Areas Of Academic Achievement Research Articles

NCS 가전기기 하드웨어 개발 과목을 위한 블렌디드 러닝 수업자료 개발

Objectives The purpose of this study is to develop blended learning instruction materials for ‘Detailed circuit diagram drawing’ section using Google Classroom in the NCS-based home appliance hardware development subject, and to investigate the effect on the academic achievement of specialized high school students. Methods In this study, the development direction and learning goals of class materials were set through the analysis of curriculum, job duties, and learners, and a plan for using Google Classroom was devised. Instruction materials that can be applied to specialized high school practical classes were developed, Based on the NCS learning module, this class material presented practical information, relational knowledge, design drawings, and self-checklist, and was developed to enable learners to learn by level and self-directed learning. In this study, academic achievement was evaluated by applying the heterogeneous control group after test to two classes of technical high schools. Results As a result of analyzing the effect of the instructional materials developed in this study on academic achievement, there was a significant improvement in academic achievement only in the subgroup in the cognitive domain. On the other hand, in the psychodynamic domain, the academic achievement of the median and subgroups improved, and in the affective domain, there was a significant effect on the students in the middle group. In all areas of academic achievement, there was no significant effect for the students in the upper group. Conclusions The blended learning instructional material developed in this study ‘Create a detailed circuit diagram’ is more effective for the middle-class and lower-class students in terms of academic achievement compared to the traditional instruction-oriented classes.

El impacto de la COVID-19 en los estudiantes: aspectos físicos, sociales y de salud mental y su relación con el aprovechamiento académico

The pandemic caused by COVID-19 has brought great changes in the field of education, which has caused us interest in knowing if e-learning has generated impacts on the rate of failure, dropout and academic achievement; affecting also the social development, mental and physical health of students. To this end, we conducted a survey for college students that were affected by the COVID-19 pandemics, where the degree of impact of the aforementioned aspects was questioned. In the area of academic achievement, a survey was carried out on teachers, in addition to consulting the databases of the Autonomous University of the State of Hidalgo, contrasting grades, dropout rate and failure rate.

A systematic review of the academic achievement of primary and secondary school-aged students with developmental language disorder.

The ability to communicate is a fundamental skill required to participate in school. Students with Developmental Language Disorder (DLD) have persistent and significant language difficulties that impact daily functioning. However, the impact of DLD on the academic achievement of primary and secondary school-aged students has received limited attention. A systematic review of the empirical research published between 2008 and 2020 was undertaken to identify studies that have examined the academic achievement of school-aged students with DLD within curriculum areas. A total of 44 studies were identified that met inclusion criteria for review. Students with DLD demonstrated difficulties with academic achievement across all measured curriculum areas compared to their typically developing peers. Most studies focused on literacy skills, including reading, spelling, writing and narratives. The performance of students with DLD was heterogeneous with individual students demonstrating relative strengths in some areas of academic achievement. The implications of these results for educational practices and future research are discussed.

Trends in Female Authorship: A Bibliometric Analysis of The Annals of Thoracic Surgery

Women continue to comprise a small minority of cardiothoracic surgeons. Representation of women in areas of academic achievement has not been well characterized. This study aims to evaluate female representation among authorship positions in high-impact articles published in The Annals of Thoracic Surgery. Altmetric scores were used to identify the top 50 articles published in 2013, 2015, and 2017 in The Annals of Thoracic Surgery. Article characteristics as well as author demographics were collected. Bibliometric analysis was performed to identify longitudinal changes with regard to female representation as first and last authors. Female authors remain underrepresented in authorship, despite a temporal trend toward improvement in female representation over the years for first author position (16% in 2013, 22% in 2015, 20% in 2017) and last author position (8% in 2013, 16% in 2015, 20% in 2017). Articles authored by women were equally likely to achieve high impact as compared with men, as evaluated by Altmetric score (women 30.1 ± 38.6 vs men 39.1 ± 73.5, P= .53), citations (women 14.3 ± 19.1 vs men 17.6 ± 20.8, P= .45), and to be mentioned by news outlets, blogs, patents, Facebook, Wikipedia, Mendeley, Google, LinkedIn, and Reddit. Female first and last authors achieved comparable numbers of publications and H-index scores compared with male authors. Significant sex-based differences in authorship representation persist, but with favorable improvement in female representation over time. Importantly, citations and high-impact status were independent of author sex. Characterization of the representation of women in academic achievement helps us strive for gender equity in our specialty.

The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms

BackgroundPrevious research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. AimsThe current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and proceduresWe used linear regressions based on data from a general population sample (N = 3014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and resultsADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and implicationsADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems.

SOCIOMETRIC STATUS OF GIFTED STUDENTS IN CLASSROOM AND SUBJECT TEACHING IN ELEMENTARY SCHOOL

Gifted individuals are those with extraordinary abilities unlike their peers. Poor sociometric status of gifted students often stems from the dissatisfaction of their educational needs and the fact that their interests often do not coincide with those of their peers. Research has shown that the popularity and popularity of students in a peer group is important for success in the future. The aim of this empirical study was to determine the sociometric status of potential perceived gifted students in the classroom and subject teaching. The sample were 59 students of the elementary and subject classes in rural areas in the Osijek – Baranja County. The results of the study showed that there is a strong and positive correlation between sociometric status and the number of nominations in different areas of academic achievement, and it was found that students who were found to have potential perceived giftedness had a higher sociometric status than children who were not identified as potential perceived giftedness. The results of the research could provide guidance for checking previous theoretical assumptions and supplementing existing key factors that influence the sociometric status of students in the educational system. Also, this research could be an impetus for future research in this area.

SOCIOMETRIC STATUS OF GIFTED STUDENTS IN CLASSROOM AND SUBJECT TEACHING IN ELEMENTARY SCHOOL

Gifted individuals are those with extraordinary abilities unlike their peers. Poor sociometric status of gifted students often stems from the dissatisfaction of their educational needs and the fact that their interests often do not coincide with those of their peers. Research has shown that the popularity and popularity of students in a peer group is important for success in the future. The aim of this empirical study was to determine the sociometric status of potential perceived gifted students in the classroom and subject teaching. The sample were 59 students of the elementary and subject classes in rural areas in the Osijek – Baranja County. The results of the study showed that there is a strong and positive correlation between sociometric status and the number of nominations in different areas of academic achievement, and it was found that students who were found to have potential perceived giftedness had a higher sociometric status than children who were not identified as potential perceived giftedness. The results of the research could provide guidance for checking previous theoretical assumptions and supplementing existing key factors that influence the sociometric status of students in the educational system. Also, this research could be an impetus for future research in this area.

Invarianza factorial del Cuestionario de Estilos Atributivos en el área de logros académicos en universitarios mexicanos

El presente estudio analizó las propiedades psicométricas del Cuestionario de Estilos Atributivos en el área de logros académicos, cuyo objetivo es evaluar los patrones atributivos en el ámbito de los logros académicos adaptado por Jurado, Blanco, Zueck & Peinado (2016) en hombres y mujeres universitarios. La muestra total fue de 1188 participantes; 626 mujeres y 562 hombres, con una edad media de 20.53 ± 1.82 años y 20.83 ± 1.97 años, respectivamente. El análisis psicométrico se realizó en dos etapas: 1) análisis factorial confirmatorio y 2) análisis de invarianza factorial. De acuerdo con los requisitos psicométricos establecidos, la estructura factorial, las cargas factoriales y los interceptos resultaron invariantes en las dos poblaciones; sin embargo, existen diferencias entre las poblaciones para las medias de los factores atribución a la suerte, atribución a la habilidad y atribución al profesor. Los análisis factoriales confirmatorios mostraron que una estructura tetrafactorial (atribución a la suerte, atribución al esfuerzo, atribución a la habilidad y atribución al profesor) es viable y adecuada para ambas poblaciones (mujeres y hombres).

Active Commuting to and from School, Cognitive Performance, and Academic Achievement in Children and Adolescents: A Systematic Review and Meta-Analysis of Observational Studies.

Background: Physical activity has a beneficial effect on the brain’s development process and cognitive function. However, no review to date has evaluated the effects of active commuting to and from school (ACS) on cognitive performance and academic achievement. The aim of this systematic review and meta-analysis was to evaluate the link between ACS and cognitive performance and academic achievement in children and adolescents. Methods: We systematically searched MEDLINE, EMBASE, Web of Science and PsycINFO databases for all observational studies published until May 2019 that examined the association between ACS and cognitive performance or academic achievement. Studies were classified into two groups according to their measured outcomes: cognitive performance (nonexecutive cognitive functions, core executive functions, and metacognition) and academic achievement (marks of different areas). A pooled effect size (ES) was estimated using the DerSimonian and Laird random-effects method for cognitive performance and each area of academic achievement. Results: Twelve studies that evaluated the relationship between ACS and cognitive performance or academic achievement were included in the systematic review: four studies analyzed both cognitive performance and academic achievement, one study provided data regarding cognitive performance and seven provided data on academic achievement. Finally, nine of 12 studies provided enough data for inclusion in the meta-analysis. Our findings suggest that ACS was not significantly associated with cognitive performance (ES = −0.02; 95% CI: −0.06 to 0.03) or academic achievement (ES = −0.33; 95% CI: −0.83 to 0.17 for mathematics-related skills; ES = −0.37; 95% CI: −0.88 to 0.15 for language-related skills). Conclusions: There was insufficient evidence regarding the relationship between ACS and cognitive performance and academic achievement. Future studies should include potential confounders in their analyses and consider the use of standardized self-reports or objective measures of ACS.

Academic Achievement and Physical Activity: A Meta-analysis.

The effect of physical activity (PA) on different areas of academic achievement and classroom behaviors and how different characteristics of PA interventions could modify the effect remain unclear. The objective was twofold: (1) to assess the effect of PA interventions on academic achievement and classroom behaviors in childhood and (2) to determine the characteristics of individuals and PA programs that enhance academic performance. We identified studies from the database inception to October 16, 2016. We selected intervention studies aimed at examining the effect of exercise on academic achievement and classroom behaviors at developmental age. Random-effects models were used to calculate pooled effect size for all primary outcomes (language- and mathematics-related skills, reading, composite score, and time in on-task behavior). Positive values represent a direct relationship between PA programs and academic achievement scores or on-task behaviors. A total of 26 studies (10 205 children, aged from 4 to 13) were included. Pooled effect size (95% confidence interval) estimates were as follows: (1) 0.16 (-0.06 to 0.37) for language-related skills; (2) 0.21 (0.09 to 0.33) for mathematics-related skills; (3) 0.13 (0.02 to 0.24) for reading; (4) 0.26 (0.07 to 0.45) for composite scores; and (5) 0.77 (0.22 to 1.32) for time in on-task behaviors. Limitations included the variety of tools used to measure academic achievement and the limited number of studies that reported the effect of after-school PA interventions. PA, especially physical education, improves classroom behaviors and benefits several aspects of academic achievement, especially mathematics-related skills, reading, and composite scores in youth.

A study on the evaluation area of ​academic achievement in special education basic curriculum based on importance and performance analysis

A study on the evaluation area of ​academic achievement in special education basic curriculum based on importance and performance analysis

The influence of father involvement in adolescents' overall development in Taiwan

Western Studies show that father involvement is predictive of adolescent development; however, there are few studies that demonstrate this relationship in Chinese cultures, including Taiwan. The purpose of this study is to examine the impact of father involvement on adolescents' development in areas of academic achievement, self-esteem, internalizing, and externalizing behaviors in Taiwan. This study utilized dyadic data of 1043 10th graders from wave 5 of a longitudinal study on adolescent development in Taiwan. The study utilized student reports of father involvement, child academic achievement, externalizing behaviors, internalizing behaviors, and self-esteem. Structural equation modeling results indicate father involvement significantly predicts child academic achievement, externalizing behaviors, internalizing behaviors, and self-esteem. Gender analysis shows that male adolescents exhibited more externalizing behaviors, whereas female adolescents exhibited more internalizing behaviors. The findings of this study provide evidence that father involvement is important for the overall wellbeing of adolescents in Chinese cultures.

Differences in Errors Between Students With Language and Reading Disabilities

Children with a specific learning disability in reading/writing (LDRW) and/or language impairment (LI) are likely to have difficulties across all areas of academic achievement, as a great deal of teaching and learning depends on intact reading skill and linguistic communication. Despite a large number of studies examining academic difficulties among these groups, there has been minimal research investigating types of errors made on tests of academic achievement. The present study compared academic error types of children with LDRW (Group 1) and children with LI (Group 3) to two distinct demographically matched control groups (Groups 2 and 4) using the Kaufman Test of Educational Achievement–Third Edition (KTEA-3) error analysis system. Findings indicate that children in the LDRW group or LI group, on average, made a greater number of errors than their matched counterparts. Statistically significant differences, with moderate effect sizes, were found between examinees in the clinical groups and their respective matched control groups across several error categories. Some of the largest differences were found in the Written Expression and Oral Expression subtests. Most importantly, the patterns of errors made by LDRW and LI samples differed notably on the various tasks, providing new insights about these clinical samples.

The Influence of Principals’ Leadership Styles on School Innovation in Jambi (Case Study in Several Senior High Schools in Jambi)

School leadership styles that affect school innovation is essential to bring schools’ changes. This study aimed to determine school leadership styles and its effect on school innovation at the senior high school level in Jambi city. This study uses ten leadership styles, they are participative, laissez faire, authoritarian, democratic, charismatic, transformational, situational, trust, grid, and three-dimensional leaderships. The framework of the research are developed by associating ten leadership styles with school innovations including (1) the principal's role in doing innovation in the schools, (2) the forms of innovation implemented in the areas of academic achievement, (3) the form of innovations carried out in the field sports and (4) the form of innovations implemented in the institutional field, and (5) the forms of innovation undertaken in the field of school’ culture. There are 32 teachers and 32 principals were taken as samples. This study used mixed methods research. Data were analyzed using mean, standard deviation, and correlation. The results showed that the overall principal's leadership style is not sufficient to affect senior high school innovation in Jambi city, this is evidenced by there are only three of those ten leadership styles have positive relationship when they are doing school’s innovations in Jambi city. Thus, the principals should give attention to all the leadership styles to do innovation at senior high school in Jambi city to improve the quality of schools.

Who is afraid of math? Two sources of genetic variance for mathematical anxiety

Emerging work suggests that academic achievement may be influenced by the management of affect as well as through efficient information processing of task demands. In particular, mathematical anxiety has attracted recent attention because of its damaging psychological effects and potential associations with mathematical problem solving and achievement. This study investigated the genetic and environmental factors contributing to the observed differences in the anxiety people feel when confronted with mathematical tasks. In addition, the genetic and environmental mechanisms that link mathematical anxiety with math cognition and general anxiety were also explored. Univariate and multivariate quantitative genetic models were conducted in a sample of 514 12-year-old twin siblings. Genetic factors accounted for roughly 40% of the variation in mathematical anxiety, with the remaining being accounted for by child-specific environmental factors. Multivariate genetic analyses suggested that mathematical anxiety was influenced by the genetic and nonfamilial environmental risk factors associated with general anxiety and additional independent genetic influences associated with math-based problem solving. The development of mathematical anxiety may involve not only exposure to negative experiences with mathematics, but also likely involves genetic risks related to both anxiety and math cognition. These results suggest that integrating cognitive and affective domains may be particularly important for mathematics and may extend to other areas of academic achievement.

Los valores interpersonales y su relación con los estilos atributivos en estudiantes de quinto de secundaria

La presente investigación tuvo como objetivo establecer la relación entre los valores Interpersonales y los estilos atributivos de estudiantes del 5.to año de educación secundaria. Se utilizó un método descriptivo correlacional, la muestra estuvo conformada por 400 alumnos, distribuidos proporcionalmente a la población. La investigación se llevó a cabo, utilizando el Cuestionario de estilos atributivos y el Cuestionario de Valores Interpersonales SIV de Leonard Gordon 1977. Los resultados indican de acuerdo con el coeficiente de correlación de Spearman que existe correlación significativa (p<0,05) entre los distintos valores interpersonales Soporte, Conformidad, Reconocimiento e Independencia con los Estilos Atributivos en el Área de Logros Académicos y Relaciones Interpersonales. Por el contrario no se obtuvieron correlaciones significativas entre los Valores Interpersonales Benevolencia y Liderazgo con los Estilos Atributivos en las Áreas de Logros Académicos y Relaciones Interpersonales.

Resiliencia y rendimiento académico en estudiantes del 5to y 6to grado de primaria

El objetivo del estudio fue determinar la relación entre los factores personales de resiliencia y el rendimiento académico. La muestra estuvo conformada por 202 estudiantes de 5.to y 6.to grado de educación primaria de la Ciudad Satélite del Callao, de ambos sexos, cuyas edades fluctúan entre los 9 y 14 años; a quienes se aplicó el Inventario de Factores Personales de Resiliencia propuesto por Salgado (2005) y se evaluó el rendimiento académico a través de las calificaciones en las asignaturas más significativas y las notas promedio del semestre. Los resultados mostraron que existe relación significativa entre los factores personales de resiliencia y el rendimiento académico. Se encuentra que los factores personales Autoestima y Empatía presentan correlación significativa con todas las áreas de rendimiento académico. Autonomía con Comunicación, Lógico Matemático y Personal Social. Humor con Comunicación, Ciencia-Ambiente y Personal Social y Creatividad con Personal Social. Resiliencia presenta correlación significativa con todas las áreas de rendimiento académico. En Empatía, Creatividad y Resiliencia se encontraron diferencias significativas a favor de las mujeres. En Autoestima, Autonomía Creatividad y Resiliencia se encontraron diferencias significativas a favor de los alumnos de 5.to Grado. Las mujeres tienen un rendimiento académico significativamente más alto que los varones en Comunicación, Ciencia y Ambiente y Personal Social.

GENDER DIFFERENCES IN WRITTEN EXPRESSION CURRICULUM‐BASED MEASUREMENT IN THIRD‐ THROUGH EIGHTH‐GRADE STUDENTS

Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators.

Invariance of Woodcock-Johnson III scores for students with learning disorders and students without learning disorders.

The purpose of this study was to test the invariance of scores derived from the Woodcock-Johnson III Tests of Cognitive Ability (WJ III COG) and Woodcock-Johnson III Tests of Academic Achievement (WJ III ACH) across a group of students diagnosed with learning disorders (n = 994) and a matched sample of students without known clinical diagnoses (n = 994). This study focused on scores reflecting broad cognitive abilities and areas of academic achievement in which children may demonstrate learning disabilities. Results of this study support the conclusion that the WJ III COG and WJ III ACH measure similar constructs for students with learning disabilities and students without learning disabilities. However, large and pervasive between-groups differences were found with regard to intercepts. Intercepts can be defined as predicted group means for individual tests, in which predicted group means are based on the factor loadings of these tests on the latent variable they are intended to measure. As many intercepts are not equivalent, it is possible that observed scores may not accurately reflect differences in the construct of interest when testing children with learning disabilities. However, tests displaying the largest intercept differences also displayed the largest group differences in observed scores, providing some support for the conclusion that these differences reflect construct-relevant between-group differences. Implications of this research are discussed.

Neuropsychological late effects and rehabilitation following pediatric brain tumor

The modern era of research into the neurobehavioral late effects of pediatric brain tumor has been one of refinement in outcome measurement and advances in identification of risk factors for neurobehavioral impairment. There is no neuropsychological phenotype that encompasses all tumor types, treatments, and risk factors, though attention, working memory, processing speed, new learning, visuospatial and visuomotor functioning, executive functioning, and areas of academic achievement have been found to be at particular risk. Additional socioemotional and broader quality of life problems have been found in both survivors and their families. Past research has identified neuropsychological risk factors that include tumor location, radiation therapy and dose, certain chemotherapy agents, neurological complications, and demographic factors such as young age and female gender. Recent refinement in measurement of risk is improving our prediction of neurobehavioral outcomes. Neuropsychological and psychosocial interventions are now being developed, and the evidence base supporting these interventions is growing. Simultaneous advances in each of these areas will facilitate translation of research into risk-adapted rehabilitative care such that resources can be most effectively re-allocated and the best possible outcomes achieved.