Grade Academic Achievement Research Articles

Students’ Self Concept and Personalities with their Academic Achievement in Technical Health Institutes at Suez City

Background: Self-concept associated with cognitive aspects of self-knowledge, which would include all types of cognitive activity and content (concepts, percepts, images, judgments, reasoning, amnesic schemas, etc.). Aim:the aim of the study was to determine the relationship between students' self-concept and personality with their academic achievement in Technical Health Institutes at Suez city. Subject and Methods: The current study utilized a descriptive correlational design. The study population included all students of Health Institute at Suez City with a total numbers of 120 from nursing students and used three tools: Academic Achievement Questionnaire Sheet, Self-concept scale, the Big Five Personality Inventory and a personal questionnaire sheet was added. Results:Positive correlation between self-concept and academic achievement grades (96.7%) had a (good) &that there was a negative correlation between academic achievement grades and personality type. While (66.7%) had (pass) grades. Conclusions:The most of the nursing students had positive self-concept. Furthermore, there was a positive correlation between self-concept and academic achievement grades. The most of the nursing students that had (excellent) and (very good) grades were an openness personality type. Finally, there was a negative correlation between academic achievement grades and personality types. Recommendations: The students should be exposed to motivational talks and seminars, they should also undergo leadership training where they could build self-confidence, independence and build their self-concept, identity and the team spirit to train them to interact with the people of the community

The Impact of Active Learning Based Program in Teaching Programming on the Academic Achievement of Grade 3 Intermediate Students In Computer Science

The Impact of Active Learning Based Program in Teaching Programming on the Academic Achievement of Grade 3 Intermediate Students In Computer Science

Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement.

Relatively little attention has been given to understanding different social and emotional behavior (SEB) profiles among students and their links to important educational outcomes. We applied latent profile analysis to identify SEB profiles among kindergarten students based on five SEBs: cooperative, socially responsible, helpful, anxious, and aggressive-disruptive behavior. In Study 1, we identified SEB profiles among the population of students who attended kindergarten in New South Wales (NSW; Australia’s most populous state comprising Australia’s largest education jurisdictions), Australia in 2012 (N = 100,776). We also examined whether profile membership was differentially associated with students’ socioeducational characteristics (gender, age group, language background, neighborhood socioeconomic status, and learning disability status). Results revealed four different SEB profiles: social-emotional prosocial (SE-Prosocial), SE-Anxious, SE-Aggressive, and SE-Vulnerable groups. Profile membership was associated with the socioeducational characteristics in different ways (e.g., female and older students tended to be in the SE-Prosocial profile). In Study 2, we undertook replication with a different sample of children who attended kindergarten in 2009 in NSW (n = 52,661). We also examined whether the SEB profiles were associated with academic achievement in Grades 3 and 5 using standardized test scores. Results revealed the same four profiles as Study 1 and similarities in how profile membership was associated with the socioeducational characteristics. Moreover, profiles were associated with significantly different levels of achievement in Grades 3 and 5—highest for the SE-Prosocial and lowest for the SE-Vulnerable profiles. Together, the findings have implications for healthy student development and academic intervention. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

Kindergarten components of executive function and third grade achievement: A national study

The present study uses nationally-representative data to estimate longitudinal associations between core executive function (EF) components—working memory, inhibitory control, and cognitive flexibility—at kindergarten entry and third grade academic achievement. We focus on one key question: to what extent do EF components uniquely contribute to children’s subsequent reading and math achievement over and above academic skills, social-emotional behaviors, and learning-related behaviors? Study findings indicated that the three core EF components have differential associations with third grade achievement. Evidence of associations across domains of math and reading achievement are strongest for working memory, and these associations are stronger for math than reading achievement. Early working memory was also shown to be just as predictive of academic achievement as were learning-related behaviors. The evidence for achievement associations was weaker for inhibitory control and cognitive flexibility, with estimated effect sizes on reading and math achievement of less than a tenth of a standard deviation. We discuss implications for future studies and consider the measurement issues that arise in examining EF and its relations to longitudinal achievement.

Parent praise to toddlers predicts fourth grade academic achievement via children's incremental mindsets.

In a previous study, parent-child praise was observed in natural interactions at home when children were 1, 2, and 3 years of age. Children who received a relatively high proportion of process praise (e.g., praise for effort and strategies) showed stronger incremental motivational frameworks, including a belief that intelligence can be developed and a greater desire for challenge, when they were in 2nd or 3rd grade (Gunderson et al., 2013). The current study examines these same children's (n = 53) academic achievement 1 to 2 years later, in 4th grade. Results provide the first evidence that process praise to toddlers predicts children's academic achievement (in math and reading comprehension) 7 years later, in elementary school, via their incremental motivational frameworks. Further analysis of these motivational frameworks shows that process praise had its effect on fourth grade achievement through children's trait beliefs (e.g., believing that intelligence is fixed vs. malleable), rather than through their learning goals (e.g., preference for easy vs. challenging tasks). Implications for the socialization of motivation are discussed. (PsycINFO Database Record

Music performance anxiety among students of the academy in Lithuania

ABSTRACTMusic performance anxiety (MPA) affects amateurs, students and professional musicians. We aimed to analyse MPA among students of music performance in a higher education academy in Lithuania. A sample of 258 music performance arts students of the Lithuanian Music and Theatre Academy participated in this study. The Kenny Music Performance Anxiety Inventory (K-MPAI) was used for assessment of MPA. High MPA was associated with less concert activity, poorer perceived performance self-efficacy, and lower academic achievement grades. We did not find gender effects on MPA. Results revealed that 20.2% of the students reported difficulties in coping with MPA. Our findings inform music educators about the need to address MPA and coping with MPA in the process of teaching.

Supplemental Material for Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children’s Incremental Mindsets

Supplemental Material for Parent Praise to Toddlers Predicts Fourth Grade Academic Achievement via Children’s Incremental Mindsets

African-American Males in Chicago: Pathways From Early Childhood Intervention to Reduced Violence

PurposeExtreme youth violence is a salient public health crisis in Chicago, particularly among African-American males. This article examines mechanisms through which a preschool intervention program, the Child-Parent Center program, in inner-city Chicago may divert high-risk males from pathways leading to violent criminal behavior. MethodsWe conducted a path analysis from early environmental factors to socioemotional competencies through parent involvement and achievement to violent arrest in emerging adulthood. African-American male participants (N = 677) were followed from age 3 to age 27. ResultsChild-Parent Center program attendance initiates a pathway to increased third grade academic achievement and parent involvement, which positively impacts socioemotional competencies and acting out behaviors in adolescence. High parent involvement and low acting out behaviors had direct effects on violent crime in emerging adulthood. ConclusionsHigh parent involvement in school, fostered by early childhood intervention, promotes adaptive behaviors in adolescence and reduces arrest for violent crime in emerging adulthood.

Prospective Effects of Parenting on Substance Use and Problems Across Asian/Pacific Islander and European American Youth: Tests of Moderated Mediation.

Parental warmth and knowledge are protective factors against substance use, whereas parental psychological control is a risk factor. However, the interpretation of parenting and its effects on developmental outcomes may vary cross-culturally. This study examined direct and indirect effects of three parenting dimensions on substance use across Asian/Pacific Islander (API) and European Americans. A community sample of 97 API and 255 European Americans were followed from Grades 6 to 12. Participants reported on parenting in Grade 7, academic achievement and externalizing behaviors in Grades 7 and 8, and substance use behaviors in Grades 7, 9, and 12. Direct effects of parenting were not moderated by race. Overall, mother psychological control was a risk factor for substance use problems in Grade 9, whereas father knowledge was protective against alcohol use in Grade 9, substance use problems in Grades 9 and 12, and alcohol dependence in Grade 12. Moderated mediation analyses indicated significant mediational links among European Americans only: Mother knowledge predicted fewer externalizing problems in Grade 8, which in turn predicted fewer substance use problems in Grades 9 and 12. Father warmth predicted better academic achievement in Grade 8, which in turn predicted fewer substance use problems in Grades 9 and 12, as well as alcohol and marijuana dependence in Grade 12. Better academic achievement and fewer externalizing behaviors explain how positive parenting reduces substance use risk among European Americans. Promoting father knowledge of adolescents' whereabouts can reduce substance use risk among both European and API Americans.

Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children

The relationship between metacognitive monitoring of working memory performance and academic achievement was examined in 73 Grade 4 children. Working memory was assessed using the Working Memory Power Test (WMPT) for children. Metacognitive monitoring was assessed by confidence ratings and two calibration measures, the Bias Index and the Absolute Accuracy Index, calculated from WMPT scores. Children also completed the Wechsler Individual Achievement Test - Australian Abbreviated (WIAT-II). Regression analyses showed the Bias Index was the best metacognitive monitoring calibration measure for predicting academic achievement. These findings extend previous research in two important ways. Firstly, we have shown that Grade 4 children have metacognitive monitoring abilities. Secondly, we have demonstrated that children are able to metacognitively monitor their working memory performance and that the calibration of this monitoring is related to their academic achievement.

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

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

Modeling of Academic Achievement of Primary School Students in Ethiopia Using Bayesian Multilevel Approach

This study aims to explore Bayesian multilevel modeling to investigate variations of average academic achievement of grade eight school students. A sample of 636 students is randomly selected from 26 private and government schools by a two-stage stratified sampling design. Bayesian method is used to estimate the fixed and random effects. Input and process quality indicators of education such as student to class ratio, student to teacher ratio, availability of teaching learning resources at school, teaching methods, and standard of course curriculum are found to be significantly affecting the academic achievement of the students. The effects of student level covariates: absence from class, academic motivation, academic self concept, study time, family income, mother’s education, parents’ employment status, work demand at home, and parent’s follow-up of child are significantly varying from school to school. The results show that a large proportion of academic achievement variation is accounted to between schools. It is interesting to found out that the within school variation is very high for government schools while the between school variation is very high for private schools. There is uniformity across the government schools with high individual differences among students. However, there is lesser uniformity across the private schools with lesser individual differences of students. The findings in this study indicate that private schools are in a better position in maintaining quality of education at grade eight. Efficient academic management is needed at the government schools that can improve quality of education at the level.

Diet quality and academic achievement: a prospective study among primary school children

Poor diet quality may impair academic achievement in children, but such evidence is limited. Therefore, we investigated the associations of healthy diet in Grade 1 assessed by Mediterranean Diet Score (MDS), Baltic Sea Diet Score (BSDS), and Finnish Children Healthy Eating Index (FCHEI) with academic achievement in Grades 1-3 in children. The participants were 161 Finnish children who were 6-8years old in Grade 1 and attended in a large ongoing physical activity and dietary intervention study. Dietary factors were assessed using 4-day food records, and MDS, BSDS, and FCHEI were calculated. Academic achievement was assessed by reading fluency, reading comprehension, and arithmetic skill tests. The data were analyzed using linear regression analysis and analysis of covariance adjusted for age, sex, parental education, household income, body fat percentage, physical activity, the PANIC Study group, and total energy intake. MDS was positively associated with reading comprehension in Grade 3 (standardized regression coefficient β=0.167, P=0.032). BSDS was positively associated with reading fluency in Grades 2-3 and reading comprehension in Grades 1-3 (β=0.161-0.274, P<0.05). FCHEI was positively related to reading fluency in Grades 1-2 and reading comprehension in Grades 1-3 (β=0.190-0.344, P<0.05). Children in the highest third of BSDS and FCHEI had better reading fluency and reading comprehension in Grades 1-3 than children in the lowest third (P<0.05). None of the diet scores was associated with arithmetic skills. Healthier diet assessed by BSDS or FCHEI in Grade 1 was associated with better reading skills, but not with arithmetic skills, among children in Grades 1-3. Long-term intervention studies are needed to investigate the effects of improvements in diet quality on academic achievement among children. ClinicalTrials.gov Identifier: NCT01803776.

The predictive validity of kindergarten readiness judgments: Lessons from one state

ABSTRACTRecent federal investments in early childhood assessment systems are the result of a national need for developmentally appropriate, psychometrically sound instruments to monitor young children and evaluate the effectiveness of their learning programs. In this paper, we examined the association between teachers’ perceptions of their students at the start of kindergarten and academic achievement in Grade 3 with hierarchical linear modeling using state-level data from nearly 30,000 students. The analyses showed that such an association exists even after accounting for student-level and school-level demographic variables and is moderated by the percentage of free-lunch-eligible students in a given school. Implications of these findings related screening and assessment at kindergarten entry are discussed.

Comparative Study on ‘Learning to Learn’ Competency and School Academic Achievement Grade of Students : Focusing on their Relations with Middle Schoolers' Problematic and Anti-social Behaviors

Comparative Study on ‘Learning to Learn’ Competency and School Academic Achievement Grade of Students : Focusing on their Relations with Middle Schoolers' Problematic and Anti-social Behaviors

Faculty of Nursing Students Learning Styles and its Impact on their Academic Achievement at Assiut University

Background: Learning style of students is one most important factors which influence their learning. There is a relationship between learning styles and students' academic achievements. The aim of study: To determine learning styles preferred by faculty of nursing students at Assiut University and its impact on their academic achievement. Subject and method: A descriptive correlational research design used to conduct this study. A total number of studied sample were (n= 641): first (n= 148), second (n= 217), third (n= 153) and fourth (n= 123) year. Data collection tool consisted of three parts: I-Socio-demographic data sheet, II-Learning styles questionnaire sheet, and III-Student academic achievement grade. Results: There was a positive strong correlation between preferred learning style in first, second and fourth year and their academic achievement. While, there was a positive moderate correlation in third year. Conclusion: The highest percentage of study sample were preferred Uni – mode learning styles. Overall, combination of learning style has a greater impact on their academic achievement than use one preferred learning style. Recommendations: Encourages nursing students to use all learning styles. Conduct a workshop for nursing educators about the importance of learning styles to improve learning and teaching process

Effect of school belonging trajectories in grades 6–8 on achievement: Gender and ethnic differences

This study investigated the association between trajectories of school belonging across grades 6–8 and academic achievement in grade 8 in an ethnically diverse sample of 527 academically at-risk adolescents. Students reported annually on school belonging. Reading and math achievement were assessed at grade 5 (baseline) and grade 8. Interactive effects of gender and ethnicity were found in the conditional growth models for school belonging. Girls of all ethnicities had identical growth trajectories and reported higher initial school belonging than Euro-American or Latino boys. Latino and Euro-American males had lower initial level of school belonging than African American males, and Latino males had lower growth in school belonging than Euro-American males. In structural equation modeling (SEM) analyses, initial level of school belonging predicted grade 8 reading for girls and grade 8 math for boys and girls, above prior achievement and school and child covariates, but growth in school belonging predicted grade 8 achievement only for African American students. Implications for strategies to improve school belonging among academically at-risk youth are discussed.

Academic Performance among Children with Inflammatory Bowel Disease: A Population-Based Study

To determine grade 12 academic performance for children with inflammatory bowel disease (IBD). Children diagnosed with IBD at age<17 years identified from the population-based University of Manitoba IBD Epidemiology Database were matched by age-, sex-, and area of residence to 10 randomly selected controls. Grade 12 educational outcomes (scores on the provincial grade 12 language arts and mathematics standards tests, and enrollment-in-grade-12-by- age-17) were determined by linkage to the province wide Manitoba Education Database. Linear and logistic regression analysis were used to compare the educational outcomes, adjusting for socioeconomic status and comorbidities and evaluate predictors of educational outcomes among children with IBD. Grade 12 educational outcomes among 337 children with IBD were compared with 3093 without IBD. There were no significant differences among the 2 groups in the standardized scores (language arts: P=.31; mathematics: P=.48) or enrollment-in-grade-12-by- age-17 (P=.25). Lower socioeconomic status and diagnosis with mental health problems 6 months prior to and 6 months post-IBD diagnosis were independent predictors of worse educational outcomes. There was no significant effect of age of diagnosis of IBD, type of IBD (ulcerative colitis vs Crohn's disease), use of corticosteroids or immunomodulator agents, hospitalizations, or surgery for IBD. Children with IBD on average achieve similar levels of academic achievement in grade 12 as those without IBD. This study underscores the educational impact of mental health conditions at IBD diagnosis among children.

An ecological study of food desert prevalence and 4th grade academic achievement in new york state school districts.

BackgroundThis ecological study examines the relationship between food desert prevalence and academic achievement at the school district level.Design and methodsSample included 232 suburban and urban school districts in New York State. Multiple open-source databases were merged to obtain: 4th grade science, English and math scores, school district demographic composition (NYS Report Card), regional socioeconomic indicators (American Community Survey), school district quality (US Common Core of Data), and food desert data (USDA Food Desert Atlas). Multiple regression models assessed the percentage of variation in achievement scores explained by food desert variables, after controlling for additional predictors.ResultsThe proportion of individuals living in food deserts significantly explained 4th grade achievement scores, after accounting for additional predictors. School districts with higher proportions of individuals living in food desert regions demonstrated lower 4th grade achievement across science, English and math.ConclusionsFood deserts appear to be related to academic achievement at the school district level among urban and suburban regions. Further research is needed to better understand how food access is associated with academic achievement at the individual level.Significance for public healthThe prevalence of food deserts in the United States is of national concern. As poor nutrition in United States children continues to spark debate, food deserts are being evaluated as potential sources of low fruit and vegetable intake and high obesity rates. Cognitive development and IQ have been linked to nutrition patterns, suggesting that children in food desert regions may have a disadvantage academically. This research evaluates if an ecological relationship between food desert prevalence and academic achievement at the school district level can be demonstrated. Results suggest that food desert prevalence may relate to poor academic performance at the school district level. Significant variation in academic achievement among urban and suburban school districts is explained by food desert prevalence, above additional predictors. This research lays the groundwork for future studies at the individual level, with possible implications for community interventions in school districts containing food desert regions.

Adolescent illicit drug use and subsequent academic and psychosocial adjustment: An examination of socially-mediated pathways

BackgroundQuestions remain regarding the consequences of illicit drug use on adolescent adjustment and the nature of mechanisms that may explain these consequences. In this study, we examined whether early-onset illicit drug use predicts subsequent academic and psychosocial adjustment and whether associations are socially-mediated by decreased school engagement and increased peer deviancy. Method4885 adolescents were followed throughout secondary school. We used regressions to determine whether illicit drug use in grade 7 predicted academic achievement, school dropout, depressive symptoms, and conduct problems in grades 10–11, adjusting for potential confounders. We used path analysis to test whether significant associations were mediated by school engagement and peer deviancy in grade 8. ResultsIllicit drug use predicted conduct problems and school dropout, but not academic achievement and depressive symptoms. The association between illicit drug use and conduct problems was fully mediated by increased peer deviancy. The association between illicit drug use and school dropout was partially mediated by increased peer deviancy, but remained mostly direct. No indirect association via decreased school engagement was found. Examination of reverse pathways revealed that conduct problems and academic achievement in grade 7 predicted drug use in grades 10–11. These associations were mediated by peer deviancy and school engagement (conduct problems only). ConclusionAdolescent illicit drug use influences the risk of school dropout and conduct problems in part by contributing to deviant peer affiliation. Reciprocal social mediation characterizes the association between drug use and conduct problems. A reverse mechanism best explains the association with academic achievement.