Affect School Performance Research Articles

Prevalence of convergence insufficiency among Spanish school children aged 6 to 14 years

Clinical relevanceConvergence insufficiency (CI) at an early age can lead to learning difficulties affecting school performance. The aim of this study was to examine the prevalence of CI in a non-clinical population of Spanish children using well defined clinical criteria and to determine whether sex is a risk factor. MethodsVisual acuity and binocular vision tests were performed in 628 children aged 6–14 years (mean age 9.6 ± 1.3 years) at three schools in the Madrid Community, Spain. To assess CI prevalence we used CITT (Convergence Insufficiency Treatment Trial) criteria. The three signs considered were: i) exophoria at least 4∆ greater at near than at far; ii) near break point of convergence (NPC) ≥ 6 cm; and iii) reduced positive fusional vergence (PFV) at near (≤ 15∆ base-out break or failed Sheard's criterion). ResultsThe CI prevalence detected was 5.30% (33 children). Proportions of children with one or two signs of CI were 23.76% (148 children) and 12.20% (76 children), respectively. No differences in these CI rates by sex were detected. ConclusionThe clinically significant CI prevalence observed here suggests the need for more binocular vision screening programmes in school settings.

Factors affecting school performance: Does a mixed curriculum make a difference?

This article reports on a study that attempts to fill the gap of research focusing on school performance measurements, especially those which involve curriculum types. It established the factors that measured school performance using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) and analyzed any differences in the performance of schools adopting national curriculum and those adopting mixed curriculum in Greater Jakarta. From 29 items, eight invalid items were dropped, and the EFA identified eight factors, which were categorized into social-emotional learning, school participation, relationship, physical-mental health, physical safety, emotional safety, academic growth, and discipline. Then, the scale was validated using data collected from 684 secondary students using CFA. Chi-square goodness-of-fit test was not statistically significant. However, other indices such as Incremental Fit Index, Comparative Fit Index, Tucker-Lewis Index, Root Mean Squared Error of Approximation, and Standardized Root Mean Square Residual were within acceptable limits, indicating that the eight EFA factors had been validated. Moreover, this study found that schools with mixed curricula had higher performance than those with a national curriculum. Nevertheless, it cannot be generalized because the linear regression shows that the p-value was higher than 0.05 (0.164).

Variations and Patterns in Sleep: A Feasibility Study of Young Carers in Families with ALS.

Introduction: Children and youth under the age of 19 provide daily care for family members living with illness, including Amyotrophic Lateral Sclerosis (ALS). Caregiving affects school performance, social support, stress, and anxiety. Yet, little is known about potential disruptions in sleep. Methods: A quasi-experimental matched comparison of age- and gender-matched young carers (n = 8) and non-carers (n = 12) was used in this study. Participants completed a pre/post survey, wore an actigraphy device, and journaled sleep/wake times for 5 days. Results: Young carers had shorter sleep duration (t = 51.19 (11.99)), efficiency (t = 55.49 (14.00)), sleep quality (t = 51.32 (12.26)), and higher rates of utilizing sleep medications (t = 50.81 (11.49)). The case study sleep data showed that carers had lower total sleep time (CG = 6.75 ± 1.47, NCG = 7.08 ± 1.36) and sleep efficiency than non-caregivers (0.80 ± 0.23). Case examples were reported across groups. Conclusions: The study results demonstrate feasibility, while providing crucial initial case data on sleep quality in young carers. The findings underscore the need to better document the impact of caregiving on young carer’s well-being across several areas, including sleep. This data has implications for larger scale studies examining how sleep disruption impacts well-being more broadly and in providing support and respite interventions for young carers across disorders.

THE ROLE OF TEACHERS' VIEWS ON SCHOOL PERFORMANCE IN THEIR TEACHING APPROACH AND THEIR RELATIONSHIPS WITH STUDENTS: THE CASE OF MOUNTAINOUS AREAS AND PERIPHERY SECONDARY SCHOOL TEACHERS IN THE PREFECTURE OF ILIA, GREECE

<p>The present study investigates to what extent teachers serving in mountainous areas and periphery schools consider that their perceptions on factors affecting school performance influence the way they choose their teaching practices and shape their attitudes towards students. In the survey, 133 secondary school teachers of the Prefecture of Ilia answered a questionnaire with closed-ended questions. According to teachers’ beliefs, school performance is influenced by socio-economic, educational and geographical factors. It is not associated with intelligence/brilliance and it can be improved with the help of the teaching staff. Teachers' expectations have an effect on their school performance, while the Curricula do not take into account the learning abilities of the students and the school evaluation does not assess the school performance in a meritocratic way. Nevertheless, positive expectations for the performance of weak students are maintained by choosing teaching practices that they believe will enhance their performance.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0800/a.php" alt="Hit counter" /></p>

Barriers to ART adherence among school students living with HIV in Kenya

HIV has transformed from a serious acute illness with high rates of morbidity and mortality to a fairly easily managed chronic disease. However, children and adolescents living with HIV are yet to achieve similar improvement in their HIV care outcomes compared to adults. There have been a number of studies assessing the reasons for slower improvement in these age categories, mainly focusing on health systems, drug- and family- related barriers to ART adherence in children. We sought to explore school-related barriers to adherence through in-depth interviews with students living with HIV (SLHIV) aged 13–17 years who had fully disclosed their HIV status in western Kenya. Data was analysed using NVivo 8™. The study found that stigmatisation in the form of negative discussions and alienation, fear of unintended disclosure (due to the drug packaging and lack of privacy while taking their pills) were barriers to ART adherence among these SLHIV. Other barriers included challenges with drug storage while in school and the complexity of coordinating school and clinic-related activities and a lack of structured support systems in schools. In addition to hindering their adherence to ART, these barriers resulted in negative emotions (anger, sadness, frustration) and affected school performance. This study found fairly serious barriers to ART adherence among SLHIV, which calls for structured communication and coordinated support between government ministries of health and education in Kenya.

Impact of technology for educational development at the higher education level at the Universidad Veracruzana in times of SARS-CoV2 in Poza Rica Veracruz, Mexico

Evaluating the use of ICT at the higher education level is essential for every educational institution, because it allows knowing the degree of user satisfaction and the required needs, to later carry out a planning with strategies and actions that support their improvement. This research work is an analysis study carried out on the digital strategies used by the Faculty of Mechanical and Electrical Engineering of the “Universidad Veracruzana” in Poza Rica Veracruz, Mexico, during the COVID-19 contingency. Through an opinion survey applied to a sample of 300 students. Which allows us to identify the strengths and weaknesses of using a 100% virtual teaching in turn to know the difficulties that students presented, the attention they received, and how confinement affects school performance.

The influence of sensory processing tools on attention and arithmetic performance in Dutch primary school children

Behavior caused by nonoptimal sensory processing possibly affects school performance. Sensory processing is the ability of the nervous system to process and modulate sensory input and to give an appropriate response. Children with nonoptimal sensory processing are sometimes given tools that are expected to help them concentrate better and achieve better school performance. However, whether these tools are effective and whether the effects depend on children’s sensory processing are unknown. To investigate this, a randomized controlled trial was executed. Children attending Grade 2 (N = 271) performed a sustained attention test (the Bourdon–Vos test) and an arithmetic test once a week 4 weeks in a row with a different sensory processing tool every session: tangle, wobble cushion, earmuffs, or nothing (control condition). Sensory processing was assessed with the Sensory Profile NL. To test the effects of sensory processing tools on the Bourdon–Vos and arithmetic test performance, mixed-model analyses were executed. Negative effects of the use of the tangle, earmuffs, and wobble cushion on the Bourdon–Vos total, the use of the tangle and wobble cushion on the Bourdon–Vos correct, and the use of the tangle on the arithmetic test were shown. When children’s sensory processing pattern was considered, a negative effect of the use of all tools was shown on the Bourdon–Vos correct for children who already received an optimal amount of stimuli. Considering these results, more research is needed to investigate the effect of longer-term personalized sensory processing tool use on attention and arithmetic performance of children.

Diagnostic accuracy of the Parr vision test, single crowded Lea symbols and Spot vision screener for vision screening of preschool children aged 4-5years in Aotearoa/New Zealand.

Preschool children in New Zealand undergo vision screening to detect amblyopia at 4-5years of age. The current test, the Parr vision test, does not meet international visual acuity chart guidelines and has not been validated against other commonly used paediatric vision tests. New Zealand vision screening protocols are also not targeted for detecting other eye conditions such as uncorrected refractive error, which may affect school performance. We compared the Parr vision test with the single crowded Lea symbols and the Spot vision screener for detecting ocular pathology, refractive error and amblyopic risk factors in preschool children. A cross-sectional diagnostic accuracy study recruited children aged 4-5years via convenience sampling from the University of Auckland Optometry Clinic and through primary schools in Auckland, New Zealand. Participants received vision screening with the three different instruments administered by a lay screener. Comprehensive eye examinations were completed by a paediatric optometrist to determine the presence of vision disorders. Of 197 children who received a comprehensive eye examination, 14 (7.1%) had amblyopic risk factors and 43 (21.8%) had significant refractive error (15.7% with astigmatism, 9.1% with hyperopia). The sensitivity for detecting any ocular condition did not differ significantly between the tests (50.0% for Parr, 43.5% for Lea, 42.5% for Spot). Specificity was significantly lower for the Parr vision test (80.8%) than for the Lea symbols (93.4%) and Spot vision screener (98.0%). Adding the Spot vision screener to measurements of visual acuity significantly improved sensitivity in detecting any ocular condition with the Parr vision test (67.5% for Parr/Spot vs 50% for Parr alone), but not with the Lea symbols (52.5% for Lea/Spot vs 43.5% for Lea alone). The sensitivity of the Parr vision test for detecting ocular conditions in preschool children does not vary significantly from that achieved by the Lea symbols or the Spot vision screener. However, current New Zealand vision screening protocols could be improved by expanding the target conditions to include significant refractive error and incorporating the use of the Spot vision screener to increase the accuracy with which children with refractive error are identified. Future research should include longitudinal studies to determine the effect of preschool vision screening on later ocular and academic outcomes.

The effect of scheduled routine blood transfusions on learning achievement of children with thalassemia: A study from Tangerang District Indonesia

Children with thalassemia often leave school to undergo blood transfusions and suffer various physical affects due to anemia, all of which may affect school performance. The aim of this study was to investigate the influence of routine blood transfusions on learning achievement in children with thalassemia at Tangerang District General Hospital. This study employed a descriptive correlation with a cross-sectional design using an independent t-test to analyze the data. The sample included 178 children aged 5-18 years with thalassemia who underwent routine transfusions at Tangerang District General Hospital. The research instrument used was a questionnaire for academic grades or report cards. An independent t-test on the learning achievement of thalassemia children based on the number of days of transfusion in the last 3 months resulted in a probability value of 0.023 (p<0.05). The conclusion is the influence of routine blood transfusion schedule with the learning achievement of thalassemia children in Tangerang thalassemia.

Prevalence of Dysmenorrhea and its Contribution to School Absenteeism Among Nigerian Undergraduate Students

Background: Dysmenorrhea remains one of the common gynaecological conditions among women of reproductive age. With varying severity, it can be associated with morbidities that affect the quality of life. Among students, dysmenorrhea leads to school absenteeism which may ultimately affect school performance. Objectives: To determine the prevalence of dysmenorrhea among undergraduates as well as the incidence of school absenteeism in women with dysmenorrhea. Methods: A questionnaire-based cross-sectional study of 583 female university students was done using the multistage sampling method. Results: Four hundred and twenty-four respondents out of 516 had experienced dysmenorrhea giving a prevalence of 82.2%. On a visual analogue scale, 8.5% reported mild pain, 59.7% moderate and 31.8% severe. Two hundred and thirty-six (55.7%) could not carry out their routine chores because of the pain while 181 (42.7%) had been absent from school because of painful menses. School absenteeism was significantly associated with severe pain. Conclusion: This study has identified that dysmenorrhea is common among undergraduates. It is also associated with school absenteeism, especially in those that reported severe pain. Therefore, it has the potential to affect the academic performance of the affected students. It is recommended that university managements should provide basic care for dysmenorrheic students to improve their school attendance and ultimate performance.

A longitudinal examination of alcohol cessation and academic outcomes among a sample of Canadian secondary school students

IntroductionThe negative effects of alcohol consumption on learning ability and intellectual development of youth may be recovered after cessation. This study explored to what extent reduction or complete cessation of alcohol consumption affects school performance of secondary school students. MethodsAlcohol use was self-reported by 37,223 grade 9–12 students attending 89 secondary schools across Ontario (n = 79) and Alberta (n = 10), Canada, participating in the COMPASS study over four years (school years 2013–14 to 2016–17). Measures included past-year frequency of drinking and frequency of binge drinking. A first-order autoregressive multinomial logistic regression was used to establish the impact of reduction or cessation of alcohol use on school performance. ResultsDuring follow-up, 1465 (6.4%) reductions and 1903 (8.3%) cessations in alcohol consumption, and 1447 (10.1%) reductions and 2147 (14.9%) cessations of binge drinking were reported. Male students reported more cessation in both drinking (9.7% male vs 7.1% female) and binge drinking (15.6% male vs 14.4% female), though female students had higher rates of reductions. Students who quit or reduced their drinking or binge drinking were less likely to skip classes, leave their homework incomplete, or expect to get or to aspire to educational qualifications above a high school diploma compared to those who continued their alcohol use. ConclusionsAside from health benefits, reduction or cessation of alcohol use may improve students’ academic rigor. Prioritising school-based alcohol prevention efforts may therefore be beneficial for aspects of academic performance.

Child obesity moderates the association between poverty and academic achievement

AbstractChildhood overweight and obesity are major public health problems in the United States. Children who experience poverty are 1.5 times more likely to suffer with overweight and 1.6 times more likely to have obesity. The extent to which overweight or obesity exacerbates the negative influence of socioeconomic inequality on child academic outcomes has not yet been examined. We estimated the effect of poverty on math and reading achievement trajectories using the Early Childhood Longitudinal Study (ECLS) Kindergarten class of 1998−1999 survey data and multilevel growth curve modeling techniques. Our findings indicate that the impact of obesity status is more pronounced for children from low socioeconomic backgrounds in both reading and math achievement, as well as for children with overweight in reading achievement scores. Thus, we see evidence that overweight and obesity moderate the pathway through which early‐childhood poverty affects school performance. Given that we identified overweight and obesity as putative mechanisms through which socioeconomic deprivation affects academic achievement, focusing on overweight and obesity prevention may alter students’ academic trajectories. Taken together, we see evidence that the combined negative effect of increased weight status and poverty, beyond the independent effects of each, has far‐reaching consequences for educational outcomes.

Зрительно-моторная интеграция: формирование, развитие, роль в офтальмологической практике

Visual motor coordination (VMC) is the coordination of the motions and their elements resulting from the collaborative and simultaneous activity of the visual and motor analyzers required for daily activities, sports, and professional activities. The development of VMI begins in the early childhood and proceeds throughout human life being the most active within the first 10 years. VMC is a part of visual motor integration (VMI) defined as a complex combination of skills to correctly execute the movements of arms, legs, and body. The potential causes of impaired VMI are arrested development due to living conditions, organization of teaching, individual developmental or health characteristics; nervous system diseases (i.e., head injuries, cerebrovascular disorders, intoxication etc.); and, in particular, visual impairments. Since the quality of visual functions is an important component of good VMC, its generation and development require adequate vision correction. It was demonstrated that the degree of myopia may affect school performance in the areas requiring VMI. Optical correction of ametropias improves VMC. This should be considered when managing patients (in particular, children) with refractive errors. Keywords: visual motor coordination, visual and motor analyzers, visual functions, optical correction, micro-level orientation, fine motor skills, synchronization. For citation: Egorov E.A., Romanova T.B., Rybakova E.G. Visual motor integration: generation, development, and its importance for ophthalmology. Russian Journal of Clinical Ophthalmology. 2021;21(1):14–17. DOI: 10.32364/2311-7729-2021-21-1-14-17.

A laptop for every child? The impact of technology on human capital formation

Children's learning environments are becoming increasingly technologically advanced. Many schools today provide a personal computer to each pupil for use both in the classroom and at home. We investigate how such 1:1-programs affect school performance in lower secondary school. By surveying schools in 26 Swedish municipalities regarding the implementation of 1:1-programs and combining this information with rich administrative data, we estimate the impact on educational outcomes using a difference-in-differences design. We find no effect on average performance on standardized tests in mathematics or language, nor on upper secondary school enrollment. However, 1:1-initiatives seem to increase inequality by worsening the performance among low-SES students.

On the Productivity of New Zealand State and State-Integrated Schools: Is Bigger Better?

Demographic and economic shifts around the world have put the question of school size and efficiency at the centre of public administration. The decline in enrolment numbers over the past three decades has seen many small, rural and remote schools closed or consolidated. Despite the importance of the scale effects on policy decisions, the literature on this issue is thin, with most of the studies focusing solely on school data from the United States (US). This study uses New Zealand school data at the territorial level and uses a fixed-effect stochastic frontier production model to decompose the sources of total factor productivity. Empirical results show that productivity among New Zealand public schools decreased at an average rate of 5 per cent between 2004–2017, mainly due to a 5 per cent decline in scale effects. The results of this study underscore the fact that New Zealand state schools operate at diseconomies of scale and therefore, increasing school size through mergers and closures of small and rural schools would not necessarily result in increased productivity. For this reason, policymakers need to carefully examine the region-specific factors that contribute to the heterogeneity in scale effects that affect school performance before actively adopting overseas experience, which, on the downside, may lead to cost increases and worsen student outcomes in small and rural communities.

Lessons Learned From a Descriptive Review of Rural Individualized Education Programs

Students who are eligible for special education and related services are entitled to a free appropriate public education (FAPE), which is delineated by the Individualized Education Program (IEP). The purpose of this descriptive study was to examine 133 IEPs from seven rural districts that were interested in evaluating their compliance with state and federal special education regulations. The researchers evaluated (a) the present level of academic and functional performance (PLAAFP), (b) IEP goals, (c) PLAAFP and goal alignment, and (d) progress monitoring. Fewer than 7% of the IEPs examined included PLAAFP statements, goals, and contingencies for progress monitoring that met regulatory standards. The majority of IEPs (74%) evaluated did not provide complete statements of how a student’s disability affected school performance. Methods for quantitative progress monitoring were also frequently absent from the documents (23%). Furthermore, the PLAAFP, goals, and progress monitoring were often unaligned. Implications for school practice and areas for future research are reported.

Towards educability mediated by the PARCE model as a social-emotional strategy

This article comes from the research entitled: Educability mediated by the PARCE model as a social-emotional strategy in the classrooms of local public educational institutions. Its main objective was this: to identify the impact of teachability and educability generated by this pedagogical proposal, and how its effect is evidenced in the local school system of the department of Quindío, Colombia. To achieve this, it is necessary to delve deeper into the problems presented by practicum teachers in the public institutions of the area under study, within the framework of teachability, which allows proposing other didactic perspectives in pedagogical activities, as an input to promote learner’s emotional development and social skills. To this end, it is necessary to identify the problematic situations in classrooms that directly or indirectly affect school performance and environment in educational institutions.

Znaczenie intelektualnych i osobowościowych korelatów osiągnięć szkolnych

&lt;p&gt;W artykule omówiono zagadnienie intelektualnych i osobowościowych uwarunkowań sukcesów szkolnych i wyników egzaminacyjnych. Analizie poddano argumenty na rzecz tezy, że zdolności poznawcze warunkują osiągnięcia szkolne. W efekcie podjętych rozważań sformułowano wniosek, że inteligencja stanowi potencjał, którego znaczenie zależy od etapu edukacyjnego – mocniej koreluje z osiągnięciami szkolnymi we wczesnych etapach kształcenia. Na wyższych poziomach edukacji istotniejszy jest nie sam poziom inteligencji ogólnej, lecz specyficzne zdolności poznawcze i ich dopasowanie do wymagań zadania. Co więcej, realizacja potencjału poznawczego w postaci wysokich wyników akademickich nie jest dana sama z siebie oraz wymaga pracy i wytrwałości. Zależy więc od czynników osobowościowych, w tym przede wszystkim od sumienności uwzględnionej w modelu tzw. Wielkiej Piątki.&lt;/p&gt;

Association Between Chronic Kidney Disease–Mineral Bone Disease (CKD-MBD) and Cognition in Children: Chronic Kidney Disease in Children (CKiD) Study

Rationale & ObjectiveChronic kidney disease (CKD) in children is associated with cognitive dysfunction that affects school performance and quality of life. The relationship between CKD–mineral and bone disorder and cognitive function in children is unknown.Study DesignObservational study.Participants702 children enrolled in the Chronic Kidney Disease in Children (CKiD) Study.PredictorsPlasma fibroblast growth factor 23 (FGF-23), parathyroid hormone (PTH), calcium, phosphorus, 25 hydroxyvitamin D (25[OH]D), and 1,25 dihydroxyvitamin D (1,25[OH]2D).OutcomesNeurocognitive tests of intelligence, academic achievement, and executive functions.Analytical ApproachLinear regression models to analyze the cross-sectional associations between log2FGF-23, 25(OH)D, 1,25(OH)2D, PTH, calcium, and phosphorus z scores and the cognitive test scores of interest after adjustment for demographics, blood pressure, proteinuria, and kidney function.ResultsAt baseline, median age was 12 (95% CI, 8.3, 15.2) years and estimated glomerular filtration rate was 54 (40.5, 67.8) mL/min/1.73 m2. In fully adjusted analyses, 25(OH)D, 1,25(OH)2D, PTH, calcium, and phosphorus z scores did not associate with cognitive test scores. In fully adjusted analyses, log2FGF-23 was associated with abnormal test scores for attention regulation (P < 0.05); specifically, Conners' Continuous Performance Test II Errors of Omission (β = 2.3 [1.0, 3.6]), Variability (β=1.4 [0.4, −2.4]), and Hit Reaction Time (β = 1.3 [0.2, 2.4]). Children in the highest FGF-23 tertile group had 7% and 9% greater cognitive risk for Hit Reaction Time and Errors of Omission compared with those in the lowest tertile, respectively. In fully adjusted analyses, higher FGF-23 tertile was associated with increased cognitive risk (P < 0.05) for Errors of Omission (β = 0.4 [0.1, 0.7]) and Hit Reaction Time (β = 0.4 [0.1, 0.7]).LimitationsThe study does not assess the cumulative effects of FGF-23 excess on cognitive function over time. Within-population stratified analyses were not performed due to limited sample size.ConclusionsIn children with CKD, higher plasma FGF-23 level is associated with lower performance in targeted tests of executive function, specifically attention regulation, independent of glomerular filtration rate.

Avaliação multiprofissional de saúde em adolescentes de uma escola pública de Altamira-PA

Contextualization: The recommendation is that health promotion in the school scenario occurs through a process in constant development, monitoring and evaluation of the actions, starting from the dialogue between the sectors of health and education, in order to think the logistics necessary for its execution, a rational and feasible way in the context of the school calendar, without disregarding the school dynamics. Description of the experience: this text reports an intersectoral activity, inserted in the context of the School Health Program (PSE), which involved joint actions among the school unit, basic care coordination (CAB) and the State University of Pará, in a public school of basic education of the city of Altamira-PA. The school space was organized in analogy to the Unified Health System (SUS) model of care, so that the adolescents underwent general care (Physical Education Professional, Nursing, community health agent, dentist) and according to the particularity (nutritionist, psychologist and social worker). The activity allowed to perform a multiprofessional diagnostic evaluation of high school adolescents’ health and to identify risk factors and / or diseases that could affect school performance. Results and impacts: besides expanding the possibility of access and diagnosis of the adolescents’ health conditions and referral services through SUS to treat identified diseases. Final considerations: Due to the importance of the development of health-oriented actions for adolescents, we expect that this experience could serve as a basis to add to the debate. In particular, it should be pointed out that the CAB provided access to services, using the action as a gateway to the SUS, enabling health risk reduction, productivity increase, performance, and resoluteness with guaranteed access to services.