Children's Academic Performance Research Articles

Exploring the Impact of Students Demographic Attributes on Performance Prediction through Binary Classification in the KDP Model

During the course of this research, binary classification and the Knowledge Discovery Process (KDP) were used. The experimental and analytical capabilities of Rapid Miner's 9.10.010 instructional environment are supported by five different classifiers. Included in the analysis were 2334 entries, 17 characteristics, and one class variable containing the students' average score for the semester. There were twenty experiments carried out. During the studies, 10-fold cross-validation and ratio split validation, together with bootstrap sampling, were used. It was determined whether or not to use the Random Forest (RF), Rule Induction (RI), Naive Bayes (NB), Logistic Regression (LR), or Deep Learning (DL) methods. RF outperformed the other four methods in all six selection measures, with an accuracy of 93.96%. According to the RF classifier model, the level of education that a child's parents have is a major factor in that child's academic performance before entering higher education.

Investigation on the Current Situation of Family Education Anxiety in Three Areas of Inner Mongolia under the Background of Double Reduction

Recently, parental education anxiety has gradually become a hot social issue. Since the implementation of the Double Reduction Policy, parents' children's educational anxiety has shown new characteristics.In order to understand the current situation of family education anxiety after the implementation of the Double Reduction Policy and to analyze the characteristics of parents' anxiety with different Demography characteristics, a self-designed questionnaire was used to distribute questionnaires and collect data through the questionnaire star platform. We randomly select some parents of primary and secondary schools in Hailar, Chifeng, and Tongliao as the survey subjects for testing. We investigated the parents' view of the Double Reduction Policy, the impact of the Double Reduction Policy on families, and the level of family education anxiety in three dimensions and used the online platform SPSSUA (Version 22.0) to conduct data analysis. Among the 364 households surveyed, about 56% of parents admitted to having children's educational anxiety. There were significant differences in the three dimensions of the survey between the two groups with different self-awareness. Five factors, including children's academic years, academic performance ranking status, type of family location, average monthly income level of families, and parents' weekly work hours, impact group anxiety. Among them, the ranking status of children's academic performance significantly impacts parents' educational anxiety state.

Domain-specific and cross-domain effects of the home literacy and numeracy environment at 3 years on children's academic competencies at 5 and 9 years.

This study examined whether children's formal and informal home literacy (HLE) and home numeracy (HNE) environments at 3 years old demonstrated domain-specific, and cross-domain effects on children's academic performance at 5 and 9 years old. Participants were 7,110 children (49.4% male; 84.4% Irish), recruited between 2007 and 2008 in Ireland. Structural equation modeling revealed that only the informal HLE and HNE demonstrated both domain-specific and cross-domain positive effects on children's language and numeracy outcomes but not on socioemotional outcomes, at 5 and 9 years old. Effect sizes ranged from small (β = 0.020) to moderate (β = 0.209). These results suggest that even casual cognitively stimulating activities that do not directly focus on active teaching may benefit children's educational outcomes. Findings bear implications for cost-effective interventions with far-reaching, and enduring, effects across multiple child outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Intelligence mindset in Chinese children: The role of parental praise and autonomy support

This study examined the relations between intelligence mindset, parenting practices, and academic performance in Chinese children. Specifically, we explored how caregivers' mindset was linked to their children's mindset through the use of praise and autonomy support. A sample of 330 Chinese children (Mage = 9.3, 6.6–12.3 years old, 51.5% female) and their caregivers (65% mothers) was recruited for this study. Results from structural equation modeling revealed that caregivers' mindset as reported by children was indirectly linked to children's self-reported mindset through the interaction between caregivers' self-reported praise and autonomy support. Additionally, children's fixed mindset was inversely linked to their math and Chinese grades. These findings suggest that promoting parents' growth mindset and increasing parenting practices of praise and autonomy support may help increase children's growth mindset and academic performance. Overall, our study highlights the additive and interactive role of caregivers' praise and autonomy support in the familial link between caregivers' and children's intelligence mindsets, and provides practical implications for interventions.

Effect of physical activity interventions on children's academic performance: a systematic review and meta-analysis.

The physical and psychological benefits of physical activity are well established. However, there is no consensus regarding the effects of physical activity on children's academic performance in general and in specific subjects. We conducted this systematic review and meta-analysis to identify forms of physical activity that are suitable for improving the physical activity levels and academic performance of children aged 12years and under. The PubMed, Web of Science, Embase, and Cochrane Library databases were searched. Included studies had to meet the following criteria: randomized controlled trials examining the effect of physical activity interventions on children's academic performance. Stata 15.1 software was used to conduct the meta-analysis. A total of 16 studies were included, and the results showed that the "physical activity + academic curriculum" format had a positive effect on children's academic performance. Physical activity had a stronger effect on math performance than on reading and spelling performance (SMD = 0.75, 95% CI: 0.30,1.19, P < 0.001). Conclusion: The impact of physical activity on children's academic performance varies based on the type of physical activity intervention, with "physical activity + academic curriculum" format having a better effect on academic performance. The effect of physical activity interventions on children's academic performance also varies by subject; the effect is strongest for math. Trial registration: Registration and protocol CRD42022363255. What is Known: • The physical and psychological benefits of physical activity are well established. • Previous meta-analyses have failed to demonstrate the impact of physical activity on the general and subject-specific academic performance of children aged 12 and under. What is New: • The PAAL form of physical activity has a better effect on the academic performance of children aged 12 and under. • The benefit of physical activity also varies by subject, with the greatest effect being observed for math.

Cognitive flexibility and academic performance of children in care and children from a community sample: the contrasting mediator effect of task persistence

ABSTRACT Objective This study investigated the role of cognitive flexibility and temperament as predictors of academic performance, in children in care and children from a community sample, longitudinally. Also, it examined the mediating role of child’s temperament in the relationship between cognitive flexibility and academic performance, as well as between-group differences. Method Participants were 46 children in care and 48 children from a community sample, aged 6 to 10 years. Cognitive flexibility, temperament, and academic performance were assessed with the Raven’s Colored Progressive Matrices set B (RCPM-B), the Portuguese version of School-Age Temperament Inventory (SATI), and the competence academic scale (CAS) of the Portuguese version of the Social Skills Rating System – Teacher Form (SSRS-T), respectively. Results Cognitive flexibility was a significant predictor of academic performance only for children in care. In both groups, negative reactivity and task persistence predicted academic performance, and children’s task persistence mediated the relationship between cognitive flexibility and academic performance. However, a between group difference was observed in this mediation: in addition to the mediation effect observed in both groups, a direct effect was also found in the in-care group. Conclusions These findings highlight the importance of promoting cognitive and task persistence competencies in normative and at-risk populations.

Knowledge and Awareness of Parents About Pediatric Obstructive Sleep Apnea in Jeddah: A Cross-Sectional Study.

Background Obstructive sleep apnea (OSA) is relatively common in childhood and is characterized by repeated partial or complete blockages of the upper airway during sleep. Children affected by OSA can experience various symptoms including snoring, restless sleep, and behavioral issues such as hyperactivity, impulsivity, and aggression, which interfere with their quality of life. Additionally, OSA can result in serious conditions such as cardiovascular and metabolic diseases. This study aims to determine the level of knowledge and awareness of OSA among parents in the Jeddah region. Methodology An observational cross-sectional study was conducted to determine the level of awareness of OSA among all parents in Jeddah, Saudi Arabia. Participants were recruited through social media platforms. The online survey assessed the knowledge regarding the OSA definition, risk factors, associated symptoms, and treatment. Results A total of 462 participants were included. Only 16% of participants had a good level of knowledge of OSA, while the remaining 84% had a poor level of knowledge. The mean knowledge score was 15.39 ± 5.8, with a significant difference between occupations (P=0.039). Conclusion Our study reveals that parents in Jeddah, Saudi Arabia have a low level of knowledge about pediatric OSA, with only 16% demonstrating good knowledge and less than half recognizing the definition of OSA. This lack of knowledge could lead to delays in diagnosis and treatment, negatively impacting children's health and academic performance. Common symptoms of OSA reported by parents were restless sleep, mouth breathing, and snoring, but bedwetting and hyperactivity were poorly recognized. Adenoids, allergic sinusitis, enlarged tonsils, asthma, and obesity were identified as risk factors for OSA. Improving parental awareness of OSA through public campaigns, doctor consultations, and education programs is crucial. Further studies are needed to assess the effectiveness of these interventions.

The effect of school closure and online learning during the COVID-19 pandemic on the academic performance of elementary school-aged children

Introduction: School closures and online learning during the Coronavirus Disease-19 (Covid-19) pandemic have raised concerns about school-aged children's learning loss during the epidemic. This study aims to evaluate the effects of school closures and online learning during the Covid-19 pandemic on the academic performance of elementary school-aged children in East Java. Methods: The data taken were basic characteristic data as well as academic performance statistics in Mathematics, Indonesian Language, and Science from six elementary schools in two major cities (Surabaya and Sidoarjo) during the 2018–2019 and 2021–2022 academic years. Inclusion criteria were the academic reports of fourth- through sixth-grade elementary school-aged children. Chi-Square, ANOVA, and independent sample T-test were used for statistical analysis. Results: Overall, academic performance decreased near the end of online learning as compared to the beginning of online learning (87 ± 5.8 vs. 84.7 ± 6.2; p-value = 0.043). Lower academic performances were also shown by children from private schools during online learning compared to before online learning (89.9 ± 4.7 vs. 87.8 ± 4.9; p-value = 0.003), and at the end of online learning compared to the beginning of online learning (89.8 ± 4.5 vs. 86.9 ± 3.3; p-value = 0.013). Lower academic performance was also shown by children in Sidoarjo during online learning compared to before online learning (90.4 ± 4 vs. 89 .1 ± 2.9; p-value = 0.009), and at the end of online learning compared to the beginning of online learning (90.3 ± 3.5 vs. 88 ± 2.1; p-value = 0.004). Conclusion: We found differences in children's academic performance at the beginning and end periods of online learning, as well as differences between private and public school students. Considering online learning has impacted children's academic performance, offline learning should be undertaken to optimize comprehension effectively.

Is good dietary diversity a predictor of academic success?

Interest in identifying factors influencing educational success is growing. Many studies have examined factors that may affect academic performance. It is often observed that a group of students sharing the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aims to substantiate this controversy by investigating the association between dietary habits and academic performance in a population of adolescents attending school in Eastern Morocco Methods: Cross-sectional study based on a self-administered questionnaire. Items included sociodemographic variables, eating and sleeping habits, physical activity practice and the last semester grade point average of mathematics (GPAm) and first foreign language (GPAf) subjects Results: Dietary diversity score (DDS) is a significant predictor of academic performance. Weight status and sleep duration was found to be strongly associated with academic achievement. Absenteeism and smoking are negatively associated with school achievement Conclusions: Findings indicate associations between dietary diversity and academic performance of students in eastern Morocco which support creation of effective nutrition education policies to eradicate the double burden of malnutrition on the one side leanness and on the other side fighting against obesity by promoting good diet in terms of quality and quantity and encouraging physical exercise. It is also essential to review the lifestyle of adolescents by raising awareness against the scourge of smoking near schools. The results of these actions are likely to be healthier schools and improved behavioral development and academic performance of children. (www.actabiomedica.it).

Longitudinal weight status and academic achievement in elementary schoolchildren in the United States.

Childhood overweight and obesity have a well-established negative impact on children's health. Overweight and obesity might also negatively impact children's academic performance, but existing literature on this association is inconclusive. This study uses a longitudinal design in a large, diverse elementary school sample to rigorously test the association between longitudinal weight status and academic achievement. Analyses also investigate modification by sex, race/ethnicity, and cardiorespiratory fitness (CRF). In a large suburban school district in the United States, 4936 Grade 4 students were recruited. Demographic, course grade, and standardized test data were collected from school records for Grades 3-5, and body mass index and CRF were assessed each year. Students wore accelerometers during the school day for up to 15 days across three semesters (Grade 4 Fall and Spring, Grade 5 Fall) to objectively measure physical activity. Multiple imputation addressed missing data and multilevel analyses controlled for student demographics and clustering within schools. Unadjusted multilevel models found small negative associations between persistent obesity and course grades and standardized test scores, but these associations largely disappeared when controlling for demographic characteristics. Residual associations for math and writing course grades were attenuated when controlling for CRF, though some marginal negative associations for math and writing remained for students who developed obesity during follow-up. There was also evidence of marginal negative associations with course grades for students who developed overweight/obesity. There was no evidence of modification by sex or race/ethnicity. Results suggest very small associations between weight status and academic achievement that were largely explained by sociodemographic factors and CRF. Evidence of an association between weight status and achievement was stronger among students who developed overweight/obesity. Interventions promoting healthy weight and high CRF remain critical for schools given the link between student health and achievement.

The Effect Of Students' Motivation, Emotions, And Cognitive Engagement On English Vocabulary Learning Moderated By Augmented Reality Implementation At School X, Jakarta

Academic performance in childhood affects students’ adaptability and functionality at School X, Jakarta; it is critical to understand the factors that influence this process. Further, augmented reality (AR) is a technology that merges digital information, such as images, videos, and audio, into actual places, facilitating learning through task pleasure, engagement, and motivation. This study investigates the factors that influence academic achievement in English vocabulary learning using AR implementation at School X, such as motivation, emotions, and cognitive engagement, among students ages 9 to 15. The study involves 52 students in grades five through nine at School X. SmartPLS 4 was used to do the data analysis. The results of this study show that emotions have the largest effect on English vocabulary learning achievement compared to other variables, followed by cognitive engagement, which has the second largest impact. Motivation has a positive effect on English vocabulary learning achievement, although it is not strong. AR also has a positive effect on the relationship between motivation and English vocabulary learning achievement, but it does not have a positive effect on the relationship between emotions and English vocabulary learning achievement. AR has no significant influence on the relationship between cognitive engagement and English vocabulary learning achievement.

Academic Performance and Social Environment of Teenage Smokers in Bengkulu City, Indonesia: A Mixed Research Approach

This study aimed to evaluate the academic performance and social surroundings of teenage smokers in Bengkulu City, Indonesia, utilizing a mixed research methodology that incorporated both quantitative and qualitative approaches. The quantitative data was obtained via structured interviews with 130 teenage smokers, while the qualitative data was obtained through in-depth interviews, observation, and documentation. The findings revealed that 51 out of 130 participants achieved a “top 10” rank in their academic performance, and 48 claimed to have achieved a “top 3 rank”. Moreover, 65% of participants reported that their family environment was supportive of their academic achievement, and there was a significant association between family environment and academic performance (OR = 10.795; p &lt; 0.05). Additionally, 55% of participants reported that their peer environment was supportive of their academic achievement, and there was a significant association between peer environment and academic performance (OR = 10.706; p = 0.030). Furthermore, 58% of participants reported that the community environment supported their academic achievement, but there was no significant relationship between the community environment and academic performance (OR = 6.787; p = 0.148). Finally, 59% of participants reported that the work environment supported their academic achievement, but there was no significant relationship between workplace environment and academic performance (OR = 7.598; p = 0.107). The study recommends that parents and schools should focus on improving their children's academic performance, particularly in the context of peer relationships.

Elucidating the impact of dental caries, pain and treatment on academic performance in children.

The evidence for the impact of oral health on academic performance is still unclear. To assess the impact of oral health conditions on poor academic performance in schoolchildren by including a range of clinical and self-reported OH measures in a modified cross-sectional study. This study was carried out on schoolchildren aged 12-14 years in Jazan, Saudi Arabia, using a stratified and randomised cluster sampling method. Clinical indices from oral screening and self-reported OH conditions and behaviours and school absence from the self-administered questionnaire were recorded a month before the school examination. Results of passing or failing the examination were obtained after the examination. Statistical associations were examined using bivariate and multiple logistic regressions. The oral health measures were categorised based on the types of conditions and briefly appraised. Measures of dental caries, dental pain, soft tissue problems, oral hygiene, tooth discolouration, tooth mobility and school absence due to dental pain were associated with greater odds of failing the examination (p < .05). Measures of dental treatment and absence due to dental visits were associated with lower odds of failing (p < .05). Dental caries with pain likely explains the poor academic performance of schoolchildren, whereas treatment has a protective effect.

The association between child abuse and poor academic performance in public primary schools in urban Sudan

IntroductionChild abuse, sometimes referred to as child abuse and neglect, includes all forms of physical and emotional ill-treatment, sexual abuse, neglect, and exploitation that results in actual or potential harm to the child’s health, development or dignity. Child abuse with all its forms is under reported globally in developed and developing countries. The extent of the problem is difficult to ascertain since most of the victims remain silent thus, assessing its prevalence and effects on children is crucial.ObjectivesTo assess the association between child abuse with poor school performance considering related variables including family instability, home environment, and school environment.MethodsThis study included 504 participants: 168 cases and 336 controls. Controls were matched for age and gender. Both groups were tested for marital or family instability, home environment, school environment, peer and teacher maltreatment using bi-variate analysis. Test of significance of the result was estimated by confidence interval. Quantification of each factor effect and the interrelationships between all factors that affect academic performance was calculated using multivariate analysis by multiple logistic regressions.ResultsAfter controlling for confounding factors using a multivariate analysis model, the following was found: a significant increase in the risk of poor academic performance in children who were subjected to maternal physical neglect compared with children who were not (OR= 3.106: CI 95%=1.875-5.147), and in children subjected to maternal emotional neglect compared with children who were not (OR= 1.968: CI 95% = 1.200- 3.226). No association was found between maternal emotional/verbal or physical abuse and poor academic performance.There is a significant increase in the risk of poor academic performance in children subjected to paternal emotional verbal abuse compared with children who were not (OR= 4.534: CI 95% = 1.833 - 11.214), but the result illustrated no association between paternal physical abuse and poor academic performance.ConclusionsThe risk of poor academic performance is significantly higher in children exposed to frequent parental conflicts or physical abuse from teachers compared with children who were not. There is a significant increase in the risk of poor academic performance in children who experienced maternal physical and emotional neglect and paternal emotional/ verbal abuse. Higher levels of parental education, feeling safe at home, and feeling happy may be protective factors.Disclosure of InterestNone Declared

Correlation analysis of pediatric otitis media with effusion and learning difficulty

Objective:To investigate the impact of otitis media with effusion（OME） on school-age children regarding their intelligence level and academic performance, providing guidance for clinical diagnosis and treatment. Methods:A total of 34 school-age children with OME were recruited. Children and their guardians were asked to complete the WISC-R intelligence tests and self-designed questionnaires. Comprehensive otologic and audiologic examinations were also performed. Children were grouped according to the extent of hearing loss and the overall duration of illness, and then correlations with the intelligence tests and questionnaires were analyzed. Results:Single factor analysis and multiple linear regression analysis revealed intelligence level and academic performance of children were correlated with their pure tune threshold and duration of illness（P<0.05）, while there was no significant difference among the factors within each group（P>0.05）. Conclusion:As a common condition in school-age children, OME can adversely affect the hearing and speech of children, and even affect intellectual development and learning ability. Therefore, children should be diagnosed and treated promptly to minimize the impact of hearing loss and other related symptoms on their learning and life.

Bourdieu's Habit Theory on Modern China Enlightenment of family cultural literacy cultivation

In addition to the school's cultural curriculum , the cultivation of family cultural literacy also has an important impact on children's academic performance. Bourdieu 's habituation theory provides possible reflections on this point of view . Based on Bourdieu's habitus theory , this paper aims to explore the implications of this theory for the cultivation of cultural literacy in modern Chinese families.

Environmental and demographic factors affecting childhood academic performance in Los Angeles County: A generalized linear elastic net regression model

Modeling the influence of environmental exposures on early cognitive development requires summarizing dynamic spatial and temporal patterns. Spatial models often rely upon singular annual measures, precluding the understanding of how conditions and outcomes evolve across space and time. We modeled a large sample of environmentally and demographically diverse public elementary schools in Los Angeles County, California (N = 1,017) to explore how developing greenspace and air quality measures relate to standardized test performance. We show a time-discrete spatial representation of the data to identify extremes in test performance through a binomial elastic-net model. The regression model incorporates various aggregations of temporal-lag variables to detect the strength of relationships between the school's performance and preceding local environmental conditions. Our results show that through a binomial representation of extreme performance, the models captured how neighborhood factors lead to high or poor school-wide test performance with an average accuracy of 91% (88–94%). Furthermore, the model's longitudinal aspect revealed how cross-sectional measures of average exposure are reliable but may only partially reveal the environment's influence on health evaluations. Our findings support previous studies that showcase greenspace's mixed associations with development. Future incorporations of temporal lags and aggregation types into geographic assessments of environmental conditions will aid in uncovering health inequities.

Sports Participation and Academic Performance in Primary School: A Cross-Sectional Study in Chinese Children.

All study participants were asked to self-report their sociodemographic factors (e.g., sex, grade, age), independence, and outcomes. Alongside that, a self-reported questionnaire was used to assess participation in sports and academic performance of three core subjects in China's schooling system (Chinese; math; English; from A to F, with A indicating the best academic performance). An ordered logistic regression, with an odds ratio (OR) at 95%CI confidence interval, was performed to examine the association between sports team participation and academic performance. The final analysis included 27,954 children aged 10-14. Children in the fifth and sixth grades accounted for 50.2% and 49.8%. Chinese, math, and English academic performance were positively correlated with participation in sports. Compared with students who never participate in sports, those students who participate in sports 1-3 times a month, 1-2 times a week, and 3 or more times a week, were more likely to achieve better grades. In terms of math, compared with students who never participate in sports, those students who participate in sports 1-3 times a month, 1-2 times a week, and 3 or more times a week, were more likely to achieve better grades. Regarding English, compared with students who never participate in sports, those students who participate in sports 1-3 times a month, 1-2 times a week, and 3 or more times a week, were more likely to achieve better grades. Consistent with previous studies, the current study confirms the positive effect of sports participation on children's academic performance. For an academic-related outreach, gender-, grade- and area-specific strategies should be considered in future research.

Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition.

Education support services for improving school engagement and academic performance of children and adolescents with a chronic health condition.

Longitudinal association between executive function and academic achievement in children with neurofibromatosis type 1 and plexiform neurofibromas.

To examine how executive functioning (EF) relates to academic achievement longitudinally in children with neurofibromatosis type 1 (NF1) and plexiform neurofibromas (PNs) and whether age at baseline moderates this relationship. Participants included 88 children with NF1 and PNs (ages 6-18 years old, M = 12.05, SD = 3.62, 50 males) enrolled in a natural history study. Neuropsychological assessments were administered three times over 6 years. EF (working memory, inhibitory control, cognitive flexibility, and attention) was assessed by performance-based (PB) and parent-reported (PR) measures. Multilevel growth modeling was used to examine how EF at baseline related to initial levels and changes in broad math, reading, and writing across time, controlling for demographic variables. The relationship between EF and academic achievement varied across EF and academic domains. Cognitive flexibility (PB) uniquely explained more variances in initial math, reading, and writing scores; working memory (PB) uniquely explained more variances in initial levels of reading and writing. The associations between EF and academic achievement tended to remain consistent across age groups with one exception: Lower initial levels of inhibitory control (PR) were related to a greater decline in reading scores. This pattern was more evident among younger (versus older) children. Findings emphasize the heterogeneous nature of academic development in NF1 and that EF skills could help explain the within-group variability in this population. Routine cognitive/academic monitoring via comprehensive assessments and early targeted treatments consisting of medication and/or systematic cognitive interventions are important to evaluate for improving academic performance in children with NF1 and PNs.