effect on GPA than did diesel PM risk. Non-road mobile and total respiratory risk had the largest effects on children's GPA of all HAP variables studied and only mother's level of education had a larger effect than those two variables on children's GPA. The five school-level demographic indicators were only weakly associated with GPA. The study findings indicate the need for regulations on school siting and adjacent land uses to protect children's environmental health. Copyright © 2016 Elsevier Inc. All rights reserved.

Climate Model Diagnostic Analyzer Web Service System

NASA Astrophysics Data System (ADS)

Lee, S.; Pan, L.; Zhai, C.; Tang, B.; Jiang, J. H.

2014-12-01

We have developed a cloud-enabled web-service system that empowers physics-based, multi-variable model performance evaluations and diagnoses through the comprehensive and synergistic use of multiple observational data, reanalysis data, and model outputs. We have developed a methodology to transform an existing science application code into a web service using a Python wrapper interface and Python web service frameworks. The web-service system, called Climate Model Diagnostic Analyzer (CMDA), currently supports (1) all the observational datasets from Obs4MIPs and a few ocean datasets from NOAA and Argo, which can serve as observation-based reference data for model evaluation, (2) many of CMIP5 model outputs covering a broad range of atmosphere, ocean, and land variables from the CMIP5 specific historical runs and AMIP runs, and (3) ECMWF reanalysis outputs for several environmental variables in order to supplement observational datasets. Analysis capabilities currently supported by CMDA are (1) the calculation of annual and seasonal means of physical variables, (2) the calculation of time evolution of the means in any specified geographical region, (3) the calculation of correlation between two variables, (4) the calculation of difference between two variables, and (5) the conditional sampling of one physical variable with respect to another variable. A web user interface is chosen for CMDA because it not only lowers the learning curve and removes the adoption barrier of the tool but also enables instantaneous use, avoiding the hassle of local software installation and environment incompatibility. CMDA will be used as an educational tool for the summer school organized by JPL's Center for Climate Science in 2014. In order to support 30+ simultaneous users during the school, we have deployed CMDA to the Amazon cloud environment. The cloud-enabled CMDA will provide each student with a virtual machine while the user interaction with the system will remain the same through web-browser interfaces. The summer school will serve as a valuable testbed for the tool development, preparing CMDA to serve its target community: Earth-science modeling and model-analysis community.

Results achieved by emergency physicians in teaching basic cardiopulmonary resuscitation to secondary school students.

PubMed

Jiménez-Fábrega, Xavier; Escalada-Roig, Xavier; Sánchez, Miquel; Culla, Alexandre; Díaz, Núria; Gómez, Xavier; Villena, Olga; Rodríguez, Esther; Gaspar, Alberto; Molina, José Emilio; Salvador, Jordi; Miró, Oscar

2009-06-01

We investigated the results obtained with a basic cardiopulmonary resuscitation (b-CPR) program (PROCES) specifically designed for secondary school students (14-16 years old) and taught by emergency physicians. We used a multiple-choice test with 20 questions (10 on theory and 10 on skills) answered before and immediately after and 1 year after receiving the b-CPR course. Satisfactory learning was considered when at least 8 out of 10 skill questions were correctly answered. We investigated student variables associated with better immediate and deferred (1 year after) PROCES performance. We compared the results with those obtained using a more standardized program to teach b-CPR to police cadets. We enrolled 600 high school students. PROCES achieved significant improvement in overall, theory and skill marks immediately after the course (P<0.001), with a significant decay in all of them 1 year after the course (P<0.001). Satisfactory learning was achieved by 57% of school students immediately after PROCES and by 37% when assessed 1 year later. Students without pending study subjects (P=0.001) and those from private schools (P<0.01) achieved significantly better performance immediately after PROCES and only female students achieved greater performance 1 year after the course (P<0.05). With respect to police cadets instructed through a standardized course, immediate satisfactory learning of school students was lower (79 vs. 57%, respectively; P<0.001), whereas deferred satisfactory learning was higher (23 vs. 37%, respectively; P<0.05). Emergency physicians can satisfactorily instruct secondary school students in b-CPR using PROCES, and this specific program achieves a reasonable amount of satisfactory learning.

A Model for the Correlates of Students' Creative Thinking

ERIC Educational Resources Information Center

Sarsani, Mahender Reddy

2007-01-01

The present study was aimed to explore the relationships between orgainsational or school variables, students' personal background variables, and cognitive and motivational variables. The sample for the survey included 373 students drawn from nine Government schools in Andhra Pradesh, India. Students' creative thinking abilities were measured by…

Exogenous Variables and Value-Added Assessments: A Fatal Flaw

ERIC Educational Resources Information Center

Berliner, David C.

2014-01-01

Background: There has been rapid growth in value-added assessment of teachers to meet the widely supported policy goal of identifying the most effective and the most ineffective teachers in a school system. The former group is to be rewarded while the latter group is to be helped or fired for their poor performance. But, value-added approaches to…

Progression towards Functions: Students' Performance on Three Tasks about Variables from Grades 7 to 12

ERIC Educational Resources Information Center

Ayalon, Michal; Watson, Anne; Lerman, Steve

2016-01-01

Identifying and expressing relations between quantities is a key aspect of understanding and using functions. We are aiming to understand the development of functions understanding throughout school years in Israel. A survey instrument was developed with teachers and given to 20 high and average achieving students from each of years 7-11 and to 10…

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…

How Individual Performance Affects Variability of Peer Evaluations in Classroom Teams: A Distributive Justice Perspective

ERIC Educational Resources Information Center

Davison, H. Kristl; Mishra, Vipanchi; Bing, Mark N.; Frink, Dwight D.

2014-01-01

Business school courses often require team projects, both for pedagogical reasons as well as to prepare students for the kinds of team-based activities that are common in organizations these days. However, social loafing is a common problem in teams, and peer evaluations by team members are sometimes used in such team settings to assess…

Drag Optimization Of Light Trucks Using Computational Fluid Dynamics

DTIC Science & Technology

2003-09-01

dimensional design case 19 study on the Lockheed C-141B aircraft wing, Cosentino and Holst [Ref. 10] reduced the number of design variables from 120 to 12... case letters) 6. AUTHOR(S) 5. FUNDING NUMBERS 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Naval Postgraduate School Monterey, CA 93943...23 B. TWO DIMENSIONAL LIGHT TRUCK SHAPE STUDIES .................. 23 1. Canopies

An Analysis of the Relationships between South Carolina Department of Education Annual School Report Card Variables of Public Elementary Schools and Student Achievement as Measured by 2008 PACT Data: With an Initial Emphasis on School Size

ERIC Educational Resources Information Center

Minolfo, Salvatore Andrew

2010-01-01

One purpose of this study was to determine whether a relationship exists between the size of South Carolina PreKindergarten-5 or Kindergarten-5 public elementary schools and student achievement while controlling for the effect of socioeconomic status. The independent variable school size, or 135-day average daily membership, the dependent variable…

Factors that Influence Participation of Students in Secondary Science and Mathematics Subjects in IB Schools Outside of the United States and Canada

NASA Astrophysics Data System (ADS)

Straffon, Elizabeth

The purpose of this study was to investigate factors that affect the extent of international secondary students' participation in International Baccalaureate science and mathematics courses. The factors examined were gender, home region, size, percent host culture and age of the program, and coeducational and legal status of the school. Participation in math and science subjects was determined by analyzing the level and number of courses taken by students taking International Baccalaureate exams in 2010. Chi-Square and Cramer's V analysis were used to measure the effect of categorical variables on student participation and One-Way ANOVA and Bonferroni comparison of means were used to analyze the quantitative variables. All categorical variables were statistically significant (p<.01). Home region was the most important factor affecting participation in both math and science. Students from East, Southeast and South-Central Asia; and Eastern Europe have greater participation in math. The highest science participation came from students in East, Southern and Western Africa; and Southeast Asia. Top participators in science came from Australia/New Zealand, Northern Europe, East Africa and South-Central and Western Asia. State schools showed higher math and science participation. Science and math participation was also greater in all-male schools though associations were weak. Boys participated more than girls, especially in math. All quantitative variables were statistically significant. The program size had the largest effect size for both math and science with larger programs showing more participation at the higher level. A decreasing trend for age of the program and percent host culture was found for math participation. Three years of participation data were collected from an international school in Western Europe (n = 194). Variables included the influence of parent occupation, math preparedness (PSAT-Math), student achievement (GPA), and the importance of significant others in career and academic decisions. Findings indicate that performance on the PSAT- Math was the most important predictor of both science and mathematics participation. Twenty students were also interviewed. Results showed the importance of several key factors. These include the role of parents in student academic and career decisions, the importance of personal interest, and the contribution of early decisions in confidence-building.

Risk Factors for School Dropout in a Sample of Juvenile Offenders

PubMed Central

Fernández-Suárez, Asunción; Herrero, Juan; Pérez, Beatriz; Juarros-Basterretxea, Joel; Rodríguez-Díaz, Francisco J.

2016-01-01

Backgrounds: The high rates of school dropout worldwide and their relevance highlight the need for a close study of its causes and consequences. Literature has suggested that school dropout might be explained by multiple causes at different levels (individual, family, school, and neighborhood). The aim of the current study is to examine the relation between individual (defiant attitude, irresponsibility, alcohol abuse, and illegal drugs use), family (educational figure absent and parental monitoring), school factors (truancy and school conflict) and school dropout. Method: Judicial files of all juvenile offenders (218 males and 46 females) with a judicial penal measure in Asturias (Spain) in the year 2012 were examined. Multivariate logistic regression analyses were performed to estimate the relationships between school dropout and individual, family and school variables. Results: As for the individual characteristics, results showed that school dropouts were more irresponsible than non-dropouts. Also they had higher rates of illegal drug use and alcohol abuse. Moreover, lack of parental monitoring emerged as a key predictive factor of school dropout, beyond the type of family structure in terms of the presence of both or only one educational figure. Finally, school factors did not show a significant relationship to school dropout. Conclusions: These findings indicate that school dropout is a multidimensional process. School and family policies that emphasize the role of parental monitoring and prevent alcohol and substance abuse are recommended. PMID:28082934

Risk Factors for School Dropout in a Sample of Juvenile Offenders.

PubMed

Fernández-Suárez, Asunción; Herrero, Juan; Pérez, Beatriz; Juarros-Basterretxea, Joel; Rodríguez-Díaz, Francisco J

2016-01-01

Backgrounds: The high rates of school dropout worldwide and their relevance highlight the need for a close study of its causes and consequences. Literature has suggested that school dropout might be explained by multiple causes at different levels (individual, family, school, and neighborhood). The aim of the current study is to examine the relation between individual (defiant attitude, irresponsibility, alcohol abuse, and illegal drugs use), family (educational figure absent and parental monitoring), school factors (truancy and school conflict) and school dropout. Method: Judicial files of all juvenile offenders (218 males and 46 females) with a judicial penal measure in Asturias (Spain) in the year 2012 were examined. Multivariate logistic regression analyses were performed to estimate the relationships between school dropout and individual, family and school variables. Results: As for the individual characteristics, results showed that school dropouts were more irresponsible than non-dropouts. Also they had higher rates of illegal drug use and alcohol abuse. Moreover, lack of parental monitoring emerged as a key predictive factor of school dropout, beyond the type of family structure in terms of the presence of both or only one educational figure. Finally, school factors did not show a significant relationship to school dropout. Conclusions : These findings indicate that school dropout is a multidimensional process. School and family policies that emphasize the role of parental monitoring and prevent alcohol and substance abuse are recommended.

Motor development in 3-month-old healthy term-born infants is associated with cognitive and behavioural outcomes at early school age.

PubMed

Hitzert, Marrit M; Roze, Elise; Van Braeckel, Koenraad N J A; Bos, Arend F

2014-09-01

To determine whether motor development at 3 months of age is associated with cognitive, motor, and behavioural outcomes in healthy children at early school age. In this cohort study, we included 74 term-born, healthy children (44 males, 30 females; median gestational age 40.1 wks, range 38.0-42.6 wks). From video recordings (median 12.9 wks, range 9.3-18.6 wks), we assessed the quality of fidgety movements, and calculated a motor optimality score. At school age (median 5 y 11 mo, range 5 y 8 mo-7 y 6 mo), we performed detailed cognitive, motor, and behavioural assessments. We examined whether aspects of motor development were associated with functional outcomes. An age-adequate motor repertoire, in particular the presence of antigravity, midline leg, and manipulation movements, was related to poorer cognition, whereas variable finger postures was related to better cognition. Children with a monotonous concurrent motor repertoire had better ball skills but experienced more behavioural problems. The presence of antigravity movements tended to be associated with abnormal recognition (odds ratio [OR] 4.4, 95% confidence interval [CI], 0.9-21; R(2) =0.17; p=0.070), where the absence of variable finger postures was associated with borderline and abnormal visual-spatial perception (OR 20, 95% CI, 1.7-238; R(2) =0.39; p=0.018). Detailed aspects of motor development at 3 months of age are associated with cognition and behaviour, but not with motor outcome, in healthy children at early school age. Our findings suggest that early motor development may be the basis for later cognitive and behavioural performance. Since the associations were only moderate, possible environmental influences should be acknowledged. © 2014 Mac Keith Press.

A Retrospective and Prospective Follow-up Study of Psychological Distress in the Danwon High School Survivors of the Sewol Ferry Disaster.

PubMed

Kim, Eun Ji; Nam, Hee Sun; Kim, Hak Beom; Chung, Unsun; Lee, So Hee; Chae, Jeong-Ho

2018-03-01

We monitored a group of students from Danwon High School who survived the Sewol ferry disaster for 27 months to examine the course of their psychological symptoms. We performed a chart review at the Danwon High School Mental Health Center at the following time points (T): 9 months (T1), 12 months (T2), and 15 months (T3) after the disaster. Additionally, we performed a follow-up review at 27 months (T4). Subjects completed the 'State' section of the State-Trait Anxiety Inventory for Children, the Center for Epidemiological Studies-Depression assessment, the Child Report of Post-traumatic Symptoms, and the Inventory of Complicated Grief. Data from the 32 subjects who completed all four assessments were used in the statistical analyses. Scores of psychological variables tended to increase until T2 and then slowly decreased until T4. The severity of anxiety and complicated grief symptoms changed significantly over time, but the severity of depression and posttraumatic stress symptoms did not. We found that the symptoms of anxiety and complicated grief reported by Sewol ferry survivors from Danwon High School were exacerbated at the first anniversary of the disaster, but these symptoms subsided after the students graduated from high school.

A Retrospective and Prospective Follow-up Study of Psychological Distress in the Danwon High School Survivors of the Sewol Ferry Disaster

PubMed Central

Kim, Eun Ji; Nam, Hee Sun; Kim, Hak Beom; Chung, Unsun; Lee, So Hee; Chae, Jeong-Ho

2018-01-01

Objective We monitored a group of students from Danwon High School who survived the Sewol ferry disaster for 27 months to examine the course of their psychological symptoms. Methods We performed a chart review at the Danwon High School Mental Health Center at the following time points (T): 9 months (T1), 12 months (T2), and 15 months (T3) after the disaster. Additionally, we performed a follow-up review at 27 months (T4). Subjects completed the ‘State’ section of the State-Trait Anxiety Inventory for Children, the Center for Epidemiological Studies-Depression assessment, the Child Report of Post-traumatic Symptoms, and the Inventory of Complicated Grief. Data from the 32 subjects who completed all four assessments were used in the statistical analyses. Results Scores of psychological variables tended to increase until T2 and then slowly decreased until T4. The severity of anxiety and complicated grief symptoms changed significantly over time, but the severity of depression and posttraumatic stress symptoms did not. Conclusion We found that the symptoms of anxiety and complicated grief reported by Sewol ferry survivors from Danwon High School were exacerbated at the first anniversary of the disaster, but these symptoms subsided after the students graduated from high school. PMID:29475236

The Personal and Contextual Contributors to School Belongingness among Primary School Students

PubMed Central

Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Tan, Tele; Falkmer, Torbjorn

2015-01-01

School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students’ perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms. PMID:25876074

How to Improve Academic Optimism? an Inquiry from the Perspective of School Resource and Investment

ERIC Educational Resources Information Center

Wu, Jason Hsinchieh; Sheu, Tian-Ming

2015-01-01

Previous studies have identified many school variables which can have significant effect on academic optimism. However, most of these identified variables are leadership or psychological constructs; thus, it is often too abstract for school administrators to translate into real practice. Therefore, this study adopted the perspective of school…

The Analysis of Psychological Counselors' Work Satisfaction in Terms of Some Variables

ERIC Educational Resources Information Center

Özen, Yener

2014-01-01

In this research, it is investigated whether there are job satisfaction differences among school counselors working at private elementary schools, state elementary schools, and guidance and research centers in Izmir (Türkey). Additionally, the differences among the levels of job satisfaction are examined according to some demographic variables.…

Associations between Adolescents' Perceptions of Alcohol Norms and Alcohol Behaviors: Incorporating Within-School Variability

ERIC Educational Resources Information Center

François, Amir; Lindstrom Johnson, Sarah; Waasdorp, Tracy E.; Parker, Elizabeth M.; Bradshaw, Catherine P.

2017-01-01

Background: Social norm interventions have been implemented in schools to address concerns of alcohol use among high school students; however, research in this area has not incorporated measures of variability that may better reflect the complexity of social influences. Purpose: To examine the association between perceived alcohol norms, the…

The Principal's Role in Setting School Climate (for School Improvement).

ERIC Educational Resources Information Center

Hall, Gene E.

Given that principals play a role in setting school climate, this paper focuses on how this actually happens. First, the paper explores different criteria and variables as possible frameworks for defining the term "climate." This task is complicated by problems in identifying consensus findings due to weak variable definitions and lack…

The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2010-01-01

Using data from the National Education Longitudinal Study (NELS;1988/2000), the author conducted hierarchical linear regression analyses, with a nested design, to estimate the influence of affective variables--parent involvement, teacher perceptions, and school environments--on Black students' math achievement in grade 10. Drawing on…

A Study of ESEA, Title I Impact Components on Urban Elementary Schools and Their Pupils.

ERIC Educational Resources Information Center

Brown, Edward K.

A systematic study of the composition and dispersement of Title I projects assigned to elementary schools in Philadelphia was conducted. Categorical variables were identified from four major derived variables (program density code, school aggregate fund, pupil service component, achievement-growth differential score) and four major demographic…

Relationships between Teacher Organizational Commitment, Psychological Hardiness and Some Demographic Variables in Turkish Primary Schools

ERIC Educational Resources Information Center

Sezgin, Ferudun

2009-01-01

Purpose: The purpose of this paper is to examine the relationships between teachers' organizational commitment perceptions and both their psychological hardiness and some demographic variables in a sample of Turkish primary schools. Design/methodology/approach: A total of 405 randomly selected teachers working at primary schools in Ankara…

Significant differences in pediatric psychotropic side effects: Implications for school performance.

PubMed

Kubiszyn, Thomas; Mire, Sarah; Dutt, Sonia; Papathopoulos, Katina; Burridge, Andrea Backsheider

2012-03-01

Some side effects (SEs) of increasingly prescribed psychotropic medications can impact student performance in school. SE risk varies, even among drugs from the same class (e.g., antidepressants). Knowing which SEs occur significantly more often than others may enable school psychologists to enhance collaborative risk-benefit analysis, medication monitoring, data-based decision-making, and inform mitigation efforts. SE data from Full Prescribing Information (PI) on the FDA website for ADHD drugs, atypical antipsychotics, and antidepressants with pediatric indications were analyzed. Risk ratios (RR) are reported for each drug within a category compared with placebo. RR tables and graphs inform the reader about SE incidence differences for each drug and provide clear evidence of the wide variability in SE incidence in the FDA data. Breslow-Day and Cochran Mantel-Haenszel methods were used to test for drug-placebo SE differences and to test for significance across drugs within each category based on odds ratios (ORs). Significant drug-placebo differences were found for each drug compared with placebo, when odds were pooled across all drugs in a category compared with placebo, and between some drugs within categories. Unexpectedly, many large RR differences did not reach significance. Potential explanations are offered, including limitations of the FDA data sets and statistical and methodological issues. Future research directions are offered. The potential impact of certain SEs on school performance, mitigation strategies, and the potential role of the school psychologist is discussed, with consideration for ethical and legal limitations. (c) 2012 APA, all rights reserved.

An analysis of factors that impact secondary science outcomes in Tennessee

NASA Astrophysics Data System (ADS)

South, Suzanne Lawson

The purpose of this study was to analyze school and district characteristics for 2005--2006 through 2007--2008 to determine which factors impacted science achievement for the graduating class of 2008--2009 in Tennessee. School size, socioeconomic status, per pupil instructional expenditures and rurality/urbanicity were predictor variables. Achievement was represented by performance on the science and reasoning portion of the ACT. Correlational studies indicated that socioeconomic status had a significant impact on science achievement while the impact of school size and rurality/urbanicity was observed to be weak. Statistical analyses through multiple linear regression produced a model in which socioeconomic status and rurality/urbanicity explained 65.4% of the variance observed. Schools were segmented into quintiles based on socioeconomic status in an effort to control for poverty and correlational studies were repeated. School size and rurality/urbanicity appeared to have a more significant impact on achievement, particularly for students in the highest and lowest poverty bands.

Multilevel analyses of school and children's characteristics associated with physical activity.

PubMed

Gomes, Thayse Natacha; dos Santos, Fernanda K; Zhu, Weimo; Eisenmann, Joey; Maia, José A R

2014-10-01

Children spend most of their awake time at school, and it is important to identify individual and school-level correlates of their physical activity (PA) levels. This study aimed to identify the between-school variability in Portuguese children PA and to investigate student and school PA correlates using multilevel modeling. The sample included 1075 Portuguese children of both sexes, aged 6-10 years, from 24 schools. Height and weight were measured and body mass index (BMI) was estimated. Physical activity was estimated using the Godin and Shephard questionnaire (total PA score was used); cardiorespiratory fitness was estimated with the 1-mile run/walk test. A structured inventory was used to access information about the school environment. A multilevel analysis (level-1: student-level; level-2: school-level) was used. Student-level variables (age, sex, 1-mile run/walk test) explained 7% of the 64% variance fraction of the individual-level PA; however, school context explained approximately 36% of the total PA variance. Variables included in the model (school size, school setting, playground area, frequency and duration of physical education class, and qualification of physical education teacher) are responsible for 80% of the context variance. School environment is an important correlate of PA among children, enhancing children's opportunities for being active and healthy. © 2014, American School Health Association.

Factors associated with caries: a survey of students from southern Brazil

PubMed Central

Borges, Tássia Silvana; Schwanke, Natalí Lippert; Reuter, Cézane Priscila; Neto, Léo Kraether; Burgos, Miria Suzana

2016-01-01

Abstract Objective: To describe the factors associated with dental caries among students from Santa Cruz do Sul, Rio Grande do Sul, Brazil. Methods: A cross-sectional study was conducted in a random sample of 623 students of both genders, aged 10-17 years old. Tooth decay was performed using the index of the World Health Organization (1997), DMFT (permanent dentition) that expresses the sum of decayed, missing and filled teeth per person. The maternal educational level was rated using criteria of the Brazilian Association of Market Research Companies. The remaining variables were obtained by a structured questionnaire. Poisson regression analysis was used to test the association between variables using robust models and a subsequently adjusted model. Data were expressed as prevalence ratio (PR). Results: Multivariate analysis identified the following factors related to the experience of dental caries: residence in rural municipalities (PR: 1.15; 95%CI: 1.0-1.3), attending a city school (PR: 3.30; 95%CI: 1.1-9.4) or a state school (PR: 3.40; 95%CI: 1.1-9.6); and having an illiterate mother or a mother that only attended up to the 4th year of school (PR: 1.67; 95%CI: 1.1-2.4) or high school (PR: 1.54; 95%CI: 1.1-2.2). Conclusions: The presence of caries in students in southern Brazil was associated with residence in rural areas, mother with little education and attendance to a public school. PMID:27477791

Multiple aspects of high school students' strategic processing on reading outcomes: The role of quantity, quality, and conjunctive strategy use.

PubMed

Parkinson, Meghan M; Dinsmore, Daniel L

2018-03-01

While the literature on strategy use is relatively mature, measures of strategy use overwhelmingly measure only one aspect of that use, frequency, when relating that strategy use to performance outcomes. While this might be one important attribute of strategy use, there is increasing evidence that quality and conditional use of cognitive and metacognitive strategies may also be important. This study examines how multiple aspects of strategy use, namely frequency, quality, and conjunctive use of strategies, influence task performance on both well- and ill-structured task outcomes in addition to other concomitant variables that may interact with strategic processing during reading. The sample consisted of 21 high school students enrolled in an upper-level biology class in a suburban school in the north-eastern United States. These participants completed measures of prior knowledge and interest, then read either an expository or persuasive text while thinking aloud. They then completed a passage recall and open-ended response following passage completion. In general, quantity was not positively related to the study outcomes and was negatively related to one of them. Quality of strategy use, on the other hand, was consistently related to positive reading outcomes. The influence of knowledge and interest in terms of strategies is also discussed as well as six cases which illustrate the relation of aspects of strategy use and the other concomitant variables. Evaluating strategy use by solely examining the frequency of strategy use did not explain differences in task performance as well as evaluating the quality and conjunctive use of strategies. Further, important relations between prior knowledge, interest, and the task outcomes appeared to be mediated and moderated by the aspects of strategy use investigated. © 2017 The British Psychological Society.

The associations between physical activity, sedentary behaviour and academic performance.

PubMed

Maher, Carol; Lewis, Lucy; Katzmarzyk, Peter T; Dumuid, Dot; Cassidy, Leah; Olds, Tim

2016-12-01

To examine the relationships between children's moderate-to-vigorous physical activity (MVPA), sedentary behaviours, and academic performance. This study investigated cross-sectional relationships between children's accelerometer-measured physical activity and sedentary behaviour patterns, and academic performance using a standardised, nationally-administered academic assessment. A total of 285 Australian children aged 9-11 years from randomly selected schools undertook 7-day 24h accelerometry to objectively determine their MVPA and sedentary behaviour. In the same year, they completed nationally-administered standardised academic testing (National Assessment Program-Literacy and Numeracy; NAPLAN). BMI was measured, and socio-demographic variables were collected in a parent-reported survey. Relationships between MVPA, sedentary behaviour and academic performance across five domains were examined using Generalised Linear Mixed Models, adjusted for a wide variety of socio-demographic variables. Higher academic performance was strongly and consistently related to higher sedentary time, with significant relationships seen across all five academic domains (range F=4.13, p=0.04 through to F=18.65, p=<0.01). In contrast, higher academic performance was only related to higher MVPA in two academic domains (writing F=5.28, p=0.02, and numeracy F=6.28, p=0.01) and was not related to language, reading and spelling performance. Findings highlight that sedentary behaviour can have positive relationships with non-physical outcomes. Positive relationships between MVPA and literacy and numeracy, as well as the well documented benefits for MVPA on physical and social health, suggest that it holds an important place in children's lives, both in and outside of school. Copyright © 2016 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Urban Latino children's physical activity levels and performance in interactive dance video games: effects of goal difficulty and goal specificity.

PubMed

Gao, Zan; Podlog, Leslie

2012-10-01

To examine the effects of different levels of goal specificity and difficulty on Latino children's performance and physical activity (PA) levels in an after-school program incorporating an interactive dance program (Dance Dance Revolution [DDR]; Konami Corporation). Comparison study. Rose Park Elementary School, Salt Lake City, Utah. Ninety-eight Latino children in the first through sixth grades, aged 7 to 13 years. After the pretest, the participants were randomly assigned into 1 of the following 3 goal-setting conditions: (1) easy, (2) difficult, and (3) best effort (hereinafter referred to as do-your-best goal). Participants' PA levels were measured using piezoelectric pedometers, and steps per minute were used as the outcome variable. Participants' total points for their dance on television screens were retrieved as their performance scores. These outcome variables were assessed again 8 weeks later (posttest score). The multivariate analysis of covariance yielded a significant main effect for the goal-setting condition. Follow-up tests revealed that children who set specific (easy or difficult) goals had significantly greater increased PA levels (mean scores, 10.34 for easy and 22.45 for difficult) and DDR performance (0.011 for easy and 0.67 for difficult) than those in the do-your-best group (0.83 for PA and 0.17 for performance). In addition, children's increased PA levels in the difficult-goal group were significantly higher than those in the easy-goal group. The easy- and difficult-goal groups show a significant improvement on DDR performance. The difficult- goal group also displays the highest improvement on PA levels. Strategies to enhance children's DDR performance and PA levels are discussed in relation to the extant goal-setting literature.

Student and Tutor Variables Related to Student Progress in a Reading Tutorial Program.

ERIC Educational Resources Information Center

Willey, Diane L.

This study was conducted to identify student and tutor variables related to student progress in a structured summer reading tutorial program. High school and college students and adults tutored individually 121 elementary and junior high school students for six weeks. Criterion variables were number of tutoring books completed, residual gain…

NONINTELLECTIVE VARIABLES RELATED TO ACADEMIC ACHIEVEMENT OF BRIGHT JUNIOR HIGH SCHOOL BOYS.

ERIC Educational Resources Information Center

RINGNESS, THOMAS A.

IN PREVIOUS STUDIES, A NUMBER OF PERSONALITY VARIABLES, INCLUDING ADJUSTMENT, MOTIVE-TO-ACHIEVE, MOTIVE-TO-AFFILIATE, ACCEPTANCE OF SELF AND OTHERS, AND ACCEPTANCE OF ADULT VALUES HAVE BEEN STUDIED TO DETERMINE THEIR RELATIONSHIPS TO SCHOOL ACHIEVEMENT. INTERRELATIONSHIPS AMONG THESE VARIABLES WERE EXAMINED IN THIS STUDY. THE CALIFORNIA TEST OF…

Using social cognitive theory to explain discretionary, "leisure-time" physical exercise among high school students.

PubMed

Winters, Eric R; Petosa, Rick L; Charlton, Thomas E

2003-06-01

To examine whether knowledge of high school students' actions of self-regulation, and perceptions of self-efficacy to overcome exercise barriers, social situation, and outcome expectation will predict non-school related moderate and vigorous physical exercise. High school students enrolled in introductory Physical Education courses completed questionnaires that targeted selected Social Cognitive Theory variables. They also self-reported their typical "leisure-time" exercise participation using a standardized questionnaire. Bivariate correlation statistic and hierarchical regression were conducted on reports of moderate and vigorous exercise frequency. Each predictor variable was significantly associated with measures of moderate and vigorous exercise frequency. All predictor variables were significant in the final regression model used to explain vigorous exercise. After controlling for the effects of gender, the psychosocial variables explained 29% of variance in vigorous exercise frequency. Three of four predictor variables were significant in the final regression equation used to explain moderate exercise. The final regression equation accounted for 11% of variance in moderate exercise frequency. Professionals who attempt to increase the prevalence of physical exercise through educational methods should focus on the psychosocial variables utilized in this study.

High school students' representations and understandings of electric fields

NASA Astrophysics Data System (ADS)

Cao, Ying; Brizuela, Bárbara M.

2016-12-01

This study investigates the representations and understandings of electric fields expressed by Chinese high school students 15 to 16 years old who have not received high school level physics instruction. The physics education research literature has reported students' conceptions of electric fields postinstruction as indicated by students' performance on textbook-style questions. It has, however, inadequately captured student ideas expressed in other situations yet informative to educational research. In this study, we explore students' ideas of electric fields preinstruction as shown by students' representations produced in open-ended activities. 92 participant students completed a worksheet that involved drawing comic strips about electric charges as characters of a cartoon series. Three students who had spontaneously produced arrow diagrams were interviewed individually after class. We identified nine ideas related to electric fields that these three students spontaneously leveraged in the comic strip activity. In this paper, we describe in detail each idea and its situated context. As most research in the literature has understood students as having relatively fixed conceptions and mostly identified divergences in those conceptions from canonical targets, this study shows students' reasoning to be more variable in particular moments, and that variability includes common sense resources that can be productive for learning about electric fields.

Predicting performance: relative importance of students' background and past performance.

PubMed

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

2015-09-01

Despite evidence for the predictive value of both pre-admission characteristics and past performance at medical school, their relative contribution to predicting medical school performance has not been thoroughly investigated. This study was designed to determine the relative importance of pre-admission characteristics and past performance in medical school in predicting student performance in pre-clinical and clinical training. This longitudinal prospective study followed six cohorts of students admitted to a Dutch, 6-year, undergraduate medical course during 2002-2007 (n = 2357). Four prediction models were developed using multivariate logistic regression analysis. Main outcome measures were 'Year 1 course completion within 1 year' (models 1a, 1b), 'Pre-clinical course completion within 4 years' (model 2) and 'Achievement of at least three of five clerkship grades of ≥ 8.0' (model 3). Pre-admission characteristics (models 1a, 1b, 2, 3) and past performance at medical school (models 1b, 2, 3) were included as predictor variables. In model 1a - including pre-admission characteristics only - the strongest predictor for Year 1 course completion was pre-university grade point average (GPA). Success factors were 'selected by admission testing' and 'age > 21 years'; risk factors were 'Surinamese/Antillean background', 'foreign pre-university degree', 'doctor parent' and male gender. In model 1b, number of attempts and GPA at 4 months were the strongest predictors for Year 1 course completion, and male gender remained a risk factor. Year 1 GPA was the strongest predictor for pre-clinical course completion, whereas being male or aged 19-21 years were risk factors. Pre-clinical course GPA positively predicted clinical performance, whereas being non-Dutch or a first-generation university student were important risk factors for lower clinical grades. Nagelkerke's R(2) ranged from 0.16 to 0.62. This study not only confirms the importance of past performance as a predictor of future performance in pre-clinical training, but also reveals the importance of a student's background as a predictor in clinical training. These findings have important practical implications for selection and support during medical school. © 2015 John Wiley & Sons Ltd.

Contributions of Personal and Situational Factors to Bystanders' Reactions to School Bullying

ERIC Educational Resources Information Center

Oh, Insoo; Hazler, Richard J.

2009-01-01

The intent of this study was to explore bystanders' personal and situational variables predicting their behavioural reactions to school bullying by investigating a sample of 298 college students who had witnessed bullying during middle or high school. Results indicated that the bystander personal variables, gender and past experience as a bully or…

Principals' Personal Variables and Information and Communication Technology Utilization in Federal Capital Territory Senior Secondary Schools, Abuja, Nigeria

ERIC Educational Resources Information Center

Ogunshola, Roseline Folashade; Adeniyi, Abiodun

2017-01-01

The study investigated principals' personal variables and information and communication technology utilization in Federal Capital Territory (FCT) senior secondary schools, Abuja, Nigeria. The study adopted the correlational research design. The study used a sample of 94 senior secondary schools (including public and private) in FCT. Stratified…

High School Students' Metaphors towards "Climate" Concept According to Gender Variable

ERIC Educational Resources Information Center

Coskun, Mucahit

2010-01-01

This research was carried out to determine the metaphors of high school students towards "climate" concept according to gender variable. A total of 108 students in two high schools in Karabuk City participated in the research in 2009-2010 academic years. The data of the research were gathered from the students' completing the…

Modeling Zero-Inflated and Overdispersed Count Data: An Empirical Study of School Suspensions

ERIC Educational Resources Information Center

Desjardins, Christopher David

2016-01-01

The purpose of this article is to develop a statistical model that best explains variability in the number of school days suspended. Number of school days suspended is a count variable that may be zero-inflated and overdispersed relative to a Poisson model. Four models were examined: Poisson, negative binomial, Poisson hurdle, and negative…

The School Principal as Leader: Guiding Schools to Better Teaching and Learning. Perspective

ERIC Educational Resources Information Center

Wallace Foundation, 2012

2012-01-01

Education research shows that most school variables, considered separately, have at most small effects on learning. The real payoff comes when individual variables combine to reach critical mass. Creating the conditions under which that can occur is the job of the principal. For more than a decade, The Wallace Foundation has supported efforts to…

Contribution of Physical Education and Sport to Health-Related Fitness in High School Students

ERIC Educational Resources Information Center

Beets, Michael W.; Pitetti, Kenneth H.

2005-01-01

This study compared health-related fitness variables of high school students (14 to 19-years-old; 120 males, 67 females) participating in physical education (PE) and school-sponsored sports (SSS) to students participating solely in PE. Cardiovascular fitness, the primary variable of interest, was measured using the 20-Meter Shuttle Ran (number of…

French Nursery Schools and German Kindergartens: Effects of Individual and Contextual Variables on Early Learning

ERIC Educational Resources Information Center

Tazouti, Youssef; Viriot-Goeldel, Caroline; Matter, Cornelie; Geiger-Jaillet, Anemone; Carol, Rita; Deviterne, Dominique

2011-01-01

The present article investigates the effects of individual and contextual variables on children's early learning in French nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery schools) and Germany (253 children from German kindergartens) measured skills that facilitate the…

The Interaction Between Tax and Expenditure Limitations, Supermajority Requirements, and School Finance Litigation

ERIC Educational Resources Information Center

Jordan, Teresa S.; Jordan, K. Forbis; Crawford, James

2005-01-01

This article focuses on the change in selected state-level school finance variables from 1970 to 2000, with particular attention to the changes in these variables and school finance litigation decisions in states with and without state-level tax and expenditure limitations (TELs) or supermajority requirements (SMRs). The magnitude of the decrease…

The Relationship between Attitudes, Knowledge, and Demographic Variables of High School Teachers Regarding Food Irradiation

ERIC Educational Resources Information Center

Thompson, B. M.; Ribera, K. P.; Wingenbach, G. J.; Vestal, T. A.

2007-01-01

The purpose of this study was to use a validated instrument to determine the attitudes and knowledge of high school teachers regarding food irradiation, and to determine the correlations among their knowledge and attitudes and certain demographic variables. Knowledge and attitudes about food irradiation were measured in selected high school family…

Validation of the Spanish Version of the School Engagement Measure (SEM).

PubMed

Ramos-Díaz, Estibaliz; Rodríguez-Fernández, Arantzazu; Revuelta, Lorena

2016-11-24

The scientific study of school engagement has recently been the subject of considerable interest in the field of educational psychology, and significant advances have been made in our knowledge of this construct. For instance, there is currently consensus in the scientific community that it is multifaceted, and has three dimensions: behavioral engagement, emotional engagement, and cognitive engagement. However, more advanced statistical analyses are needed to validate Spanish-language measures of school engagement, which this study proposes to do. The sample was comprised of 1,250 adolescents from Basque Country (49% boys, 51% girls) aged 12 to 15 years old (M = 13.72, SD = 1.09). The results of confirmatory factor analysis on the School Engagement Measure (Fredricks, Blumenfeld, Friedel, & Paris, 2005) supported a three-dimensional structure of school engagement (χ2 (100) = 676.93, p < .001; GFI = .931; CFI = .906; IFI = .907; SRMR = .058; RMSEA = .068). Reliability indexes were satisfactory, ranging from .83 to .94. Adequate evidence of concurrent validity was found for the variable perceived school performance (p < .01). The results are discussed from an educational perspective, and with an eye to future research.

Cognitive and personality factors in the regular practice of martial arts.

PubMed

Fabio, Rosa A; Towey, Giulia E

2018-06-01

The effects of regular practice of martial arts is considered controversial and studies in this field limited their attention to singular psychological benefits. The aim of this study is to examine the relationship between the regular practice of martial arts and cognitive and personality factors, such as: attention, creativity and school performance, together with, self-esteem, self-efficacy and aggression. The design consists in a factorial design with two independent variables (groups and age levels) and seven dependent variables (attention, creativity, intelligence, school performance, self-esteem, self-efficacy and aggression). Seventy-six people practicing martial arts were compared with a control group (70 participants) not involved in any martial arts training. Martial artists were divided into groups of three levels of experience: beginners, intermediate and experts. Each completed a battery of tests that measured all the cognitive and personality factors. Martial artists presented a better performance in the attentional and creativity tests. All the personality factors analyzed presented a significant difference between the two groups, resulting in higher levels of self-esteem and self-efficacy, and a decrease of aggressiveness. Regular practice of martial arts can influence many functional aspects, leading to positive effects on both personality and cognitive factors, with implications in psychological well-being, and in the educational field. The results were discussed with reference to theories claiming that regular activity has a differential positive effect on some aspects of cognition.

Emotional and cognitive effects of peer tutoring among secondary school mathematics students

NASA Astrophysics Data System (ADS)

Alegre Ansuategui, Francisco José; Moliner Miravet, Lidón

2017-11-01

This paper describes an experience of same-age peer tutoring conducted with 19 eighth-grade mathematics students in a secondary school in Castellon de la Plana (Spain). Three constructs were analysed before and after launching the program: academic performance, mathematics self-concept and attitude of solidarity. Students' perceptions of the method were also analysed. The quantitative data was gathered by means of a mathematics self-concept questionnaire, an attitude of solidarity questionnaire and the students' numerical ratings. A statistical analysis was performed using Student's t-test. The qualitative information was gathered by means of discussion groups and a field diary. This information was analysed using descriptive analysis and by categorizing the information. Results show statistically significant improvements in all the variables and the positive assessment of the experience and the interactions that took place between the students.

Medical school curriculum characteristics associated with intentions and frequency of tobacco dependence treatment among 3rd year U.S. medical students

PubMed Central

Hayes, Rashelle B.; Geller, Alan C.; Crawford, Sybil L.; Jolicoeur, Denise; Churchill, Linda C.; Okuyemi, Kola; David, Sean P.; Adams, Michael; Waugh, Jonathan; Allen, Sharon S.; Leone, Frank T.; Fauver, Randy; Leung, Katherine; Liu, Qin; Ockene, Judith K.

2015-01-01

Objective Physicians play a critical role in addressing tobacco dependence, yet report limited training. Tobacco dependence treatment curricula for medical students could improve performance in this area. This study identified student and medical school tobacco treatment curricula characteristics associated with intentions and use of the 5As for tobacco treatment among 3rd year U.S. medical students. Methods Third year medical students (N=1065, 49.3% male) from 10 U.S. medical schools completed a survey in 2009-2010 assessing student characteristics, including demographics, tobacco treatment knowledge, and self-efficacy. Tobacco curricula characteristics assessed included amount and type of classroom instruction, frequency of tobacco treatment observation, instruction, and perception of preceptors as role models. Results Greater tobacco treatment knowledge, self-efficacy, and curriculum-specific variables were associated with 5A intentions, while younger age, tobacco treatment self-efficacy, intentions, and each curriculum-specific variable was associated with greater 5A behaviors. When controlling for important student variables, greater frequency of receiving 5A instruction (OR = 1.07; 95%CI 1.01-1.12) and perception of preceptors as excellent role models in tobacco treatment (OR = 1.35; 95%CI 1.04-1.75) were significant curriculum predictors of 5A intentions. Greater 5A instruction (B = .06 (.03); p< .05) and observation of tobacco treatment (B= .35 (.02); p< .001) were significant curriculum predictors of greater 5A behaviors. Conclusions Greater exposure to tobacco treatment teaching during medical school is associated with both greater intentions to use and practice tobacco 5As. Clerkship preceptors, or those physicians who provide training to medical students, may be particularly influential when they personally model and instruct students in tobacco dependence treatment. PMID:25572623

Factors associated with perceived health among 12-year-old school children. Relevance of physical exercise and sense of coherence.

PubMed

Honkinen, Päivi-Leena K; Suominen, Sakari B; Välimaa, Raili S; Helenius, Hans Y; Rautava, Päivi T

2005-01-01

Poor perceived health during childhood may affect an individual's well-being throughout life. In adult studies, sense of coherence (SOC) has been shown to be associated with perceived health. The aim of this study was to determine which factors with an emphasis on SOC and physical exercise were associated with perceived health among 12-year-old children. A total of 1,231 12-year-old school children (83%) completed a questionnaire. Most of the 37 questions had multiple-choice types of response. The questions were largely based on those used in the Health Behaviour in School-aged Children (HBSC) study coordinated by the WHO. SOC was determined using the 13-item scale developed by Antonovsky. Factors used in calculating performance at school were marks (given by the teachers, range 4-10, 10 being the best) in mathematics, native language, and first foreign language. Statistical analysis involved the use of logistic regression models and the so-called generalized estimation technique because of the multi-level study design. In a multivariate model adjusted for reported psychosomatic symptoms, insufficient physical exercise was clearly (OR 4.6) associated with poor perceived health. Other variables with significant associations (OR 1.4-1.7) were a mark below 9 in mathematics, belonging to the weakest SOC tertile, reporting of problems of perceived support from teachers, and reporting of various problems involving the class climate. Among the studied variables physical exercise was the most strongly associated with perceived health, even when several social and psychological risk factors were included in the analysis. SOC and variables of social support were also of importance.

[Study of obesity in a rural children population and its relationship with anthropometric variables].

PubMed

Vaquero-Álvarez, Manuel; Romero-Saldaña, Manuel; Valle-Alonso, Joaquin; Llorente Cantarero, Francisco Jesús; Blancas-Sánchez, Isabel María; Fonseca Del Pozo, Francisco Javier

2018-05-19

To know the prevalence of obesity in primary and secondary school students, and to evaluate the diagnostic accuracy of anthropometric variables for its detection. Cross-sectional study. Rural area of Córdoba. In the year 2014. Student population. A stratified sampling was performed according to age, gender and educational centers. A total of 323 students from 6 to 16 years were included in the study, all parents had signed informed consent. The prevalence of obesity was determined and sociodemographic, anthropometric, physical condition and dietary predictor variables were collected. A binary logistic regression was performed determining crude and adjusted Odds Ratio (OR) values, ROC curves were obtained and cut-off values were determined, calculating the sensitivity, specificity and Youden index. The prevalence of overweight and obesity was 26.2% and 22.3%, respectively. Only 15.2% of school children had an optimal Mediterranean diet. The waist-height ratio (WtHR) was the predictive variable with the highest adjusted OR 7.1 (4.3-11.6) and the largest area under the curve 0.954 (0.928-0.979), from a global cut-off value to discriminate obesity of 0.507. This gave a sensitivity of 90% and specificity of 87.2%. The high prevalence of obesity, the low-medium adherence to the Mediterranean diet and the low physical fitness make this population a priority target for the prevention of future cardiovascular events. The WtHR has been the best anthropometric predictor of obesity, recommending its use for the diagnosis of obesity in children at the expense of body mass index. Copyright © 2018 The Authors. Publicado por Elsevier España, S.L.U. All rights reserved.

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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).

National campaign effects on secondary pupils' bullying and violence.

PubMed

Mooij, Ton

2005-09-01

Research on pupils' bullying (1991) and violence (1993) motivated the Dutch Ministry of Education, Culture and Science to initiate a national campaign on school safety. The government campaign was undertaken from 1995 to 2000. To test for differences in secondary pupils' bullying and violence before and after the campaign while controlling for different contextual variables. In 1991, a representative survey on bullying was conducted in 36 secondary schools with 1,055 pupils from Year 2 and 4 classes (age range 13-16 years). In 1993, a survey on violent behaviour took place in 71 secondary schools with 1,998 pupils from Year 3 and 4 classes (age range 14-16 years). In 2000, a survey on bullying and violence was conducted in 60 secondary schools with 9,948 pupils from Year 1 to 6 classes (age range 12-18 years). The data from pupils in identical school years were compared with respect to bullying (1991-2000) and violence (1993-2000). The statistical relations were analysed in two stepwise multiple regression analyses. Year of investigation (1991- 2000, 1993-2000) was the respective dependent variable. The independent variables were pupils' bullying or violence scores, sex, school year, contextual lesson, school, and community variables. In both regression analyses, the contextual lesson and school variables discriminated between the measurement years. Also, compared with 1991, the pupils in 2000 scored lower for being a bully and higher for being bullied directly. Compared with 1993, the pupils in 2000 scored lower for being a victim of intentional damage to property or emotional violence, lower for being a perpetrator of disruptive behaviour in school, and higher for being a perpetrator of intentional damage to property. The differences between the contextual variables measured before and after the campaign reflect changes in educational and instructional situations. Independent of these differences, the national campaign appears to have helped improve the awareness of pupils' social behaviour and elicit, in particular, a decrease in pupils' violent behaviour. However, more specific pedagogical and preventative support for pupils socially at risk appears to be needed to have a more prosocial impact on the behaviour of secondary school pupils.