Academic Performance Of Adolescents Research Articles

Impact of Allergic Rhinitis on Academic Performance in Adolescents and Adults: a Bayesian Analysis of MASK-air® Real-world Direct Patient Data.

Impact of Allergic Rhinitis on Academic Performance in Adolescents and Adults: a Bayesian Analysis of MASK-air® Real-world Direct Patient Data.

Early childhood growth trajectories and early adolescent cognitive achievement: the role of catch-up

Human capital deficits in early childhood in terms of health and cognitive developmental issues are conceptualized as a lurking threat to China’s future economic growth by a growing body of scholarly literature; however, it is unknown whether these deficits persist into adolescence. This study draws upon longitudinal, nationally-representative data from the China Family Panel Studies 2010–2020 to investigate the possibility of recovering from early growth retardation and the potential implications for recovery of related cognitive outcomes. In particular, the paper considers whether there is evidence of cognitive catch-up from early cognitive delays. Based on group-based trajectory models with inverse probability of treatment weighting, this study finds that mid-childhood catch-up growth may mitigate the negative effects of early childhood stunting on early adolescent academic performance. Moreover, children who recover from stunting demonstrate cognitive catch-up in Chinese but not in math. This evidence not only reaffirms the significance of early childhood development but also suggests an opportunity for interventions to avert undernutrition and cognitive deficits after early childhood.

<p>Self-concept, anxiety and academic performance in adolescents with ADHD: a comparative study</p>

Introduction. The main objective of the study is to compare the anxiety levels, self-concept and academic performance of a group of adolescents with ADHD with an age-matched group without the disorder. Method. The sample consisted of a total of 93 adolescents (46 with ADHD and 47 without ADHD) with a mean age of 13.31 years (11-16 age range). The State-Trait Anxiety Inventory for Children (STAI-CH), the Five-Factor Self-Concept Questionnaire (AF5), and their grade point average were used in the evaluation. Results. The results in primary education, indicated lower scores in social and physical self-concept and academic performance, and higher levels of state anxiety in adolescents with ADHD. The differences observed in secondary education were only in academic performance. Discussion and Conclusion. Based on the results, intervention strategies are proposed to improve academic skills and those related to self-concept in adolescents with ADHD.

Do screen time and social media use affect sleep patterns, psychological health, and academic performance among adolescents? evidence from bibliometric analysis

Mobile phones are widely used in modern culture and are becoming increasingly prevalent due to their efficiency and convenience in our daily lives. In this age of technology, internet addiction has emerged as another health issue. This study aims to comprehend the relationships between social media use and sleep, psychological health, and academic performance during adolescence. We have followed the PRISMA (preferred reporting items for systematic review) guidelines for this review. We collected the data from three databases: SCOPUS, Web of Science, and Pub Med. From the 462 English language articles, 33 articles satisfied the inclusion and exclusion criteria and are considered for this bibliometric study. The findings reveal a significant correlation between social media use, sleep, psychological health, and adolescent academic performance.

The effects of Dibao programme on adolescent academic performance: evidence from seventh-grade students in China

ABSTRACT China’s Dibao is one of the largest cash transfer programmes in the world, serving as a ‘last safety net’. However, evidence regarding the effect of Dibao on children’s educational outcomes and its mechanisms remains limited. Using data from the China Education Panel Survey (CEPS) and employing a combined propensity score matching and difference-in-differences (PSM-DID) approach, this study examined the association between Dibao participation and adolescent academic performance in China and explored the potential influence mechanisms in this relationship. The results showed that Dibao had significant positive effects on adolescent academic performance. Moreover, the positive effects of Dibao on academic performance were stronger among urban adolescents, boys and adolescents living with their parents. Attending remedial class, expenditure of remedial class, frequency of communication with parents, having home-school communication, attitudes towards learning, and self-confidence about the future were important influence channels in the relationship between Dibao participation and adolescent academic performance. Our findings suggest that cash transfer programmes such as China’s Dibao can go beyond the safety nets to make ends meet. Dibao’s potential role in boosting adolescents’ human capital in poor families provides important implications for policy reform in China as well as in other developing countries.

Substantial parallel mediation contribution by cognitive domains in the relationship between adolescents' physical fitness and academic achievements: the Cogni-Action Project.

To determine how cognitive domains mediate the link between fitness components, their global score (GFS), and adolescents' academic achievement (ACA) across various school subjects. In this study, 1,296 adolescents aged 10-14 participated. GFS was computed by three fitness components (strength, muscular, and cardiorespiratory fitness) through the ALPHA-fitness test battery. ACA was determined by five school subjects (Language, English, Mathematics, Science, and History) and two academic scores (a) "Academic Average" (five subjects) and (b) "Academic-PISA" (Language, Mathematics, and Science). A principal component analysis was performed to establish four factors (working memory [WM], cognitive flexibility [CF], inhibitory control [IC], and fluid reasoning [FR]). A parallel mediation approach was implemented with 5,000 bootstrapped samples controlled for sex, maturity, central obesity, having breakfast before cognitive tasks, schools, and school vulnerability. Total, direct, indirect effects, and mediation percentages were estimated. Overall, the finding showed a full parallel mediation effect for Language (92.5%) and English (53.9%), while a partial mediation for Mathematics (43.0%), Science (43.8%), History (45.9%), "Academic Average" (50.6%), and "Academic-PISA" (51.5%). In particular, WM, IC, and FR mediated all school subjects except mathematics, where IC was not significant. CF has not mediated any relationship between GF and academic performance. This study underscores the pivotal role of cognitive domains, specifically WM, IC, and FR, in mediating the link between physical fitness and academic performance in adolescents. These insights have relevant implications for educational and public health policies.

Association of early parent–child separation with depression, social and academic performance in adolescence and early adulthood: a prospective cohort study

ObjectiveThe present study aimed to investigate the long-term effects of parent–child separation during infancy and early childhood on depression, social relationships including parent–child and peer relationships, and academic performance during adolescence and early adulthood.MethodsData from the China Family Panel Studies (CFPS) were analyzed, which included a sample of 3829 children aged 4–15 years from 25 provinces over a period of 8 years. The study examined the association between early parent–child separation and outcomes related to depression, social and academic performance, comparing outcomes between individuals with and without early separation experiences. A series of subgroup analyses were conducted to further explore these associations.ResultsParent–child separation lasting 3 months or longer was found to be associated with moderate to severe levels of depression and impaired social relationships during adolescence and early adulthood, particularly among males, adolescents, urban dwellers, and those with less educated mothers. Children who experienced parent–child separation for 3 months or longer showed a positive correlation between separation duration and depression. Short-term separations under 3 months did not show this association. The duration of separation also had a negative correlation with parent–child and peer relationships, as well as academic performance.ConclusionEarly parent–child separation has significant adverse effects on the mental health, social and academic performance of adolescents and early adulthood, especially among males, adolescents, urban residents, and those with lower maternal education. The severity of depression was found to be related to the duration of separation, highlighting the importance of minimizing separation to less than 3 months for children under the age of 3. These findings underscore the critical role of early parental care and the need for targeted interventions for high-risk populations.

Analysis of the relative impact of emotional intelligence on explaining adolescent academic performance / Análisis del impacto relativo de la inteligencia emocional en la explicación del rendimiento académico adolescente

The purpose of this study is to explore the potential role of emotional intelligence as a significant predictor of academic performance in secondary school students, while concurrently factoring in other pertinent personal factors in the prediction model, such as general intelligence, academic self-efficacy and scholar motivation. A cross-sectional correlational study was carried out with a sample of 427 adolescents aged between 12 and 17 ( M = 13.83; SD = 1.40). The analyses carried out revealed that academic self-efficacy was the foremost predictor of academic performance, followed by general intelligence, performance-inhibiting anxiety and the experiential area of emotional intelligence. This study’s findings conclude that emotional intelligence is a contributory skill in explaining adolescent academic performance.

Bullying Sebagai Penghambat Kedewasaan Remaja di Bekasi

The study examines the impact of bullying on adolescent maturity in Bekasi, using methods of literary study. Factors such as the psychological condition of the perpetrators and victims, the family environment, and the school culture play a role in the occurrence of bullying. Bullying can lead to mental health disorders and decreased academic performance in adolescents, which in their behavior can hinder their progress towards maturity. The study analyzed patterns of relationships between bullying experiences and aspects of adolescent maturity, such as emotions, cognition, and behavior. Factors that moderate the negative impact of bullying are also being explored.

Effects of Sports Participation on Academic Performance in Adolescents

Purpose: The aim of the study was to assess the effects of sports participation on academic performance in adolescents. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicate a positive correlation between sports involvement and academic achievement, others highlight potential drawbacks such as time constraints and fatigue. Sports participation has been associated with improved cognitive function, time management skills, and self-discipline, which can positively impact academic performance. However, excessive commitment to sports may lead to neglect of academic responsibilities and increased stress. Furthermore, the influence of sports on academic performance can vary depending on factors such as the type of sport, level of competition, and individual characteristics of the student. Overall, while sports participation can offer various benefits for adolescents, striking a balance between athletic and academic pursuits is crucial for maximizing overall development and success. Implications to Theory, Practice and Policy: Self-determination theory, social learning theory and achievement goal theory may be used to anchor future studies on assessing effects of sports participation on academic performance in adolescents. Educators and school administrators should prioritize the integration of physical activity and sports programs within school curricula to support academic success. Policymakers should recognize the importance of sports participation in promoting holistic youth development and academic success.

The Impact of Parental Educational Expectations and Parental Education on Adolescent Academics

In today's rapidly developing era, an increasing number of parents hope that their children will have good academic performance and a bright future. Both parental expectations and educational attainment can influence a child's academic level. Excessive expectations can have a negative impact on a child's academic performance, and higher educational attainment can also affect intergenerational expectations. This study is based on data from the China Education Panel Survey (CEPS), using correlation analysis and ANOVA to explore the effects of parental educational expectations and parental educational attainment on the academic performance of adolescents. The results of the study revealed that there is a significant positive correlation between parental expectations and academic performance. However, the impact of parental educational attainment differs between fathers and mothers, with only the mother's educational attainment having an influence on a child's academic performance. We recommend that parents should maintain a moderate level of expectation to ensure that their child's academic performance is at a high level. At the same time, there should be a balance between fathers' and mothers' investment in education.

Physical condition, global self-esteem and academic performance in adolescence

To better understand the global self-esteem of adolescents, to know how global self-esteem and different levels of physical fitness are related; to know how global self-esteem is related to male versus female gender. And determining how global self-esteem is associated with academic performance, according to gender and age, is an important and pertinent task in the current school context.The sample of this study consists of 1,327 participants, 711 females (53.58%), aged between 12 and 17. Physical condition was assessed using the Fitnessgram; academic performance using the arithmetic average of subjects and global self-esteem using the Rosenberg global self-esteem scale (1965), adapted by Romano, Negreiros and Martins (2007). It was found that there was no statistically significant relationship between the different physical condition groups and global self-esteem, in the overall sample and in both sexes. In the overall sample, global self-esteem is not significantly associated with academic performance. In males, the correlation is significant, positive and weak. In females, the correlation is not significant. Overall self-esteem is not related to age, in the total sample and in both sexes.The self-esteem of male participants differs statistically significantly from that of females.

I want to play a game: Examining sex differences in the effects of pathological gaming, academic self-efficacy, and academic initiative on academic performance in adolescence

AbstractAlthough research has investigated the association between pathological gaming and academic performance in adolescence, the complexity of the relationship has not been thoroughly examined. This short longitudinal study aimed to investigate the interactions between pathological gaming, academic self-efficacy, academic initiative, and academic performance in an adolescent sample, focusing on sex differences. The participants (N = 2853; 50.1% boys) were students in the second and third years of upper secondary school. Their grade point average (GPA) at graduation the same year was obtained. The moderated mediation structural equation model results showed that academic self-efficacy, directly and indirectly through academic initiative, impacted later GPA. There was no direct effect of pathological gaming on academic initiative or GPA. However, academic self-efficacy moderated the impact of pathological gaming on GPA for boys. In other words, boys with increased pathological gaming tended to achieve poorer grades in school if they experienced a strong academic self-efficacy. This study contributes to the understanding of the complex interplay between sex, pathological gaming, academic self-efficacy, academic initiative, and academic performance. We suggest that future research examines confidence or other relevant factors as explanatory mechanisms in the relationships between pathological gaming, academic self-efficacy, and GPA, particularly in male samples.

Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries

Parents’ learning support and school attitudes in relation to adolescent academic identity and school performance in nine countries

The bidirectional longitudinal association between academic performance and cardiovascular disease risk factors in adolescents.

The limited prior research examining the association between academic performance and cardiovascular disease (CVD) risk factors in youth did not explore the reciprocal association between these constructs, and analyzed CVD risk factors individually. Thus, the aim of the present study was to explore the bidirectional longitudinal association between clustered CVD risk score and academic performance in adolescents over a 24-month interval. A total of 237 adolescents (45.6% girls), aged 13.9 ± 0.3 years old at baseline, from DADOS (Deporte, ADOlescencia y Salud) study were included in this study. A clustered CVD risk score was created by calculating the mean age- and gender-standardized z-scores of waist circumference, systolic blood pressure, total cholesterol to high-density lipoprotein cholesterol ratio, triglycerides, homeostatic model assessment of insulin resistance, and cardiorespiratory fitness (inversed). Academic performance was assessed through the final academic grades and the test of educational abilities. Our results showed that the clustered CVD risk score at baseline was not associated with academic performance 24 months later (all p > .05). Nevertheless, except for physical education, academic grades at baseline were inversely associated with clustered CVD risk score at follow-up in adolescents (β ranged from -0.140 to -0.102; all p < .05). No associations were found between academic abilities at baseline and clustered CVD risk score at follow-up (all p > .05). Academic grades could help predict CVD risk 24 months later during adolescence. Education professionals should foster adolescents' academic performance not only to improve academic results but also to maximize future cardiovascular health benefits.

Gratitude and Adolescent Academic Performance: The Mediating Role of Different Psychological Develop Features

With the increasing force competition of society and students' academic stress, further developing students' academic achievement is a significant suggestion that has gotten expanding consideration. This paper describes how several emotions and skills closely related to gratitude, such as resilience, well-being, and prosocial behaviors, can be influenced by gratitude, which in turn can contribute to the enhancement of all aspects of learning in elementary and middle school students. Students with gratitude possess better giving and problem-solving skills, and a grateful mindset increases personal resources and stable relationships. Students with a grateful mindset have a better performance in terms of academic focus, showing more avenues and dedication to problem-solving. This has a positive effect on academic behavior and the ability to self-control, thus affecting academic performance. These have positive effects on students' academic performance, and this paper explores how the positive effects of gratitude academic engagement and on prosocial behaviors further affect academic performance.

Influence of healthy lifestyles on academic engagement and academic performance in adolescents

El objetivo del estudio fue examinar la relación entre el estilo de vida saludable con el compromiso hacia los estudios y el rendimiento académico. Se trata de un estudio transversal en el que participaron 359 adolescentes, 162 chicos y 197 chicas, de 13 a 20 años. La actividad física, el tiempo sedentario de pantalla, la duración del sueño y la adherencia a la dieta Mediterránea fue recogida a través de cuestionarios completados por los propios participantes. Los estudiantes también informaron sobre su compromiso hacia los estudios, mientras que el rendimiento académico se calculó como una nota media de las calificaciones de los adolescentes en las asignaturas de lengua, inglés, matemáticas y educación física. Las covariables incluidas fueron la edad, sexo, estatus socioeconómico. Aquellos alumnos con mayores niveles de actividad física y una mayor adherencia a dieta mediterránea presentaron mayor compromiso hacia los estudios, y aquellos que cumplían con el tiempo de pantalla estipulado y muestran adherencia por el patrón mediterráneo obtuvieron mejores resultados académicos. No se encontraron resultados significativos para el tiempo de pantalla y el tiempo sueño con el compromiso hacia los estudios, ni tampoco para la actividad física y el tiempo de sueño con el rendimiento académico. Los resultados resaltan la importancia de promover la actividad física y la adherencia a la dieta mediterránea para conseguir un mayor compromiso hacia los estudios. También se ha comprobado que los adolescentes que consumen menos tiempo de pantalla y tienen una mayor adherencia al patrón mediterráneo mostraron un mayor rendimiento académico.

Influence of Relative Age on Physical Condition and Academic Performance in Adolescents.

Annual age grouping is a common organizational strategy in academics and sports. This strategy could promote the relative effects of age, which refers to the (dis)advantages that subjects who were born in the first or last months of the year may suffer. The consequences could be minimized, resulting in better physical and/or academic results. The objective of the study was to evaluate the influence of the quarter of birth and examine the correlation between physical condition variables and academic performance. The sample included 79 students (51.90% females) 13.46 ± 0.21 years old in the second year of Obligatory Secondary Education. The physical variables of this study were explosive power, cardiorespiratory capacity, speed, flexibility, and muscle strength. They were evaluated using the horizontal jump tests, Cooper test, 50 m sprint, sit-and-reach test, and medicine ball exercises, respectively. The academic variables were obtained from the average academic grade, grouped by key competencies. An Analysis of Covariance (ANCOVA), controlling for gender, body mass, and height, revealed significant differences between male students born in the first quarter compared to those born in subsequent quarters in all physical condition variables (except for cardiorespiratory capacity). For female students, significant differences were observed only in the explosive power variable. No statistically significant intra-sex differences were evident in academic performance at any time of measurement. Additionally, moderate to large correlations were found in the physical condition and academic variables. It is concluded in relation to the need to implement diverse strategies regarding the process of developing physical conditions in adolescence that satisfy the growth needs of students based on age and sex.

Educational digital inequality: A meta-analysis of the relationship between digital device use and academic performance in adolescents

Using Comprehensive Meta-Analysis 3.0 (CMA 3.0), this paper systematically reviews and analyzes 48 empirical studies on the relationship between digital device use and academic performance among adolescents, conducted between 2001 and 2022. It focuses on the types and modes of digital device use (such as categories of device, and location, duration, and purpose of use), and takes into account the inherent variations therein. Overall, it finds a positive correlation between digital device use and adolescent academic performance (r = 0.25). Further, when used for educational purposes, the former is positively correlated with the latter (r = 0.12), but when used for entertainment and socializing, or for gaming, the correlation is negative (r = −0.10; r = −0.16). The longer the duration of digital device use, the lower the academic performance (r = −0.10). Moderating effects reveal that factors such as gender, age, grade level, nationality, data sources, and academic performance measurement tools play a significant influencing role in this relationship.

Exploring the link between perceived physical literacy and academic performance outcomes: insights from the EHDLA study

ObjectiveThe aim of this study was to verify the relationship between perceived physical literacy (PPL) and academic performance outcomes among Spanish adolescents aged 12–17 years.MethodsThis cross-sectional study is a secondary examination utilizing data derived from the Eating Healthy and Daily Life Activities (EHDLA) project. The Spanish Perceived Physical Literacy Instrument for Adolescents (S-PPLI) was used to evaluate the PPL of the participants. To determine academic performance, the numerical grades for each subject were added together and then divided by the total number of subjects.ResultsOverall, a positive trend in the association between S-PPLI scores and academic performance was observed. We identified two significant ranges within the S-PPLI scores. First, there was a significant range between 9 and 33 points on the S-PPLI, indicating an inverse association with academic performance. Second, another significant range was observed at scores of 34 points or higher on the S-PPLI, suggesting a positive association with academic performance. Participants with low PPL had the lowest academic performance (mean = 6.4; bias-corrected and accelerated (BCa) bootstrapped 95% confidence interval (CI): 6.2–6.6). Conversely, those adolescents with high PPL had the highest academic performance (mean = 6.9; BCa bootstrapped 95% CI: 6.6–7.1). Significant differences were found between low PPL and medium PPL (p-adjusted = 0.031) and between low PPL and high PPL (p-adjusted = 0.031).ConclusionsIncreased physical literacy could be a relevant factor for achieving greater academic performance in adolescents. This study has potential implications for physical education instructors, school leaders, and healthcare practitioners.