Children's Academic Performance Research Articles

A Single Fahter’s Caregiving

Objective: This research aims to examine the intricate dynamics of single-parent households in Indonesia, specifically focusing on the role of fathers as single parents, which is shaped by their work responsibilities and duties before and after divorce. Method: This research utilizes a qualitative phenomenological methodology, employing snowball sampling to collect data through in-depth interviews. An interview was done to collect data on the father's pre-divorce experience, encompassing his initial parental role, changes in his obligations after the divorce, his level of involvement in raising the kid, and the difficulties he faced. Results and Discussion: The research shows that fathers act as breadwinners, caregivers, mentors and protectors of children. Challenges include managing time between work and children, educating them in worship, and overcoming social expectations and shyness. This research underlines the hopes of single fathers for their children to grow up independent, intelligent and responsible. This research reveals the diversity of fathers' roles as single parents, influenced by work, reasons for divorce, and roles before and after divorce. Fathers face embarrassment, difficulties caring for children, working outside the city, and leaving children alone. Although complex, the role of single fathers shows a positive impact on children's academic performance. Fathers hope to see his children succeed and love their father. Originality/Value: This research offers a comprehensive examination of the father's role as the exclusive caregiver in the upbringing of children.

Comparative Effect of Aerobic and Yogic Exercises on the Selected Physical, Physiological and Academic Performance of Non-Participants of Sports at Secondary School Level

Physical activity has a direct effect on well-being and health. To be fit and healthy we need to be physically active. Regular physical activity can help protect us from serious diseases like obesity and mental illness among children. The recent study reveals that 60% of the school going children suffers obese. Physical exercise, particularly continuous aerobic exercises such as running, cycling and swimming, has many cognitive benefits and effects on the brain include increases in neurotransmitter levels, improved oxygen and nutrient delivery. The effects of exercise on memory have important implications for improving children's academic performance, maintaining mental abilities among children Riding bicycle regularly is one of the best ways to tackle the health problems associated with a sedentary lifestyle. Physical fitness and health are the integral part of human life. Fitness and wellness of person are correlated to each other. In fitness body proportion and composition are important parameters and which has roles relevance with health related fitness. Maintenance of physical fitness is needed of the day in human society. In this age of stress and tension, low level of fitness leads towards, the exposure of degenerative and psychosomatic disorders including other in effective suffering. A lot of people live with fitness myths, having their own concepts and theories of fitness and health when it comes to fitness there are many that believe strongly in the dictum 'ignorance is bliss'

Does the education system matter? Exploring in-depth joint school attendance, hazardous and non-hazardous activities in artisanal and small-scale mining in the Democratic Republic of the Congo

PurposeThis paper explores the deconstruction of child labour in artisanal and small-scale mining (ASM) sites, highlighting different perspectives. Despite the economic benefits to the Democratic Republic of the Congo (DRC), ASM poses challenges, particularly where children are concerned. Methodology: Our study uses a convergent parallel mixed methods approach to interpret qualitative and qualitative data based on the conceptual framework of human capital. Trivariate probit and Tobit models were used for quantitative data and content analysis was employed for qualitative data. We collected primary data by interviewing children involved in artisanal mining activities. Interviews were conducted with consent from the children and their parents or guardians. We adopt snowball sampling due to the lack of a database. The Centre of Expertise on Mining Governance (CEGEMI) developed the data collection instruments in collaboration with Inner City Fund (ICF) International and validated by the United States Department of Labour. FindingsWe found that limited access to education leads to decreased school attendance rates among children, pushing them towards engaging in hazardous and non-hazardous economic activities within the DRC's mining areas. Moreover, excessive working hours negatively impact children's academic performance. Consequently, there is a trade-off between attending school and engaging in child labour at ASM sites in the DRC. LimitationsThis study did not consider domestic activities carried out by children. This could give even more detailed results. Public policy implicationsGovernments and partners must prioritise creating a comprehensive list of hazardous activities for children in the ASM context. Careful conceptualisation is necessary to ensure the clarity and effectiveness of this list. Raising awareness about the merits of removing children from activities related to mining is important for households living in and around ASM sites. Interventions aiming to reduce child labour and increase school attendance in ASM zones must remain mindful of the socio-economic and school infrastructure needs.

Healing through Ruqyah and Academic Achievement of Children in Muslim Community

Background: Ruqyah, an Islamic alternative healing practice, involves treating illnesses using Quranic verses and invocations, focusing on the names and attributes of Allah. The literature on the academic performance of Muslim children in Nepal and the use of Ruqyah is limited and requires further exploration. This study aimed to identify the use and practice of Ruqyah in healing children within the Muslim community and assess their academic achievement. Methods: This study explored the issue among the seven participants of four families from Muslim community who undergo Ruqyah often via a descriptive phenomenological method that included in-depth interviews. Three themes emerged from the interview data which offered insight into the Muslim community. Results: Parents found the use of Ruqyah and children's academic achievements reasonable. Muslims respect the Holy Quran as the word of God, using it as guidance for Ruqyah and their children, as they believed it was the right choice. The study found that the family preferences dictated whether to take it immediately or only when needed. Children who followed Ruqyah and supplemented it with modern medications improved health patterns and their academic success. Conclusion: Children who undergo Ruqyah are influenced by their parents' religious knowledge, educational level, and socio-economic background, and are academically prepared. Medications are used, with parents believing that aligning with Ruqyah improves their children's academic performance. Novelty: The study could lead to new therapeutic research directions for the Muslim communities in Nepal, assisting children in coping with illnesses and improving their academic outcomes.

Parental Educational Expectations and Academic Achievement of Left-Behind Children in China: The Mediating Role of Parental Involvement.

Migrant workers from rural China often leave their children at home to be raised by grandparents or other family members. This study explored the relationship between parents' educational expectations, parental involvement, and the academic performance of left-behind children in China. A total of 19,487 student samples were obtained from the China Education Panel Survey (CEPS), and 5078 of these met the criteria for being considered as 'left behind' children. Results indicated: (1) a significant positive correlation between parents' educational expectations and left-behind children's academic achievement; (2) parental education involvement plays a partial mediating role between parents' educational expectations and left-behind children's academic performance; (3) a significant negative correlation between parental intellectual involvement and educational expectations of left-behind children; (4) parental management involvement was not significantly correlated with parents' educational expectations and left-behind children's academic performance; and (5) a significant positive correlation between parental emotional involvement and educational expectations of left-behind children. The findings highlight the important role of parental educational expectations and have implications for the improvement of educational outcomes in China.

The role of possession of durable goods in gender-based developmentally-situated educational disparities in Colombia

There is growing recognition that anti-poverty policies aimed at increasing access to assets, particularly durable goods, need to address the issue of gender-based developmentally-situated disparities. This study examined how different types of durable goods relate to academic achievement and school attendance in Colombia and whether this relationship varies by gender and school grade, expanding the geographic scope of existing literature on the subject to Latin America. Data for fifth and ninth-grade students with complete durable goods information (N = 364,436) from the 2017 SABER test, a nationwide examination that evaluates reading and math skills, were assessed using multilevel modeling. The results indicated that students whose families owned washing machines, computers or who had internet access performed better academically and were less likely to be absent from school, with larger effects for boys and fifth graders. This research contributes to the existing literature by illustrating the importance of durable goods on children's academic performance. The study recommends policymakers to support the formulation of asset-based policies that promote access to durable goods, particularly for girls and adolescents from low-income families.

Family support for children with learning disabilities to attain good academic performance: A qualitative study.

Learning disabilities can cause poor academic performance in children, which may impact their futures. This study aimed to investigate how primary caregivers care for school-aged children with learning disabilities but with good academic achievement. In this qualitative study, in-depth interviews were conducted among primary caregivers of school-aged children with learning disabilities who were attending schools in Sisaket Province, were aged 6-12 years and achieved good academic performance. Twenty-one caregivers were interviewed regarding the care of their children. The contents of the interviews were analysed. Two major themes concerning the provision of familial support for children with learning disabilities to achieve good academic performance emerged: (1) understanding and modifying the care provided to children with learning disabilities and (2) facilitating and promoting children's learning. Families and caregivers of children with learning disabilities must have a comprehensive understanding of the disorder to assist with skill development and provide emotional support.

Association Between Adverse Childhood Experiences and Academic Performance Among Children and Adolescents: A Global Meta-Analysis.

This study was conducted to quantify the association of adverse childhood experiences (ACEs) and the academic performance of children and adolescents. The literature was systematically searched in six electronic databases, and a meta-analysis was conducted. Twenty studies with a total of 1,196,631 children and adolescents from five countries were included. Meta-analysis showed that ACE score was positively associated with poor academic achievement, grade repetition, and special education support. Compared with children and adolescents without any ACE, those with one or more ACE had a significantly higher risk of poor academic achievement (pooled odds ratio [OR]: 1.45, 95% confidence interval [CI] [1.13, 1.85], I2 = 82.6%) and grade repetition (pooled OR: 1.36, 95% CI [1.29, 1.43], I2 = 71.0%). Moreover, all types of ACEs were positively associated with poor academic achievement and grade repetition. In addition, there was a significant dose-response relationship between the ACE score and the risk of poor academic achievement. This study supported that ACE had a significant impact on the academic performance of children and adolescents. Based on these findings, we recommend that early screening of ACEs for children and adolescent is critical and appropriate support and prevention in education should be developed for those with ACEs. Further studies are needed to further explore the long-term effect of ACEs on education and its gender differences.

Are grandparents a good substitute for parents as the primary caregiver? The impact of grandparents on Children's academic performance

This study examines the impacts of caregiving by grandparents on children's academic performance in China. Using data from the China Family Panel Studies (CFPS 2010 and 2014), we find evidence that grandparents appear to have an adverse effect on the test scores of their school-age grandchildren, and the negative effect is concentrated on grandparents with lower educational attainment and on boys. We further examine the mechanisms of this negative effect. Our results suggest that parenting styles play an important role in the success of grandchildren and the common parenting styles of grandparents in China compromise childhood development. Given that grandparents taking care of grandchild is prevalent nowadays and its negative effect on children's academic performance is worrisome, our results have important policy implication: parenting training could help to mitigate the negative effects of non-parental caregivers.

The Effectiveness of Acceptance and Commitment Therapy on Emotion Regulation, Behavioral Symptoms, and Academic Performance of Children with Attention Deficit/Hyperactivity Disorder

Background: Children with attention-deficit/hyperactivity disorder (ADHD) frequently struggle with emotional regulation, behavioral issues, and academic performance, leading to peer rejection and social isolation. Objectives: The present study aimed to investigate the effects of acceptance and commitment therapy (ACT) on emotion regulation, behavioral symptoms, and academic performance of children with ADHD. Methods: A quasi-experimental study was conducted using a pretest-posttest design. The study population consisted of all primary school students with ADHD aged 7 - 11, as well as their mothers, in Amol in 2021. A purposive sample of 30 individuals was selected for the study. Participants were assigned to either the ACT training group (n = 15) or the control group (n = 15) through a simple random allocation. The participants in the study filled out questionnaires on emotion regulation, children's behavioral symptoms, and academic performance. The data was analyzed using an analysis of covariance. Results: In the pretest phase, the scores for adaptive emotion regulation strategies, maladaptive emotion regulation strategies, behavioral symptoms, and academic performance were 43.07 ± 6.05, 65.13 ± 9.27, 91.20 ± 12.58, and 128.47 ± 29.84, respectively; whereas in the posttest phase, they were 61.20 ± 8.01, 52.00 ± 6.00, 67.13 ± 12.73, and 159.73 ± 21.11, respectively. Acceptance and commitment therapy resulted in enhanced emotion regulation strategies and academic performance, as well as a decrease in behavioral symptoms in children with ADHD (P < 0.001). Conclusions: Given the effectiveness of acceptance and commitment therapy training in emotion regulation, behavioral symptoms, and academic performance, this approach may be employed by counselors and psychologists at counseling and psychotherapy centers to help remedy ADHD.

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.

The Effects of Housing Price Declines on Children's Educational Outcomes

Abstract We examine the effects that household exposure to housing price declines, captured by measures of negative equity, have on children's academic performance, using data on public school students and housing transactions from the State of Florida. Our empirical strategy exploits variation over time in the timing of family moves to account for household sorting into neighborhoods and schools and selection into initial mortgage terms. In contrast to the existing literature on the effects of foreclosure, we find that students with the highest risk of negative equity exhibit significantly higher test score growth, with the largest effects among Black students and students qualifying for free or reduced-priced lunch. We find evidence supporting two underlying mechanisms: (1) families in negative equity may reduce the impact of income losses on consumption by forgoing mortgage payments, and (2) families exposed to high levels of negative equity may move to schools that received higher average school report card grades. While negative equity and foreclosure are undesirable, negative equity may have encouraged homeowners to forgo mortgage payments to mitigate the impact of the Great Recession, and temporarily reduced the housing market barriers low-income households faced in accessing educational opportunities.

School well-being and academic performance of children with juvenile idiopathic arthritis - a national register-based study.

We aimed to investigate how school well-being (SWB) and academic performance of children with juvenile idiopathic arthritis (JIA) compare to their peers on a national level using the Danish national registers. Further, we investigated the potential influence of socioeconomic status (SES). A population wide, register-based, cross-sectional study was performed. We compared the results of children with and without JIA in the Danish National Well-being Questionnaire (DNWQ), the National Danish School Testing (NDST), and the 9th grade (approx. 16 years old) final school marks in Danish and mathematics. The results were analysed using adjusted ordinal logistic regression (SWB) and linear regression (tests and marks). We included in separate cohorts a total of 505,340 children answering DNWQs, 812,461 with NDST results, and 9th grade final marks of 581,804 children. Of these children, 1,042, 1,541, and 1,410 respectively fulfilled the criteria of JIA. Children with JIA reported SWB comparable to their peers except for the question "Do you perform well in school?" (OR=0.89 [95% CI 0.81; 0.99]). In the NDST the children with JIA in general did just as well as their peers. We found no differences in the 9th grade final marks in neither Danish nor mathematics. Stratifying the analyses on SES showed no significant differences in the associations. Overall, children with JIA report SWB comparable to that of children with no JIA and perform equally well in school as children without JIA.

A multidimensional analysis of self-esteem and individualism: A deep learning-based model for predicting elementary school students' academic performance

The current research descends into the discrete connection between self-esteem, individuality and academic achievement among primary school learners. It addresses the essential need for predictive algorithms to analyze and forecast academic results. Self-esteem and identity, as diverse psychological variables, have been highlighted as crucial determinants in creating academic success. The fundamental goal is to develop an effective prediction model for elementary school children's academic performance by including self-esteem and individuality in the analytical framework. We suggested an Owl Search Optimized Dynamic Deep Neural Network (OSO-DDNN) based model for making more precise predictions. The sample size for the research was 147,210 elementary school students who took the LegiLexi exam between 2016 and 2021. To standardize the data and improve model performance, the suggested methodology uses a pre-processing strategy based on the Min-Max scalar approach. Furthermore, Independent Component Analysis is used to detect and extract essential factors related to self-esteem, individuality and academic achievement. The architecture and parameters of the suggested approaches are optimized using the OSO algorithm to provide a prediction model that remains accurate and efficient. We quantify the effectiveness of the assessments using the following metrics: precision, recall, accuracy and F1-score to develop a design using conventional methods. The findings demonstrate that the model's resilience and promise for anticipating primary school pupils' academic success are based on psychological aspects.The OSO-DDNN is an essential instrument for educators and policymakers in identifying at-risk pupils and implementing targeted interventions, supporting a comprehensive approach to education that combines psychological well-being with academic performance.

The Mediating Role of Social Media on the Correlation of Parental conflict and academic Performance of University Students

Social media encompasses discussion boards, publishing platforms, and social network sites. Facebook, YouTube, blogs, discussion forums, and other internet-based apps are a few examples of social media. The primary aim of this research was to investigate the influence of social media usage among university students on both their academic performance and parental conflict. Secondly to investigate any potential mechanisms that may underlie this link. Numerous researches have looked at the detrimental effects of conflict between parents on children's academic performance, which suggests that social media may play a mediating role in the relationship between parental conflict and university students' academic success. Quantitative research approach was used. To gather the data, the target population was 100 students of Thal University in Bhakkar. The sampling technique was simple random sampling. Data collection tool was a questionnaire which has close ended questions. The findings suggest that students' engagement with social media has become ingrained in their daily routines, consuming a significant portion of their leisure time. The extensive time spent on social media by respondents underscored its negative impact on their academic performance. The array of both advantageous and detrimental factors affecting the intellectual and spiritual growth of the younger generation has greatly expanded with the advent of mobile phones and other computer technologies.

Effects of aerobic exercise on children's executive function and academic performance: A systematic review and meta-analysis

ObjectiveTo investigate the effects of exercise on executive function in children, providing an evidence-based foundation to inform future research in school physical education and health education. MethodsWe searched ten databases: Cochrane Library, Scopus, OVID, Web of Science, PubMed, EBSCOhost, SPORTDiscus, PsycINFO, CNKI, WANFANG DATA, VIP, and SinoMed, and eight articles were included. Applying the revised Cochrane Risk of Bias Tool for Randomized Trials (RoB2), funnel plots and Egger regression analysis were integrated with R meta-analysis to screen for publication bias. The quality of the evidence was appraised using the Grading system. ResultsThe included literature contained 2655 participants, with 1308 in the experimental group and 1347 in the control group. The results indicated that the aerobic exercise group considerably improved inhibitory control in children compared to the control group [SMD = 0.29, 95% CI (0.05, 0.54), P = 0.018]; working memory [SMD = 0.25, 95% CI (0.07, 0.42), P = 0.005]; and cognitive flexibility [SMD = 0.36, 95% CI (0.17, 0.54), P < 0.001]. However, the findings indicated that only aerobic exercise interventions extending beyond 50 weeks positively influenced academic performance in children [SMD = 1.19, 95% CI (0.34, 2.04), P = 0.006]. The results of an Egger regression analysis revealed that the p-values for inhibitory control, working memory, cognitive flexibility, and academic performance were more significant than 0.1. The Grade system said that the quality of evidence was all low regarding the level of evidence. ConclusionAerobic exercise enhanced executive function but only aerobic exercise interventions extending beyond 50 weeks demonstrated a significant effect on the academic performance of children. Due to the low quality of evidence presented in this study, additional high-quality randomized controlled trials are needed to confirm these findings.

Long-term consequences of mothers' and fathers' wartime deployments: Protocol for a two-wave panel study.

Multiple adjustment difficulties have been associated with children's exposure to recent parental wartime military deployments, but long-term consequences have not yet been systematically studied. This investigation will assess direct and indirect relationships between exposures to parental deployments early in life and later youth adjustment. Parents' psychological health and family processes will be examined as mediators, and parents' and children's vulnerability and support will be examined as moderators. Archival data will be combined with new data gathered from two children and up to two parents in families where children will be aged 11 to 16 at the first data collection and will have experienced at least one parental deployment, for at least one child prior to age 6. Data are being gathered via telephone interviews and web-based surveys conducted twice one year apart. Outcomes are indicators of children's social-emotional development, behavior, and academic performance. Notable features of this study include oversampling of female service members, inclusion of siblings, and inclusion of families of both veterans and currently serving members. This study has potentially important implications for schools, community organizations and health care providers serving current and future cohorts of military and veteran families.

Relationship among some coordinative and dynamic strength capabilities and constructive and conceptual thinking among preschool-age children.

Existing research underscores the positive influence of consistent physical activity, fitness, and motor coordination on school-aged children's cognitive and academic performance. However, a gap exists in fully understanding this relationship among preschoolers, a critical age group where the development of cognitive functions is significant. The study aims to expand upon existing evidence that connects motor and cognitive development by examining the correlation between specific motor coordination and physical fitness skills and the development of constructive and conceptual thinking in preschool-aged children. Data from 56 children aged 4-5 years (mean age 4.5 ± 0.36y), comprising 30 girls and 26 boys, participated in this study. We assessed muscular strength (via standing long jump, wall toss test, flexibility), agility (4 × 5 m shuttle), cardiorespiratory fitness (20 m pacer test), and motor coordination (lateral jumping, platform shifting). Cognitive abilities were measured using the IDS-P. Linear regression models showed that significant predictors of constructive thinking scores were observed solely for flexibility (p = 0.02) and shifting platforms (p = 0.01). Notably, flexibility exhibited a negative relationship (β = -1.68). In the context of conceptual thinking, significant predictors (p < 0.05) included standing long jump (p = 0.01), jumping laterally (p = 0.005), shifting platforms (p = 0.001), throwing (p = 0.02). Coordination-demanding activities seem to be related considerably to conceptual thinking in preschoolers. Integrating such motor activities into preschool curricula that demand cognitive engagement can positively influence the development of cognitive functions.

Evaluating the Experiences of Occupational Therapists and Children Using the SensoGrip Pressure-Sensitive Pen in a Handwriting Intervention: Multimethods Study.

The acquisition of handwriting skills is essential for a child's academic success, self-confidence, and general school performance. Nevertheless, an estimated 5% to 27% of children face handwriting challenges, where the ability to modulate pressure on the pencil and lead on the paper is a key motor component. We aimed to investigate the experience with and usability of the SensoGrip system, a pressure-measuring pen system with personalized real-time feedback about pressure modulation, in a clinical setting with children and occupational therapists (OTs). A multimethods study was conducted, incorporating qualitative interviews and questionnaires with children, user diaries, focus group discussions, and a usability questionnaire with OTs, along with a questionnaire for parents. The study involved OTs (n=8), children with handwriting difficulties (n=16), and their parents (n=16), each of whom used the SensoGrip system in up to 5 therapy sessions. OTs reported that the SensoGrip system helped to focus the child's awareness on handwriting pressure and to measure it objectively. The system received high acceptance and usability ratings from the OTs-usefulness: median score of 4 out of 7; ease of use and ease of learning: median score of 6 out of 7; and satisfaction: median score of 6 out of 7. Participants appreciated that it fosters pressure awareness and motivation to draw and write. The SensoGrip pressure-sensing system with real-time feedback is a promising tool for pediatric occupational therapy. It supports children with handwriting difficulties to adjust their pressure application during the task. In the future, controlled quantitative trials are warranted to further examine the system's impact.

Parent’s Involvement in Homework: The Effects of Parental Reactions to Pupils’ Emotions on Academic Performance

In recent years, the Ministry of Education of the People’s Republic of China has implemented a "double reduction" policy to reduce the burdens of pupils from homework. However, the pupils still have to face great pressure from homework unavoidably due to the increasingly fierce competition and parents’ anxiety about children’s education. For parents, accompanying their children’s homework is not only an obligation but also a challenge, which has attracted more and more social attention. Generally, it is anticipated that there are several advantages if the parents can accompany their children when they are doing their homework. First, it can help form a good family learning atmosphere and imperceptibly affect children's learning attitude. Second, parents can provide targeted guidance according to the needs of children, correct their homework mistakes in time, and improve the completion degree and quality of homework, thus possibly improving the academic performance of the pupils. However, practical problems also exist when parents accompany their children to do their homework, including poor accompanying quality, negligence of children's negative emotions, over-strong purpose, and lack of in-depth emotional communication. In particular, parents' emotional responses can indirectly affect children's academic performance by influencing their emotional regulation ability. In this work, we suggest that the parents respond to the children's negative emotions in a supportive manner during the process of homework. That is, the parents can try to reduce the utilitarian nature of accompanying homework and strengthen the emotional communication. In such a way, they can regard the accompanying homework as a participation in the growth of a period of life to effectively alleviate the anxiety brought by the accompanying.