Academic School Research Articles

Academic Procrastination and School Satisfaction: Mediating Role of Academic Stress

Academic Procrastination and School Satisfaction: Mediating Role of Academic Stress

Exploring the mediating role of promoting school physical activity on the relationship between low socioeconomic status and academic achievement and school climate: evidence from 4,990 Chilean schools.

There is evidence that promoting school physical activity (PSPA) benefits children and adolescents, but little is understood about how this promotion may relate to academic achievement and school climate across varying levels of socioeconomic status (SES). Hence, the study aimed to address this knowledge gap by examining two main objectives: (1) determining the association between PSPA and academic achievement and school climate according to schools' SES and (2) exploring the potential mediating role of PSPA in the relationship between schools' SES and academic achievement and school climate. This cross-sectional study at the school level focused on 4,990 schools (including public, subsidized, and private schools) that participated in the National Educational Study 2018 (Chile), which was applied to primary schoolchildren (4th grade, aged 8-10 years). Schools were divided into non-PSPA (n = 4,280) and PSPA (n = 710) during the year 2018. Changes in academic achievement from 2017 to 2018 and school climate were considered. PSPA was associated with improvements in maths (low-SES OR: 1.80, p < 0.001) and reading (middle-SES OR: 1.45, p = 0.029; low-SES OR: 1.47, p < 0.001). The indirect effect (IE) showed that PSPA partially mediated the relationship between SES and academic achievement in reading (IE = 1.017; SE = 0.12; 95%CI, -1.27, -0.77), maths (IE = -1.019; SE = 0.12; 95%CI, -1.25, -0.78), and school climate (IE = -0.46; SE = 0.52; 95%CI, -0.56, -0.35). In conclusion, PSPA was linked to positive changes in academic achievement, especially among low SES, and PSPA presented a potential mediating role in the relationship between SES of schools and academic achievement and school climate.

Family Climate, Perception of Academic Achievements, Peer Engagement in Cyberbullying, and Cyber Roles among Adolescents

Cyberbullying is a disturbing form of behavior associated with the use of communication technologies among adolescents. Many studies have been devoted to cyberbullies and cyber victims, neglecting an important growing group: cyberbullies who are also cyber victims. Moreover, few studies refer to all cyberbullying roles and factors associated with them. Therefore, the goal of this study is to examine differences in family climate, peers’ engagement in cyberbullying, and perception of academic achievements among involvements in cyberbullying roles. Data are collected by telephone or face-to-face from a sample of 277 eleventh- to twelfth-grade students in Israel who are asked to participate in the survey. Cyberbullying roles are composed of two variables—cyberbullies and cyber victims, creating four groups: cyberbullies, cyber victims, cyberbullies-and-victims, and non-involved. Three types of family climate are measured: warmth, order and supervision, and conflict. Respondents report their perceptions of peers’ engagement in cyberbullying. At the personal level, gender, perception of academic achievements, and school absence are measured. Multinomial logistic regression findings show that boys are more likely to be cyberbullies and cyberbullies-victims than are girls; family conflicts increase the odds of being cyberbullies and cyber victims; and family warmth decreases the odds of being cyber victims and cyberbullies-cyber victims. Perception of peers’ engagement in cyberbullying increases the odds of being cyberbullies and cyberbullies-victims. Perception of academic achievements and school absence have opposite effects on cyber victims, the former increasing the odds of being cyber victims and the latter decreasing them. The results emphasize the role of family and peers in adolescents’ cyber behavior. Limitations and conclusions are discussed.

고등학생의 사회부과 완벽주의가 학업지연행동에 미치는 영향

Objectives The purposes of this study were to observe the moderated mediation effect of social supports by fear of failure in the relationship between socially prescribed perfectionism and academic procrastination. Methods For this research, an online self-report survey was conducted on 385 students (177 males and 208 fe-males) attending four academic high schools located at southern Gyeonggi Province. Results The results of the analysis based on the collected data are as followed. First, it was found that socially pre-scribed perfectionism had a direct effect on academic procrastination. In other words, students with higher so-cially prescribed perfectionism had tendency to experience academic procrastination often. Second, it was found that fear of failure had a complete mediating effect in the relationship between socially prescribed perfectionism and academic procrastination. In other words, the effect of socially prescribed perfectionism on academic pro-crastination was meditated through fear of failure. Third, it was found that social supports had a moderating effect in the relationship between fear of failure and academic procrastination. Furthermore, social supports were found to strengthen the impact between fear of failure and academic procrastination. In other words, the greater the so-cial supports, the greater the impact between fear of failure and academic procrastination. However, when the fear of failure was low, the higher the social supports, the less academic procrastination. On the other hand, when the fear of failure was high, the academic procrastination appeared frequently regardless of the level of social supports. Depending on the degree of fear of failure, people perceived reputation from others negatively or pos-itively, which can be thought to affect academic procrastination. Fourth, social prescribed perfectionism affected academic procrastination through fear of failure controlled by the social supports. Furthermore, it was found that there was the moderated mediation of social supports by fear of failure when social supports were average or above average. On the other hand, when social supports were low, the moderated mediation of social supports by fear of failure was found to be invalid. Conclusions Based on these results, the academic and clinical implications of this study are as followed. Depending on the degree of fear of failure, social supports can be perceived to learners in different ways and have different effects on academic procrastination. Therefore, it is necessary to provide appropriate social supports in consideration of learners' tendencies instead of providing unconditional social supports.

SARS-CoV-2 (COVID-19) Experience at an Academic Medical Examiner's Office.

The coronavirus disease of 2019 (COVID-19) pandemic has resulted in a great deal of morbidity and mortality worldwide. Since most deaths related to COVID-19 are currently considered natural, and they tend to occur following a clinically recognized illness, many medical examiner/coroner offices within the United States do not take jurisdiction over the majority of COVID-19 deaths. In this review, we present the experience of a medium-sized medical examiner's office affiliated with an academic medical school institution, over the first 15 months of the COVID-19 pandemic. Compared to a 15-month period that immediately preceded the pandemic, our office experienced a significant increase in the total number of reported deaths, scene investigations, full autopsies, natural deaths, accidents, homicides, and drug-related deaths, but a decrease in the number of suicides. Overall, our office performed 5 autopsies during the study period where COVID-19 was considered the primary cause of death, 4 cases where COVID-19 was considered a contributory cause of death, and 28 cases where COVID-19 testing was positive, but COVID-19 was not contributory to death. The COVID-19 pandemic was accompanied by a sizeable increase in work volume within our academic medical examiner's office. Although this increased workload was not related to a large number of COVID-19-related deaths investigated by the office, there were numerous areas of increased workload that were likely secondarily related to the conditions associated with the pandemic.

Enhancing Participatory Learning at SMP Negeri 2 Jaten Karanganyar through the Integration of Technology

The development of knowledge and technology significantly impacts literacy skills, essential for academic growth and school adaptation. Technology literacy is crucial for awareness and academic support, but a lack of technological knowledge can hinder education. To address this, the Indonesian government introduced the belajar.id platform, integrating Google Suite for Education (GSuite) to aid academic activities during the pandemic. Challenges like limited teacher-student interaction persist, necessitating the encouragement of electronic media and diverse educational material availability. They aimed to bridge teaching gaps, enhance technological skills, and ensure effective knowledge sharing, using participatory rural appraisal (PRA). The team of Research Group Data Information Knowledge and Engineering (RG DIKE) at the Universitas Sebelas Maret (UNS) Surakarta conducted a study on technology literacy's importance for students in SMP Negeri 2 Jaten Karanganyar. It emphasized technology's role in disaster management and prevention, striving for a strategic approach to technology-based education. Training sessions were conducted on August 15 and October 26, 2023, focused on belajar.id, GSE, and OBS integration. Teachers played a key role in guiding and updating their GSE and OBS knowledge. In summary, these sessions aimed to equip teachers and students with vital GSE and OBS skills, enhancing education quality and learning outcomes.

Revised evaluation objectives of the Korean Dentist Clinical Skill Test: a survey study and focus group interviews

This study aimed to propose a revision of the evaluation objectives of the Korean Dentist Clinical Skill Test by analyzing the opinions of those involved in the examination after a review of those objectives. The clinical skill test objectives were reviewed based on the national-level dental practitioner competencies, dental school educational competencies, and the third dental practitioner job analysis. Current and former examinees were surveyed about their perceptions of the evaluation objectives. The validity of 22 evaluation objectives and overlapping perceptions based on area of specialty were surveyed on a 5-point Likert scale by professors who participated in the clinical skill test and dental school faculty members. Additionally, focus group interviews were conducted with experts on the examination. It was necessary to consider including competency assessments for “emergency rescue skills” and “planning and performing prosthetic treatment.” There were no significant differences between current and former examinees in their perceptions of the clinical skill test’s objectives. The professors who participated in the examination and dental school faculty members recognized that most of the objectives were valid. However, some responses stated that “oromaxillofacial cranial nerve examination,” “temporomandibular disorder palpation test,” and “space management for primary and mixed dentition” were unfeasible evaluation objectives and overlapped with dental specialty areas. When revising the Korean Dentist Clinical Skill Test’s objectives, it is advisable to consider incorporating competency assessments related to “emergency rescue skills” and “planning and performing prosthetic treatment.”

진학계 고교 영어과의 진로별 과목 분화 방안 연구

Objectives The purposes of this study is to develop career-differentiated English subject syllabus necessary to implement a career-differentiated curriculum in academic high school. Methods To achieve this, the researcher presented a career-differentiated design proposal for English subjects to 130 teachers who specialized in English or educational curriculum. The approach involved obtaining feedback from them and tentatively finalizing the design proposal based on their opinions. Results This study drew the following conclusions. Firstly, it is necessary to differentiate English subject according to career course and as the grade goes up, English subject can be further differentiated according to the courses that require specialization. Secondly, English subject should be differentiated according to its level and function. Lastly, in terms of course completion system, adopting large-scale unit system will be able the career-differ-entiated English curriculum to operate well. Based on these results, English subject syllabuses were developed for literacy course, science course, art course, and athletics course. Conclusions The developed career-differentiated English subject syllabus will provide students with learning op-portunities that align with their diverse career inclinations. Students will have the chance to experience in-depth learning tailored to the characteristics of English curriculum subjects, enabling them to make informed decisions about their career paths through the selection and completion of English courses.

Influence of academic procrastination and school climate on mental health among nursing and Midwifery students at colleges in Kwara State, Nigeria

Influence of academic procrastination and school climate on mental health among nursing and Midwifery students at colleges in Kwara State, Nigeria

The Impact of School Principal Leadership, Academic Supervision, and Achievement Motivation on Teacher Performance

The Impact of School Principal Leadership, Academic Supervision, and Achievement Motivation on Teacher Performance

Challenges and tensions in the role of the LMS for medical education

In the context of discussions of a “next generation LMS” and other contemporary challenges in higher education, this case study looks at the iterative process a team of educational designers and Medical School academics at Australian National University used in a review of the ANU's Medical School LMS sites. Adopting the framework of the actor network theory, this reflective process discovered the tensions, dynamics and issues involved, and worked to gain and maintain key Medical School staff engagement and support for the review and for any changes that might be recommended. This paper reflects on emerging possible models for technology-enhanced learning beyond our current institutional LMS while acknowledging the institutional constraints on learning innovation within the global higher education context. Next generation LMS models may provide a more flexible future solution that could be applicable not just to medical education, but to higher education generally.

Can oral health have an impact on academic performance and school absenteeism?

Aim: The study aimed to evaluate the association between oral health and academic performance and/or school absenteeism. Methods: Electronic searches were performed of the PubMed, Web of Science, SCOPUS and LILACS/BVS databases. We included observational studies that evaluated the association between dental caries, tooth loss, dental pain or oral health status with school absenteeism or academic performance. The studies had to contain a representative sample of the population: schoolchildren, children or adolescents. After the removal of duplicates, the electronic searches produced 3,789 articles. Of these, 25 studies were included in the systematic review and 13 in the meta-analysis. Results: Considering all the studies evaluated in the meta-analysis, seven articles satisfied 100% of the Joanna Briggs Institute Critical Appraisal checklist, and six contained between 90% and 75% positive answers. The pooled effects showed that the chances of school absenteeism were 31% higher in subjects with dental caries (OR 1.31; 95%CI 1.12-1.54). Students with fair/poor dental health had a 50% higher chance of suffering poor academic performance (OR 1.50; 95%CI 1.22-1.84) and 34% higher chance of having problems at school (OR 1.34; 95%CI 1.06-1.70). Students with a history of toothache had a 3.7 higher chance of being absent from school (OR 6.65; 95%CI 1.60-8.32) and 71% higher chance of missing class due to toothache (OR 1.71; 95%CI 1.15-2.56). Subjects with a history of toothache had a 2.5 times higher chance of suffering poor academic performance (OR 2.58; 95% CI 2.04-3.27). Conclusion: Therefore, students with oral problems were more likely to take time off school and present inferior academic performance.

ALEKS in High School Mathematics Classrooms: Exploring Teachers’ Perceptions and Use of this Tool

There has been a limited amount of research that has attempted to determine teaching strategies using adaptive learning systems. Most studies have attempted to measure success of the use of these technologies based on improvements in students’ test scores but have lacked to provide any information regarding the pedagogy implemented while using the tool or teachers’ perceptions of it. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers, who used the Assessment and Learning in Knowledge Spaces (ALEKS) system, were interviewed three times during one academic school year. This study asked participants to share first-hand experiences and perceptions of using ALEKS as the main learning tool. Teachers used ALEKS for assessing student understanding through its quizzes and assignments, analyzing student progress, and allowing students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching.

Building a Successful Research-Driven COVID-19 Testing Program: Results From an Academic–School Partnership

Building a Successful Research-Driven COVID-19 Testing Program: Results From an Academic–School Partnership

Root Canal Treatment: A Bibliometric Analysis

Introduction: Root canal treatment is a cornerstone in contemporary endodontic therapy. Bibliometric analyses allow comparisons among countries, institutions, or academic schools of thought. Scientific communication can be examined from a broad perspective. Objective: This comprehensive article aims to elucidate the historical evolution, current concepts, and emerging trends in root canal treatment. Materials and Methods: The Web of Science database was utilized in our research. The analysis ultimately incorporated 5,018 articles. The Bibliometrix software was employed to analyze the data obtained. Our examination of 5,018 articles was divided into four segments: performance analysis, word analysis, thematic analysis, and collaboration network analysis. Results: The peak of annual scientific production was reached in 2023 with 547 articles, while the highest annual average citation count was achieved in 2006 with 3.7 citations per article. India, the USA, and China are prominent in single-country publications, while the USA, Brazil, and China stand out in multi-country publications. Conclusion: Based on the data about the research at hand, the literature surrounding RCT is expansive and continually growing, featuring contributions on an international scale and incorporating a diverse array of document types.

Validation of the Academic School Climate Scale for Students

This study sought to develop an Academic School Climate Scale measuring students’ perceptions of the learning environments at their schools. With a pilot sample of 1,265 students and validation sample of 14,773 students in Grades 4–12 in schools across the U.S., results of EFA and CFA supported a bifactor model with a general factor and three subscales: High Standards, Teacher Support of Student Learning, and Peer Support of Learning. We found scalar invariance by gender and race, and metric invariance by grade band. Correlations of the Academic School Climate Scale with open classroom climate and school climate indicated concurrent validity.

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

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

Early academic and behavior skills as predictors of later mathematics achievement

AbstractEarly academic skills and behavioral characteristics in students are predictive of later school achievement, but academics and behavior are commonly compartmentalized in research and practice. This study investigated to what extent first‐grade early numeracy (EN), literacy, and behavior ratings predicted fourth‐grade mathematics achievement. In fall of first‐grade, 501 students were given EN and literacy measures and a behavior rating scale completed by their teachers. In spring of fourth‐grade, students were given mathematics computation and concepts assessments. Regression analyses indicated EN, early literacy, and behavior uniquely predicted 39% of the variance in participants’ fourth‐grade mathematics achievement. Significant predictors were EN and behavior ratings (p &lt; .001), which accounted for 29% and 9% of the variance in mathematics scores, respectively.

About Alexey Khomyakov’s Views on Church Painting

The article is devoted to the views on church painting of one of the Slavophile leaders A.S. Khomyakov. In 1845, Alexander Ivanov, an artist working in Rome, influenced by the “Slavophile” atmosphere of meetings with F.V. Chizhov, N.M. Yazykov and N.V. Gogol, attempted to use an icon as a model for the image of the Resurrection of Christ for the Moscow Cathedral of Christ the Saviour (for the first time in the history of the Russian academic school). It is doubtful that Khomyakov could have unreservedly welcomed this endeavor by Ivanov. Although he believed that for Russia’s return to nationality it would be sufficient only to revive the old in consciousness and life, he did not at all understand this return as a revival of the authentic forms of Old Russian art or as a stylization of these forms. Khomyakov’s negative attitude to stylizations is evidenced by his sharp criticism of the eclecticism of Bavarian art. In Russia, he believed, the link with tradition had long been severed and therefore Old Russian art could not serve as a basis for a modern art school. Not in Ivanov’s traditional icon-oriented sketch of the Resurrection of Christ, but in his painting The Appearance of the Messiah, Khomyakov recognized, even before he saw it with his own eyes, evidence of the beginning of the revival of truly Russian life and Russian thought. In his opinion, the artist sought in the painting to eliminate personal artistic manner, to become a kind of transparent medium through which the holy image would be imprinted on the canvas. The German Nazarene artists tried to capture the Christian phenomenon in the artistic contemplation of the spirit, but they could only teach it, they themselves were incapable of it. Ivanov, a graduate of the Imperial Academy of Arts, who had perfectly mastered the craft of an artist, was at the same time, according to Khomyakov, a pupil of icon painters, who created a great work of church wall painting. The history of the Russian art school of the second half of the 19th — early 20th century fully confirmed the validity of this assessment of the painting The Apparition of the Messiah. It laid the foundation for the God-seeking direction of Russian painting, on which Russian art blossomed in the work of I.N. Kramskoi, V.M. Vasnetsov, M.V. Nesterov, N.N. Ge, as well as atheists — V.D. Polenov and V.V. Vereshchagin. Although not all the works of this trend were honored to be accepted into the bosom of the Orthodox Church, most of them allow us to be deservedly proud of the Russian art school.

A Longitudinal Mixed Methods Case Study Investigation of the Academic, Athletic, Psychosocial and Psychological Impacts of Being a Sport School Student Athlete

BackgroundSport schools are popular environments for simultaneously delivering education and sport to young people. Previous research suggests sport school involvement to have impact (i.e. the positive/negative, intended/unintended and long/short-term outcomes, results and effects) on student athlete’s holistic (i.e. academic, athletic, psychosocial and psychological) development. However, previous research is limited by (1) cross-sectional methods, (2) limited multidimensional assessments, (3) lack of consideration for athlete characteristics (e.g. sex) and (4) failure to evaluate how sport school features affect student-athlete impacts.ObjectivesThe study, using a mixed methods case study approach, aims to (1) longitudinally evaluate the impact of sport school involvement on the holistic development of student athletes, (2) evaluate the impact on holistic development by student-athlete characteristics and (3) explore the features and processes of the sport–school programme that drive/facilitate holistic impacts.MethodsA longitudinal mixed methods design was employed across one full academic school year (33 weeks). Six data-collection methods (i.e. online questionnaire, physical fitness testing battery, academic assessment grades, log diaries, field notes/observation and timeline diagram/illustration) were used to assess the academic, athletic, psychosocial and psychological impacts for 72 student athletes from one sport school in the United Kingdom (UK).ResultsStudent athletes developed positive long-term holistic overall impacts (i.e. academically, athletically and personally), including maintaining stable and relatively high levels of sport confidence, academic motivation, general recovery, life skills, resilience and friends, family and free time scores. Despite positive impacts, juggling academic and sport workload posed challenges for student athletes, having the potential to lead to negative holistic impacts (e.g. fatigue, stress and injury). Positive and negative impacts were linked to many potential features and processes of the sport school (e.g. academic and athletic support services versus insufficient training load build-up, communication, coordination, flexibility and planning). Furthermore, when considering student-athlete characteristics, females had lower sport confidence, higher general stress and body image concerns and less general recovery than males and student athletes who played sport outside the school had lower general recovery.ConclusionsThis mixed method, longitudinal study demonstrated sport school involvement resulted in many positive academic (e.g. good grades), athletic (e.g. fitness development), psychosocial (e.g. enhanced confidence) and psychological (e.g. improved resilience) impacts attributed to the academic and athletic support services provided. However, juggling heavy academic and athletic workloads posed challenges leading to negative impacts including fatigue, pressure, stress and injury. Furthermore, holistic impacts may be sex dependent and further support may be required for female student athletes in sport school environments. Overall, these findings demonstrate the complex nature of combining education and sport commitments and how sport schools should manage, monitor and evaluate the features of their programme to maximise the holistic impacts of sport–school student athletes.