End Of School Year Research Articles

Rationale and design of Healthy Kids Beyond the Bell: a 2x2 full factorial study evaluating the impact of summer and after-school programming on children’s body mass index and health behaviors

BackgroundThe Structured Days Hypothesis posits that structure protects children against obesogenic behaviors (e.g., physical inactivity, unhealthy dietary intake) and, ultimately, prevents the occurrence of excessive weight gain. The hours following school (i.e., 3–6 pm school days) and summer vacation are two “windows of vulnerability” when children may experience less structure. Programs that provide a healthy structured environment and may prevent BMI gain exist for both time periods (i.e., after-school programs and summer day camps). Unfortunately, these programs are cost prohibitive for children from low-income families to attend. This study will test the impact of providing vouchers to access existing, community-operated after-school and summer programs on BMI z-score, body composition, and obesogenic behaviors (i.e., physical activity, screen use, diet, and sleep) of children (5–12 years) from schools that primarily serve families with low income.MethodsThe study will employ a 2x2 factorial design. Participants (N = 480) attending 4 elementary schools in one school district will be randomly assigned to a no treatment control, after-school program voucher only, summer day camp voucher only, or after-school and summer day camp vouchers. Vouchers will cover the full cost of attending a pre-existing community-based after-school or summer camp program. The primary outcome (BMI z-score) will be measured at baseline (before end of school year, ~ May), 3-month follow-up (after summer, ~ August), and 12-month follow-up (end the following school year, ~ May). Secondary outcomes include body composition (i.e., whole-body fat mass, fat free mass, and percent body fat) and obesogenic behaviors (i.e., physical activity, sedentary time, sleep, screen-time, and diet). The study will also employ a rigorous process evaluation which will consider after-school and summer camp program attendance and content. Analyses will examine differences between the four groups in BMI z-score, body composition, and obesogenic behaviors. Incremental cost effectiveness ratios will determine the cost effectiveness of the intervention.DiscussionThe current study will provide critical information for researchers, practitioners, and policy makers seeking to combat the childhood obesity epidemic in children from families with low-income during the school year and summer.Trial registrationNCT05880901. Registered 27 May 2023.

Improving the implementation of KiVa antibullying program with tailored support: Study protocol for a cluster randomized controlled trial

BackgroundThere are no evidence-based models to support the implementation of school-based bullying prevention programs. Our primary objective is to examine the impact of tailored support on the implementation of the KiVa antibullying program. Our second objective is to evaluate whether the offered support influences student outcomes (e.g., victimization, bullying perpetration). We also assess the cost-effectiveness of the provided support and conduct a process evaluation. MethodsIn a cluster randomized control trial (cRCT), we compare program fidelity between schools that receive implementation support and those that do not. Twenty-four (N = 24) schools in Finland were randomized to either the IMPRES condition (receiving support, n = 12) or the control group (KiVa as usual, n = 12). In the IMPRES condition, pre-assessment and staff training were organized, and a selected team of staff members received four mentoring sessions during one academic year.Staff and students answer questionnaires at the end of school year 0, at post-intervention (year 1) and again at the 1-year follow-up (year 2). Our primary outcomes concern two main program components — universal and indicated actions — reflecting program fidelity. As secondary outcomes, we examine the level of bullying victimization and perpetration as well as students' perception of several program fidelity indicators. Finally, we assess several tertiary outcomes, collect resource data and conduct qualitative interviews to perform additional analyses. ConclusionThis trial will inform us of whether implementation support can boost program fidelity and have a distal impact on bullying prevalence.Trial Registration: ISRCTN15558617 https://doi.org/10.1186/ISRCTN15558617.

Using student ratings and external observations to detect the effects of quality of teaching on student learning outcomes: a longitudinal study in the Maldives

ABSTRACT This paper investigates the impact of the teacher factors included in the dynamic model of educational effectiveness on student achievement in English as a second language. It also examines the extent to which student ratings and/or external observations can be used to measure the teacher factors and detect their effects on student achievement gains. The participants were 31 teachers and all their grade 4 students (n = 350) from 8 schools in the urban capital city of Male’ in the Maldives. Achievement of students in English was measured at the beginning and end of school year and quality of teaching was measured through external observations and student questionnaire. Empirical support to the construct validity of student questionnaires and observation instruments was generated. Multilevel regression analysis revealed that through the student questionnaire, the effects of three factors (i.e., orientation, application and dealing with student misbehaviour) on student achievement were identified. However, observation data helped us to detect effects from all eight teacher factors of the dynamic model on student achievement but management of time. Implications for research, policy and practice are drawn.

Impact of a Papillomavirus Vaccination Promotion Program in Middle School: Study Protocol for a Cluster Controlled Trial.

BackgroundOn Reunion Island, incidence and mortality for uterine cervical cancer is high, yet coverage rate for human papillomavirus (HPV) vaccination is low.ObjectiveThe main objective of the study is to evaluate the impact of a health promotion program promoting HPV vaccination on the proportion of middle school girls who complete the full HPV vaccination schedule (2 or 3 doses) by the end of school year.MethodsThis study is a cluster controlled intervention study using a superiority design. A combined health promotion program will be offered containing information to students and parents, training of general practitioners, and free school-based vaccination (in a “health bus”). Children who attend this program will constitute the intervention group and will be compared to children from another middle school who will not attend the program constituting the control group.ResultsRecruitment began in October 2020. In the intervention school, of 780 students, 245 were randomly selected in the 12 classes. In the control school, 259 students out of 834 were randomly selected.ConclusionsIn this study, we explore the impact of a health promotion program combining information toward students, parents, and general practitioners with free school-based vaccination. We expect a significantly higher HPV vaccination coverage in the intervention school as compared to the control school, whether it be among girls or boys. The final implication would be an extension of this program in all middle schools on the Island and thus an increase in HPV vaccination coverage.Trial RegistrationClinicalTrials.gov NCT04459221; https://clinicaltrials.gov/ct2/show/NCT04459221International Registered Report Identifier (IRRID)DERR1-10.2196/35695

Issues and challenges confronting Muslim student-mothers in Gombe State tertiary institutions (A case study of Federal University of Kashere, Gombe State, Nigeria)

The aim of this study was to identify the domestic and academic challenges that are confronting Muslim student-mothers in Gombe state tertiary institutions. A qualitative approach was adopted for this study. The purposive sampling technique was used to select 30 respondents from a group of Muslim student-mothers in Federal University of Kashere. It was observed that difficulty in caring for their family members at home due to school activities was their major domestic challenge and loaded academic work that had to be accomplished within a short time frame was their major academic challenge. The causes of these challenges were identified as financial constraints and the performance of their marital responsibilities at home as married women. The respondents expressed that these challenges led to low concentration during lectures and low academic performance at the end of school year. The research suggests that minimizing the pressure from their households, issue of gender discrimination and reducing the number of programs that had to be covered at the University can help them cope with the situation.

Effects of social support in an academic context on low-grade inflammation in high school students.

Bolstering academic motivation is a high priority in school settings, but some evidence suggests this could take a toll on students' physical health. To address this, this study compared the effects of an experimental manipulation of academic motivation alone (AM) to academic motivation enhanced with social support (SS + AM) on markers of inflammation in a sample of 80 high school 9th graders. Outcomes included low-grade inflammation: C-reactive protein (CRP) and interleukin-6 (IL-6); a motivation measure; and grade point average (GPA), taken at baseline and follow-up (beginning and end of school year, respectively). Students in the SS + AM condition had lower levels of inflammation at follow-up (covarying baseline levels) compared to those in the AM condition. The two groups were equivalent on motivation and GPA at follow-up. This preliminary study suggests that incorporating social support into academic motivation programs has the potential to benefit inflammatory markers in young people while allowing them to maintain positive academic outcomes.

Evidence for complementary effects of code- and knowledge-focused reading instruction

There is growing recognition of the need to end the debate regarding reading instruction in favor of an approach that provides a solid foundation in phonics and other underlying language skills to become expert readers. We advance this agenda by providing evidence of specific effects of instruction focused primarily on the written code or on developing knowledge. In a grade 1 program evaluation study, an inclusive and comprehensive program with a greater code-based focus called Reading for All (RfA) was compared to a knowledge-focused program involving Dialogic Reading. Phonological awareness, letter word recognition, nonsense word decoding, listening comprehension, reading comprehension, written expression and vocabulary were measured at the beginning and end of the school year, and one year after in one school only. Results revealed improvements in all measures except listening comprehension and vocabulary for the RfA program at the end of the first school year. These gains were maintained for all measures one year later with the exception of an improvement in written expression. The Dialogic Reading group was associated with a specific improvement in vocabulary in schools from lower socioeconomic contexts. Higher scores were observed for RfA than Dialogic Reading groups at the end of the first year on nonsense word decoding, phonological awareness and written expression, with the differences in the latter two remaining significant one year later. The results provide evidence of the need for interventions to support both word recognition and linguistic comprehension to better reading comprehension.

O18 The Rollercoaster Reality of Mixed Connective Tissue disease

O18 The Rollercoaster Reality of Mixed Connective Tissue disease

Exploring the Relationship Between Attendance at USDA Summer Food Service Program Sites and Baseline Household Food Security Status: Results from the Project SWEAT Study

Abstract Objectives Explore the relationship between attendance at USDA Summer Food Service Program (SFSP) sites and baseline household food security status. Methods Two elementary schools in low-income urban neighborhoods of Columbus, OH were recruited. Families with children at these schools in grades pre-kindergarten through fifth were invited to participate. Caregivers completed a demographic survey at the end of school year 1 (baseline [t0]). Household food security was assessed at t0 using the USDA 6-item Short Form Food Security Module and based on responses participants were categorized as living in high marginal food security (HMFS), low food security (LFS), or very low food security (VLFS) households. Child attendance at USDA SFSP sites was collected via weekly text messages to caregivers using the online TextIt© platform. ANOVA was conducted to determine differences in attendance level by household food security status. Results 113 children representing 78 families enrolled. Mean age was 7.10 ± 0.21 yr, 79.65% were African American, 72.73% were low-income, and mean annual income was $28,222. Approximately 27% of families (n = 21) reported living in LFS (n = 10, 14.82%) or VLFS (n = 11, 12.10%) households. Overall mean attendance at summer programming was 10.40 ± 1.43 days (out of 50 possible days) and attendance by household food security status was 10.51 ± 1.61 (HMFS), 19.00 ± 6.15 (LFS), and 5.70 ± 2.85 (VLFS) days with a significant difference (P = 0.04) between LFS and VLFS households. Conclusions Children in VLFS (vs HMFS and LFS) households, who are at increased risk for hunger during the summertime window of risk, are attending sites offering the USDA SFSP least frequently. Future research and programmatic efforts should be targeted at children from the most vulnerable households to ensure food security during the summertime window of risk. Funding Sources USDA NC-NECE.

Specyfika działalności przedszkoli i szkół katolickich na Warmii i Mazurach po 1945 roku

<p>Podjęte rozważania odnoszą się do katolickich placówek edukacyjnych funkcjonujących na Warmii i Mazurach od zakończenia II wojny światowej do roku szkolnego 2016/2017 włącznie (bez wkraczania w zmiany struktury systemu oświaty związane z aktualnie wprowadzaną reformą szkolną, opartą na ustawie z dnia 14 grudnia 2016 roku – Prawo oświatowe). Ograniczono się do działania przedszkoli oraz szkół dla dzieci i młodzieży. Pierwsza część artykułu stanowi wprowadzenie w tematykę i dotyczy oświaty katolickiej Warmii i Mazur do 1945 roku – z wyjaśnieniem specyfiki kształtowania się na tych terenach szkolnictwa kościelnego. Druga i trzecia część rozważań obejmuje natomiast istotę przedstawionego w tytule zagadnienia. Najpierw przedstawiono stan tych placówek w czasach Polskiej Rzeczpospolitej Ludowej, które na omawianym terenie podlegały niszczeniu, tak jak w całym kraju. Następnie scharakteryzowano odradzanie się i rozwój edukacyjnych instytucji katolickich w regionie warmińsko-mazurskim w latach 1989–2017 – co rozpoczęło się wraz z powołaniem do życia Archidiecezjalnego Przedszkola w Olsztynie (1989). Analiza dokumentów archiwalnych oraz opracowań dotyczących funkcjonowania przedszkoli i szkół katolickich na Warmii i Mazurach wskazuje, że w latach 1945–1989 niniejsze placówki krzewiły w tym regionie wiarę oraz wolność słowa i przekonań w obliczu panującego reżimu komunistycznego, natomiast we współczesnej rzeczywistości społecznej – przepełnionej relatywizmem – stanowiły jedno z edukacyjnych ogniw wychowania do wartości.</p>

Vocal fatigue in professors at the beginning and end of the school year.

To characterize and to compare the perception of vocal fatigue in professors at the beginning and at the end of the school year. Observational, analytical, prospective cohort study was carried out. A total of 115 professors participated with a mean age of 40 years old, 71 women and 44 men, employees of 28 higher education institutions in the south and southeast regions of Brazil. All answered to the Vocal Fatigue Index (VFI) at the beginning (February or March) and at the end (October or November) of the Brazilian school year. The VFI results for both assessed moments were statistically compared (p<0.05). The professors' mean scores obtained in the factors of tiredness of voice and avoidance of voice use (p<0.001) and improvement of symptoms with rest (p=0.001) increased at the end of the school year. Professors reported higher perception of vocal fatigue at the end of the school year, which influenced the avoidance of voice use and improvement of symptoms with the rest.

The S\xe4vsj\xf6-school-project: a cluster-randomized trial aimed at improving the literacy of beginners\u2014achievements, mental health, school satisfaction and reading capacity at the end of grade three using an alternative school curriculum

BackgroundA curriculum was planned using modern concepts based on the “old” principles to test if such an educational intervention provided pupils with good mental health and a solid basis for good reading and writing skills, as well as generated a positive attitude to learn. These “old” principles were based on previous knowledge derived from school psychiatry (which in Sweden was a branch of child and adolescent psychiatry 1915–1970), educational psychology and the educational approach from the differentiating Swedish School system of 1946–1970 (itself based on the principles of curative education “Heilpädagogie”, which was later renamed mental health care).MethodsAll six available schools in the small Swedish city of Sävsjö participated in the study. In these six schools there were eight preschool classes that included every 6-year old child living in the city. In total there were 184 families with 186 children (including 2 pairs of twins) who belonged to these preschool classes and were invited to take part in the study. One family moved just before school-start and 8 decided not to participate, thus 177 children (84 boys and 93 girls, aged 5.6–6.6 years) entered the study. The preschool classes were randomized into an experimental group with four preschool classes and a comparison group with four preschool classes. The experimental group followed a teaching program from the start of the preschool year until the end of grade 3 that was tailored to each student’s individual capacity based on the concepts of school maturation and curative education used in the Swedish schools during the period 1946–1970. The comparison group followed today’s average Swedish school curriculum. The project was planned as an intervention study covering the preschool year and the first 3 years of elementary school, which was to form a basis for a follow-up when the pupils had left senior high, the 12th year in Swedish public school. The outcome and the achievements were measured at end of grade 3 using standardized tests on reading, writing and mathematical skills. Behavior was assessed at school start and at end of grade 3 using the Child Behavior Check List (CBCL-scales) in addition to a questionnaire on Attention Deficit Hyperactivity Disorder (AD/HD) with criteria from DSM-IV. The children made a self-evaluation of their attitude towards learning.ResultsAt the end of school year 3, the children in the experimental group had an improved reading capacity (p = 0.002, effect size(es) = 4.35) and reading comprehension (p = 0.03, es = 0.04). They evaluated their own reading (p = 0.02, es = 0.23), writing (p = 0.007, es = 0.35) and mathematical skills (p = 0.003, es = 0.48) as going “very well” when compared to comparison group. Differences regarding intelligence quotas between the groups at the start of school had disappeared by the end of grade 3. No differences referring to CBCL were found at end of grade 3. One child in the comparison group fulfilled criteria for AD/HD, according to parents and teachers.ConclusionsThe alternative curriculum covering the preschool year through the first 3 years of elementary school based on the old principles from curative education (“Heilpädagogie”), educational psychology and school psychiatry gave the children in the experimental group a better reading capacity and reading comprehension.Trial registration The study started in 1998. The data were collected longitudinally and prospectively but have not been analyzed until now, with the children having left senior high. A retrospective registration in the ISRCTN is pending.

Psychosocial Mechanism of Adolescents’ Physical and Mental Health: A Self-Determination Health Behavior Perspective

PURPOSE: Research indicates that adolescents’ health can be promoted by satisfying their basic psychological needs through a supportive social environment in school physical education (PE; Ryan & Deci, 2017). Guided by the Self-Determination Health Behavior Model (SDHBM; Ryan et al., 2008), this study aimed to examine the relations among perceived need support (i.e., autonomy support, competence support, and relatedness support), need satisfaction (i.e., autonomy, competence, and relatedness), physical health (i.e., physical fitness [PF]), and mental health (i.e., health-related quality of life [HRQOL]) among adolescents. The mediation models were conducted to specify relations among psychosocial processes toward PE, adolescents’ PF and HRQOL, respectively. METHODS: A prospective correlational design was used across one academic school year. Participants were 198 adolescents (58.6% female; Mage = 12.63) recruited from three schools in the south region of the U.S. At the beginning of school year, participants completed previously validated questionnaires assessing their perceived need support and need satisfaction toward PE. At the end of school year, they self-reported their HRQOL using the PedsQLTM inventory, which included measures of physical, emotional, school, and social functioning. Finally, FitnessGram® test battery was used to measure their PF including body composition, aerobic fitness, and muscular fitness. RESULTS: Correlation analysis revealed positive associations among the study variables (rs ranged from .19 to .83). Using structural equation modelling (AMOS 22.0), the hypothesized model resulted with a good fit to the data (χ2/df =130.46/61; IFI = .93; CFI = .93; RMSEA = .076; 90% CI [.058, .094]). The need support had a direct influence on need satisfaction (β = .79, p < .01), and need satisfaction had a direct contribution on PF (β = .23, p < .05). The psychosocial process from need support to need satisfaction had no direct influence on HRQOL, but had an indirect influence through PF (β = .34, p < .01). CONCLUSION: The findings supported the theoretical tenets of SDHBM in adolescents, particular on their physical health. Creating a need-supportive environment in PE is critical in order to enhance adolescents’ need satisfaction, which ultimately indirectly influence their HRQOL.

Influence of additional exercise in class on the concentration behaviour of first grade primary school pupils

The relationship between physical activity and concentration has been the subject of research projects for years and is discussed very controversially. To date, there is no clear recommendation as to whether and how much exercise time should be incorporated into everyday school life in order to increase school performance. In this study, we examined the effect of a daily 10-minute physical activity break on children’s concentration in primary school children. In all, four primary school classes participated; two classes received a 10-minute exercise programme per school day in accordance with the “school in movement” intervention. Over one school year, all students in the control and intervention group were tested with the concentration test “KT1” to quantify the ability to concentrate. Since the results showed no normal distribution, nonparametric tests were used to test for significant differences. All p-values were corrected for multiple testing. The intervention group showed a higher concentration ability at 6 months (t2, p ≤ 0.05) and after one year (t3, end of school year; p ≤ 0.001). Furthermore, improvements within the group were seen between the first measurement (t1, after 3 months of the first half year) and the second time point t2, and also between the first and the third time points, with the scores of the intervention group showing a stronger increase. The results confirm the positive correlation between physical activity and student concentration performance. This supports a regular introduction of exercise activities in primary schools for students to better concentrate, ultimately resulting in better school performance in primary school children.

NEUROTIC SYMPTOMATICS RELATED TO PERSONAL CHARACTERISTICS IN YOUTH

The present study traces the dynamics of personal characteristics in youth and the manifested neurotic symptoms in the training process. These facts are the reason for the low levels of school results in the context of the existing theoretical statements of the problem and the empirical research conducted among the trained teenagers. We suggest that the indicators of neurotic symptomatology in youth – aggression, anxiety, and neuroticism, are the most demonstrated, compared to the other studied indicators of neurotic symptomatology. Studies have proved that there is a difference in the act of neurotic symptoms when tested in different situations, both in terms of expression and content. At the beginning of the school year, neurotic symptoms, more demonstrated in some aspects of aggressiveness, while at the end of school year, psychotism is more demonstrated. The presented summarized results indicate that at the beginning of the school year, neurotic symptoms are strongly associated with aggression. There is a tendency towards a lower level of social responsiveness, both in the self-assessment of real behavior and in the ideal “I”-image of students in the last year of their studies. The neurotic symptomatology, more demonstrated due to specific conditions in the life of young people and in relation to the characteristics of age.

Phonological awareness emergence in preschool children with autism spectrum disorder

Background and aims Phonological awareness begins to develop during the preschool years and is a primary factor underlying later reading abilities. Previous research has found mixed results on the phonological awareness skills of children with autism spectrum disorders. Therefore, the purpose of the present study is to add to our understanding of phonological awareness in children with autism spectrum disorder by investigating residualized gains in phonological awareness skills over an academic year. Methods A total of 125 preschool (4- to 5-years old) children including 27 children with autism spectrum disorder, 28 children with language impairment, and 70 typically developing children were the focus of the present study. Participants in the current study represent a subset of participants from a larger study titled, Sit Together and Read. Children completed direct assessments in the beginning (fall) and end of school year (spring) on phonological awareness using the Test of Preschool Early Literacy. Results A one-way ANOVA compared the phonological awareness skills tasks (syllable/onset-rime, blending/elision, receptive/expressive) in the fall and the spring for each of the three groups (children with autism spectrum disorder, children with language impairment, children who are typically developing). In the fall and the spring, all of the analyses were found to be statistically significant. A Tukey HSD further indicated that children with autism spectrum disorder had significantly lower scores on all of the tasks at both time points compared to the typically developing peers. Children with autism spectrum disorder seem to make gains in phonological awareness tasks similarly to their typically developing peers for most of the phonological awareness tasks. Results from the final regression models indicated that children with autism spectrum disorder made gains similar to those of their typically developing peers for most phonological awareness tasks and that language skills predicted residualized gain for syllable, elision, and receptive tasks, as well as the total score when controlling for condition, IQ, and group status. Social skills were not a significant predictor for any of the tasks. Conclusions Three main findings emerged: (a) phonological awareness skills seem to be a deficit for children with autism spectrum disorder, (b) in general, autism status does not predict residualized gain in phonological awareness skills, and (c) oral language is a significant predictor of residualized gain in phonological awareness skills. Implication Early childhood educators should focus on providing high-quality instruction on phonological awareness for children with autism spectrum disorder and researchers should focus on investigating the effectiveness of phonological awareness interventions for children with autism spectrum disorder.

The Role of the Professional Characteristics of Teachers in the Context of the General Qualifications of the Teaching Profession

The purpose of this study is to find out the role of teacher traits within the context of general qualifications of the teaching profession. The participants of this study, which was designed as a qualitative case study, consist of parents, teachers and administrators selected by the sampling technique. In the study, observation, interview, and document analysis techniques were used to collect data. The data obtained from the study were analyzed by employing the descriptive analysis technique. The findings of the study conclude that parents, teachers, and administrators generally emphasize the qualifications about attitudes and values regarding teaching profession while defining a qualified pre-school teacher. Activity observation conducted at a school, classroom environment observation and data obtained from photographs exhibited at the end of school year reveal that teachers' general qualifications regarding teaching profession do not overlap with the ones in professional knowledge and professional skills.

The Pattern of Stability and Change in Parental Locus of Control Over 6 Years and Teacher Ratings of Child Behavior.

A previous study from our group showed that parents’ locus of control (LOC) obtained before the birth of their child was associated with the child’s behavior at school in School Years 3 (ages 7–8) and 6 (ages 10–11). Here we examine whether a change in parental LOC over the first 6 years of the child’s life was associated with differences in his or her behavior as rated by their teachers. As before, we use data from the Avon Longitudinal Study of Parents and Children (ALSPAC). A modified version of the adult Nowicki–Strickland internal–external LOC scale was completed by mothers and fathers in their own home during pregnancy and 6 years later. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s Strengths and Difficulties Questionnaire (SDQ) completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, we found that parents who remained externally oriented, or became external, had children with more behavioral difficulties in primary school compared with parents who remained or became internal. Type of behavior difficulties varied somewhat with whether mothers or fathers remained or changed toward externality. These results support the possibility that changes in parental LOC are associated with children’s personal and social adjustment. Consequently, programs to change parental LOC may be worth evaluating.

A Saúde dos Amigos de Sala de Aula Interfere no Desempenho Escolar do Aluno?

Resumo Este artigo tem como objetivo investigar se existe alguma relação entre a saúde dos amigos e o desempenho acadêmico de alunos do 6º ano de escolas públicas da cidade do Recife. As estimações empíricas utilizam uma pesquisa da Fundação Joaquim Nabuco (Fundaj 2013) que traz informações cruciais para as estratégias de identificação propostas. Essas estratégias baseiam-se: (i) na arquitetura de redes de amizades em sala de aula composta por grupos de referência heterogêneos, (ii) na utilização de uma avaliação longitudinal do desempenho em duas provas de matemática, (iii) no controle do efeito fixo da rede e (iv) em estimações de modelos espaciais utilizando a matriz de amizades da turma. Os resultados demonstram que os alunos apresentam melhor desempenho acadêmico quando se relacionam com amigos de sala de aula que possuem um bom estado geral de saúde. Um aumento de 1 desvio padrão (d.p.) na proporção de amigos saudáveis, leva a um acréscimo de aproximadamente 9% do d.p. da nota média de matemática do aluno ao final do ano letivo.

Parental External Locus of Control in Pregnancy Is Associated with Subsequent Teacher Ratings of Negative Behavior in Primary School: Findings from a British Birth Cohort.

The purpose of the present study was to examine whether parents’ locus of control (LOC) obtained before the birth of their child predicts the child’s behavior at school in School Years 3 (ages 7–8) and 6 (ages 10–11). A modified version of the adult Nowicki–Strickland internal–external locus of control scale was completed by mothers and fathers in their own home during pregnancy. Externality was defined as a score greater than the median and internality as equal to, or less than, the median. Outcomes were the five individual subscales and the total difficulties of Goodman’s strengths and difficulties’ questionnaire completed by the children’s class teachers at the end of School Years 3 and 6. As predicted, it was found that the greater the presence of externality in the parents, the greater the increased risk of the child’s adverse behavior as rated by teachers. The risk was generally greatest if both parents were external and lowest if both were internal. There was a consistent relationship at both Year 3 and Year 6 between maternal externality in pregnancy and children’s emotional difficulties. However, for other behaviors, the pattern of associations varied depending on whether the mother or father was external, the type of adverse behavior, and the School Year in which children were assessed. Prenatal parental externality appears to be significantly associated with a variety of children’s negative behaviors. Of note was the finding that fathers’ as well as mothers’ LOC was important in determining children’s outcomes. Implications of the complexity of the results for the role parents may play in children’s personality and adjustment are discussed.