Academic Performance Of Adolescents Research Articles

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

ObjectiveTo determine how cognitive domains mediate the link between fitness components, their global score (GFS), and adolescents’ academic achievement (ACA) across various school subjects.MethodsIn 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.ResultsOverall, 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.ConclusionThis 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.

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.

The influence mechanism of the parent-child relationship on adolescent academic performance: The serial mediating effect of parental expectations and self-expectations

Much attention has been paid to the relationship between parent-child relationships and adolescent academic performance, especially the mediating role of subjective educational expectations of parents and children. However, most of the research is a single study on parents' or children's educational expectations, and there is a lack of overall research on the independent components and combined effects of the subjective educational expectations system. Based on a large sample of 8867 middle school students, this study showed that parental expectation and self-expectation not only had independent indirect effects on parent-child relationship and academic performance, but also had a series of mediating effects together. The parental expectation was the strongest indirect influencing factor. These findings contribute to a comprehensive understanding of the deep mediating mechanism of educational expectations between parent-child relationship and academic performance in adolescents, and provide important new ideas for educational design practices in home-school co-education.

Effect of Violence on Nigerian Adolescents’ Academic Performance: Implication for Counselling

The study investigates the effect of violence on Nigerian adolescents’ academic performance. Three research questions and hypotheses formed the guide for the study. The study adopted a causal research design. The population of the study covered all 174 secondary schools in Ovia Northeast local Government of Edo State, Purposive and stratified random sampling techniques were used in selecting 20 adolescents each from the 15 schools which form the sample of 300 adolescents. Mean and standard deviation were used in analyzing data collected on the research questions while a t-test was used in testing the null hypotheses at 0.05 confidence level using SPSS Version 20. The results revealed that violence, gender and family type have a significant influence on the academic performance of adolescents’ students’ in Ovia Northeast Local Government of Edo State. The implication for counseling is that the counselor should in collaboration with authorities’ war the perpetrator of violence as it is an unacceptable behaviour and as such should not be a codon. It was recommended among others that there is need for adequate counselling by trained counsellors for stakeholders, the victim, the perpetrator, and the general public that violence, gender, and family type have significant influence on adolescents on the academic performance in Ovia Northeast local Government of Edo State.

Dampak Penggunaan Gadget Terhadap Perkembangan Emosional Remaja

This research aims to investigate the impact of gadget use on the emotional development of adolescents. The research method used is Literature Review or literature review with descriptive analysis. Gadgets, as modern electronic media, have become an integral part of teenagers' daily lives. However, excessive use of gadgets can cause emotional changes, social isolation, and negative impacts on teenagers' academic performance. Gadget addiction can also affect mental health, with symptoms of anxiety and depression as possible impacts. Parents and families need to monitor and guide teenagers in using gadgets wisely to ensure a healthy balance between technology and real life. The research results show that excessive use of gadgets can cause emotional instability, social isolation, and impaired academic performance in adolescents. In conclusion, it is important to monitor teenagers' gadget use in order to maximize the positive benefits without compromising their emotional and social well-being.&#x0D; &#x0D;

Exploring the Impact of Parenting Styles on Academic Motivation and Achievement in Adolescents: A Cross-Cultural Literature Review in Middle School Students

This paper examined empirical studies on the relationship between parental attitude, parenting style, and childrens academic achievement. The work began with a review of the literature on parenting styles and their relationship to child development from a typological perspective, as well as current research on the relationship between parenting styles, academic motivation, and adolescent academic performance. Also, it reports a significant correlation between childrens academic achievement and parental style. The reviews findings indicate authoritative parental styles are associated with higher academic achievement among adolescents worldwide. For the other three parenting styles, cross-cultural and cross-societal findings remained inconsistent. In addition, the paper examined factors such as differences in parental styles between nations. Finally, the paper highlighted the significance of researching parenting styles and how they can be refined in the future. Based on the studys findings, it is recommended that parents and instructors collaborate to improve the academic achievement of middle school students.

Bidirectional longitudinal associations of mental health with academic performance in adolescents: DADOS study.

The dual-factor model of mental health (i.e., the presence of psychological well-being along with the absence of distress) and its association with academic performance over time has been barely studied in the adolescent population, as most of the prior research focuses on psychological well-being or distress indicators in isolation. The current study analyzed the bidirectional longitudinal association between the dual-factor model of mental health and academic performance in adolescents, comprising a longitudinal assessment 2 years apart. A total of 266 secondary school students (13.9 ± 0.3 years at baseline) from Deporte, ADOlescencia y Salud study were assessed. Mental health was assessed through the Behavior Assessment System for Children and Adolescents. Academic performance was assessed throughacademic grades and the Test of Educational Abilities. A cross-lagged modeling approach was used to examine the bidirectional longitudinal association between mental health and academic performance. Higher academic performance at baseline was associated with better mental health over time, but not vice versa, since this association was not bidirectional. Results suggest that academic performance is an important target for developing educational interventions, as it shapes adolescents' mental health at 2 years of follow-up. The overall picture of students' mental health and academic performance was analyzed. Academic performance may be a predictor of adolescents' mental health status. Mental health may not be a predictor of adolescents' academic performance. Good mental health should be promoted among youth with low academic performance.

Subjective Well-being and School Functioning among High School Students

Subjective well-being (SWB) is a complex concept that includes all facets of effective and healthy human functioning across many different domains. This study sought to determine how teenagers' subjective well-being correlated with three measures of school functioning: academic achievement, academic satisfaction, and prosocial behavior. 223 teenagers between the ages of 13 and 18 were included, with girls making up to 54.9% of the group (M = 15.67, SD = 1.21) and boys 45.1% (M = 16.21, SD = 1.16). Academic satisfaction and performance are the next best predictors of prosocial behavior among study participants, followed by their subjective well-being. Students' academic satisfaction and prosocial behavior are strongly predicted by their gratitude and school connection. However, there was no statistically significant correlation between these characteristics and students' academic achievement. For all participants, academic efficacy and satisfaction were important outcome predictors. Together, these findings indicate that that student subjective well-being is an important resource for improving academic performance in adolescents.

Longitudinal associations between popularity, peer acceptance, and academic performance in adolescents

Longitudinal associations between popularity, peer acceptance, and academic performance were examined in Chinese 7th ( n = 880; 400 girls; Mage = 13.33, SD = .64) and 10th grade ( n = 646; 342 girls; Mage = 16.76, SD = .75) adolescents across three academic years. Growth curve analysis revealed parallel changes in popularity and academic performance in both middle- and high-school students whereas a positive association between the trajectories of peer acceptance and academic performance was found only in high school. Random-intercept cross-lagged panel analysis revealed that popular students increased their academic performance 1 year later, and that improved academic performance positively predicted subsequent popularity. Changes in peer acceptance were not associated with longitudinal changes in academic performance nor did baseline aggression moderate the effect of initial popularity on the trajectory of academic performance. The positive between-person associations of academic performance with popularity and peer acceptance were greater in middle- than in high-school adolescents. These results have implications for understanding the positive and negative effects of peer status on academic adjustment.

Which is the optimum parenting for adolescents with low vs. high self-efficacy? Self-concept, psychological maladjustment and academic performance of adolescents in the Spanish context

The aim of this paper is to establish which parenting style is associated with optimum outcomes among adolescents of Spanish families considering adolescents with low vs. high self-efficacy. Although classical studies identify the authoritative parenting style (based on warmth and strictness) as the best parental strategy, emerging research seriously questions the benefits of parental strictness. Additionally, the impact of parenting on the adolescent’s psychosocial competence has been studied for years, but less is known about whether it might vary depending on individual characteristics of the adolescent (e.g., self-efficacy). Participants were 1029 Spanish adolescents, 453 males (44%), aged 12-17 years. Families were classified in one of the parenting styles groups (authoritative, authoritarian, indulgent, or neglectful), and adolescents were grouped by low vs. high self-efficacy. Adolescent psychosocial competence was examined through emotional and academic self-concept, psychological maladjustment (hostility/aggression, negative self-esteem, emotional responsivity, instability, and negative view of the world), and academic performance (grade point average and number of failing grades). Main and interaction effects of parenting style and adolescent self-efficacy were tested. Main effect results indicated that adolescents with low self-efficacy were always associated with the worst psychosocial competence. Consistently, the main effect findings indicated that adolescents from indulgent and authoritative families were associated with better results than those from neglectful and authoritarian families. However, the indulgent parenting style yielded the best results. The impact of parenting might not be the same for adolescents in all cultural contexts. Contrary to findings from classical studies, parental strictness seems to be unnecessary or even detrimental for adolescents with low and high self-efficacy. El objetivo de este estudio es identificar qué estilo parental se asocia con resultados óptimos entre los adolescentes de familias españolas considerando aquellos con baja vs. alta autoeficacia. Los participantes fueron 1029 adolescentes españoles, 453 varones (44%), de 12 a 17 años. Aunque los estudios clásicos identifican el estilo autorizativo (basado en el afecto y la severidad) como la mejor estrategia socializadora, las investigaciones emergentes cuestionan seriamente los beneficios de la severidad parental. Además, el impacto de la socialización parental en la competencia psicosocial del adolescente se ha estudiado durante años, pero se sabe menos sobre si podría variar en función de las características individuales del adolescente (e.g., la autoeficacia). Las familias fueron clasificadas por estilo parental (autorizativo, autoritario, indulgente o negligente), y los adolescentes por baja vs. alta autoeficacia. La competencia psicosocial se examinó a través del autoconcepto emocional y académico, el desajuste psicológico (hostilidad/agresión, autoestima negativa, irresponsividad emocional, inestabilidad emocional y visión negativa del mundo) y el rendimiento académico (nota media y número de cursos repetidos). Se comprobaron los efectos principales y de interacción de estilo parental y autoeficacia. Los resultados de los efectos principales indicaron que los adolescentes con baja autoeficacia presentaban siempre la peor competencia psicosocial. También que los adolescentes de familias indulgentes y autorizativas presentaron mejores resultados que los de familias negligentes y autoritarias. Sin embargo, el estilo parental indulgente se asoció a los mejores resultados. El impacto de la socialización parental podría no ser igual en todos los contextos culturales. Frente a los resultados de los estudios clásicos, la severidad parental parece ser innecesaria o incluso perjudicial para los adolescentes con baja y alta autoeficacia.