Academic Performance Of Adolescents Research Articles

The impact of different family socio-economic classes on the use of Internet learning by adolescence in two regions, Europe and China

Society is evolving rapidly, families from different socio-economic backgrounds also influence the learning of adolescence, to the extent that access to a proper education as well as access to better learning opportunities is another way of proving the socio-economic status (SES) of the family. Similarly, the spread of electronic information technology is something that every adolescence is exposed to, and the role that electronic technology plays in family learning has received more attention from society, with different family socio-economic status having a clear impact on the networks that adolescence use for learning. Another manifestation of the family life environment is the socio-economic situation of the family. It will depend on the material conditions of the family can reach a different manifestation and family-led activities available to parents to help support their adolescence. In other words, the socio-economic status of the family will affect the learning and academic performance of adolescents in different families. How families from diverse socio-economic status influence the internet used by adolescence for learning will be the topic of this study. The Internet does not necessarily reflect effective in helping adolescence to learn, but it can also distract them from their studies. Parents from different socioeconomic backgrounds, each with different levels of education, different educational habits, and different experience with emerging technologies, influence the impact of adolescents' use of the Internet for help. During the COVID-19 pandemic, the impact of families across all classes on young people's learning was, and still is in some regions, also critical to their academic success.

Analysis of the negative impact of social media use on academic performance of adolescents

Social media has touched the different aspects our life and has become an integral part. It is widely used these days be it for entertainment purpose or social purpose. In post pandemic scenario, academic system was forced to go online due to lock down. Now, online education cannot be ignored, as its advantages are experienced by the entire world during Covid period. Social media, which was considered as an entertainment platform, is also playing a positive role in academics whether it is for fast communication or information or knowledge. Now, a student can follow various teachers; join various groups of academicians on social media where questions related to the desired subjects can be asked via such groups to seek the required answers. The present research focused on studying the negative aspects of social media and how it affects the adolescent’s academic life. For fulfilling the purpose of study, primary data from 500 adolescents was taken by sending them questionnaires. The data was analyzed with the help of crosstabulation and regression analysis using SPSS software version 25. The results revealed that negative aspects of social media affects the academic life of students in a negative way.

Family Time and Money Inputs in Education and Teenager Development: Interpretation of Social Capital, Cultural Capital, and Shadow Education

This paper utilizes data from the China Education Panel Survey 2013-2015 to examine the effects of family time and money inputs in education on adolescent academic performance from the perspectives of home social capital, cultural capital, and shadow education. Home time input in education is more vital to teenager academic progress than money input. Domestic social capital and cultural capital as well as weekend shadow education positively impact child academic results. Home-based parental participation as a key component of domestic social capital has the most significant influence on teenager academic improvement, while weekend supplementary tutoring generates the weakest effect; workday extracurricular tutoring even negatively affects student academic achievement. School-based parental involvement differs among families of different classes, with a significant negative effect on academic results of teenagers from disadvantaged backgrounds. Due to the absence of heterogeneity effects of home time input in education on academic progress of students from various social backgrounds, parental time investment should be taken as the most effective means to improve academic performance of adolescents from underprivileged classes.

0105 Sleep timing and consistency are associated with the standardised test performance of Icelandic adolescents

Abstract Introduction Sleep has been shown to affect cognitive function in laboratory studies; however, its association to the academic performance of adolescents has largely been demonstrated using self-reported measures. Studies with objective measures of both sleep and academic performance are limited. The aim of the present study was to determine whether the free-living sleep quantity, quality, and timing of 15-year-old adolescents measured with wrist actiography are associated with their scores on national standardised examinations as an objective measure of academic achievement. Methods We measured sleep with wrist actiography for 1 week in 253 (150 girls) Icelandic adolescents with a mean (SD) age of 15.9 (0.3) years. Multiple linear regression was used to assess associations between sleep parameters and combined standardised examination scores in mathematics, English, and Icelandic obtained from the Icelandic Directorate of Education. Results We found that students went to bed at 00:49 hours (± 51.8 min) and slept for a mean (SD) of 6.6 (0.7) hr/night, with a median (interquartile range) night-to-night variation in sleep duration of 1.2 (0.7) hr and an efficiency of 88.1 (5.3)%. Combined analyses adjusted for sex, demonstrated that both bedtime and night-tonight variability in total sleep time were negatively associated with the average score across all topics. Sex-specific associations did not indicate clear differences between boys and girls. Conclusion These findings suggest that, in addition to appropriate sleep duration, public health guidance should also highlight the importance of early and consistent sleep schedules to academic achievement for both boys and girls. Support (If Any) National Institute of Diabetes and Digestive and Kidney Diseases intramural research program, Grant/Award Number: Z01 DK071013 and Z01 DK071014; Icelandic Centre for Research, Grant/ Award Number: 152509-051

The mediating role of self-efficacy in the relationship between resilience and academic performance in adolescence

BackgroundDuring learning processes, some students lack the necessary skills and competences to cope with their academic demands successfully. During adolescence, emotions play a prominent role in academic and personal development. This study aims to analyse the relationship between resilience and academic performance and the possible mediating role of self-efficacy. MethodsThe study comprised 2652 students with ages ranging from 12 to 19 years (M=14.55; SD=1.70), both male (N = 1368; 51.58%) and female (N = 1284; 48.41%) from 14 secondary schools in Zaragoza, Aragón, Spain. The instruments used were the Academic Self-efficacy Scale (ASES) and the Brief Resilience Scale (BRS); average marks were used to measure academic performance. ResultsThe results of the study revealed significant correlations between self-efficacy, resilience and academic performance. Self-efficacy was found to play a mediating role between resilience and academic performance, which explains a pattern of adaptive behaviours in adolescent students. These results have practical implications for educational policies. ConclusionThe important role of self-efficacy as mediating variable between the constructs under analysis and for the promotion of adaptive behaviours is clear. Self-efficacy is important for the psychological and personal development of students, to prevent school drop out and improve the students’ academic performance and experience.

The CLASS Study (Circadian Light in Adolescence, Sleep and School): protocol for a prospective, longitudinal cohort to assess sleep, light, circadian timing and academic performance in adolescence

BackgroundDuring adolescence, sleep and circadian timing shift later, contributing to restricted sleep duration and irregular sleep-wake patterns. The association of these developmental changes in sleep and circadian timing with cognitive...

Childhood neglect and academic performance in Chinese adolescents: A serial mediation model

BackgroundChinese parents and students, especially senior high school students, attach great importance to academic performance. Some studies have confirmed that childhood neglect is related to academic performance. However, the internal mechanism is relatively underexplored. ObjectiveGuided by life course theory and bioecological theory, this study examined the relationship between childhood neglect and academic performance using a serial mediation model that included belief in a just world (PBJW) and academic resilience as hypothesized mediators. MethodsA sample of 614 tenth grade students (297 males and 307 females, and 10 who did not report their sex; Mage = 15.75 years old, SD = 0.71 years old) completed questionnaires regarding demographics, childhood neglect, PBJW, academic resilience, and academic performance. ResultsAfter demographic covariates were controlled for, the results revealed that: (a) childhood neglect was negatively associated with academic performance; (b) PBJW and academic resilience mediated the link between childhood neglect and academic performance in a parallel fashion; and (c) PBJW and academic resilience also mediated the link between childhood neglect and academic performance in a sequential fashion. ConclusionsChildhood neglect is negatively related to adolescent academic performance, and the relation is mediated by PBJW and academic resilience both parallelly and sequentially.

Parental warmth may not always be beneficial: High parental warmth impairs victimized adolescents’ academic achievement via elevated school burnout

Although research has documented the adverse effect of peer victimization on academic achievement, little is known about the underlying mechanism. This three-wave longitudinal study attempts to examine whether school burnout would explain the influence of peer victimization on academic achievement and whether this undesirable effect would be conditional on parental warmth using a sample of 706 Chinese adolescents (54.77% boys; Mage = 12.72 years, SD = 0.40 at baseline). Both self-reported and peer-nominated victimization, school burnout, and parental warmth were assessed at baseline, and school burnout was measured 1 year later. Their academic achievement was collected from school records at baseline and 2 years later. The results revealed that self-reported (rather than peer-nominated) victimization at baseline impaired students’ academic achievement 2 years later through increasing their school burnout. Interestingly, higher parental warmth aggravated, rather than alleviated this indirect effect. These findings support the Reverse Stress-Buffering Model and the Ecological Systems Theory highlighting the importance of considering multiple interpersonal relationships simultaneously to heighten adolescent academic performance.

Parent-Adolescent Relationship: Impact on Senior High School Students in the National Capital Region

Adolescence is a critical developmental period that requires parents and youth to renegotiate their relationships (Laursen et al., 2009). Despite being an individual who can take increasing responsibility, an adolescent still needs more protection and guidance (Sawyer, et al., 2018), therefore, the relationship with their parents is crucial. This study explored the impact of parent-adolescent relationships on the academic outcome of Senior High School students in the National Capital Region of the Philippines, focusing on 4 of its dimensions in terms of the adolescents' (a) social interaction, (b) independence, (c) self-expression, and (d) academic performance. Bodies of related literature were also reviewed to assure the reliability and accuracy of this study. Results showed that there is no significant relationship between the parent-adolescent relationship and the General Weighted Average of the students. Despite that, reviewed literature indicated that adolescents who had high levels of parent-adolescent attachment were more likely to have high levels of self-worth, which in turn enhanced their academic engagement and then improved high school grades (Chen, 2017). The researchers recommend future researchers fill the gaps this research has by conducting a study in a larger sample size to give more reliable results with greater precision and power. Future studies about the parent-adolescent relationship may focus on other dimensions aside from the four dimensions explored in this study.

The Effect of Traditional Thai Massage on Quality of Sleep in Adults with Sleep Problem

Sleep problem or insomnia is one of the most common causes of health problems, affecting around 10 - 20 % of the world population. Traditional Thai massage (TTM) is a popular alternative treatment in Thailand for reducing fatigue and improving sleep quality. This study aimed to examine the effect of traditional Thai massage on sleep quality in adults. Twenty-eight adults with poor sleep quality (based on Verran and Snyder-Halpern sleep scale) participated. They were randomly allocated into a control group (n = 14) and a TTM group (n = 14). Participants in the TTM group received three 90-min whole body traditional Thai massage sessions within one week, whereas the control group participants maintained their daily lives. Quality of sleep was assessed before and a day after the massage sessions. The outcome measure was the Verran and Snyder-Halpern sleep scale. The within-group data was analyzed by Paired t-test, whereas ANCOVA did the between-group data. 
 The results showed that the participants in the TTM group had significantly decreased score of sleep disturbance (31.63 ± 2.95 vs 45.47 ± 3.24, p < 0.001) and increased the effectiveness score (70.73 ± 7.33 vs 53.47 ± 4.23, p < 0.001) after the last session of massage as compared to those of the control group. We conclude that TTM could significantly improve sleep quality without any adverse effects.
 HIGHLIGHTS
 
 The overall prevalence of insomnia in Thai adults was 40.8 % and is commonly found in the Thai population
 Sleep quality was associated with all the academic performance in adolescents and cognitive function in adults
 Traditional Thai massage could significantly improve sleep quality without any adverse effects
 Since this treatment is generally safe and comfortable, it could be used as an alternative therapy to treat people with sleep problems
 
 GRAPHICAL ABSTRACT

Food Addiction Features Are Related to Worse Academic Performance in Adolescents

Food Addiction Features Are Related to Worse Academic Performance in Adolescents

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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