Children's Academic Performance Research Articles

Body Composition, Psychological, Cardiovascular, and Physical Activity Factors Related with Academic School Performance

The aim of the present study was to analyse body composition, anxiety, cardiovascular, and physical activity factors related with academic performance of school students as well as to analyse differences, by age, in these factors. We analysed in 266 primary school students’ (8.81 ± 1.62 years, range: 5–13 years) heart rate, anthropometric variables to calculate body mass index, physical activity performance, anxiety levels and academic results by the average of marks. Students were divided in two different groups, firstly by their lower or higher academic performance, and secondly by age. Results showed a negative correlation between academic performance and age, weight, body mass index and trait anxiety variables. Additionally, significant differences were found by age, presenting older students higher scores in body mass index and lower physical activity, trait anxiety, heart rate and academic performance values than younger students. Overweight and obesity may have a great impact in academic performance in children and we pointed out the necessity to establish programs related with healthy habits which include improvements in physical activity and nutrition behaviours with the objective to enhance children’s health general status, psychological profile, cognitive and motor development, and academic performance.

Maternal involvement in education mediates longitudinal associations between maternal depressive symptoms and child adjustment.

Children of mothers with high depressive symptoms are at heightened risks for maladjustment in grade school. Yet, the process through which maternal depressive symptoms pose risks for child adjustment is not well understood. This study examined the mediating role of maternal involvement in education in the longitudinal associations between maternal depressive symptoms and children's school adjustment. Three waves of data spanning from first to fifth grades were used (N = 1,364). Depressive symptoms, maternal involvement in education, and children's internalizing and externalizing problems were reported by mothers. Teachers reported children's academic performance. Results showed that maternal depressive symptoms were negatively associated with their subsequent involvement in education. Low maternal involvement in education mediated longitudinal relations of maternal depressive symptoms to poor academic performance and internalizing problems, but not externalizing problems, in children. Results further demonstrated that the role of maternal involvement in education was independent of parental sensitivity. Findings highlighted the unique role of low maternal involvement in education in understanding the risks that maternal depressive symptoms pose on children's adjustment in grade school. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The cumulative impact of parental migration on schooling of left-behind children in rural China

It is widely known that parental migration for off-farm employment plays an important role in the livelihoods of families in rural areas of developing countries. Undoubtedly, it has made contributions to poverty reduction, income increases, and the strengthening of the consumption capacity of rural families. However, research on whether it has a long-term effect on the schooling of laborers' children is still scarce despite the short-run effect of parental migration on children's academic performance receiving considerable attention in recent empirical research. This paper investigates the impact of parental migration for off-farm employment on the schooling years of left-behind children in rural China. We draw on a unique dataset collected by the authors themselves through the nationally representative China Rural Development Survey. By using ordinary least squares and the family fixed effects model, our results show that parental migration increases the educational investment in children, while it has no effect on the schooling years of left-behind children. It implies previous studies using the contemporaneous measure for parental migration might overestimate the adverse effect of exposure to parental migration on children's schooling years. This study makes two contributions to the literature – one, it is the first study in the china context on the cumulative impact of parental migration on schooling years of left-behind children and second, it applies the family fixed effects model to alleviate the endogeneity problems.

The Association Between Nutritional Status and Risk of Developmental Disorder in Children in Denpasar Bali Indonesia

BACKGROUND: Preschool age is an important period for growth and development. Malnutrition that occurs during this period can have negative impacts on growth, cognitive development, and academic performance in children. AIM: The objective of the study is to know the association between nutritional status and the risk of developmental disorder in preschool children in Denpasar. METHODS: An observational analytic study with a cross-sectional design and cluster sampling method was conducted on children under 5 years old who attended Early Childhood Education in Denpasar Bali in 2019. RESULTS: From 468 samples, the median age was 5 years old (range, 1–5), the majority of children were well-nourished (52.6%), and caretaken by parents (82.9%). Child development was prescreened using an Indonesian child development pre-screening questionnaire/Kuesioner Pra Skrining Perkembangan (KPSP) that had 75% sensitivity, 99.16% specificity, 85.71% positive predictive value,and 98.33% negative predictive value compared to Capute Scale test as a gold standard. It showed that the majority of participants had an appropriate developmental stage (91.3%), followed by doubtful (5.3%) and possible deviations (3.4%). The results of the bivariate analysis showed that malnutrition was significantly related to the risk of developmental delay (PR 2; confidence interval [CI] 95%, 1.05-3.97). The result of multivariate analysis for variables that were considered to be significant as a risk for developmental disorder showed that malnutrition was related to the possibility of developmental disorder (PR 2; CI 95%, 1.04–3.95). Caretakers other than parents and lack of physical activity were not significantly related to the risk of developmental disorder. CONCLUSION: Malnutrition was found to be significantly associated with the risk of developmental disorder in preschool children. Further prospective study by standard assessment tools is required to evaluate the association between nutritional status and developmental level in children.

The association between birth by caesarean section at term and offspring cognitive and academic performance: A birth cohort study.

Caesarean section (CS) is associated with an increased risk of adverse health outcomes for both mothers and offspring. The evidence for an association between CS and reduced offspring cognitive and academic performance has been inconsistent, with considerable limitations. The aim of this study is to compare cognitive and academic performance in childhood and early adulthood in offspring delivered by CS with those delivered vaginally at term. Data on 4327 mothers and offspring from a longitudinal birth cohort study were analysed. Offspring cognitive performance was measured by the Picture Peabody Vocabulary Test-Revised (PPVT-R) at ages five and 21 and the Raven's Standard Progressive Matrices at age 14. Academic achievement was assessed using the Wide Range Achievement Test at age 14. After adjustment for confounding factors, there was no statistically significant association between cognitive performance and offspring birth mode at age five (P=0.11). The adjusted difference of mean scores at five years on the PPVT-R for elective CS birth compared to those born by vaginal delivery was -2.2 (95% confidence interval (CI) -4.3 to -0.2), whereas for emergency CS it was 0.0 (95% CI -2.0 to 2.0). There were no differences in cognitive or academic performance at ages 14 and 21. Birth mode was not significantly associated with offspring cognitive or academic performance. Our study does not support concerns that CS is associated with a reduction in cognitive performance.

P10 Child Well-Being in the Context of Food Insecurity: A Nutritional Assessment of the Secret Meals for Hungry Children Program

<h3>Background</h3> In Tuscaloosa, Alabama, 19.8% of children currently experience food insecurity. To reduce the negative health outcomes associated with childhood food insecurity, West Alabama Food Bank (WAFB) distributes food to vulnerable children in elementary schools through their Secret Meals for Hungry Children program (SMP). This program ensures nutritional continuity over the weekend. There are no nutritional guidelines for the SMP meals; however, WAFB aims to provide food items based on the Dietary Guidelines for Americans (DGA). <h3>Objective</h3> The objective of this pilot study was to determine the degree to which the nutritional content of the food distributed in the SMP by WAFB meets the nutritional guidelines as outlined by the 2020-2025 DGA. <h3>Study Design, Setting, Participants</h3> This study implemented an exploratory research design via qualitative and quantitative methods, including photos and nutrition label content analysis. Two qualitative interviews were conducted with WAFB leadership to contextualize the SMP. <h3>Measurable Outcome/Analysis</h3> Carbohydrates, protein and sodium content for the items in the SMP bag were compared to the DGA for children 4-8 years of age to determine if the contents sufficiently supplemented daily recommendations. Semi-structured interviews were analyzed in NVivo 12® and themes were identified. <h3>Results</h3> All 3 measures of nutrition (carbohydrates, protein, and sodium) comprised 89%,78% and 68% of the recommended guidelines for a child 4-8 years of age, respectively. Two key themes arose from the interviews: SMP organization and SMP impact on children's level of food security and overall wellbeing. <h3>Conclusion</h3> The results indicate that the SMP, according to the DGA, fills the hunger gap for children experiencing food insecurity. SMP provisions were reported to improve overall behavior and functioning at school. These demonstrate the significance of supplemental meals with respect to enhancing behavioral and academic performance for children from vulnerable communities. The implementation of such programs may decrease inequities in learning and overall well-being.

Relationship between parenting practices and behavioral problems of children attending a Tertiary Mental Health Institute of North East India

Introduction: The parent plays a vital role in promoting and supporting the overall development of children from infancy to adulthood. Parenting practices are related to different outcomes in children's life. Hence, the researcher aimed to assess the relationship between parenting practices and behavioral problems of children. Subjects and Methods: A quantitative approach and correlational design was used. Total 80 primary caregivers of children (6–17 years), attending a Tertiary Mental Health Institute of North East India were selected using systematic random sampling technique. Data were collected using Sociodemographic Pro forma, Alabama Parenting Questionnaire, Strength and Difficulties Questionnaire after obtaining written informed consent from the participants. Results: Overall 55% of the participants had scored toward more positive parenting practices and 56.2% toward less negative parenting practices. Regarding behavioral problems of children, 77.5% had total difficulty levels in the abnormal range with 52.5% at substantial risk for emotional symptoms, 78.8% for conduct problems, 43.8% for hyperactivity/inattention, and 73.8% for peer problems. Participant's negative parenting practices were positively correlated with total difficulty score as well as with conduct problems, hyperactivity, and peer problems. Finding further showed that participant's positive parenting practices had a significant association with their educational status, occupation, family income, place of residence, children's birth order, use of mobile phone by children, and negative parenting practices had a significant association with their history of substance use, fights between parent, and children's last academic performance. These findings can be incorporated for developing intervention module for parents of children in the hospital setting as well as in the community.

Level of enjoyment during physical activity among children

Introduction: Physical activity (PA) brings a lot of benefits to children physically, cognitively and emotionally. Through PA, children will be healthier and children's physical performance will also improve from time to time. In addition, children's emotional management, academic performance and social skills will become better. Fun is needed to motivate children to keep involve in PA actively. Therefore, factors that influence level of fun during PA should be determined for further action. Aim: The purpose of this study was to determine children's level of fun and socio-demographic factors that influence children's level of fun during PA. Methods: This quantitative study involved 167 students aged 10–12 years from five SRJK(C) schools in zon Simpang, Perak. The questionnaire used was adapted from Physical Activity Enjoyment Scale (PACES). Results: The findings show that children's level of fun during PA is low. The findings also indicate that there is a significant difference in children's gender (t (165) = −2.16, p = 0.033), age (F (2, 164) = 9.18, p &lt; 0.001) and body mass index (F (2, 164) = 7.06, p = 0.001) on children's level of fun during PA. Conclusion: The study found that children that have higher levels of enjoyment during physical activity have lower body mass index. This shows that children's level of fun plays an important role to motivate and encourage involvement of them in PA actively.

Cost and budget impact analysis of a school-based vision screening programme in Cambodia and Ghana: Implications for policy and programme scale-up

Poor vision due to unaddressed refractive error in children is considered to be a public health problem in many low- and middle-income countries. Research shows that correcting refractive error with spectacles could have a positive impact on school attendance and academic performance for children. The aim of this study was to estimate the cost of integrating vision screening and provision of spectacles in existing school health programmes in Cambodia and Ghana. Budget impact analysis of the intervention scale up is also reported, including univariate and multivariate sensitivity analyses. This study suggests that the scale up of school-based vision screening programmes is affordable in resource limited settings, such as Cambodia and Ghana, considering the current education budgets, and providing there is sufficient in-country capacity to deliver such interventions at scale. The study highlights several policy and programme implications and provides suggestions for minimising costs and maximising efficiencies of vision screening in a school setting. Findings from this analysis can help education planners and international partners to improve their planning and budgeting processes for school-based interventions to improve health and learning outcomes for children in low- and middle-income countries.

From Safe Motherhood to Cognitive Ability: Exploring Intrahousehold and Intergenerational Spillovers

Empirical evidence on conditional cash transfers (CCTs) in the education domain suggests increases in school participation but minimal effects on learning. In this paper, we find strong evidence for intrahousehold spillover effects of a CCT programme on children's academic performance, but interestingly, the CCT was not conditioned on education. We study a flagship health and safe motherhood programme from India, and by exploiting plausible exogenous variation in exposure to the programme, show positive effects on reading, writing and maths test scores for non‐targeted elder children in the household whose mothers or aunts were potentially exposed to the policy. Our results can be viewed as intergenerational effects of CCTs because the estimated benefits accrue to the future generations of the potential recipients of the transfer payments. We identify higher expenditure on private tutoring as a potential mediating channel for the effects. We also find changes in fertility preferences of women, suggesting a longer‐term mediating channel applicable in a standard quantity–quality trade‐off setting.

Regional education system: development characteristics, competitive environment and the need for state support

The modern system of preschool education is unique in its multidimensional nature of services since in a preschool educational institution a child is provided with upbringing, training, supervision, and care. The child's future academic performance largely depends on his preschool education. The article examines key indicators featuring the development of preschool education in the Krasnodar Region. The purpose of this study is to summarize the results of improvements in education, to determine the main guidelines for further activities. Today in the Russian Federation there are no mechanisms for a comprehensive quantitative assessment of the activities of preschool educational institutions; the assessment is implemented mainly using the method of expert estimates. Therefore, specialists of the education management bodies and heads of the educational institutions can compare the preschool educational institutions only based on these scattered data. The authors propose the following directions of state support for the development of the regional education system: 1) to determine the list of services on the market; provide a description and define their sourcing; 2) to develop an annually updated system of accounting for unmet needs of the population in preschool educational services; 3) to create a system for the development of entrepreneurship in the field of preschool education, given the support from public authorities.

Academic Trajectories of Children in Formal and Informal Kinship Care.

The academic achievement places children on a positive trajectory for their lifespan. The aim of this study was to examine the academic trajectories of children in out-of-home care (OOCH) and whether kinship care has a protective effect relative to nonkin foster care. The sample analyzed for this study consists of 519,306 racially diverse youth in North Carolina schools 8 to 11 years old in the school year 2009-2010 (e.g., 27% African American, 12% Latinx, 53% White). Four longitudinal administrative data sources were merged to create this unique sample. Multilevel modeling revealed no difference between formal and non-OOHC, but showed differences between nonkin foster, informal, and non-OOHC. Children's academic performance who reside in formal kinship care is similar to children in non-OOHC.

Correlation between Motor, Socio-Emotional Skills, and Academic Performance between Young Children with and without Disabilities

Preschoolers and kindergarteners demonstrate rapid growth and change in motor skills, socio-emotional (SE) skills, and academic performance. Data on 250 children with disabilities (CWD) and 250 typically developing children (TDC) from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) data set were analyzed to explore the relation between motor skills, SE skills and academic performance for children with and without disabilities. The ECLS-B data set is the first study to follow children from birth through kindergarten entry, collecting data on thier early development. The current study utilized descriptive and regression analyses (survey frequency, mean, and regression) were conducted using Statistical Analysis Software (SAS) version 9.2 (SAS Institute, 2008). Results indicated that both fine and gross motor skills make significant contributions to SE skills in CWD at both preschool and kindergarten and in TDC at preschool only. A significant correlation between fine and gross motor skills and academic performance was found for CWD and TDC in preschool and kindergarten. These findings indicated that an increased emphasis on the development of fine and gross motor skills during the preschool years may benefit the development of SE skills and academic performance for CWD. Results sheds light on the importance of including motor interventions as part of early childhood education programs delivered to CWD to narrow the achievement gap and ideally result in early learning success.

Sluggish Cognitive Tempo and Daytime Sleepiness Mediate Relationships Between Sleep and Academic Performance.

Sleep difficulties, daytime sleepiness, and sluggish cognitive tempo (SCT) are associated with impairments in academic performance. SCT refers to symptoms of sluggishness, tiredness/lethargy, and slowed thinking/processing, but despite symptom overlap with sleepiness, research examining interrelations of SCT with sleep and daytime sleepiness is limited. The aims of this study were to evaluate the relationship between SCT and daytime sleepiness and to examine pathways between sleep, daytime sleepiness, SCT, and academic performance. Participants were a community sample of 1628 parents/caregivers of children aged between 6 and 10 years who completed questionnaires about their child's behavior, sleep, and academic performance. Confirmatory factor analysis was used to examine whether SCT was distinct from daytime sleepiness. Then, structural equation modeling was used to examine direct and indirect pathways between sleep (sleep-disordered breathing [SDB] symptoms, sleep duration, and latency), daytime sleepiness, SCT, and academic performance in reading, writing, and math. SCT and daytime sleepiness were distinct but moderately correlated (r = 0.33, p ≤ 0.001). Sleep, in particular SDB symptoms, predicted increased SCT and daytime sleepiness. SCT was directly and negatively associated with all domains of academic performance, daytime sleepiness was associated with poorer reading performance, and longer sleep duration was directly associated with poorer math performance. SCT and, to a lesser extent, daytime sleepiness mediated effects of sleep on academic performance. SCT symptoms are important for understanding how sleep difficulties affect academic performance in children. Sleep, daytime sleepiness, and SCT are interrelated but distinct factors that affect children's academic performance.

Effect of corporal punishment on young children’s educational outcomes

ABSTRACT It is argued that corporal punishment produces bad outcomes in both the short run and the long run. Instead of making students more attentive or motivated, corporal punishment leads to more delinquent behavior. In most developed countries, corporal punishment is banned in schools. However, in many developing countries, even if corporal punishment in schools is banned, the law may not be adequately enforced. Using a dataset from India, we show that corporal punishment in schools has a significantly negative impact on children's academic performance. To tackle the problem of endogeneity, we use the instrumental variables method and introduce a novel instrument.

The association between anxiety and academic performance in children with reading disorder: A longitudinal cohort study.

The purpose of this study was to examine the association between anxiety and overall academic performance (AP) in children with reading disorder (RD). This two-year longitudinal cohort study included 128 participants (aged 7-14 years) with RD. Anxiety symptoms were evaluated using the School Anxiety Scale - Teacher Report for the first year and the eight-item Spence Children's Anxiety Scale for the second year. AP was assessed by teacher ratings of progress in academic content areas, including reading, writing and math. Teachers completed evaluations every 3months. We standardized all scores (to z scores). Multivariate linear regression models (adjusting for age, sex and Attention-Deficit/Hyperactivity Disorder symptoms) assessed the association cross-sectionally at each timepoint of survey completion. Repeated measures analysis using mixed models assessed the relationship longitudinally. Results from both univariate and multivariate analyses showed anxiety being significantly negatively associated with AP in children with RD, both cross-sectionally and longitudinally. Importantly, increased anxiety was significantly associated with reduced AP over time within an individual (adjusted β=-0.22, p=.002). This lends support to screening for anxiety disorders in children with RD. Future research should examine the directionality of this relationship, potential mediators in the pathway and whether interventions to reduce anxiety increase AP.

Parental Academic Support in Online and Modular Learners Amidst Pandemic: A Comparative Study

This study aims to determine how the impact of the COVID pandemic on the education system so that it changes learning patterns in daily life in the form of online and modular learning. How the attitude of parents in dealing with changes in educational normality faced by children as students is the focus of this research. In this study, parents were considered as an integral part of this survey due to their direct contact with learners. The results showed that the variables affected a parent's ability to actively participate in their child's education during the pandemic. The variables were influenced by (1) the parental role construction which is shaped by the beliefs, perception, and experiences of the parent; (2) the socioeconomic status of the parent which influences the skill, knowledge, energy, and time availability of the parent; (3) the invitation of parents by the teachers and schools to be active participants in the education of their children during the pandemic; (4) and the self-efficacy and confidence derived by the parent from being an active participant. We collected data from our respondents in the form of a survey, in which the data, through a Likert scale, were separated based on what form of modality the respondent is undertaking and they were analyzed by finding its mean and difference between the two media of education. The findings revealed that the major concern of the parents was related to children facing the problems due to sudden school closure and a complete lockdown on social gatherings. To address these challenges, schools have played a phenomenal role in flipping the conventional model of teaching and learning. However, phenomena have not been as easy as they may seem. Many teachers had to speedily overcome camera consciousness and be able to deliver 'live' classes. Moreover, parents have adapted quickly to address the learning gap that has emerged in their children’s academic lives in these challenging times. Home learning has emerged as a substitute to the conventional schooling methods, which should be made effective to provide essential learning skills to children at home using the limited available resources. The limitations remain like how parents with different educational backgrounds will follow through the instructions; therefore, online schooling to support home learning can be a go-to strategy where teachers deliver education online. This research provides parents with an overview of how their support has affected their children's academic performance so far, as well as provides them with knowledge about their shortcomings in supporting their children's education during the pandemic.

Association between reduced visual-motor integration performance and socioeconomic factors among preschool children in Malaysia: A cross-sectional study.

Visual-motor integration (VMI) is related to children's academic performance and school readiness. VMI scores measured using the Beery-Bucktenicka Developmental Test of Visual-Motor Integration (Beery-VMI) can differ due to differences in cultural and socioeconomic backgrounds. This study compared the VMI scores of Malaysian preschoolers with the corresponding US norms and determined the association between their VMI scores and socioeconomic factors. A cross-sectional study was conducted among 435 preschoolers (mean age: 5.95±0.47 years; age range: 5.08-6.83 years) from randomly selected public and private preschools. VMI scores were measured using Beery-VMI in the preschools' classrooms. Information on the socioeconomic characteristics of the preschoolers was obtained using a parent-report questionnaire. One sample t-test was used to compare their VMI scores with the corresponding US norms. Multivariate logistic regression models were used to explore the influence of socioeconomic factors on the preschoolers' VMI scores. Overall, Malaysian preschoolers' VMI performance was similar to the US standardized norms (p>0.05). Children from low-income families were twice likely to obtain lower than average VMI scores than those from higher-income families (OR = 2.47, 95%CI 1.05, 5.86). Children enrolled at public preschools were more likely to obtain a lower than average VMI score than those who enrolled at private preschools (OR = 2.60, 95%CI 1.12, 6.06). Children who started preschool at the age of six were more likely to obtain lower than average VMI scores than those who started at an earlier age (OR = 4.66, 95%CI 1.97, 11.04). Low maternal education level was also associated with lower than average VMI score (OR = 2.60, 95%CI 1.12, 6.06). Malaysian preschoolers' Beery-VMI performance compared well to their US counterparts. Some socioeconomic factors were associated with reduced VMI scores. Those from disadvantaged socioeconomic backgrounds are more likely to have reduced VMI performance, potentially adversely affecting their school readiness, cognitive performance, and future academic achievements.

Perceptions Regarding the Academic and Cognitive Performance of Individuals With Cleft Lip and/or Palate.

Factors such as teachers' appropriate support and social interactions have an impact on the academic performance of children with cleft lip and/or palate (CL/P). This study was designed to investigate the perceptions of the teachers and the general public about the academic and cognitive performance of individuals with CL/P. This study was included 360 (male/female = 102/258) teachers and 640 (male/female = 259/381) participants that represent the general public. Anonymized web-based and paper-and-pencil self-administered questionnaire that included multiple-choice and yes/no questions were administered. Within-group differences and intergroup differences were analyzed in terms of academic and cognitive performance. Most of the teachers and the general public indicated that the academic and cognitive performance of individuals with CL/P is the same as their unaffected peers. A significantly higher proportion of the teachers indicated that the academic performance of children with CL/P is the same as their unaffected peers than the general public. Considering that the general public's attitudes and appropriate teacher support are crucial to prevent adverse impacts on the lives of individuals with CL/P, it is important to support teachers with the appropriate information and to encourage the public to recognize that everybody with a facial difference should be treated as an individual rather than a disability.

School Personnel’s Self-Esteem, Sense of Self-Efficacy and Interventions on Weight-Related Bullying According to Their Weight Perception and Dieting Behaviors

To increase academic performance in children, elementary school personnel are encouraged to focus on socio-emotional learning. Better classroom management and safer environments, exempt of bullying and particularly of weight-related bullying, appear like ways of fostering socio-emotional learning in children. However, some school personnel’s characteristics could impact their ability to act on these dimensions. This research is interested in how weightrelated intervention behaviors, self-esteem and sense of self-efficacy vary according to school personnel’s dieting behaviors and weight perception are related to their self-esteem, sense of self-efficacy, and intervention behaviors on weight-related bullying. A total of 164 Canadian participants filled in questionnaires focusing on bullying, self-esteem, and sense of self-efficacy. Results show that most school personnel felt competent to manage their group of students and to intervene on weight-related bullying. Those who were on a diet and who perceived their weight as higher seem significantly more involved in promoting motivation for school and learning engagement in their students as well as more likely to intervene with the bully when encountering weight-related bullying situations. For their part, participants of normal weight who were on a diet had a significantly lower self-esteem than those dieting and having a perception of overweight. These results are encouraging because they suggest that elementary school personnel feel competent with regards to the socioemotional learning of their students and is actively involved in providing them a safe learning environment.