Perceived School Performance Research Articles

Psychological Well-Being Among Adolescents: The Role of Parenting Styles, Causal Attributions of Academic Success/Failure, and Perceived School Performance

We investigated the effects of perceived parenting styles, causal attributions for academic success/failure, and perceived school performance (PSP) on adolescents’ psychological well-being (PWB). Participants were 200 Brazilian adolescents who answered the Parenting Styles & Dimensions Questionnaire, the Psychological Well-Being Scale, and the Rating Scale of Causal Attributions for Academic Success/Failure (RSCA). The results showed that adolescents’ PWB was predicted by authoritative parenting style (APS), internal and controllable attributions (appropriate motivations to cope with academic success/failure; ICASF), and PSP. In addition, we tested a mediation model showing that the ICASF mediated the relationship between APS and PSP, which in turn led to better PWB. These results highlighted the relevance of parenting styles and school-based causal attributions for the understanding of adolescents’ mental health. Our findings can support interventions that enable more effective teaching–learning processes, which are associated with higher levels of mental health for the adolescent population.

Associations of Passive and Mentally Active Screen Time With Perceived School Performance of 197,439 Adolescents Across 38 Countries.

To examine the associations of passive (ie, television) and active (ie, electronic games, computer use) screen time (ST) with perceived school performance of adolescents across gender. Data were from the 2014 Health Behaviour in School-aged Children survey conducted across 38 European countries and Canada. Perceived school performance was assessed using an item and dichotomized as high (good/very good) versus the remainder (average/below-average as reference). Participants reported hours per day of time spent watching television, playing electronic games, and using a computer in their free time. Multilevel logistic regression was used to estimate the associations. A total of 197,439 adolescents (average age 13.6 [standard deviation 1.63] years; 51% girls) were analyzed. Multivariable modeling showed that engaging in >2 h/d of ST was progressively and adversely associated with high performance in both boys and girls. Adolescents reporting >4 h/d of television time (≤1 h/d as reference) had 32% lower odds in boys (odds ratio [OR] 0.68; 95% confidence interval [CI]: 0.65-0.71) and 39% lower odds in girls (OR 0.61; 95% CI, 0.58-0.65) of reporting high performance. Playing electronic games for >4 h/d was associated with high performance with odds being 38% lower in boys (OR 0.62; 95% CI, 0.59-0.66) and 45% lower in girls (OR 0.55; 95% CI, 0.52-0.57). Sex differences in the estimates were mixed. High screen use, whether active or passive, was adversely associated with perceived high school performance, with association estimates being slightly stronger in girls than boys, and for mentally active than passive screen use. Discouraging high levels of screen use of any type could be beneficial to school performance.

Chronic Pain and High Impact Chronic Pain in Children and Adolescents: A Cross-Sectional Study

The aims of this study were to: 1) estimate the prevalence of chronic pain (CP) and high impact chronic pain (HICP) in a community sample of children and adolescents; and 2) compare groups (those without CP, those with CP but no HICP, and those with HICP) with respect to demographic variables, pain variables, and physical, psychological, and school-related function. One thousand one hundred and fifteen children and adolescents participated (56% girls; age: ߂ = 11.67; SD = 2.47; range = 8–18 years). The prevalence of CP and HICP was 46% and 5%, respectively, and was higher in girls and increased with age. Participants with HICP reported greater pain intensity and higher pain frequency than those with CP but no HICP. In addition, participants with HICP reported lower mobility, greater fatigue, worst sleep quality, more anxiety and depression symptoms, worst cognitive function, missing more school days, and worse perceived school performance. HICP is a prevalent condition in children and adolescents and is associated with many negative consequences. Stakeholders must be aware of this and ensure that treatment programs are available to reduce the individual and societal impact of HICP in young individuals. PerspectiveThis article provides information on CP and HICP prevalence and impact in children and adolescents. By better understanding the nature and score of these conditions, we will be able to develop more effective early interventions to help this population and thereby reduce their long-term negative impact.

Association Between Eating Habits and Perceived School Performance: A Cross-Sectional Study Among 46,455 Adolescents From 42 Countries.

PurposeThis study analyzed the association between selected self-reported eating habits and perceived school performance in adolescents by gender.MethodsA cross-sectional analysis was conducted with data from a large representative sample of adolescents from 42 different countries. Participants answered questions about their weekly frequency of fruit, vegetable, sweets, and soft drink consumption, as well as the frequency of breakfast consumption and family meals. The adolescents subjectively rated their school performance compared to that of their classmates. Logistic regression models were adjusted for region, age, body mass index (z-score), socioeconomic status, physical activity, recreational screen time, and sleep difficulties.ResultsAmong the 46,455 (53.5% female, mean age of 13.7 ± 1.6 years) adolescents studied, 20.6% of males and 25.5% of females reported high perceived school performance. In the results of the fully adjusted analyses, the higher the frequency of all healthy eating habits studied, the higher the perceived school performance in both males and females. Specifically, both males and females reporting a higher frequency of fruit and vegetable consumption, a lower frequency of sweets and soft drink consumption, more frequent breakfast consumption, and more frequent family meals (breakfast and dinner) were more likely to perceive their school performance as higher compared to their classmates. In addition, having breakfast regularly on weekends and the frequency of family dinner were associated with better school performance in both males and females.ConclusionsIn summary, this study provide cross-sectional evidence on the association between healthy eating habits and perceived school performance. Considering that school performance is an indicator of healthy development in adolescence, our findings reinforce and extend the evidence on the importance of healthy eating at this stage of life.

Association of heated tobacco product use and secondhand smoke exposure with suicidal ideation, suicide plans and suicide attempts among Korean adolescents: A 2019 national survey.

INTRODUCTIONThe consumption of heated tobacco products (HTPs) is increasing among adolescents worldwide. Although suicide and HTP use are linked, the association between suicide-related behavior, HTP use, and indirect smoking exposure are not yet properly studied. This study examined the association of HTP use and exposure to secondhand smoke (SHS) with suicidal ideation, suicide plans, and suicide attempts among South Korean adolescents.METHODSData from 57303 respondents (95.3% response rate) were obtained from the 2019 Korean Youth Risk Behavior Web-based Survey. Chi-squared tests and multivariable logistic regression analyses were used to examine the association of HTP use and SHS exposure with suicidal ideation, suicide plans, and suicide attempts among adolescents. Multivariable logistic regression analyses included: Model 1, which was adjusted for demographic characteristics such as sex, school type, perceived school performance, economic status, and residence type; and Model 2, which was adjusted for demographics, depression, and drug use.RESULTSThe risk of suicidal ideation was 1.37 (95% CI: 1.10–1.70) and 1.44 (95% CI: 1.18–1.75) times higher among HTP users who were exposed to SHS at home and at public places, respectively, compared to non-users. The risk of suicide attempts was 1.88 (95% CI: 1.37–2.57), 1.45 (95% CI: 1.63–2.00), and 2.21 (95% CI: 1.63–3.00) times higher among HTP users exposed to SHS at home, school, and at public places, respectively.CONCLUSIONSHTP use, and SHS exposure are likely indicators of risk behaviors. Our findings suggest possible directions for initiating, implementing, and evaluating programs and services to monitor HTP use and SHS exposure among Korean adolescents.

Severity of Chronic Pain in German Adolescent School Students: A Cross-sectional Study.

Prevalence estimates of severe chronic pain in pediatric community samples are rare and inconclusive. This study aimed to (1) examine the prevalence of chronic pain severity grades in school children and (2) investigate differences between pain severity grades for pain-related characteristics, including pain locations, sociodemographic characteristics, emotional functioning, insomnia, school factors, and health care utilization. This cross-sectional observational study was conducted with 2220 school students in Germany (52% female individuals, age: M=13.0; SD=1.8; range, 10 to 18 y). Pain severity was assessed using the validated Chronic Pain Grades for adolescents. Comparisons between Chronic Pain Grade subgroups of adolescent characteristics were conducted using χ2 tests, Kruskal-Wallis tests, and 1-way analysis of variance. In school students, 31.0% had chronic pain with 8.2% categorized as severe. Individuals with higher pain severity tended to be girls and have multisite pain, more symptoms of depression and generalized anxiety, and a higher emotional burden of pain. Individuals with higher pain severity also reported less school satisfaction, lower perceived school performance, and more insomnia. Pain medication intake and physician visits because of pain were more common in those with more severe pain. Severe chronic pain affects nearly 1 in 10 adolescent school students and is associated with several negative health outcomes and increased health care utilization. It is important to ensure that specialized pain treatment programs are available to these students and that they are aware of the different negative health outcomes associated with the pain condition.

Associations Between Physical Activity and Perceived School Performance of Young Adolescents in Health Behavior in School-Aged Children Countries.

Regular physical activity and doing well in school are important for growing adolescents. In this study, the associations between physical activity and perceived school performance (PSP) are examined together. Young adolescents from 42 countries (n = 193,949) in Europe and Canada were examined for associations between self-reported moderate to vigorous physical activity (MVPA) and PSP. Multinominal analyses were conducted with 0 to 2 days of MVPA and below average PSP as reference categories. Adjusted odds ratios and 95% confidence intervals were reported for pooled data and individual countries after controlling for family affluence scale. Girls had better PSP than boys, yet more boys participated in daily MVPA than girls. The associations between PSP and MVPA were inverted U shaped. The strongest association for very good PSP was among young adolescents who reported 5 to 6 days MVPA (odds ratios = 2.3; 95% confidence interval,2.1-2.4) after controlling for family affluence scale. Young adolescents with average or better PSP took part in at least 3 days of MVPA in a week, suggesting that participating in some MVPA was positively associated with PSP. More days of MVPA in a week, especially for young adolescents with below average PSP, would be beneficial for health and school performance.

Perceived school goal structure, achievement goals and emotions in teaching of Singapore teachers

ABSTRACT This study investigated the mediational relationship between teachers’ perceived school goal structure, achievement goals and emotions in teaching. The participants were 495 Singapore teachers who took an online survey on the measured variables. We conducted structural equation modelling to test the hypothesized mediation model and found that teachers’ achievement goals partially mediated the relationship between teachers’ perceived school goal structure and emotions in teaching. More specifically, teachers’ perceived school learning goal structure was associated positively with their mastery goals and performance-approach goals. Via mastery goals, teachers’ perceived school learning goal structure was associated positively with enjoyment, and negatively with anger and anxiety in teaching. In addition, teachers’ perceived school learning goal structure was also directly associated with teacher enjoyment positively and teacher anger negatively. Teachers’ perceived school performance goal structure was associated positively with their performance-approach and performance-avoidance goals, and it was associated positively with teacher anxiety via the mediation of performance-avoidance goals. Theoretical and practical implications of the findings are discussed.

Is being a \u201csmall fish in a big pond\u201d bad for students\xb4 psychosomatic health? A multilevel study on the role of class-level school performance

BackgroundFeatures of schools and classes are closely related to students´ health and wellbeing. However, class composition (e.g. in terms of school performance) has rarely been examined in relation to students´ health and wellbeing. This study focuses on the so called Big-Fish-Little-Pond-Effect (BFLPE), by investigating whether the level of high-performing students in classroom is negatively associated with psychosomatic complaints of students who perceive themselves as poor performers.MethodsData were derived from the German sample of the WHO-Collaborative “Health Behaviour in School-aged Children (HBSC)” study 2013/2014. The sample included 5226 11-, 13- and 15-year-old students. Individual perceived school performance (PSP) was included (very good/good vs. average/below average PSP) at the individual student-level. At the class-level, school performance in class was generated by aggregating the share (in percentage) of students who report a very good/good PSP to the class-level, indicating the percentage of students with good/very good PSP in classroom. Using multilevel regression models, the association between class-level school performance (in percentage of students with very good/good PSP) and individual psychosomatic complaints were analyzed, stratified by students´ individual PSP.ResultsStudents who report average/below average PSP showed higher likelihoods of psychosomatic complaints (Odds Ratio: 1.75; 95% Confidence Interval: 1.52–2.03) compared to counterparts with very good/good PSP. The aggregated class-level PSP was not significantly associated with psychosomatic complaints. However, in line with the BFLPE, results further revealed that students with average/below average PSP, who attend classes with a higher percentage of students who report very good/good PSP, had higher likelihoods of psychosomatic complaints (Odds Ratio: 1.91; 95% Confidence Interval: 1.01–4.01) compared to classmates with very good/good PSP.ConclusionsThis study revealed that class composition in terms of PSP was differentially associated with students´ psychosomatic complaints, depending on their individual PSP. Findings highlight the vulnerability of students with poor PSP placed in classes with a higher percentage of students with good PSP. Results of this study therefore indicate a need for initiatives for low performing students from teachers and school staff in class.

School performance, social networking effects, and learning of school children: Evidence of reciprocal relationships in Abu Dhabi

This study uses structural equations modeling to test a hypothetical social network model with applications to a sample of 34,896 school children in Abu Dhabi. The main independent constructs in the model are related to children’s attitude with regard to social networking, reasons for using social networks, things done on social networks, and topics used. The dependent constructs cover perceived school performance and social effects of social networking. The study will describe the relations among the various constructs. The effect of other variables, such as parental knowhow, is also investigated. Our work has improved our insight in the social networking model. Results support the idea of reciprocal relations among perceived performance, learning from social networking, and the effect of social networking. Evidence for a model that includes opposite pathways implies that the problem of social networking constructs, its antecedents, and possible consequences should be examined with caution.

Validation of the Spanish Version of the School Engagement Measure (SEM).

The scientific study of school engagement has recently been the subject of considerable interest in the field of educational psychology, and significant advances have been made in our knowledge of this construct. For instance, there is currently consensus in the scientific community that it is multifaceted, and has three dimensions: behavioral engagement, emotional engagement, and cognitive engagement. However, more advanced statistical analyses are needed to validate Spanish-language measures of school engagement, which this study proposes to do. The sample was comprised of 1,250 adolescents from Basque Country (49% boys, 51% girls) aged 12 to 15 years old (M = 13.72, SD = 1.09). The results of confirmatory factor analysis on the School Engagement Measure (Fredricks, Blumenfeld, Friedel, & Paris, 2005) supported a three-dimensional structure of school engagement (χ2 (100) = 676.93, p < .001; GFI = .931; CFI = .906; IFI = .907; SRMR = .058; RMSEA = .068). Reliability indexes were satisfactory, ranging from .83 to .94. Adequate evidence of concurrent validity was found for the variable perceived school performance (p < .01). The results are discussed from an educational perspective, and with an eye to future research.

Associations of Truancy, Perceived School Performance, and Mental Health With Alcohol Consumption Among Adolescents.

This study examined associations of truancy, perceived school performance, and mental health with adolescents' week, weekend, and binge drinking. A cross-sectional study was conducted among 1167 secondary school students of Dutch ethnicity (mean age, 15.9 years, SD = 0.69). Alcohol consumption, truancy, perceived school performance, and mental health status were assessed with self-report questionnaires. Ordinal regression analyses were performed to assess the associations. Truancy (odds ratio [OR] = 2.53; 95% confidence interval [CI], 1.70-3.77) and poorer mental health (OR = 1.04; 95% CI, 1.02-1.07) were associated with binge drinking more often. Truancy (OR = 1.89; 95% CI, 1.14-3.16) and poorer mental health (OR = 1.06; 95% CI, 1.02-1.09) were also associated with drinking (more) alcohol on week days. Furthermore, truancy (OR = 2.60; 95% CI, 1.76-3.83) and having an average (OR = 1.81; 95% CI, 1.19-2.77) or less than average (OR = 3.65; 95% CI, 1.93-6.90) perceived school performance were associated with drinking (more) alcohol on the weekend. Findings of this study suggest that adolescents who are truant and/or have a poor mental health status are at increased risk of binge and week drinking. Furthermore, adolescents who are truant and/or have an average or less than average perceived school performance are at increased risk of weekend drinking.

Perceived School Performance, Life Satisfaction, and Hopelessness: A 4-Year Longitudinal Study of Adolescents in Hong Kong.

This 4-year longitudinal study examined the perceived school performance, life satisfaction, and hopelessness of Chinese adolescents in Hong Kong. Over the period of the study, perceived school performance and life satisfaction decreased, whereas adolescent hopelessness increased. Consistent with our predictions, a positive relationship between perceived school performance and life satisfaction, a negative relationship between life satisfaction and hopelessness, and a negative relationship between perceived school performance and hopelessness were found. Structural equation modeling further showed that life satisfaction functioned as a mediator in the relationship between perceived school performance and hopelessness. The findings underscore the role of perceived school performance in adolescent well-being and suggest that promoting life satisfaction is a possible way of reducing adolescent hopelessness.

Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school

A self-determination theory perspective on motivation assumes that basic need support is a prerequisite for motivation, achievement, and well-being in several domains of life. In the present cross-sectional study, a representative sample of 2.594 Norwegian students in their final year of lower secondary education and their first year of upper secondary education responded to a survey measuring the students’ perceptions of their teachers’ autonomy support, the students’ personal achievement goals, perceived school performance, and life satisfaction. The purpose was to investigate the structural relation between these variables, as well as grade level and gender differences. The results showed that all achievement goals (mastery, performance approach and performance avoidance) were positively predicted by autonomy support. Perceived school performance and life satisfaction were predicted by autonomy support and achievement goals, but there were some grade and gender specific relations. Furthermore, students in their first year of upper secondary education had a higher mean level of all motivational variables. Finally, mastery goals were more important for girls than boys, whereas performance goals were more important for boys than girls. In conclusion, both academic achievement (perceived school performance) and life satisfaction may be considered as important indicators of adjustment to life, and they are related to the students’ perception of teachers’ autonomy support as well as the students’ own motivation for learning. However, the mean level of these variables is partly accounted for by grade level and gender.

Does the School Performance Variable Used in the International Health Behavior in School‐Aged Children (HBSC) Study Reflect Students' School Grades?

Given the pressure that educators and policy makers are under to achieve academic standards for students, understanding the relationship of academic success to various aspects of health is important. The international Health Behavior in School-Aged Children (HBSC) questionnaire, being used in 41 countries with different school and grading systems, has contained an item assessing perceived school performance (PSP) since 1986. Whereas the test-retest reliability of this item has been reported previously, we determined its convergent and discriminant validity. This cross-sectional study used anonymous self-report data from Austrian (N = 266), Norwegian (N = 240), and Canadian (N = 9,717) samples. Students were between 10 and 17 years old. PSP responses were compared to the self-reported average school grades in 6 subjects (Austria) or 8 subjects (Norway), respectively, or to a general, 5-category-based appraisal of most recent school grades (Canada). Correlations between PSP and self-reported average school grade scores were between 0.51 and 0.65, representing large effect sizes. Differences between the median school grades in the 4 categories of the PSP item were statistically significant in all 3 samples. The PSP item showed predominantly small associations with some randomly selected HBSC items or scales designed to measure different concepts. The PSP item seems to be a valid and useful question that can distinguish groups of respondents that get good grades at school from those that do not. The meaning of PSP may be context-specific and may have different connotations across student populations from different countries with different school systems.

Students’ School Performance in Language and Mathematics: Effects of Hope on Attributions, Emotions and Performance Expectations

This study examined (a) students’ (n= 342, both genders, grades 5 and 6) attributions and emotions for theirsubjectively perceived school performance in language and mathematics as successful or unsuccessful, (b) therole of students’ hope (pathways thinking, agency thinking) in the: perceived performance in the above schoolsubjects as successful or unsuccessful, subsequent attributions and emotions, impact of attributions on emotions,and,in turn,interactive effect on performance expectations. The estimated as successful and unsuccessful schoolperformance was predominately attributed to stable and unstable (external in language) factors, respectively. Thestudents experienced intense positive and moderate negative emotions for the perceived successful andunsuccessful school performance, respectively. Hope (mainly, agency thinking) positively influenced theattributions (particularly, stability) and emotions (mainly, pathway thinking), and the impact of attributions onemotions, mainly in unsuccessful performance in mathematics. Hope, attributions and emotions had unique andcomplimentarily effect on performance expectations.

How Comprehensive School Students Perceive their Psychosocial School Environment

The aim of this study was to describe students’ perceptions of their psychosocial school environment and to examine the associations between such perceptions and students’ perceived school performance. Our analyses were based on data from the Health Behaviour in School‐Aged Children 2006 study, involving responses by Finnish students from grades 7 and 9. The results indicated that students’ perceptions of their school environment were fairly positive, but that a remarkably large proportion of the students reported negative attitudes towards school. School engagement, school strain, and teacher‐student relations were found to be the most influential predictors in the psychosocial school environment regarding perceived school performance; as were the grade and educational aspirations out of the selected background factors. The findings imply that despite good academic achievement in Finnish comprehensive schools, there is still a need to improve students’ school engagement and their satisfaction with school.

CORRELATES OF SUICIDE RISK AMONG SECONDARY SCHOOL STUDENTS IN CAPE TOWN

The aim of this study was to assess correlates of suicide risk in a South African school-based population (N= 1,157) from three secondary schools in Cape Town. Results indicated that using the Suicide Risk Screen (SRS; Eggert, Herting, &amp; Thompson, 1995) a high rate of learners screened in at possible suicide risk (31.6%). Anger control problems, low self-esteem, perceived stress and unmet school goals were identified as predictors for suicide risk, while gender, age, drug involvement (alcohol and drug use, drug control problems and adverse consequences from alcohol and drug abuse), parental alcohol and/or drug abuse problems, perceived school performance, serious conflicts and tension with parents and unmet family goals were not associated with suicide risk.

School Adjustment in Rural and Urban Communities: Do Students from “Timbuktu” Differ from Their “City Slicker” Peers?

The primary purpose of our study was to explore the effects of rurality on school adjustment and other school-related variables. Using data from 167,738 7th–12th graders located in a national sample of 185 predominantly white communities, multilevel models were estimated for perceived school performance and school liking using a variety of individual-level (e.g., gender, ethnicity, and peer school performance) and community/school-level variables (e.g., school size, rurality, and percentage free/reduced lunch) as predictor variables. Rurality was not significantly related to school adjustment, but rather, the characteristics of individuals living within those communities were. Results also indicated that participation in school and non-school activities, a strength of rural schools, can play a positive role in school adjustment. Given the significant relationships of income and parental education to all of the school-related variables, a key long-term strategy may lie in improving the economic climate of rural areas.

Quality, Race, and the Urban Education Marketplace

A key issue in urban education policy is the potential impact of market-based reforms. Using a data set encompassing 50 urban school systems, the authors investigate the market reform hypothesis by assessing the impact of perceived school performance, race, and religion on private school enrollment. Previous work in this vein has relied on statewide data, generating findings that may not generalize to the urban districts at the center of the school choice debate. The authors find some evidence that perceived public school quality may affect enrollment, consistent with claims that competition spurs improvement. Consistent with previous work, the results also suggest that religious and racial considerations influence school selection.