School Performance Of Children Research Articles

Stunting Prevention and Control Program to Reduce the Prevalence of Stunting: Systematic Review Study

BACKGROUND: Stunting is a condition in which the occurrence of failure to thrive in children as a result of chronic malnutrition so that the child is too short for his age. The prevalence of stunting in children under five in Indonesia is higher than the prevalence of stunting in the world. One of the impacts of stunting is the occurrence of developmental barriers, where if this is not prevented it will have an impact on the less than optimal performance of children in school and the long-term impact can be a decrease in the quality of human resources. AIM: This study aims to systematically identify stunting prevention and control programs to reduce the prevalence of stunting. METHODS: The method used in this study is the Systematic Review (SR). SR is a method that identifies, assesses, and interprets findings on a research topic to answer predetermined research questions. The keywords used to search for articles on electronic databases are ProQuest, Scinapse, PubMed, and Google Search. The keywords used are “stunting,” “parenting,” “parenting AND Stunting,” “stunting prevention,” “stunting prevention,” “stunting in lower and middle income countries,” “stunting and global programs,” and “stunting and Indonesia.” “Stunting and Asia Region” obtained from the ProQuest, Scinapse, PubMed, and Google Search database. RESULTS: Based on the identification results of this study, there are several forms of programs and interventions to prevent and control stunting that have been proven to be successful in reducing the prevalence of stunting, namely: CARING Trial, COWPEA, The Lulun Project, Rang-Din Nutrition Study, Tubaramure, NEO-MOM, Preparing for Life, Integrated Child Development Services, Early childhood caries, Small-Quantity, Lipid-Based Nutrient Supplements, Handwashing With Soap and Total Sanitation and Sanitation Marketing, PROCOMIDA, Community-Based Participatory Nutrition Promotion Program, Promote Children’s Growth and Development, Community-Based Growth Monitoring Including Nutritional Supplementation, Child Development Agents, Lady Health Worker program, ready-to-use supplementary foods, and Supporting Father Involvement, Positive Deviance/Hearth, JiVitA-3. CONCLUSION: From planning, conducting and reporting, it can be concluded that the intervention as an effort to prevent and control stunting had a significant effect between the intervention group and the treatment group and the control group which was only given normal treatment even without any treatment.

Chronically ill at School - School Performance in Children with Special Health Care Needs. Results of the Child Health Study ikidS

The association between health status in childhood and later educational achievement is unknown. We describe the association between a chronic health condition (CHC) and school performance at the end of first grade. As part of the child health survey ikidS, 2,003 preschoolers from the Mainz-Bingen area (Rhineland-Palatinate; Germany) were recruited. In a prospective cohort study, children with CHC were identified by the children with special health care needs screener. At the end of first grade, classroom teachers evaluated the child's school performance on a rating scale ranging from - 2 through+2 in 5 domains: numeracy, science, reading, writing, and social competencies. Associations between special health care needs (SHCN) and each domain were assessed by linear mixed regression models adjusted for potential confounders. 1,463 children (51% males) were analyzed. Of these, 15% had SHCN. Compared to their classmates, children with SHCN performed poorer in numeracy (adjusted mean difference: - 0.40; 95% CI[- 0.57; - 0.23]) and writing (- 0.22; 95% CI[- 0.39; - 0.05]). For the first time in a German sample, we found an indication which educational competencies might be negatively impacted by SHCN early in school. This could have long-lasting effects on educational attainment and later socio-economic status. Our results question the uptake and/or effectiveness of existing medical care as well as educational support concepts for children with a CHC.

Is working memory training efficient? Effects on IQ and school performance in Brazilian children

AbstractWorking memory training (WMT) for children has received great attention in recent scientific investigations. However, evidence on program efficacy is still sparse. This study aimed to investigate the effect of a WMT software program (Programa de Ativação da Memória de Trabalho [PRAMEMT]) in promoting gains on cognitive and school related abilities. To investigate its effect, 78 school children attending 1st to 5th grades (52.6% girls; mean age = 7.87 years; SD = 1.44) were randomly allocated to a control (n = 37) or an experimental (n = 41) group. The children participated in five intervention sessions. The control group answered questions related to the same animals and themes featured in the PRAMEMT, but unrelated to working memory. The results suggested that there were gains in the performance intelligence quotient (p < .05; d = −0.54) and phonological awareness (p < .05; d = −0.52) in the experimental group; however, there was no change in overall cognitive performance. Possible mechanisms for these findings are discussed.

Association between hearing impairment, school performance and cognitive function in children and adolescents with sickle cell disease.

To investigate the association among hearing impairment, school performance, and cognitive function in children and adolescents with sickle cell disease. Thirty-one participants with sickle cell disease (SCD) and 31 healthy participants in the control-comparison group (CG), both aged 8-17years underwent auditory system evaluation (pure tone audiometry and acoustic reflex), were screened for the risks of (central) auditory processing disorder and dysfunction of cognitive function using the Scale of Auditory Behaviors (SAB) and the Mini-Mental State Examination (MMSE), respectively, and were interviewed to obtain clinical data and data on school performance. In the SCD group, eight (25.8%) participants presented with sensorineural hearing loss (SNHL). The group with SCD and SNHL presented a higher occurrence of poor school performance than the group of participants with SCD without SNHL (p=0.016). The MMSE score for aspects related to attention and calculation in the SCD group with SNHL was lower than in the SCD group without SNHL (p=0.016). In the SAB, the SCD group with SNHL presented a lower score than the SCD group without SNHL in aspects related to academic performance and attention. Hearing impairment in children and adolescents with SCD, specifically SNHL, is associated with poor school performance and enhances the risk of cognitive impairment in terms of attention and calculation.

Chasing Environmental Influences on School Grades in Childhood and Adolescence

School performance in childhood and adolescence is an important indicator for social inequality and various life outcomes in adulthood. Previous research confirmed genetic as well as environmental influences on individual differences in school grades, yet little is known on what lies behind the environmental influences. The aim of this study is to identify external covariates that account for variance in school grades and to disentangle genetic and (non–)shared environmental components in the association between these often assumed “environmental” variables and school grades. The sample consists of 2101 pairs of monozygotic and dizygotic same-sex twins (aged 11 and 17) from the German TwinLife study. Multiple regression analysis showed that our measured external variables (e.g., parental behavior, home environment, peer characteristics) explain about 7–9% of variance in the grade point average (GPA) in both age groups. In order to determine genetic and environmental sources of this variance components, we applied a bivariate Cholesky decomposition. Results indicate that after correcting for parental socio-economic status the relation between external covariates and the GPA is entirely due to shared environmental effects at age 11, while the association between the same set of covariates and GPA at age 17 is due to common genetic sources. This pattern largely remains when considering the covariates individually: Effects are strongest for home environment and negative parental involvement in both age groups and additionally for delinquent peer affiliations at age 17. We discuss possible underlying effects of gene × environment interactions and provide implications for further research.

Motivação para Aprender, Competências Socioemocionais e Desempenho Escolar no Ensino Fundamental

Abstract The motivation to learn is an element that drives student behavior and acts as a subjacent solving school demands, as well it influences the development and expression of socioemotional skills and school performance. This research constitutes a systematic review of the literature that investigated the relationship between motivation to learn, socioemotional skills and school performance in children enrolled in elementary school. A total of 9,631 abstracts from the ASSIA, EDUC, ERIC, PsycArticles, Science Direct, SCOPUS and Web of Science databases were examined, ending with 44 studies. The findings indicated a positive relationship between the three constructs, corroborating the literature that illustrates the benefits of various indicators of school and psychological well-being of children and adolescents to enhance learning and school performance. It is noteworthy that student-family and student-teacher interactions can favor student success or failure.

Effects of Environmental Noise on School Performance among Hearing-Impaired Students

Background and Purpose: Our study examined the effect of ambient noise on hearing and school performance in children with hearing loss, and the relationship between hearing loss and cognition. Method: A pilot study involving 728 people (aged 11 to 16 years) was conducted in Kinshasa, Democratic Republic of the Congo. All participants completed the ENAFEP test, the SIFTER short scale, pure tone audiometry, and a three-digit test. Teachers and investigators completed a 6-day listening training course. Results: Correlation and structural equation modeling indicated that ambient noise and five cognitive domains were associated with hearing in noise, but only unmeasured cognition was associated with hearing loss and poor academic performance. Cognitive compensation significantly reduces communication problems and improves concentration and academic performance. Noise and deafness had significant and moderate effects on academic performance (r = −0.13). Conclusion: The sample size and relatively high participation rate meant the study was representative. However, the results showed an association between ambient noise, hearing loss and cognition, and reduced school performance. Large-scale randomized interventions for hearing loss and long-term noise exposure studies are needed to measure cognitive outcomes after short- and multi-year noise exposure.

Health-related quality of life in children with juvenile idiopathic arthritis: A developing country perspective

Objective: To assess the Health-Related Quality of Life (HRQoL) in domains of physical, emotional, social, and school functioning in children suffering from juvenile idiopathic arthritis (JIA).Materials and Methods: This hospital-based prospective observational study was undertaken in children from 2 to 12 years of age attending the Rheumatology clinic of a tertiary care teaching institute of Eastern India with a diagnosis of JIA for at least 6 months. Pediatric QoL inventory 4.0 generic core scale was used after obtaining the necessary permission.Results: Out of a total of 92 patients of JIA, 85 (male/female: 39/46) were taken up for the study polyarticular JIA was the commonest variety (54/85, 63.5%) followed by systemic JIA (sJIA) (25/85, 29.4%) and oligoarticular JIA (6/85, 7.0%). Male gender (P = 0.059, 0.000), better BMI (P = 0.004, 0.001), better disease control (P = 0.00, 0.00), sJIA subcategory (P = 0.002, 0.000), and longer duration of disease (P = 0.015, 0.000) correlated with better QoL in both child and parent scores whereas better socioeconomic status fared better only in parent scores (P = 0.017) and educational status of parents in child scores (child P = 0.000), Child and parent score were comparable across all domains and also overall scores.Conclusion: This study brings out certain important aspects of QoL in children suffering from JIA which may have some significant impact on disease control per se. Larger community-based multicentric studies would help us in delineating further this aspect of the disease and formulating guidelines for improving QoL in such children.

The individual approach as the key factor of overcoming poor school performance and behaviour deviation of children

The individual approach as the key factor of overcoming poor school performance and behaviour deviation of children

An assessment of nutritional status and its association with school performance among school-age children (8–14 years) in Gauripalya, Bengaluru

Abstract Background: Children are the most vulnerable group that suffers from malnutrition. Nutritional status can affect the overall development of children. It may also affect the school performance of children. The present study is an attempt to assess the nutritional status of school-going children and its association with their school performance. Materials and Methods: A total of 430 students from classes 3 to 7 standard from two schools in rural Bangalore, India, were included in the study. Information on the age and socioeconomic status of students were collected from school records. Height and weight measurements were taken. Body mass index (BMI) was calculated. Children were clinically examined for pallor. World Health Organization ‘Z’ score charts were used to categorize weight for age, height for age, and BMI for age. The annual scholastic performance has been correlated with the poor nutrition of children. Student’s t-test (two-tailed, independent) and Chi-square/Fisher exact test have been used to evaluate the relationship between nutritional status and annual scholastic performance. Results: A total of 430 students participated in this study. The prevalence of underweight in boys was 25.21% (119) and in girls was 19.82% (111). The prevalence of stunting in boys was 12.60% (119), while in girls, it was 9% (111). The prevalence of wasting in the boys was 32.77% (119) and was 29.73% (111) in the girl, respectively. Among them, A + grade results were in 10 (2.30%), B grade results were in 70 (35.0%), and B + grade results were in 81 (35.22%). Conclusion: Hence, we conclude that the prevalence of malnutrition is higher among males than in females and children with lower socioeconomic status are more affected. Moreover, the nutritional status of the children is closely associated with their academic performances.

Влияние семейных факторов на успеваемость школьников и студентов: обзор зарубежных исследований

The family is an informal institution that has a strong influence on the child and on his or her academic performance in particular. Family influence is more essential in childhood, because at a young age children depend a lot on their parents. The nature of relationships between children and parents as well as the role of family in general can change as children grow up. This is a literature review of foreign empirical studies leading to further development of a research program of the influence of family factors on the performance of schoolchildren and students in Russia. In most of the cases, the authors focus on the performance of one group - either schoolchildren or students. This paper considers the research question of whether family factors, which have proven their impact on schoolchildren academic performance, retain their impact on the performance of university students. The novelty of the review lies in its consideration of three ways in which the family impacts on student’s performance: the socio-economic status of the family, the social capital of the family, and the parental involvement in the educational process. The first two ways have been extensively studied in the research, while parental involvement is often considered as a significant factor in school performance. However, it is underestimated as factor in a university student’s performance. The review confirmed that family factors have a significant positive impact on academic performance for both schoolchildren and students. This influence depends on the nature of the relationship between parents and children and can change over time. The results are of practical interest for the researchers in the field of education and psychology, educational institutions as well as for parents. The empirical analysis of parental involvement influence on the academic performance of university students may be one of the possible research themes.

Methods of ensuring comfort and quality in the design of ecological and safe school furniture

Main problem: The functional state at the physiological, psychological and behavioral levels depends on the student's working posture and affects the fatigue and performance of schoolchildren. Each new development of school furniture will undergo several test cycles. None of these cycles can give a final version of the comfort and safety of the equipment. The evaluation of school furniture takes place in several directions: compliance with building regulations and standards in accordance with age and other physiological parameters, secondly, the quality, durability and strength of modern materials, as well as the design of the form of which will provide aesthetic needs and provide a number of functions that contribute to the development and correction of children during classes in various disciplines.That is why the main context of this article is the work on identifying an increase in the period of productive working capacity in children engaged in a new model of a school desk that meets the basic ergonomic requirements. Purpose: The purpose of this article is a hygienic assessment of the impact of the ergonomic parameters of the workplace, namely furniture, on the physiological, psychological and behavioral levels of the functional state of schoolchildren and the state of the musculoskeletal system. Methods:To achieve the scientific results of this study, the methods of information and analytical, professional graphic, ergonomic methods, modeling method, questionnaire and experiment were used. Results and their significance: In the process of analyzing the information, the material of scientific research was studied and classified, which substantiates the methods of analyzing the functional feasibility, environmental safety and constitutional justification of school furniture created on the basis of innovative technologies including special technical achievements that contribute to the improvement of students' performance, interest, passion and self-development. The author's classes and tables are proposed in which the data of questionnaires and typologies of various principles of artistic design are presented, contributing to the creation of unique and at the same time ergonomic and ecological and safe furniture for schools.

Development of a learning disabilities test: a case study at elementary school

Development of a learning disabilities test: a case study at elementary school

The Effects of Physical Exercise on Mental Health: From Cognitive Improvements to Risk of Addiction

(1) Background: we aimed to investigate the effects of physical activity on cognitive functions and deficits of healthy population and other needy groups. Secondly, we investigated the relation between healthy habits and psychopathological risks. Finally, we investigated the impact of COVID-19 pandemic on exercise addiction and possible associated disorders. (2) Methods: From April 2021 to October 2021, we conducted a review aimed at identifying the effects of physical exercise on mental health, from cognitive improvements to risk of addiction; we searched for relevant studies on PubMed, Web of Science, EMBASE, PsycINFO and CINHAL. (3) Results: For the first purpose, results indicated multiple effects such as better precision and response speed in information processing tasks on healthy populations; improvement of executive functions, cognitive flexibility and school performance in children; improvement of attention and executive functions and less hyperactivity and impulsiveness on children with attention deficit hyperactivity disorder (ADHD); improvement of executive and global functions on adults; improvement of overall cognitive functioning on patients with schizophrenic spectrum disorder or bipolar disorder. Data also demonstrated that exercise addiction seems to be related to low levels of education, low self-esteem, eating disorders and body dysmorphisms. Eventually, it was found that people with lower traits and intolerance of uncertainty show a strong association between COVID-19 anxiety and compulsive exercise and eating disorder. (4) Conclusions: these findings underline on one side the beneficial effects of physical activity on cognitive function in healthy individuals in a preventive and curative key, while on the other side the importance of an adequate evaluation of psychological distress and personality characteristics associated with exercise addiction.

CREATION OF A SOFTWARE DEVELOPMENT FOR THE IMPLEMENTATION OF MONITORING THE PROGRESS OF SCHOOLCHILDREN

It is highlighted that the performance of schoolchildren is a complex process that occurs within the framework of the implementation of many of the points discussed in the article. Also, student failure can occur not only due to the low intellectual development of schoolchildren, but also for a number of other reasons. The article mentions the presence of student failure due to an incorrect pedagogical approach, the use of outdated methods, a low level of interaction with students of the teacher himself, and inappropriate behavior. It was determined that modern schools do not have enough developed programs that would reveal the average performance of students, would allow teachers to control the educational process faster and more productively. A program has been developed to determine the average score of high school students; during the experiment, it has established itself as relevant and necessary in the educational process. It was determined that this program will help teachers switch to an electronic reporting format, unload work time in favor of productive learning, rather than drawing up a written report by hand.

COMPREHENSIVE DIAGNOSIS AND CORRECTION OF SPEECH DEVELOPMENT IN CHILDREN WITH DYSGRAPHY AS A SCIENTIFIC PROBLEM

The problem of comprehensive diagnosing and speech therapy of primary school children with dysgraphia is considered in the article. Basic concepts such as: “development”, “speech therapy”, “dysgraphia” are characterized. Significant differences between the concepts “written speech” and “writing” are analyzed, which is important for better understanding and disclosure of the basic patterns of speech therapy of children with dysgraphia. It has been found out that the terms “speech development” and “development of speech” are not synonymous. It is noted that researchers often use these concepts as identical. It is noted that such terminological inconsistency creates ambiguity of interpretations, reduces the accuracy of the scientific approach to the problem of speech correction in general and the problem of dysgraphia in particular. It is emphasized that the importance of the problem of diagnosis and speech therapy of children with dysgraphia arises due to the close connection of speech pathology with school performance, psychological status and adaptation of children in the society. Based on the analyzed scientific publications on the correction of dysgraphia, it is established that the study of this disorder is complicated by the variety of scientific data (sometimes quite contradictory) and a significant number of interdisciplinary approaches. Understanding the process of learning the structure of the native language by primary school children who have difficulties in developing writing skills and dysgraphia, encourages the search for the most rational and effective ways to diagnose and correct speech development of this category of children. The author emphasized contemporary ideas about speech as a psychophysical phenomenon which is realized in conjunction with cognitive, emotional and personal components and ensures the comprehensive development of a child. A variety of mechanisms of impaired writing or its implementation require comprehensive diagnosis of speech development of children with dysgraphia;on this basis it is possible to activate speech therapy technologies for preventive and corrective action. Emphasis is placed on the complexity and multifaceted nature of the problem of dysgraphia, so it is necessary to study it grounding on the principles of complexity and systematicity, taking into account the interconnectedness and interdependence of the entire mental sphere and all forms of activity.

Anxiety Reduction and Improved Concentration in Schoolchildren through Wingwave® Coaching.

(1) Background: For nearly 20 years, the wingwave® method, which combines elements of eye movement desensitization and reprocessing (EMDR) and a muscular strength test, has been used to reduce anxiety and improve relaxation in subjects. Past studies have scientifically evaluated this method in various contexts and have found it to be effective. In this study, we investigated the effects of short-term wingwave® coaching on specific anxiety parameters regarding school, concentration ability, and subjective feelings towards two self-chosen themes in schoolchildren. (2) Methods: A group of 53 schoolchildren aged 11 to 12 years were randomly divided between an experimental and a control group. The experimental group received an intervention of three wingwave® coaching sessions (one hour each). In these sessions, past and present negative feelings towards school as well as psychological resources to face future tasks in school were focused on and utilized. (3) Results: The results showed that the overall text anxiety, manifested anxiety, and dislike of school decreased significantly in the experimental group after the three coaching sessions compared to the control group. Furthermore, both concentration ability and the subjective feeling towards self-chosen subjects improved significantly in the experimental group compared to the control group. (4) Conclusions: Our results indicate that the wingwave® method is an appropriate and effective instrument to reduce school anxiety and to improve concentration performance in schoolchildren—at least in the short and medium term.

Children's early school attendance and stability as a mechanism through which homelessness is associated with academic achievement

Unfortunately, family homelessness is a crisis in the United States. The majority of families experiencing homelessness are headed by single mothers and half of children who experience homelessness are less than five years of age. In the current study, we investigated whether children's school attendance and stability mediated the association between early experiences of homelessness (in infancy and toddlerhood) with children's school performance on standardized assessments of math and English language arts administered in the spring of third grade in a sample of children of young mothers. We used a person-centered analytic technique (i.e., repeated measures latent class analysis) to identify three classes of children's patterns of school attendance and stability from kindergarten through third grade that consisted of (a) High Absenteeism, (b) Decreasing Absenteeism, and (c) Low Absenteeism classes. Early experiences of homelessness were directly and indirectly associated with math, but not English language arts scores, through the three identified classes. The results of the current study have important implications for young children who experience homelessness and suggest promoting school attendance as one avenue to support academic achievement. In addition, supporting families and children early (i.e., before they begin pre-kindergarten) will be key in ensuring that young children who experience homelessness are successful in educational environments.

“We Only Teach Them How to Be Together”: Parenting, Child Development, and Engagement with Formal Education Among the Nayaka in South India

Children's school performance is often associated with parenting practices, implying a direct link between parents' behavior, child development, and academic success. Through the case of an Indian forest‐dwelling community, I offer an alternative view of child development, learning, and teaching, which prioritizes social skills above—and as a precondition of—academic/practical ones. I discuss the implications of such view to the evaluation of parenting, and more broadly, of formal education for marginalized indigenous communities.

Do executive functions and gross motor skills predict writing and mathematical performance in children with developmental coordination disorder?

Aim: To examine whether executive functions, and gross motor skills were predictors for school performance in children with DCD, with risk for DCD (r-DCD), and with typical development (TD). Methods: Participants were 63 children with DCD (M age = 8.70, SD age = .64), 31 children with r-DCD (M age = 8.90, SD age = 0.74), and 63 typical development children (M age = 8.74, SD age = .63). Wechsler Abbreviated Scale of Intelligence, Movement Assessment Battery for Children-2, Test of Gross Motor Development-3, Oral Word Span in Sentences, Odd-One-Out, Go/No-Go, Hayling Test, Trail Making Test, Five Digits Test, and the Test of School Performance-II were utilized. Results: In DCD, processing speed (β = −.42, p = .005), and auditory-motor inhibition (β = −.36, p = .009), and auditory-verbal inhibition (β = −.38, p = .023) predicted math performance; and auditory-motor (β = −.40, p = .38) and visuospatial working memory (β = −.33 p = .011) predicted writing performance. In r-DCD, auditory-motor (β = − .67; p = .002) and visual-motor (β = −.40; p = .040) inhibition predicted math performance; visual-motor inhibition predicted writing performance (β = −.47; p = .015). Conclusion: Lower inhibitory control and visuospatial working memory scores affect children with DCD and r-DCD’ school performance.