Children's Academic Achievement Research Articles

Impact of Family Educational Styles on Students' Academic Achievement Motivation

The aim of this research was to determine the influence of family educational styles on the academic achievement motivation of students in an educational centre, using a quantitative descriptive-correlational, cross-sectional, non-experimental method. To elucidate, academic achievement motivation refers to what a student is willing to do to achieve excellent academic results and reach his or her proposed goals in school. Likewise, 318 students were selected as a sample and the standardised testing technique was applied by means of two data collection instruments, such as a motivation inventory and the Likert-type PSS scale. The results showed that 28.4% of the parents had a disinterested educational style with regard to their children's academic achievement motivation and 43% of the parents had a more open educational style with a favorable effect on their children’s academic achievement motivation; thus 43.4% revealed a low level of this relationship. In summary, there is a certain degree of both positive and negative family educational styles that affect students' academic achievement motivation.

Is Temperament Associated with Academic School Readiness in Children Born Very Preterm?

ABSTRACT Research Findings: Temperament, which can be assessed as early as 3 months, is associated with school readiness and later academic achievement in children born full term. Although children born preterm demonstrate a dysregulated temperament and are at significant risk for lower school readiness, we found no studies investigating whether early temperament is associated with school readiness in this at-risk population. Investigating whether temperament is a precursor of academic risk in preterm children can facilitate early identification and possible intervention efforts. We explored the association of negative affect, surgency, and regulation/effortful control temperament ratings collected at 3-months and 3-years corrected ages with school readiness at 3-years corrected age in children born very preterm. Participants included 297 children born very preterm (53.9% male). After controlling for key covariates, Positive Affectivity/Surgency ratings at 3-months were significantly associated with the Bracken Basic Concept Scale – School Readiness composite score, and Effortful Control ratings at 3-years were associated with Adaptive Behavior Assessment System, Third Edition (ABAS-3) Functional Pre-Academics ratings. Practice or Policy: These findings may enhance the ability to identify premature children at risk for difficulties at school entry early.

Relations between dimensions of self-perceptions and academic achievement in Chinese children: A cross-lagged panel analysis.

The goal of the present study was to examine the associations between different dimensions of self-perceptions and academic achievement in Chinese children. Participants were 604 children in Grades 4-7 attending primary and middle schools in mainland China (342 boys, 262 girls; Mage = 11.25 years). Measures of children's self-perceptions and academic achievement were collected via self-reports and school records at two time points over one academic year. Results from cross-lagged panel analysis indicated that after controlling for the effects of gender, grade, and stabilities, Time 1 perceived scholastic competence positively predicted Time 2 academic achievement (β = .08, p < .05), and Time 1 academic achievement predicted Time 2 perceived scholastic competence (β = .10, p < .05). Time 1 perceived athletic competence negatively predicted Time 2 academic achievement (β = -.08, p < .01). The findings provide evidence that self-perceptions have different facets and are differently associated with academic achievement and emphasize the reciprocal predictive relations between perceived scholastic competence and academic achievement and the negative impact of perceived athletic competence self-perception on academic achievement. The implications of these results are discussed in the context of self-development and academic performance within Chinese culture, as well as their educational implications for school practices. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Teacher-Student Relationships and Coping Styles in Chinese Children: The Chain Mediating Role of Peer Relationships and Psychological Suzhi.

As age increases, children will face more and more adversity. How effectively they cope with stress and difficulties of life is of great significance to the development of children's mental health and academic achievement. However, few studies have explored how different interpersonal relationships and psychological suzhi work together to influence children's healthy behaviors, particularly healthy coping in adversity. Therefore, this research focused on the teacher-student relationships and coping styles, as well as the chain-mediated effects of peer relationships and psychological suzhi. A total of 688 children (360 boys, 52.3%; Mage = 10.98 and SD = 0.89) completed questionnaires that assessed using teacher-student relationships, peer relationships, psychological suzhi, and coping styles. The results indicated that teacher-student relationships correlated positively with coping styles, peer relationships, and psychological suzhi in children. Besides, teacher-student relationships positively affected coping styles through both the mediating roles of peer relationships and psychological suzhi. This research elucidated the extrinsic and intrinsic factors impacting the coping styles of children, thus providing empirical validation of existing theoretical frameworks. In China, interventions aimed at promoting Chinese children's positive coping could benefit from strategies focused on cultivating high-quality relationships and enhancing psychological suzhi.

How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability.

Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted for the overall sample and by grade (nGrade1&2 = 830; nGrade3&4 = 1516). Characteristics of the child (gender, birth order) and parents (gender, socioeconomic background) were investigated as moderators. Children's cognitive ability explained 34%/25%/37% (overall sample/Grade1&2/Grade3&4) of the variance in parental judgments. Judgments depended more on children's academic achievement than on cognitive ability. Parents judged their son's intelligence more accurately than their daughter's and first-born children more accurately than last-born children. Higher-educated parents showed higher judgment accuracy.

Wealth at birth and its effect on child academic achievement and behavioral problems

Wealth at birth and its effect on child academic achievement and behavioral problems

Trajectories of school absences across compulsory schooling and their impact on children's academic achievement: An analysis based on linked longitudinal survey and school administrative data.

Prior research has identified that school absences harm children's academic achievement. However, this literature is focused on brief periods or single school years and does not consistently account for the dynamic nature of absences across multiple school years. This study examined dynamic trajectories of children's authorised and unauthorised absences throughout their compulsory school career in England. It investigated the consequences of these absence trajectories for children's achievement at the end of compulsory schooling. We analyse linked administrative data on children's absences and achievement from the National Pupil Database and survey data from the Millennium Cohort Study for a representative sample of children born in 2000/2001 in England (N = 7218). We used k-means clustering for longitudinal data to identify joint authorised-unauthorised absence trajectories throughout compulsory schooling and a regression-with-residuals approach to examine the link between absence trajectories and achievement. We identified five distinct absence trajectories: (1) 'Consistently Low Absences', (2) 'Consistently Moderate Authorised Absences', (3) 'Moderately Increasing Unauthorised Absences', (4) 'Strongly Increasing Unauthorised Absences', and (5) 'Strongly Increasing Authorised Absences'. We found substantial differences between trajectory groups in GCSE achievement, even when accounting for significant risk factors of school absences. Compared to 'Consistently Low Absences', 'Strongly Increasing Unauthorised Absences' reduced achievement by -1.23 to -1.48 standard deviations, while 'Strongly Increasing Authorised Absences' reduced achievement by -0.72 to -1.00 SD for our continuous outcomes. 'Moderately Increasing Unauthorised Absences' (-0.61 to -0.70 SD) and 'Consistently Moderate Authorised Absences' (-0.13 to -0.21 SD) also negatively affected achievement compared to 'Consistently Low Absences'. Our research underscores the critical importance of examining entire trajectories of absenteeism and differentiating between types of absences to fully grasp their associations with academic outcomes and design targeted interventions accordingly.

The role of physical activity and fitness for children's wellbeing and academic achievement.

The role of physical activity and fitness for children's wellbeing and academic achievement.

Influence of Fathers Participation in Parenting on the Learning Quality of 3-6-Year-Old Children

Learning quality is related to children's future academic achievement, and it is the first step for children to enter the learning hall. 3-6 years old is the stage of rapid development of children's learning quality, and the father's participation in parenting is an important part of children's family education, and it will also have an important impact on children's learning quality. Therefore, this study explores the relationship between father's participation in parenting and children's learning quality. The purpose of this study is to summarize the development characteristics and influencing factors of 3-6 years old children's learning quality, analyze the characteristics of father's participation in education and the influence on the development of 3-6 years old children's learning quality, and put forward educational suggestions, aiming to call for more fathers to participate in early childhood education with high quality and improve the quality of early childhood learning. According to the conclusion of the study, this paper puts forward some suggestions from three aspects of father, family, and society, aiming at giving fathers effective parenting guidance and promoting the improvement of children's learning quality.

Academic achievement and healthy lifestyle habits in primary school children: an interventional study.

First, to examine the relationship between primary school children's academic achievement and healthy lifestyle habits. Second, to evaluate the effectiveness of two different 5-month physical education interventions (traditional physical education vs. coordinative physical education) on children's academic achievement. Third, to examine whether variations of anthropometric variables, fitness level, gross motor coordination, physical activity level, sedentary time, attentional performance, fruit and vegetable consumption, meal frequency and type of physical education intervention could predict children's academic achievement variations. Before and after the intervention, Italian language and mathematics skills, anthropometric variables (weight, height, body fat percentage, BMI), physical fitness (aerobic fitness, muscular strength, flexibility), gross motor coordination, attentional performance (processing speed, concentration performance, performance accuracy, attentional and inhibitory control), physical activity level, sedentary time and eating habits (meal frequency, fruit and vegetable consumption) were assessed in 161 Italian primary school children, randomly assigned to a traditional physical education group or to a coordinative physical education group. Physical activity level, gross motor coordination and aerobic fitness moderately predicted mathematics skill (R2 = 17%). Moreover, physical activity level, aerobic fitness and muscular strength moderately predicted Italian language skill (R2 = 21%). Intervention type differently affected academic achievement. Specifically, Italian language and mathematics skills significantly improved only after traditional intervention. Fruit consumption increase was positively associated with the improvement in academic achievement. Coordinative physical education intervention was associated with a lower probability of improvement in Italian language and mathematical skills. Motor ability and lifestyle habits may have a positive influence on academic achievement in children. Unexpectedly, traditional physical education intervention resulted to be more effective on both Italian language and mathematical skills.

Tutees' Bullying Experiences in Employment of Pair Tutoring: A View from Grade Two Pupils

Bullies can victimize others in a multitude of ways. While some are hidden and private, others are obvious and public. Bullying in schools frequently takes place in unstructured learning environments. Direct bullying combines verbal and physical abuse. Verbal bullying occurs when a pupil is the target of remarks made aloud or information written that harms their feelings. This exploratory research study was to identify the experiences of bullying by tutees.The research sample comprised fifteen tutees at the Division of Misamis Oriental at the Tagoloan Central School, Philippines. Using the qualitative approach with an exploratory research design, the fifteen grade two tutees who experienced bullying inside the classroom during pair tutoring sessions were considered participants through purposively sampled selection. There was the utilization of in-depth interviews in the data gathering. The study adhered to ethical principles during the conduct. It strictly followed the components of trustworthiness: credibility, dependability, transferability, and conformability to review the validity of the qualitative data. The study revealed that during pair tutoring, tutees experienced verbal bullying- the tutor to the tutee as the tutor constantly uses mean remarks, such as You are dull. Relationship bullying to the tutee as the tutor becomes bossy and short-tempered by letting tutees learn quickly. Physical bullying to the tutee as the tutor eventually hits the tutee if the tutee cannot learn quickly. Along with the insights, the study emphasized that teachers must closely monitor by observing tutor behavior and words they utter during pair torturing sessions and select and train tutors; training should cover tutor roles and responsibilities so that bullying will not occur during pair tutoring sessions and bullying is an issue in education that needs to be solved to ensure pupils good learning outcomes by a safe learning environment. Bullying affects children's academic achievement because it makes them afraid to stand out and pursue their learning desires. Every teacher should work to stop bullying in the classroom by integrating anti-bullying policies and discipline into classroom discipline.

Skin and macular carotenoids and relations to academic achievement among school-aged children

ABSTRACT Objectives: Carotenoids are plant pigments that accumulate in human tissue (e.g. macula and skin) and can serve as biomarkers for diet quality; however, knowledge on skin and macular carotenoids in relation to cognition in children is limited. This study aimed to address this gap by assessing links between skin and macular carotenoids and academic achievement in school-aged children. Methods: Children 7-12 years old (n = 81) participated in a crosssectional study. Skin and macular carotenoids were measured with reflection spectroscopy and heterochromatic flicker photometry, respectively. Academic achievement was measured using Woodcock-Johnson IV (WJ-IV). Body Mass Index was calculated using height and weight measurements, demographic information was collected using a family demographics and pediatric health history questionnaire, and carotenoid intake was assessed using 7-day diet records. Results: Skin carotenoids were not related to macular pigment (r = 0.08, p = 0.22). Adjusting for age, sex, BMI percentile, household income, and total carotenoid consumption (mg/1000kcal), skin carotenoids were predictive of math (β = 0.27, p = 0.02), broad math (β = 0.36, p < 0.01) and math calculation (β = 0.38, p < 0.01). Skin carotenoids displayed trending relationships with broad reading (β = 0.23, p = 0.05) and reading fluency (β = 0.22, p = 0.07). There were no significant associations between macular pigment and academic achievement (all β's ≤ 0.07, all p's ≥ 0.56). Discussion: Skin carotenoids were positively associated with academic abilities in children, while macular carotenoids did not display this relationship. Future interventions examining prospective effects of changes in carotenoids in different tissues on childhood academic achievement are warranted.

The Impact of Cognitive-Behavioral Counseling Program on Improving Academic Achievement in Children with Oppositional Defiant Disorder: A Case Study

The aim of this study was to enhance the academic achievement of a child with Oppositional Defiant Disorder (ODD) through a cognitive-behavioral counseling program. The program was implemented on a single case, a 9-year-old school child with low academic achievement diagnosed with Oppositional Defiant Disorder according to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5). To achieve this goal, a clinical case study approach was utilized, employing observation, clinical interviews, and three measurements of the child's oppositional behavior using pre-test, post-test, and follow-up measurements. The study results confirmed a positive impact of the cognitive-behavioral counseling program on the academic achievement of the child with Oppositional Defiant Disorder. The quarterly average increased from 4.57 to 6.38 in the second quarter, and further to 7.42 in the third quarter of the academic year 2022-2023. Additionally, the child's level of oppositional behavior decreased from high to low.

The Benefits of Social Media Among Children Aged 8 to 17 in Tema Metropolitan Area in Ghana

In modern society, children actively engage with social media platforms, and Ghana is not an exception to this trend. People have, however, placed an excessive amount of focus on the negative implications of using social media, which has overshadowed the positive effects that it has on children. This study examines the use of social media by children, including their preferred platforms, as well as the positive and negative consequences associated with their usage. This was a cross-sectional study that employed convenient and snowball sampling procedures for data collection and analysis. The study was conducted on 400 children aged 8 to 17 in Tema. The Uses and Gratifications Theory (UGT) is the study’s underlying theory. The association between demographic characteristics and correlates of social media usage was examined using bivariate analysis, whereas the qualitative data analysis was guided by thematic analysis. The results show that 87.5% of children have ever used social media, with males being more likely than females to have done so (91.7% vs. 83.5%). The main reason social media platforms are used by children (87%) is for entertainment. TikTok has the highest usage percentage, making up 88.7% of all platforms, according to the findings. Some benefits of social media include communication, entertainment, and resources for creativity, research, and academic work. Also, the detrimental consequences of social media usage comprise exposure to sexually explicit material, addiction in children, and diminished academic achievement in children who become too engrossed in its usage. The study demonstrated that social media is widely used among children in Ghana. TikTok is the most popular social media platform among children, and it is their preferred platform. Parents are urged to encourage their children to use social media platforms for beneficial purposes, and media industry stakeholders should develop and implement initiatives to increase the benefits of social media for children. Regulation and supervision are necessary to mitigate the adverse consequences of children’s social media usage.

아동·청소년기 생활시간과 학업성취 인과관계 종단분석

In this study, we explored the causal relationship between the daily activities and academic achievement of children and adolescents using the data from the Korean Children &amp; Youth Panel Survey(KCYPS) 2018 provided by the National Youth Policy Institute. The analysis sample consisted of 1,740 participants from the 4th-grade panel (4th grade to 2nd-year of middle school) and 1,874 participants from the 1st-year of middle school panel (1st year of middle school to 2nd year of high school) who did not drop out from the 1st to the 5th wave and had no missing values for variables included in the research model. The independent variables consist of the daily activities of children and adolescents, including parental interaction time, extracurricular learning activities, and leisure time. The dependent variable is the academic achievement. The analysis method involved setting up a latent growth model to analyze the causal relationship between the daily activities and academic achievement of children and adolescents. The latent growth model analysis was conducted by estimating a linear model using the 5th wave data, with maximum likelihood estimation as the parameter estimation method. The results of the analysis indicate differences in daily activities and academic achievement between the 4th-grade panel and the 1st-year panel, with extracurricular learning time and leisure time showing contrasting results in the two panel groups. These findings contribute to understanding the context of the causal relationship between the daily activities and academic achievement of children.

Evaluating the Efficacy of Role Play Intervention in Mitigating the Effects of COVID-19 and Facilitating Academic Achievement in Children with Mild Psychological Issues

Evaluating the Efficacy of Role Play Intervention in Mitigating the Effects of COVID-19 and Facilitating Academic Achievement in Children with Mild Psychological Issues

Direct and indirect effects of physiological, psychological and cognitive variables on academic achievement in children

Direct and indirect effects of physiological, psychological and cognitive variables on academic achievement in children

PERAN ORANG TUA MILENIAL DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA SEKOLAH DASAR DI ERA DIGITAL

ABSTRACT : Parents' involvement in their children's education is vital to their general well-being and academic achievement. Parents who play an active role in their children's education can nurture a love of learning, encourage effective learning techniques, and provide the support and tools their children need to succeed. Besides, healthy parent-child interactions can enhance communication and strengthen the sense of support and encouragement that exists in the home. This study explores the influence of the participation of millennial parents in children's education. Using literature-based qualitative research methods, the study analyzes various sources to understand how parental involvement can affect children's educational outcomes. The findings suggest that the active involvement of millennial parents, such as attending parent-teacher conferences, helping with homework, and regulating the use oftechnology, has a positive impact on children's digital literacy and academic achievement. Engaged parents can boost their child's learning motivation, confidence, and critical thinking skills. However, excessive involvement can create stress and anxiety. The study emphasizes the importance of collaboration between parents and teachers to create a supportive and productive educational environment, as well as recommendations to increase parents' involvement in children's education.

Home Learning Environment and Screen Time Differentially Mediate the Relationship Between Socioeconomic Status and Preschoolers' Learning and Behavioural Profiles.

Environmental variables related to the home context, including home literacy and numeracy, screen exposure and Socioeconomic Status (SES) are potential risks or protective factors for children's academic achievements and behaviour. The present multi-informant study aims to contribute to this issue by investigating SES's direct and indirect relationships in early learning (i.e., literacy, numeracy, and cognitive) and behavioural skills within a large sample of young children. One parent and one teacher for each of 1660 preschoolers filled out a questionnaire investigating SES, tablet and TV use, home learning activities, behavioural problems/strengths (parents' questionnaire), and children's learning skills and behaviour (teachers' questionnaire). Results of path analysis showed that tablet time and home learning environment mediate the effect of SES on early learning as assessed by teachers; as for the home learning environment, it was also a mediator of the relationship between SES and behavioural problems. Implications of these results for research in the field and educational policies are discussed.

Tungiasis among children in Kenya is associated with poor nutrition status, absenteeism, poor school performance and high impact on quality of life.

Tungiasis is a highly neglected tropical skin disease caused by the sand flea, Tunga penetrans. The flea burrows into the skin inducing a strong inflammatory response, leading to pain and mobility restrictions with potential impacts on quality of life. Few countries implement control efforts and there are few data on the impact of the disease to support policy decisions. We conducted a survey to determine the impact of tungiasis among primary school children across nine counties of Kenya. A total of 10,600 pupils aged 8 to 14 years were randomly selected from 97 primary schools and examined for tungiasis. For 81 cases and 578 randomly selected controls, anthropometric measurements were made, and school attendance and exam scores were collected from school records. Of those with tungiasis, 73 were interviewed regarding their quality of life using a tungiasis-specific instrument. Mixed effect ordered logistic and linear models were used to assess associations between disease status and impact variables. Compared to uninfected pupils, those with tungiasis had lower weight-for-age z-scores (adjusted β -0.41, 95% CI: -0.75-0.06, p = 0.020), missed more days of school the previous term (adjusted Incidence Rate Ratio: 1.49, 95% CI: 1.01-2.21, p = 0.046) and were less likely to receive a high score in mathematics (aOR 0.18, 95% CI: 0.08-0.40, p<0.001) and other subjects. Pupils with severe disease (clinical score >10) were four times more likely to experience severe pain than those with mild disease (OR 3.96, 95% CI: 1.35-11.64, p = 0.012) and a higher impact on their quality of life than those with mild disease (aOR 3.57, 95% CI: 1.17-10.8, p = 0.025) when adjusted for covariates. This study has demonstrated tungiasis has a considerable impact on children's lives and academic achievement. This indicates the need for integrated disease management for school-aged children to protect their physical and cognitive development and their future prospects.