Children's Academic Success Research Articles

Relationship between parental participation and adolescents’ academic success in Nadia and Jalpaiguri districts

The present study investigated the relationship between parents' participation in their children's education and academic success in the post-pandemic period. A cross-sectional survey design was used, and 209 respondents were selected through a simple random sampling technique. The results revealed that parental involvement has a negative correlation (p>0.05) with their children's academic success but not significantly affecting the same. Apart from that, some other social and educational attributes of the children also contributed to their academic success to a great extent. Further research is needed to explore other potential factors that may contribute to academic success in children.

YOGA eye exercises and Refractive Errors

The article delves into the prevalent issue of refractive errors, a common visual problem affecting a substantial portion of the global population, and particularly emphasizes its growing occurrence among school-going children. The surge in digital device usage due to the COVID-19 pandemic has amplified concerns, as extended screen time contributes in worsening the existing problem of poor vision. The article underscores the multifaceted impact of unaddressed refractive errors on children, including hindered academic performance, impaired social interactions, and a sedentary lifestyle. Socioeconomic and demographic factors play a role in the prevalence of refractive errors, with limited access to eye care services disproportionately affecting lower-income families. The importance of early diagnosis and intervention is highlighted to prevent unwanted consequences. A significant portion of the article explores the potential role of yoga in mitigating refractive errors. Yoga's holistic approach, incorporating eye exercises, mindfulness, stress reduction, and outdoor practice, offers promise in promoting eye health. While acknowledging that yoga may not correct refractive errors, the article emphasizes its potential to reduce eye strain caused by screen time and near-work activities, ultimately fostering healthier habits and overall well-being in children. The article concludes by emphasizing the need for complementary practices alongside standard eye care to ensure children's visual health and academic success while suggesting that embracing yoga could be a step toward safeguarding children's eye health and quality of life.

What happened to parents' views of school success for autistic children during the COVID-19 pandemic?

The educational views of parents with autistic children directly impacts their children's academic success. However, little research has been done on how the COVID-19 pandemic impacted parents' academic and social views. This study analyzes parents' views of school success for their autistic children in the context of the COVID-19 pandemic and examines the relationships among pandemic stress, parental involvement, and parents' views of school success for autistic children in mainland China. In this study, 713 parents of autistic children completed measures assessing their pandemic stress, parental involvement, and views of school success; linear regression and structural equation modeling were used to analyze the data. Parents' views of school success were influenced by factors such as parents' level of education, household income, parents' gender, and children's age. The effects of pandemic stress on views of school success for parents of autistic children are complex: physical and mental reaction has a negative direct effect on views of school success, a positive indirect effect mediated by parental involvement, and a net positive effect; risk perception and concern has a negative indirect effect; and both the direct and indirect effects of pragmatic hopefulness are positive. Education policymakers and practitioners need to seriously and carefully assess these results' implications for modern, inclusive education.

Exploring changes in the teacher-child relationship and children's educational expectations

Supportive relationships between children and teachers contribute to children's academic success and social-emotional development (e.g., self-efficacy). However, it is unclear how changes in these relationships might translate to changes in educational expectations. In this study, we used data from the National Longitudinal Study of Adolescent to Adult Health (Add Health; N = 20,745) to test how changes in relationship closeness relate to children's expectations for their future educational achievement, as well as how this association differs based on parental expectations, socioeconomic status, and academic aptitude. Cross-lagged regression models indicated that changes in teacher-child closeness positively relate to changes in child educational expectations; multi-group analyses reflect that this association is strongest for children whose parents hold low expectations and for those with lower levels of academic aptitude. We discuss implications for promoting positive academic and social-emotional development within school settings.

The Effect of Parental Education Level on Student Achievement in Airtiris Public Elementary School

This study aims to find out the influence of parents' educational level on student achievement at Public Elementary School 001, Air Tiris. The data collection process here involves a combination of techniques between documentation and observation. There are several types of data analysis, two of which are descriptive analysis techniques and inferential analysis techniques. Twenty-four students from 001 Airtiris Public Elementary School were included in this study as research subjects. The results of this study show that there is a relationship between parents' education and student achievement. To ensure their children do well in school, parents must supervise and guide them during their homeschooling. It is suggested that they can help improve their children's achievement. This is due to the fact that research findings show that parents are the most effective educators for their children's academic success. Students who study at home to achieve good academic results.

Impact of Family Involvement on Academic Achievement at Higher Secondary Level

This abstract discussed a study that investigated the impact of family involvement on academic achievement at the higher secondary level. The study collected data from 400 parents of higher secondary school students using a convenient sampling technique. The study aimed to understand how family involvement affects academic achievement among higher secondary school students and how parents can support their children's education to promote positive outcomes. The study showed that family involvement significantly impacts student academic achievement, including higher grades, improved attendance, and greater motivation to learn. The study also found that parents more involved in their children's education were more likely to provide academic resources and guidance, establish high academic expectations, and create a supportive home environment. The study suggests that schools and educators should encourage family involvement and provide resources to support parents in promoting their children's academic success. The findings of this study provide insights into the important role that family involvement plays in higher secondary students' academic achievement and the potential benefits of promoting greater family involvement in education.

Impact of Poverty on Secondary School Academic Achievement among Girls in District Faisalabad, Pakistan; A cross sectional study

One of the most fundamental and obvious human rights in all countries is the right to an education. However, poverty has continued to be a stumbling block for the majority of people in achieving this fundamental right. Objective: To investigate how poverty affects academic performance of girls in secondary school. Methods: A cross-sectional study was conducted among 100 students of schools in District Faisalabad, Pakistan. The questionnaire designed for this study is self-designed, multi-section survey i-e. Demographic information including age, sex, educational level, family financial status. The (SPSS) version 22.0 was used to examine the data that had been gathered. Results: According to the current study, there were 100 total respondents, and all of them were women. About 39% of respondents' fathers were illiterate or had just a middle level of education, 28% had graduated, 21% had a middle to metric level of education, and only 12% had a high level of education. About 54% of respondents' moms were illiterate or had just a middle level of education, 21% had graduated, 17% had a middle to metric level of education, and only 8% had a high level of education. Conclusion: The study comes to the conclusion that poverty is a growing problem today and that the number of individuals living in poverty is always rising. The research also showed a strong correlation between children's academic success and their parents' socioeconomic level.

Understanding the Emotional Development of School-aged Children: A Critical Review

This article explores the features of emotional development of school-aged children and discusses the significance to understand the characters and influential factors of their development in emotional competences. First, this paper explores three aspects of emotional development in school-aged children: emotional awareness, emotional expression, and emotional regulation, and emphasizes the significance of these three emotional development competences for children's mental health, academic success, and social development. In addition, three factors influencing emotional development: sociocultural background, family background, and gender are discussed. Understanding the development of school-aged children can help parents, educators, and other caregivers in comprehending the behavior of school-aged children and provide them theoretical guidance for making educational decisions. Besides, this paper highlights gaps in the literature on emotions in school-aged children, such as the insufficient research on school-age children and the lack of clear standards for the design of emotional development measurement tools. This paper gives advice for researchers interested in the emotional growth of children.

The Role of Parental Pressure and Warmth in the Relationship Between Parental Involvement, Parental Expectations, and Child Academic Success

The purpose of this study was to investigate both parent and child perceptions of parental involvement, parental expectations, parental pressure, and parental warmth, and the relationship of these variables with GPA. It was hypothesized that each of the independent variables would be positively correlated with GPA, excluding parental pressure, which would be negatively correlated with GPA. It was also hypothesized that the combination of high parental expectations and low parental involvement would have a positive relationship with parental pressure and a negative relationship with parental warmth. Parents (n = 158) of children in 6th–8th grade and 70 6th–8th grade children completed an online survey measuring these factors. Results from the parent survey demonstrated a positive correlation between parental expectations and child GPA (p = .047). Results from the child survey showed a negative correlation between parental pressure and GPA (p = .003), and that parental involvement can predict scores for the child’s sense of parental warmth. These findings provide a better understanding of various factors related to academic success, and they can lead to effective interventions for both parents and the educational system to increase academic achievement in youth.

Развитие сдерживающего контроля у детей при переходе из детского сада в школу во время пандемии COVID-19: лонгитюдное исследование

Background. The COVID-19 pandemic is a unique situation in the global community which emerged for the first time. Research shows that the pandemic may have a long-term effect on children's development. Inhibition control is one of the main components of executive functioning and a predictor to a child's further academic success. However, there are few works devoted to the study of the impact of the pandemic on inhibition control in preschoolers. The objective of the study was to identify dynamics of the development of inhibition control in children aged 5-7 years (from senior preschool to primary school age) during the COVID-19 pandemic. Indicators of the development of inhibition control in first-graders before and during the pandemic were compared. Methods. Inhibition control was assessed three times (at 5, 6, and then at 7 years of age) with the NEPSY-II Inhibition subtest. Sample. This longitudinal study involved children aged 5 to 8 years at the time of follow-up from 2019 to 2021 (N=101). Additionally, the sample included first-grade children who were trained in kindergarten and first grade before the pandemic (March 2019, N=84). Results. The results of the analysis indicate that inhibition control successfully developed in children from the senior kindergarten group to the first grade of school during the pandemic. At the same time, the level of development of inhibition control in girls after the pandemic is higher than in girls before the pandemic, while no significant differences were found for boys. Conclusion. The level of inhibitory control in preschoolers, whose education in the preparatory group of the kindergarten took place during the COVID-19 pandemic, despite the restrictions introduced and changes in the usual way of life, corresponds to the norms. It has been shown that the results of the development of inhibitory control in children who were caught up in the pandemic and those who were not caught up in the pandemic differ depending on gender.

Exploring Photographic Writing about Korean Mothers’ Educational Strategies

Photography has been continuously attempted as a research tool in social science research. Photo-based qualitative research continues to this day while branching out into various methods such as the visual methodology (Rose, 2016), photovoice (Wang, 1999), and photo essay (Quinn et al., 2006). The purpose of this study is to present a case of reconstructing the research results presented in the existing text as photo-based qualitative research. The subject of the study is 'A Qualitative Case Study on the Educational Practice of Mothers for Their Children's Academic Success: Korean Bear Moms,' a study by Kyung-ri Kim, Young Chun Kim, and Jae-seong Jo (2022). The four significant subjects presented as the study's main results were converted into visual data, including photos, to reconstruct the existing results differently.
 The research methodology was participatory observation and in-depth interviews using photographs. The research participants were parents who actively supported their children's academic achievement. Data were analyzed using a comprehensive data analysis procedure among about 100 photos taken in 2022. One or two photos most suitable for the four areas of the research topic were presented. First, the participants turned their homes into places suitable for their children’s study. Second, parents become learning experts to teach their children effective learning methods. Third, parents make an intensive financial investment in children’s shadow education. Fourth, mothers use the coffee gathering to collect useful information for their children’s academic success. This study exemplifies how photography transcends the limits of text, delivering intuitive and implicit messages, including the symbolic expression of the inner feelings of the participants, which might not have been revealed in the written text.

Development and preliminary validation of a questionnaire to measure parental support for drawing

Drawing is first learned and practised in the home environment, and therefore parental influence should play a significant role in the development of drawing skill. However, both the content and extent of parental support for drawing have been understudied. Since drawing promotes children's cognitive, creative, and academic development, it seems valuable to have a tool to properly measure the impact of parental engagement with the child's drawing behavior. Here, we describe the process of the construction and preliminary validation of the Parental Support for Drawing Questionnaire (PSDQ), which comprised four phases: (1) item generation through a literature review, (2) establishing face validity and content validity using expert panels, (3) pre-testing in a pilot study, and (4) assessing the underlying factor construct, preliminary construct validity and internal consistency. Phase 4 was achieved through exploratory factor analysis using 203 participants. The questionnaire's final version includes four scales defined as Resource support, Joint drawing, Scaffolding, and Praise, and consists of 14 items. The psychometric properties are satisfactory, including factor loadings above 0.5, a Cronbach's Alpha value of α = 0.77, and explaining 63.95% of total variance. This study revealed the multidimensional nature of parental support for drawing, and generated the first tool to measure parental support in a drawing context. The PSDQ allows researchers and education professionals to investigate the influence of parental support for drawing (both type and extent) on children's drawing skill, creativity, cognitive development, and academic success. Further research should establish the questionnaire's construct validity and cross-cultural applicability.

Positive deviance in the Oregon kindergarten assessment: Identifying schools and communities that are beating the odds

Entering kindergarten when developmentally ready can have substantial impacts on a child's future academic success and physical health. Children from low-income households are more likely to enter kindergarten with lower school readiness than their more affluent peers, and the educational gap may widen throughout the schooling years. The current study used positive deviance inquiry to identify elementary schools in Oregon serving large percentages of children receiving free or reduced-price lunch exceling on the Approaches to Learning segment of the state 2018-19 kindergarten assessment. We assessed the student demographics of these positive outlier schools and compared characteristics of schools grouped by poverty status. Additionally, we examined the association between school poverty status and school-level kindergarten assessment scores, and further explored the variables potentially influencing this relationship (school size, charter status, and location). Over a quarter of Oregon's top performing schools were high-poverty schools, labeled as positive outliers. The average Approaches to Learning score of positive outlier schools was 0.61 points higher (95% CI: 0.55, 0.68) compared to other high-poverty schools (p<0.0001), and 0.42 points higher (95% CI: 0.33, 0.50) compared to low-poverty schools (p < 0.0001). These findings highlight that poverty is not always predictive of poor social-emotional skills or overall school readiness and exploration of family, school and community school readiness efforts is underway.

Analysis of Science-Based Entrepreneurship Skills and Parents' Academic Achievement Pressure and Support of Primary School Students

This study aims to examine whether there is a relationship between the academic achievement pressure and support of parents and students' science-based entrepreneurship and how these variables change in terms of parents' activities with their children. For this purpose, one of the quantitative research approaches, the discriptive survey method, was used in the study. 142 students from 3 different primary schools in Erzurum province participated in the study, using the appropriate sampling method. Demographic information questionnaire, Parental Academic Success Pressure and Support Scale (PASPSS), and Science-Based Entrepreneurship Scale (SBES) were used as data collection tools in the study. The data obtained from the participants were analyzed with the SPSS 26.0 package program. As a result, the science-based entrepreneurship levels of the students change in terms of the length of time the parents study with their children and participate in social sports activities. The pressure on their children's academic success is enhancing in terms of parents' children spending time in the digital environment while studying. On the contrary, the higher their children's educational expectations, the more they support their academic success. Finally, weak and intermediate relationships were determined regarding students' science-based entrepreneurship, parental academic achievement pressures, and support.

Adult Learning: An Alternative Gateway to Women's Improved Participation in Children’s Education in Lango Region, Northern Uganda

This research explored the contribution of Functional Adult Literacy training (FAL) and what it did to women’s involvement in children’s education in Apac District. The main objective of this study was to explore whether and how women participants in Lango Region supported their children’s education from the skills acquired from FAL training. A study of 7 participants based on qualitative interpretive framework intended to examine the benefits reaped by FAL-trained women after their positive perception and support to children’s education. Using individual in-depth and key informant interviews based on qualitative content analysis, the study indicates that women trained in FAL became active agents of their socio and economic development. The study was influenced by Kabeer's socio-economic perspective and Freire's literacy perspective, both of which emphasize the importance of conscientisation in making marginalized non-literates actors of socio-economic progress. Women who participated in FAL obtained abilities that vividly improved their lives, according to the conclusions, which were based on facts or witnessed evidence inductively derived from the participants. Furthermore, the women gained a better understanding of their role and influence on their children's academic achievement, perseverance, and success as a result of the practical skills. Therefore, this study recommends that key stakeholders like, Ministry of Gender, Labour and Social Development, global supporters, (Non-Governmental Organisations) NGOs as well as Civil Society Organisations should prioritise in supporting putting into practice FAL training.

Association Between Medicaid Dental Payment Policies and Children’s Dental Visits, Oral Health, and School Absences

Although all state Medicaid programs cover children's dental services, less than half of publicly insured children receive recommended care. To evaluate the association between the ratio of Medicaid payment rates to dentist charges for an index of services (fee ratio) and children's preventive dental visits, oral health, and school absences. In this cross-sectional study, a difference-in-differences analysis was conducted between September 2021 and April 2022 of 15 738 Medicaid-enrolled children and a control group of 16 867 privately insured children aged 6 to 17 years who participated in the 2016-2019 National Survey of Children's Health. Exploratory subgroup analyses by sex and race and ethnicity were also performed. A 2-sided P < .05 was considered significant. Past-year preventive dental visits (at least 1 and at least 2), parent-reported excellent oral health, and number of days absent from school (at least 4 days and at least 7 days). The Medicaid-enrolled sample included a weighted estimate of 51.20% boys and 48.80% girls (mean age, 11.24 years; Black, 21.65%; Hispanic, 37.75%; White, 31.45%). By weighted baseline estimates, 87% and 48% of Medicaid-enrolled children had at least 1 and at least 2 past-year dental visits, respectively, and 29% had parent-reported excellent oral health. Increasing the fee ratio by 1 percentage point was associated with percentage point increases of 0.18 in at least 1 dental visit (95% CI, 0.07-0.30), 0.27 in at least 2 visits (95% CI, 0.04-0.51), and 0.19 in excellent oral health (95% CI, 0.01-0.36). Increases in at least 2 visits were larger for Hispanic children than for White children. By weighted baseline estimates, 28% and 15% of Medicaid-enrolled children had at least 4 and at least 7 past-year school absences, respectively. Regression estimates for school absences were not statistically significant for the full sample but were estimated to be significantly reduced among girls. This cross-sectional study found that more generous Medicaid payment policies were associated with significant but modest increases in children's preventive dental visits and excellent oral health. Further research is needed to understand the potential association between policies that improve access to dental care and children's academic success.

THE INFLUENCE OF FAMILY CULTURAL CAPITAL ON MIGRANT CHILDREN'S ACADEMIC ACHIEVEMENT — FROM THE PERSPECTIVE OF EMOTIONAL REGULATION

THE INFLUENCE OF FAMILY CULTURAL CAPITAL ON MIGRANT CHILDREN'S ACADEMIC ACHIEVEMENT — FROM THE PERSPECTIVE OF EMOTIONAL REGULATION

Negotiating Racialized Discourses and Navigating Racism in U.S. Schools: Understanding Chinese Immigrants’ Parenting Identities and Practices Through an AsianCrit Lens

This article draws on Asian Critical Theory (AsianCrit) and racial literacy to examine how Chinese immigrant parents in one U.S. metropolitan area negotiated their parenting identity, and how they addressed racism faced by their children at school. Our analysis of interview data indicated that while some parents internalized “Tiger Mom” and model minority discourses and focused exclusively on their children's academic success, others countered such discourses to value their children's emotional and mental well-being. Parents adopted a range of strategies to navigate racism and to counter or reframe racialized discourses. This study highlights the importance of developing racial literacy among immigrant parents and institutional responses from schoools to address issues of racism and discrimination.

How can we make Students Happier at School? Parental Pressure or Support for Academic Success, Educational Stress and School Happiness of Secondary School Students

The ongoing debate about if students’ lives are either positively or negatively affected by parental involvement in terms of support or pressure for their children academic success is still important. This study aims to determine the relationships between secondary school students’ gender, parents’ income, grade, parental pressure or support for students’ academic success, educational stress they experience, and their level of school happiness, and to examine the effect of parental pressure or support for academic success on the level of school happiness. The study was carried out with 1051 secondary school students in Düzce, Turkey. To collect data, three separate scales were used, and the data were analyzed using path analysis. The results revealed that happiness at school decreases as hopelessness versus expectation, workload, work pressure increase. On the other hand, happiness at school increases when the parental support for academic success increases. Female students are happier at school than male students. Educational stress leads the parents to put more pressure on their children for their academic success, which makes the school happiness lower. Although the parents support their children for their academic success, the level of happiness at school may decrease if they are under stress. Work pressure sustains the positive effect of parental support for academic success and has a positive impact on school happiness.

The Role of Schools in Supporting Students Experiencing Homelessness: Perceptions of School Staff

Abstract Housing instability has a detrimental impact on the academic success of children and youth. Despite having federal policy to direct schools on how to identify and support students experiencing homelessness, many schools still face challenges to developing a systemwide approach that involves school staff in varying positions and addresses the unique needs of disproportionately impacted student populations. This study was conducted using secondary data analysis of a data set collected through participatory action research in a mid-Atlantic state across three school systems. Findings suggest that school staff are largely unaware of their own role in supporting students experiencing homelessness and need further training. Schools need more resources and community connections to support the needs of their students who are facing housing instability. The study suggests that a systems theory approach to understanding and responding to the needs of students experiencing homelessness will equip schools and their staff to be better positioned to effectively provide support that promotes academic achievement and well-being.