Children's Academic Abilities Research Articles

Concept of Child Development Theory Based on Perceptional and Motor Domains

Children's motor development is very important because children are confident in their environment, including when playing with their friends, children who grow and develop without motor skills will become inferior in carrying out tasks related to their skills. The aim of this research is to provide illustrated abilities in completing certain motor tasks, to provide the ability to be able to train children's body movements during motor development and to hone children's fine and gross motor skills. The method used by the author is a literature review analysis. In the process of motor perception, environmental stimuli that are relevant to movement are recognized, appropriate movement information is sent in the form of output to the muscles to produce various types of movement. Up to the fine and gross motoric stages, perceptual motor skills are also very important in improving children's motor skills and academic abilities.

Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, China.

The school is one of the most salient developmental contexts for children. However, little is known about the associations linking the school environment to child adjustment in a non-Western context, not to mention the potential processes that may mediate these associations. This study examined the associations of school- and classroom-level characteristics with child adjustment and tested whether these associations were mediated by teacher-child relationship qualities. Cross-sectional data were collected on a representative sample of 1777 children (mean age = 55.14 months; 50% of them were girls) from 100 kindergartens in Hong Kong, China. Using self-reported questionnaires, teachers rated their school-level environments, their classroom chaos, their closeness and conflict with children and children's socioemotional competence and academic ability. Meanwhile, parents rated children's behavioural problems. Multilevel structural equation modelling revealed that the school-level environment and classroom chaos were uniquely associated with children's socioemotional, behavioural and academic adjustment. Moreover, the associations of the school-level environment and classroom chaos with child socioemotional and academic adjustment were mediated by teacher-child closeness and conflict, whereas the associations of the school-level environment and classroom chaos with child behavioural problems were mediated by teacher-child conflict only. Findings indicated how school- and classroom-level characteristics may be uniquely associated with child adjustment and how teacher-child relationships may be implicated in the underlying mechanism, highlighting the potential utility of targeting school- and classroom-level environments and teacher-child relationships in promoting child development.

When expectations fall flat: Contradictory messages for children in early years settings

Charlotte Baker, associate lecturer at Derby University and author, discusses the effect practitioner expectations can have on children. She outlines how important it is that staff build children's confidence and self-esteem holistically, rather than prioritising a child's academic ability or talents over their own personality, interests and other characteristics.

Analisis Kesulitan Siswa pada Materi Pecahan

The study aims to see if children in elementary school are able to grasp the concept of a simple fraction by which tests are given about whether the child is struggling with his performance. In this study using qualitative descriptive research. The methods used include interviews, tests, and analyzing. With the introduction of a test can be seen the child's academic ability to complete different tests where it is viewed as difficulties in the work being an indication of student misunderstanding of the concept of fraction.

Exploring Parental Pressure on Academic Performance among Adolescents

Adolescents experience many issues during development phases, such as career, academic struggle, mental health, and social skills. In addition, other aspects can impact the outcome of adolescents, such as parents, family, friends, and environment. Parenting style is one of the significant factors influencing adolescent academic performance. Therefore, how parents treat their children will determine their academic performance. This study aims to explore the parental pressure on academic achievement among adolescents. This study employed qualitative research through an in-depth interview. The instrument has three sections, each containing five questions in the protocol document to guide the data gathering. Next, purposeful sampling was utilized to recruit participants who could provide in-depth and detailed information about the phenomenon. Findings demonstrate that a supportive parenting style will improve adolescents' academic achievement. On the other hand, the authoritarian parenting style often puts high expectations on their children's academic achievement, which eventually causes stress for them. Therefore, parental involvement remains essential for positive youth development, especially in education, and should be more flexible in raising their children. Hence, parents must be aware of their children's academic or practical abilities. This will help students be more successful in their life because they do something they are interested in.

Entwined life events: The effect of parental incarceration timing on children's academic achievement

Parental incarceration has negative effects on children's educational outcomes. Past studies have only analyzed, and therefore only treated as consequential, parental incarceration that occurs during childhood rather than prenatally. Such analyses that emphasize the importance only of events that occur during one's lifetime are common in life course studies. This paper introduces an "entwined life events" perspective, which argues that certain events are so consequential to multiple persons' lives that they should be analyzed as events within multiple independent life courses; parental incarceration, whenever it occurs, is entwined across and shapes both parents' and children's lives. Drawing on data from the Panel Study of Income Dynamics and the Fragile Families and Child Wellbeing Study, we find that parental incarceration, both prenatal and during childhood, significantly influences children's academic ability measures and years of completed schooling. Our results show heterogeneous effects by children's race. We find that the absolute magnitude of parental incarceration effect estimates is largest for White children relative to estimates for Black and Hispanic children. At the same time, outcome levels tend to be poorer for Black and Hispanic children with parental incarceration experience. We explain this racial heterogeneity as confounded by the many other social disadvantages that non-White children encounter, resulting in the individual effect of parental incarceration not being extremely disruptive to their academic growth.

"Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version": Correction.

Reports an error in "Factor structure and utility of the Behavior Rating Inventory of Executive Function-Preschool Version" by Jamie A. Spiegel, Christopher J. Lonigan and Beth M. Phillips (Psychological Assessment, 2017[Feb], Vol 29[2], 172-185). In the original article, paraphrased references to the BRIEF-P test items originally provided in Table 2 have been removed by request of the copyright holder due to discrepancies between the APA guidelines and the copyright holder's internal policies. The online version of this article has been corrected. (The following abstract of the original article appeared in record 2016-22451-001). Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool version (BRIEF-P) is intended to assess 5 distinct components of EF in preschool age children. In this study, a series of factor analyses was conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and children's academic abilities and behavioral self-regulation were assessed to test the construct and convergent validity of the BRIEF-P scores. Results yielded mixed findings concerning the structure of the BRIEF-P and validity of its resultant scores. Results of the factor analyses indicated that the items of the BRIEF-P did not map onto factors in the way that would be expected based on its item-to-subscale mapping. The best solutions were a 4-factor and a bifactor model. The 4-factor solution revealed substantial correlations between factors, and although the bifactor solution identified a General Self-Regulation factor that explained variance in responses across items, this general factor did not account for all of the overlap among specific factors. Analyses of the relations for the factors from the correlated-factors and the bifactor models indicated that the majority of the factors had limited convergent validity with academic ability or with a measure of behavior self-regulation. Overall, these findings call into question the validity of aspects of BRIEF-P. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Covid-19 Pandemic and School Dropout Rates: Empirical Evidence from Indonesia

The Covid-19 pandemic has disrupted all aspects of life, including the education aspect. The government then tackled the virus's transmission rate by issuing a policy to stop face-to-face learning activities and replace them with online learning activities. However, the inequality of information technology facilities has made it difficult for several regions in Indonesia to teach online. It more or less impacts the dropout rate, especially at the elementary school level. This study then aims to determine how much the Covid-19 pandemic affects the dropout rate in Indonesia at the elementary school level by considering other factors such as school facilities and infrastructure, children's academic abilities, and economic control variables. So far, no similar study discusses the pandemic's impact on the dropout rate measured quantitatively, especially in Indonesia. This study uses panel data analysis from 34 provinces in Indonesia from 2017 to 2021. The results indicate that the Covid-19 pandemic is associated with the dropout rate increasing at the primary school level by 36.4%.

The impact of theory of mind and executive function on math and reading abilities: A longitudinal study

AbstractBoth theory of mind (ToM) and executive functioning have been related to children's academic abilities. In a longitudinal study with 112 children, we investigated the influence of these two abilities on children's math and reading performance at 7 years of age. We found that math performance was predicted by concurrent working memory as well as by preschool numerical abilities and ToM. Reading performance was predicted by concurrent working memory and verbal IQ at 6 years. This corroborates earlier research demonstrating the importance of executive functioning (working memory) and ToM for later academic abilities. We argue that ToM may be an important developmental precursor of math performance because both require an understanding of representations.

PERAN ORANG TUA DALAM PENDAMPINGAN BELAJAR AGAMA ISLAM ANAK PADA MASA PANDEMI COVID 19 (Studi Kasus Di Kampung Nelayan Desa Mentoso Tahun 2021)

Learning mentoring is an effort to accompany, accompany, motivate, facilitate, and supervise children in the learning process (Dwi, 2018). It is hoped that this mentoring program can help overcome the obstacles faced in the implementation of online training during the Covid19 pandemic by optimizing the role of mentoring in the world of education. Therefore, the objectives of this study are 1) to identify the obstacles faced by elementary school students in the fishing environment of Mentoso village during the COVID-19 pandemic and 2) to clarify the role of mentoring programs in learning in students' understanding.
 Based on the research, it can be concluded that the learning assistance for Islamic Religious Education for children in Ds. Mentoso with the educational limits of parents is indeed influential, but it returns to the characteristics of children and the ability of parents to persuade and overcome situations. Time constraints can be overcome by registering children with the tutor. it does add to the burden but this learning mentoring also results in good relationships between individuals and parents, increases closeness, can monitor children's character and children's academic abilities improve well. It can also be seen the attention given by parents to their children. Parents are also trained to continue to motivate children so that children can trigger enthusiasm and produce optimal achievements.

Maternal Parenting Stress, Mother-Child Interaction Activities, Maternal Parenting Behaviors, and Preschoolers’ School Readiness in Early Childhood: Longitudinal Effects on Children’s Academic Ability at School Entry

Objectives: The main purpose of this study was to explore the longitudinal effects of maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness on children's academic ability at school entry in early childhood.Methods: This study used data from the seventh (T1) and eighth (T2) wave (2014ㅡ2015) of the Panel Study on Korean Children. The participants of this study were 942 between 6 and 7-year-old children and their mothers. Data analysis was performed using structural equation modeling.Results: First, the relationship between maternal parenting stress and children's academic ability at school admission was sequentially mediated by mother-child interaction activities and preschoolers' school readiness. The higher the maternal parenting stress, the lower the mother-child interaction activities, and the lower the mother-child interaction activities, the lower the degree of preschoolers' school readiness. The poor degree of preschoolers' school readiness was related to the children's low academic ability at school entry. Second, the relationship between maternal parenting stress and children's academic ability at school entry was sequentially mediated by parenting behaviors and preschoolers' school readiness. The higher the maternal parenting stress, the less positive maternal parenting behaviors were, and the less positive maternal parenting behaviors were, the lower the level of preschoolers' school readiness, and the lower the children's academic performance at school entry.Conclusion: This study indicated that maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness in early childhood influenced firstgrade children's academic performance.

Cognitive Development of Children Aged 4-7 Years During The Covid-19 Pandemic

Cognitive development is one aspect of child development that is very important to get intervention during the COVID-19 pandemic, Cognitive development is a development that is closely related to thinking skills, such as reasoning, memory, and the ability to solve practical problems. The cognitive mindset of early childhood is very much different from people who are teenagers and adults or even children who are in middle school and above. Elementary school age children have limitations in thinking about abstract things, cognitive development has a correlation with other developments and will have an impact especially on children's academic abilities. The purpose of this paper is to examine how the cognitive development of early childhood during the covid-19 pandemic and what strategies are carried out by parents in developing cognitive development of early childhood during the covid-19 pandemic? Based on the formulation of the problem above, the data analysis technique used in this study is an interactive model of data analysis in analysing the data carried out in three ways, namely data reduction activities, data presentation and also data conclusions. as well as parents. These results and discussions describe various issues related to cognitive development problems such as several barriers to children's activities and activities that have an impact on children's cognitive during the COVID-19 pandemic in Pangkalan Kuras District, Pelalawan Regency, Riau Province. In conclusion, this study aims to describe the cognitive development of early childhood during the COVID-19 pandemic and provide views regarding several activities that can be internalized to stimulate children's cognitive development.

The Leadership Effectiveness of Behavioral Cognitive Therapy on Academic Anxiety in Children / Efektivitas Terapi Kognitif Perilaku terhadap Kecemasan Akademik Anakf Parent and Teacher in Islamic Education

Academic anxiety is often experienced by children in the learning process. have a negative impact on children's academic abilities at school. Parents and teachers are expected to make appropriate efforts to overcome this academic anxiety problem so that children are able to make positive achievements in learning. The method used in this study is a qualitative method with a literature study approach, the sources taken are scientific books and research results that have been published as reference materials, with the aim of knowing the effectiveness of cognitive behavioral therapy to overcome academic anxiety disorder in children. . The results of the study stated that cognitive behavioral therapy was proven to reduce the level of academic anxiety in children

Do academic ability and social background influence each other in shaping educational attainment? The case of the transition to secondary education in Germany

Studies examining the interplay between children's academic ability and parental background are rare, and their findings are mixed and inconclusive. This paper addresses possible reinforcing or compensating relationships between child characteristics and parental social background in their influence on the transition to upper secondary education, the most important transition in the German school system. We use the German TwinLife data for genetically informed analyses and include comprehensive information on parental background as well as child cognitive ability and personality. We find no evidence for a significant influence of reinforcing or compensatory interactions in addition to the strong additive effects of child and parental characteristics. The ACE decomposition with covariates shows an almost equal influence of genetic variation and shared environments. However, indicators of child academic ability and parental background contribute only a little to explaining both contributions. Interestingly, the influence of child characteristics on enrollment in upper secondary school works mainly through environmental rather than genetic effects.

Home-Based Activities in Support of New Zealand Children’s Literacy and Numeracy Skills

Little is known about the possible benefits of parent-led activities to enable school readiness for New Zealand young children. A two-year longitudinal study of parents and their children (102 4-year-olds and 104 5-year-olds at Time 1) was conducted. Parents completed the Encouragement of Academic Skills in Young Children (EASYC) self-report measure of in-home academic activities, and children’s literacy and mathematics achievement were tested initially and one year later. Several parent-led activities were found to predict improved child academic ability across the sampled age range: 1) teaching basic addition and subtraction; and 2) writing and drawing practice.

Prediction of elementary school academic performance abilities for young children's academic abilities and preparation for learning, which the mothers and the teachers rated

This study was conducted by researchers to compare the differences between the ratings of mothers and teachers on young children's academic ability and learning ability, and to confirm their influence on elementary school academic performance ability. This study was conducted using data from the 7th year(2014) and 10th year(2017) of the panel study on Korean children. The analysis data were individual basic background, academic ability, preparation for learning, and academic performance ability. 600 children were used for the study. We suggests that close interaction and cooperation between mother and teacher are necessary to support young children's academic ability and learning preparation.

PERENCANAAN PENDIDIKAN PERSPEKTIF MASYARAKAT PEDESAAN DI KABUPATEN LAHAT

This study aims to describe the concept of educational planning for rural communities in Lahat district. This research is a qualitative qualitative research. Research subjects are rural people who will, are, and after sending their children to school. The data technique uses observation, interviews, and documentation. The data analysis technique was carried out in stages, namely data reduction, data presentation, and data collection. To maintain the validity of the data in the presentation, analysis was carried out with triangulation of sources and techniques. The results showed that there are 4 important elements in educational planning in rural communities, namely the choice of place and department, children's academic ability, parents' financial ability, educational goals, and study time. These four elements influence each other in rural community education planning.

Obstetric complications in children with Attention Deficit/Hyperactivity Disorder and Learning Disability

This study aims to determine whether children with ADHD and learning disabilities (LD) have a significant history of obstetrical complications when compared to children with ADHD but without LD. Methods: Sixty-four children aged 6 to 12 years diagnosed with ADHD were assessed for a history of obstetrical complications using the Kinney medical and gynecological questionnaire. Learning ability was appraised using the Wide-Range Achievement Test (WRAT-R) for anglophone students and the "Test de Rendement Français" for francophone students. Results: Children with ADHD and a learning disability in mathematics had a higher rate of neonatal complications of great severity (p = 0.01) than children with ADHD and no disability in mathematics. Children with ADHD and a learning disability in reading also had a preponderance of neonatal complications of high severity (p = 0.02) compared to their peers with ADHD and no learning disability in reading. Children with ADHD and learning disability tend to have a significant history of neonatal complications, which validates the theory that complications in early life could adversely affect a child's academic ability later in life. This further confirms the importance of the perinatal and postnatal periods in CNS development of brain regions essential for mathematics and reading ability.

A field study of the individual and combined effect of ventilation rate and lighting conditions on pupils’ performance

A field lab study was conducted to determine how much the indoor climate parameters, ventilation and lighting, influence children's academic abilities. The study involved 92 children, aged 10–12 years, who over four weeks answered a questionnaire and three different performance tests, which measured their processing speed, concentration, logical reasoning and math solving abilities. An experimental design was constructed to test the effect of changing the lighting from constant warm light with a maintained correlated colour temperature average of 2900 K and lighting level of 450 lux to a dynamic cool light of 4900 K and 750 lux. The change was tested at both low (3.9 l/s per person) and high ventilation rate (10.6 l/s per person). The results showed that processing speed (6.6%, P < 0.001), concentration (8.3%, P < 0.001) and math skills (11.8%, P < 0.006), improved the most in the combined scenario with high ventilation rate and dynamic cool lighting. The logical reasoning test did not show any significant changes. The questionnaire results of the pupils' perception of the indoor environment suggested that they were satisfied in general, but the indoor environmental changes had only very limited effect on how they perceived the classroom. The combination of dynamic lighting and increased ventilation rate indicated a boosted positive impact on the speed and concentration of the children which means that future renovations would benefit from a holistic design including both of these factors.

Testing the parent-child communication program: Its effectiveness on developing children’s social competences

Social competence has a central role in the development of early childhood. One of the central roles of children's social competence is its influence on children's academic social abilities, such as the ability to (1) receive learning information, (2) follow the school’s rules, and (3) face increasingly complex academic challenges along with increasing school levels. This study aims to test the model of parent-child communication (PCC) in developing children’s social competence. The exclusive communication model was tested to 250 children aged 4-6 years in West Java Province, which is divided into five research zones, West Java Zone 1 to 5. This study used an experimental design pre-test and post-test to determine the effectiveness of the parent-child communication program that was tested through observation and interview techniques consisting of 68 items of social competence. The results show that the PCC Program can effectively be applied by the collaboration of parents between fathers and mothers to optimize children's social competencies. The PCC program, which was not attended by both parents, would not be effective, for example, as happened in the West Java Zone 1, indicating the ineffectiveness of the PCC program because of the characteristics of parental activities that both work and do not have time to communicate with children. While in the other four West Java Zones PCC can be effective, because working parents want to take the time to interact and communicate actively with their children.