Academic Performance Of Adolescents Research Articles

The Mediating Role of Home-School Dissonance in Linking Maternal Discrimination to Latin American-Origin Adolescent Academic Performance.

Latin American-origin parents play an important role in supporting the formal education of their youth, but cultural, linguistic, and systemic barriers make parent involvement difficult. The aim of the present study was to examine how Latina mothers' experiences with discrimination were associated with short-term changes in their adolescent children's academic performance, directly and indirectly through mothers' appraisal of home-school dissonance. Data were drawn from an ongoing longitudinal study of 547 mother-youth dyads in suburban Atlanta. Results showed a significant indirect relationship between mothers' experiences of discrimination and declines in adolescents' grade point average by way of increased home-school dissonance. Thus, Latina mothers' discriminatory experiences may have spillover effects on adolescent academic achievement through increasing proximal barriers to parent involvement.

Iron Status, Anemia, and Iron Interventions and Their Associations with Cognitive and Academic Performance in Adolescents: A Systematic Review.

In adolescents, iron-deficiency anemia is the leading cause of disability-adjusted life years lost. The World Health Organization recommends delivering iron supplementation through school-based platforms, requiring partnerships with the education sector. This anemia-reduction intervention is valued for the perceived benefits of improved learning and school performance. This article aims to systematically review the available evidence on the relationship between iron status and anemia and impacts of iron interventions on cognitive and academic performance in adolescents. Fifty studies were included: n = 26 cross-sectional and n = 24 iron-containing interventions. Our review suggests that iron status and anemia may be associated with academic performance in some contexts and that iron supplementation during adolescence may improve school performance, attention, and concentration. However, nearly all supplementation trials were judged to have moderate or high risk of bias. We did not find evidence suggesting that iron status and anemia influenced or were associated with attention, intelligence, nor memory in adolescents. Further, iron supplementation did not improve memory and recall or intelligence. Overall, more high-quality research is needed to guide programmers and policy makers to understand the relationships between anemia and educational performance and the potential impacts of iron interventions, which effectively reduce anemia, on adolescents’ learning and school performance.

Assessment of nutritional status and academic performance of adolescents in relation to their phytochemical intake

Phytochemicals can be described as chemicals of plant origin. These are certain non-nutritive plant chemicals which have various disease preventive properties. However, the term phytochemical is often used to describe a varied range of bioactive compounds found in plants. These are primary and secondary metabolites which are naturally occurring in the leaves, vegetables and roots that have defence mechanisms and protect from various diseases. Primary metabolites are proteins, carbohydrates, chlorophyll, lipids and common sugars which are synthesised during photosynthesis and these organic compounds are essential for plant life and growth. Secondary metabolites are tannins, flavonoids, phenolic, saponins and alkaloids which are synthesized by the plant during development and are time, tissue and organ specific.Several epidemiological studies have shown that phytochemical rich fruits and vegetables have considerable health benefits. These benefits include: (i) reducing the risk of several types of cancer, (ii) reducing the risk of heart diseases. The consumption of fruit and vegetable is associated with several health benefits.The present study was aimed on the assessment of nutritional status and academic performance in relation to phytochemical intake of adolescents. The study was performed on a sample size of 60 school going adolescents (30 girls and 30 boys) between the age group 12-16 years. The adolescents consuming fruits and vegetables in their regular diet reported to have good nutritional status. In the intervention community, the academic output was also increased. The research concluded that the intake of phytochemical rich fruits and vegetables has a positive impact on nutritional status and academic performance of school going adolescents.

Association between patterns of sedentary time and academic performance in adolescents: the mediating role of self-concept.

Objective:To analyze the association between the pattern of sedentary time (bouts and breaks) with academic performance, with an emphasis on the mediating role of self-concept.Methods:Participants in the cross-sectional study were 394 adolescents (208 girls), aged 10–14 years, from sixth grade from Londrina, Paraná, Brazil. The sedentary time pattern was measured through accelerometry. Definitions: sedentary bouts — uninterrupted periods of sedentary behavior; breaks — non-sedentary period between two sedentary bouts. The self-concept was estimated using the Piers-Harris II Inventory. Academic performance was obtained by school grades.Results:Short sedentary bouts were associated with higher academic performance in boys (1–4 minutes: β=0.035, p=0.007) and girls (1–4 minutes: β=0.031, p=0.014; 5–14 minutes: β=0.054, p=0.001). Long bouts (30 minutes) were associated with lower academic performance in boys (β=-0.023; p=0.011) and girls (β=-0.032; p<0.001). For girls, total and intellectual self-concept mediated the association between all sedentary pattern and academic performance (bouts 1–4 minutes [total: 39% and intellectual: 42.8%]; bouts 5–14 minutes [total: 21.5% and intellectual: 35.4%]; bouts ≥30 minutes [total: 22.6% and intellectual: 32.3%]; and breaks [total: 38.9% and intellectual: 40.7%]). For boys, the total (56.4%) and intellectual (82.9%) self-concept mediated only the association between bouts of 5–14 minute and academic performance.Conclusions:The pattern of sedentary time is associated with academic performance in adolescents and this association is mediated by self-concept, especially in girls.

A Population-based Study of Grade 12 Academic Performance in Adolescents With Childhood-onset Chronic Rheumatic Diseases.

The aims of this study were (1) to compare grade 12 standardized test results of patients diagnosed with childhood-onset chronic rheumatic diseases (ChildCRD) and unaffected peers; and (2) to identify factors associated with test results of patients with ChildCRD and unaffected peers. This was a population-based retrospective cohort study. All patients with ChildCRD (juvenile arthritis and systemic autoimmune rheumatic diseases) from the only pediatric rheumatology center in Manitoba for birth cohorts January 1979 to December 1998 were linked to the provincial administrative databases containing records of healthcare use and education outcomes. Patients were matched by age, sex, and postal codes to their peers who did not have ChildCRD. The primary outcomes were the grade 12 Language Arts Achievement Index (LAI) and the Math Achievement Index (MAI) scores. ChildCRD, sociodemographic, and mental health factors were tested for their associations with LAI and MAI scores using multivariable linear regression. Five hundred and forty-one patients with ChildCRD were matched to 2713 unaffected peers. Patients with ChildCRD had lower LAI and MAI scores compared to their peers. More patients with ChildCRD failed or did not take the language arts (51% vs 41%, P < 0.001) and math (61% vs 55%, P = 0.02) tests. On multivariable analysis, ChildCRD, lower socioeconomic status, younger maternal age at first childbirth, family income assistance, involvement with child welfare services, and mental health morbidities (between ChildCRD diagnosis and standardized testing), were associated with worse LAI and MAI results. This population-based study showed that patients with ChildCRD performed less well than their peers on grade 12 standardized testing, independent of sociodemographic and mental health comorbidities.

Pathways from maternal depressive symptoms to children's academic performance in adolescence: A 13-year prospective-longitudinal study.

The pathways through which exposure to maternal depressive symptoms in early childhood are linked to academic performance during adolescence are poorly understood. This study tested pathways from maternal depressive symptoms (age 2–5) to adolescent academic performance (age 15) through cumulative parenting risk (age 7) and subsequent child functioning (age 10), using multi‐informant data from a prospective longitudinal community study spanning 13 years (N = 389, 47% male, 68% White). Structural equation models testing indirect effects revealed small associations between maternal depressive symptoms and increased cumulative parenting risk and poorer child functioning, and, via these pathways, with poorer academic performance. Thus, childhood exposure to maternal depressive symptoms may be associated with pathways of risk that could limit children's educational opportunities.

TH4. A CAUSAL ROLE FOR ATTENTION DEFICIT/ HYPERACTIVITY DISORDER ON RISK-TAKING BEHAVIOURS, ACADEMIC AND FINANCIAL PROBLEMS AND MAJOR DEPRESSION

Previous studies have suggested associations between maternal smoking during pregnancy (MSDP) and a range of adverse outcomes in offspring. However, evidence reporting adverse effects on poor academic performance in adolescence is scant.This register-based cohort study used linked data obtained from New South Wales (NSW) educational and health registries in Australia. MSDP was assessed using self-reports of smoking during pregnancy. Offspring’s educational performance was assessed using the National Assessment Program for Literacy and numeracy (NAPLAN), when students were in grade 9 and approximately aged 14 years. We used multivariable logistic regression models to explore associations.Adolescent offspring exposed to MSDP were at an increased risk of substandard academic performance in all domains, with the highest odds for spelling [OR, 3.12 (95%CI 2.98–3.26)] followed by writing [OR, 2.97 (95%CI 2.84–3.11)], reading [OR, 2.49 (95%CI 2.37–2.62)], and numeracy [OR, 2.43 (95%CI 2.30–2.58)]. In our sex-stratified analysis, MSDP displayed stronger effects on the academic performance of female offspring in all domains.Our findings showed that MSDP was associated with an increased risk of reduced academic performance in adolescent offspring. The different effects of MSDP on the academic performance of male and female offspring is a new finding, which needs further investigation.

Is adherence to 24-Hour Movement Guidelines associated with a higher academic achievement among adolescent males and females?

ObjectivesThis study aims to examine the independent and combined associations of 24-Hour Movement Guidelines for physical activity, screen time, and sleep duration with academic achievement in adolescent males and females. DesignCross-sectional study. Methods1290 Spanish adolescents (565 females), aged 11 to 16 years (13.06 ± 0.84), participated in this study. Self-reported physical activity, screen time, and sleep duration questionnaires were assessed. Academic achievement was calculated as an average score of the adolescents’' grades in first language (Spanish), first foreign language (English), and mathematics subjects. A multiple linear regression model was used to examine the association between meeting 24-Hour Movement Guidelines and academic achievement. Covariates included age, sex, socioeconomic status, body mass index, and cardiorespiratory fitness. ResultsNot meeting any of the three 24-Hour Movement Guidelines was associated with lower academic achievement in the whole sample (p < 0.001). Meeting physical activity and sleep duration guidelines, both independently and together, was associated with higher academic achievement in the whole sample (p < 0.001). Meeting at least two recommendations was associated with higher academic achievement in males (p < 0.01). However, trend analysis revealed that participants who met two or three recommendations had higher academic achievement compared to those who met one or none of these recommendations (p < 0.05). All these results were similar for males and females. ConclusionsOur findings suggest the importance of promoting more than one 24-Hour Movement Guidelines, mainly physical activity and sleep duration, which seems to contribute positively to increased academic performance in adolescents.

Family Socioeconomic Status and Learning Engagement in Chinese Adolescents: The Multiple Mediating Roles of Resilience and Future Orientation.

This study explored the mediating effects of resilience and future orientation on the relationship between family socioeconomic status (SES) and learning engagement within the context of Chinese culture based on the cognitive theory of social class. A total of 1,245 junior high school students were recruited to complete anonymous questionnaires regarding the objective and subjective SES of their families, resilience, future orientation, and learning engagement. The mediating effects were tested by stepped multiple linear regression. Results indicated the following: (1) the relationships between objective and subjective SES, resilience, future orientation, and learning engagement was significantly positive; (2) resilience only mediated the relationship between subjective SES and learning engagement, whereas future orientation mediated the relationships between objective/subjective SES and learning engagement; (3) resilience and future orientation sequentially mediated the relationship between subjective SES and learning engagement. The current study contributes to a better understanding of how family SES influences adolescent academic performance from the perspective of adolescent cognitive abilities. In addition, this study provides implications for the prevention and intervention of academic performance of poor adolescents due to low SES.

The influence of adolescents’ romantic relationship on individual development: Evidence from China

Based on China Education Panel Survey (CEPS) data, this paper explores the influence of adolescents’ romantic relationship on individual development in terms of academic, emotional, and interpersonal development. The research finds that the academic performance of adolescents who involved in romantic relationship is relatively lower and their risk of having negative emotions is also lower than their counterparts outside relationship. The romantic relationship provides an opportunity learning how to maintain intimacy relationship and build positive self-concept, and thus, it has a positive effect on growth of interpersonal ability. Due to differences in gender roles, the romantic relationship has a stronger impact on female adolescents. In addition, in a high-pressure environment, individuals with romantic relationship bear greater psychological pressures. A more open, tolerant, and supportive environment toward adolescents’ romantic relationship will promote their holistic development.

Maternal smoking during pregnancy and poor academic performance in adolescent offspring: A registry data-based cohort study

BackgroundPrevious studies have suggested associations between maternal smoking during pregnancy (MSDP) and a range of adverse outcomes in offspring. However, evidence reporting adverse effects on poor academic performance in adolescence is scant. MethodsThis register-based cohort study used linked data obtained from New South Wales (NSW) educational and health registries in Australia. MSDP was assessed using self-reports of smoking during pregnancy. Offspring’s educational performance was assessed using the National Assessment Program for Literacy and numeracy (NAPLAN), when students were in grade 9 and approximately aged 14 years. We used multivariable logistic regression models to explore associations. ResultsAdolescent offspring exposed to MSDP were at an increased risk of substandard academic performance in all domains, with the highest odds for spelling [OR, 3.12 (95%CI 2.98–3.26)] followed by writing [OR, 2.97 (95%CI 2.84–3.11)], reading [OR, 2.49 (95%CI 2.37–2.62)], and numeracy [OR, 2.43 (95%CI 2.30–2.58)]. In our sex-stratified analysis, MSDP displayed stronger effects on the academic performance of female offspring in all domains. ConclusionsOur findings showed that MSDP was associated with an increased risk of reduced academic performance in adolescent offspring. The different effects of MSDP on the academic performance of male and female offspring is a new finding, which needs further investigation.

Psychotropic medication use and academic performance in adolescence: A cross-lagged path analysis

IntroductionThe study investigated the directionality of associations between mental health problems and school grades across two timepoints (T1 and T2) during mid to late adolescence; in school year 9 (ages 15–16) and school year 12 (ages 17–18). The study also investigated variation in the associations as a function of gender and across socioeconomic groups. MethodsLongitudinal data from several Swedish administrative registers were utilised. Information on prescribed psychotropic drugs was used as a proxy for mental health problems, and teacher-assigned school grades were used to measure academic performance. The study sample comprised 85 186 individuals (50.7% girls) born in 1991 who were alive and resident in Sweden in 2010. Directions of associations were analysed by estimating a series of cross-lagged path models. ResultsThe model with the best fit to data showed that higher school grades at T1 were associated with relatively lower rates of mental health problems by T2, for both boys and girls, mainly in socioeconomic groups with the highest educated parents. This association was equal in size across all of the socioeconomic groups that were explored. ConclusionsPerforming well in school is equally important for boys' and girls’ subsequent mental health, but only among adolescents in socioeconomic groups with the highest educated parents. The results underscore the importance of promoting opportunities for youth to do as well as they can in school.

The Role of Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on Academic Performance in Adolescents: A Moderated Mediation Study.

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.

Living with grandparents: Multi-generational families and the academic performance of grandchildren in China

Previous studies on social stratification and intergenerational mobility have mostly focused on the effects of parents on their children’s socioeconomic status (SES) attainment, but less attention has been paid to the important role played by grandparents in the life chances of their grandchildren, and its underlying mechanism. By analyzing a national survey sample data of junior high school students in China, this study examines the influence factors of living with grandparents and their effect on the academic performance of adolescents, and the intermediate mechanism. The study finds that (a) three-generation cohabitation occurs when there is a functional need for the nuclear family, and children with lower SES, working mothers, or single-parent families are more likely to experience cohabitation between grandparents and grandchildren; (b) living with grandparents has significant positive effects on adolescents’ academic performance after controlling for other factors; (c) the effect of living with grandparents is moderated by the family’s SES and family structure, and students from lower-SES or single-parent families benefit more from living with grandparents; and (d) living with grandparents to a certain extent benefits grandchildren’s academic performance by enhancing family social capital investment. Households in which grandparents cohabit invest significantly more in the social capital of children than those who do not have grandparents cohabiting. The results of this study show that in modern society, family kinship networks still play a very important role in the status attainment and social mobility of individuals. Therefore, scholars should pay more attention to the important role of extended families in social stratification and mobility and its micro-mechanisms.

An examination of the association between risk of depression and academic performance according to weight status in adolescents: DADOS study

BackgroundThe early identification of emotional and psychological problems during adolescence seems helpful to improve academic performance (AP). However, the association between risk of depression and AP, as well as the role of health-related factors in this association remain to be elucidated. Therefore, the aims of this study were to analyze the association between risk of depression and AP in adolescents; to examine this association according to weight status; and to test the mediating role of weight status in this association. MethodsA sample of 265 adolescents (125 girls) aged 13.9 ± 0.3 years old from the DADOS (Deporte, ADOlescencia y Salud) study was included in the analyses. Risk of depression was self-reported through the Behavior Assessment System for Children and Adolescents. AP was assessed through academic grades and the Spanish version of the Science Research Associates Test of Educational Ability. Weight status was assessed by body mass index (BMI) (kg/m2) and dichotomized according to the international age- and sex-specific BMI cut-offs (non-overweight vs. overweight). ResultsLinear regression analyses showed an inverse association between risk of depression and academic grades (all p<0.05). Further linear regressions analyzing risk of depression and AP (dependent variable) stratified by weight status showed stronger associations among overweight adolescents. Additionally, mediation analyses revealed that weight status acted as a mediator of this association. LimitationsThe cross-sectional design prevents from interfering causal relationships. ConclusionsEducational institutions should promote the early identification of depression as well as the promotion of healthy weight status as strategies to enhance AP in adolescents.

Association between Life Skills and Academic Performance in Adolescents in the Autonomous Community of Aragon (Spain)

Background: Learning and socio-emotional development is promoted through the creation and nurturing of an optimal school climate. This study aims to analyze the relationship between life skills and academic performance in a large sample of adolescents from the autonomous community of Aragón (Spain). Methods: A cross-sectional study was conducted on the life skills and academic performance of a sample of 7th and 8th grade middle school students during the academic year 2018–2019. A sample of 43 middle schools were randomly selected; the final sample comprised 1745 students. The following data were collected through an anonymized, previously validated questionnaire: sociodemographic variables, social skills, self-efficacy, affective balance, and academic performance. Results: We found a statistically significant association between life skills and academic performance (p < 0.001) in our sample. We also observed significant gender differences in life skills, with boys obtaining higher scores in cognitive skills and affective balance, and with girls achieving higher scores in social skills. Conclusion: We argue that life skills should be integrated into educational policies in order to improve the academic performance and health outcomes of students.

Effects of metacognitive ability and selective attention ability on academic performance of adolescents

The present study investigated the effect of metacognitive ability and selective attention on academic achievement; whether selective attention and metacognitive ability influence a student’s academic achievement and whether all these three variables vary across gender. Three hundred adolescents were selected conveniently and purposively among which 150 were females and another 150 were males. Participant’s metacognitive ability was measured by using a Bangla translated version of Metacognitive Skill Scale (MCT); and selective attention was measured by a Bangla version of the Stroop Color and Word Test (SCWT). Their academic achievement was assessed by their GPA in previous class examination. The results showed that all these variables were significantly correlated with each other. Metacognitive ability and selective attention were the strong predictors of academic achievement. Significant difference in selective attention was also found across gender where females outperformed males. But no significant difference between males and females was found for the metacognitive ability and academic achievement.&#x0D; Dhaka Univ. J. Biol. Sci. 30(1): 59-67, 2021 (January)

Anxiety symptomatology and academic performance in adolescents: The role of parental emotional expressivity during conflict interactions

AbstractResearch has shown that anxiety in adolescents has a negative impact on a wide range of psychosocial variables, including academic performance. This study explored the role of parental emotional expressivity during conflict interactions with their children as a potential moderator of the relationship between anxiety symptomatology and academic performance in adolescents. The sample consisted of 54 adolescents and both of their parents, who were videotaped while discussing a conflict. The adolescents’ anxious symptomatology was evaluated through a self‐report questionnaire, while their academic performance was operationalized by using their grade point average. The total duration of the parents’ emotional expressivity (both positive and negative affect) was obtained after being encoded. The results indicated that both the positive and negative affect of mothers served to moderate the relationship between the adolescents’ anxiety symptomatology and academic performance. However, such association was only moderated when the mothers presented moderate/high levels of negative affect or low/moderate levels of positive affect. Paternal emotional expressivity, on the other hand, was found not to be associated with their children's academic performance. These results point to the importance of developing parental intervention guidelines that help to raise awareness of the impact of emotional expression when interacting with their children.

Adherence to the Mediterranean diet and academic performance in adolescents: Does BMI status moderate this association?

Adolescence is a critical period for neurodevelopment, it is characterised by the establishment of behavioural patterns that can affect children's physical, mental and cognitive health, both immediately and later in life. The aim of the present research was to examine the association between adherence to the Mediterranean diet (MeD) and academic performance, as well as to analyze the moderating role of body mass index (BMI) status in this relationship. This cross-sectional study had a total 1290 adolescents (13.07±0.82 years old, 714 boys and 576 girls) aged 12-14 years were included in this study. Adherence to the MeD was assessed using the Mediterranean Diet Quality Index. Academic performance was assessed through school records using four subjects: language, mathematics, English and grade point average (GPA). Results showed a positive association between adherence to the MeD and all academic indicators after adjusting for potential confounders (β ranging from 0.165 to 0.213, all p<0.001). The group of good adherence to the MeD had significantly higher scores in all the academic indicators compared with the poor/average group (p<0.01). No interaction was found between BMI status and adherence to MeD in relation to academic indicators (all p>0.340). These differences remained significant for both normal weight and overweight/obesity groups (p<0.01). Our results suggest that adherence to the MeD may be positively associated academic performance on adolescents regardless, of BMI status.

Impact of mobile phone dependence on behavior and academic performance of adolescents in selected schools of Uttarakhand, India.

BACKGROUND:Mobile phones are one of the excellent gifts of technology in the 21st century, which is most popular among adolescents. Today, mobile phones have infinite resources that have multiple benefits and applications. Its excessive use may impact adolescents in the form of behavioral changes and diminish the academic performance. This study explores the relationship between mobile phone usage with behavioral modifications and educational achievement among adolescents.MATERIALS AND METHODS:A descriptive correlational study was conducted among adolescents (n = 285 –male-210, female-75) at selected schools of Rishikesh, Uttarakhand, India. The test of mobile dependence was used to assess the mobile phone dependence, and a behavioral Likert scale to evaluate the behavioral changes through the self-report method. The academic performance was observed by school records; percentage of the last two examination results was considered. Collected data were analyzed using descriptive and inferential statistics.RESULTS:The study shows that 156 (54.70%) participants had a low mobile dependency, 191 (67%) participants had negative behavioral changes, and 125 (43.90%) participants had shown reduced academic performance due to overuse of the mobile phone. A significant relationship was seen between mobile phone dependency with behavioral changes (P < 0.001) and academic achievement (P < 0.035) seen among adolescents. Regression analysis predicted 49% of the differences among adolescents with selected variables due to the overuse of mobile phones.CONCLUSION:The study concluded that mobile dependency changes adolescent's behavior as well as reduces their academic performance due to the overuse of the mobile phone.