Poor School Achievement Research Articles

Until when does the effect of age on academic achievement persist? Evidence from Korean data

According to an analysis of Korean student panel survey data, monthly differences in age had a significant influence on academic achievement until middle school (lower secondary education). However, this age effect did not persist when students graduated from high school (upper secondary education). Furthermore, some evidence is found that younger students, upon entering high school, were more likely to concentrate on academic studies, and less likely to experience minor distractions, thereby compensating for their poor academic achievement in middle school.

Specific speech and language impairments in children: assessments, diagnostics, classification and outcome

Specific Language Impairment (SLI) is an heterogeneous disorder characterized by an inadequate development that cannot be explained by an auditory sensory defect, a motor-neurological defect, a general cognitive impairment nor an unwillingness to communicate. There are many subtypes of SLI, both in severity and type that may be associated with a different outcome. Although many of these children recover clinically, the majority will maintain minor language impairments leading to a poor school achievement and learning difficulties. A proportion of cases remain severely impaired causing social isolation and an occupations/professional handicap. The origin of these syndromes is probably genetic. Although the are assumed to reflect a dysfunctional of the neuronal networks subserving the comprehension,, elaboration and production of language, they are not due to evident focal brain lesions, but are associated with atypical patterns of cerebral dominance and specialization for language. A variety of language processing impairments have been described in these children, namely a difficulty in analyzing rapidly changing speech sounds, acquiring language morphology and grammar and a poor phonological memory. Therapeutic intervention in these children must be individualized and interdisciplinary (speech therapy, alternative forms of communication, psychological support and special education). This is essential to prevent social isolation, low self-esteem, emotional and behavioral symptoms and educational problems. DOI: http://dx.doi.org/10.17575/rpsicol.v16i1.467

The prevalence of substance use among adolescents and its correlation with social and demographic factors

BACKROUND/AIM: Adolescence is the period of greatest risk of starting to use substances: cigarette smoking, alcohol and illicit drugs. In the first decade of this millennium substance use among adolescents has increased. The aim of this study was to explore the prevalence of substances use among adolescents and its correlation with social and demographic factors. The study was conducted among adolescents in Novi Sad during 2010-2011 and included 594 conveniently selected adolescents (275 male and 319 female), aged 15-19 years. A special questionnaire was used and statistical analysis performed in SPSS17. The correlation between parameters was evaluated by the Pearson correlation method and frequency differences were analysed using χ2 test and starting level was p < 0.05. The prevalence of substance use was statistically higher in males. Cigarettes were smoked daily by 21.45% males and 15.67% females (p < 0.01), alcohol was consumed by 81.6% males and 69.11% females (p < 0.001) and illicit drugs were used by 13.65% males and 8.30% females (p < 0.05). There was a positive correlation between smoking cigarettes and alcohol consumption, but negative between smoking cigarettes and the use of illicit drugs (p < 0.01). The prevalence of substance use was statistically higher among adolescents with poor achievement in school (p < 0.01), who lived in a broken home (illicit drugs p < 0.01) and who had more pocket money (cigarette smoking p < 0.01, and alcohol consumption p < 0.5). Stable family, lower amount of pocket money weekly and good school performance are protective factors in prevention of substances use among adolescents.

Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections

Multilingual education policy has been a controversial affair in South Africa, especially over the last 60 years. Recent research conducted by government-led and independent agencies shows declining student achievement within an education system that employs 11 home languages for education in the first three grades of primary school, followed by a transition to English medium for the majority (approximately 80%) of speakers of African languages. Research that focuses on the linguistic practices of students in urban settings suggests that there is a disjuncture between the construction of multilingualism within contemporary education policy and the multilingual reality of students (e.g., Heugh, 2003; Makoni, 2003; Makoni &amp; Pennycook, 2012; Plüddemann, 2013; Probyn, 2009; Stroud &amp; Heugh, 2011). There is also a disjunction between constitutional and other government policies that advance, on paper, a multilingual policy, yet are implemented through an assimilatory drive towards English (Alexander &amp; Heugh, 1999). As predicted nearly two decades ago, the ideological framing of multilingualism during the negotiations in the early 1990s was to have consequences for the way in which language policy would unfold in the education sector over the next 20 to 30 years (Heugh, 1995, 1999). While poor student achievement in school may be ascribed to a range of socioeconomic indicators, this article draws attention to contributory factors that relate to language(s) in education. These include different constructions of multilingualism in education in relation to sociolinguistic and educational linguistic considerations, contradictory interpretations of multilingual education in a series of education policy documents, pedagogical weaknesses, and recent attempts to strengthen the provision of African languages education alongside English in the first 10 years of school (Grades R and 0–9; e.g., Department of Basic Education (DBE), 2013a, 2013b).

The relationship of multiple, simultaneously occurring health risk behaviors to academic performance of high school students

Objective: This study aimed to identify health risk behaviors contributing to academic performance while controlling for other factors and investigated the relationship between academic performance and multiple simultaneously occurring predictors among public high school students in Rhode Island. Methods: The Youth Risk Behavior Survey (YRBS) is conducted in a representative sample of public school students in grades 9-12 using a two-stage cluster sample design. In the springs of 2007, 2009, and 2011 a total of 9,384 adolescents participated in Rhode Island’s statewide YRBS. The data were analyzed with multinomial logistic regression. Results: Students who had been in a physical fight (past 12 months), were ever hit/slapped by a boyfriend/girlfriend, felt sad/hopeless for 2+ weeks (past 12 months), were current smokers (past 30 days), were current marijuana users (past 30 days), ever had sexual intercourse, perceived themselves as overweight, had insufficient physical activity (less than 60 minutes per day, 5 days per week), or played video games 3+ hours per school day were more likely to self-report obtaining low grades than students without these risk behaviors. Poor academic achievers are more prevalent among students of both sexes who participate in high-risk behaviors even after adjusting for other confounding effects. Conclusions: Poor academic achievement in school may be a good indicator of students who are at risk of engaging in unhealthy or dangerous behaviors and in need of support or intervention. Conversely, prevention strategies aimed at risk behaviors may enhance student academic achievement.

Pharmacologic Treatment of Insomnia

Thomas Freedom, MD hronic insomnia is estimated to affect 10% of Americans. Transient nsomnia may affect approximately 30% of the population. Fifty percent o 69% of patients under medical care meet the diagnostic criteria for nsomnia. Most patients do not report sleep disorders. The sleep difficulties are ncovered by careful questioning, focused physical examination, and, if eeded, laboratory investigations. Sleep and wake habits, sleep disrupions, daytime symptoms, medical and psychiatric comorbidities, mediations, and lifestyle as they relate to insomnia should be assessed. Vital igns, head and neck, cardiac, lung, extremities, and neurologic examiations are pertinent to look for medical and features of other sleep isorders (ie, sleep apnea and upper airway) that may predispose to nsomnia. Questionnaires and sleep logs may also be of benefit. Referral o a sleep specialist and polysomnography can be considered if sleep pnea is suspected, excessive daytime sleepiness is present, or there is no esponse to initial behavioral and/or pharmacologic treatment. Criteria for insomnia set by the second edition of the International lassification of Sleep Disorders (ICSD-2) include difficulty initiating sleep r maintaining sleep, waking up too early, or chronically nonrestorative or oor-quality sleep. This occurs despite adequate opportunity and circumtances for sleep. It is associated with at least 1 of the following: fatigue or alaise; attention, concentration, or memory impairment; social or vocational ysfunction or poor school achievement; mood disturbance or irritability; aytime sleepiness; motivation, energy, or initiation reduction; proneness for rrors or accidents at work or while driving; tension headaches, or gastrointestinal ymptoms in response to sleep loss; or concerns or worries about sleep. Criteria for insomnia from the Diagnostic and Statistical Manual of ental Disorders, text revision, 4th ed. (DSM-IV-TR) are difficulty nitiating or maintaining sleep, or suffering from nonrestorative sleep, for at east 1 month. The sleep disturbance causes clinically significant distress or mpairment in social, occupational, or other important areas of functioning.

A case of a girl with poor school achievement, ataxia and neurological deterioration

A case of a girl with poor school achievement, ataxia and neurological deterioration

Long-lasting effects of undernutrition.

Undernutrition is one of the most important public health problems, affecting more than 900 million individuals around the World. It is responsible for the highest mortality rate in children and has long-lasting physiologic effects, including an increased susceptibility to fat accumulation mostly in the central region of the body, lower fat oxidation, lower resting and postprandial energy expenditure, insulin resistance in adulthood, hypertension, dyslipidaemia and a reduced capacity for manual work, among other impairments. Marked changes in the function of the autonomic nervous system have been described in undernourished experimental animals. Some of these effects seem to be epigenetic, passing on to the next generation. Undernutrition in children has been linked to poor mental development and school achievement as well as behavioural abnormalities. However, there is still a debate in the literature regarding whether some of these effects are permanent or reversible. Stunted children who had experienced catch-up growth had verbal vocabulary and quantitative test scores that did not differ from children who were not stunted. Children treated before 6 years of age in day-hospitals and who recovered in weight and height have normal body compositions, bone mineral densities and insulin production and sensitivity.

Nutrition and Catch‐up Growth

Nutrition and Catch‐up Growth

CHRONOTYPE, SLEEP LENGTH, AND SCHOOL ACHIEVEMENT OF 11- TO 23-YEAR-OLD STUDENTS IN NORTHERN EUROPEAN RUSSIA

Residing at northern latitudes for long periods of time is associated with sleep disturbances and internal desynchronization, which are considered to be causes of chronic diseases in old age. In children and teenagers, they result in a poor school achievement, psychological problems, and increase in consumption of stimulants. In this paper, we analyze the relationship between both chronotype and sleep length and the variables of age, sex, place of residence, type of settlement (village/city), latitude and longitude of residence, and school achievement of young inhabitants of northern European Russia. We surveyed 1101 children and teenagers between 11 to 23 yrs of age living in four settlements located between 59° and 67° North latitude and 33° and 60° East longitude. The Munich chronotype questionnaire (MCTQ) was used in the study, and all participants were also required to answer a question about their school achievements. An analysis of covariance (ANCOVA) was used to assess the influence of the analyzed factors on sleep length and chronotype. Self-reported sleep length of teenagers depended moderately on age, whereas the place of residence, latitude, and type of settlement only had a weak effect. Chronotype strongly depended on place of residence and longitude; it moderately depended on latitude and age; and it weakly depended on sex and type of settlement. The sleep length of village teenagers was 46 min longer than that of urban teenagers. The authors found a 1 h and 18 min phase delay of the sleep-wake rhythm (as a marker of chronotype) in teenagers moving in the East-West direction and a 16-min delay moving in the South-North direction within one time zone. There was a weak, but significant, positive correlation between chronotype and time of sunrise. There was about a 2-fold stronger influence of chronotype than sleep length on achievement of school children and college students. We conclude that socioeconomic factors exert a significant influence on sleep length and that climatic conditions exert a significant influence on the chronotype of teenagers in the northern latitudes. (Author correspondence: borisenkov@physiol.komisc.ru)

Associations Between Poor Health and School-Related Behavior Problems at the Child and Family Levels: A Cross-Sectional Study of Migrant Children and Adolescents in Southwest Urban China

Due to urbanization in China, the numbers of migrant children and adolescents in urban environments have increased. Previous studies have indicated that children and adolescents are more likely to suffer from health problems and poor school achievement. The present study identified associations between poor health and school-related behavior problems (ie, learning attitudes and learning disabilities [LL], antisocial behavior and risk behavior [AR], and social adaptation and role function [SR]) at the child and family levels. A cross-sectional design was used. Seven hundred and eighty-one participants were recruited in inclusive settings. Correlational analysis was conducted to assess the associations between demographic variables and the primary study variables. Logistic regression analysis was used to determine which study factors were the strongest predictors of general health problems. School-aged migrants who had poorer health tended to be more likely to suffer from school-related behavior problems. Poor health was also found to hinder scholastic achievement in migrant children and adolescents through a higher prevalence of school-related behavior problems, including negative learning attitudes and learning disabilities, antisocial behavior and risk behavior, and social maladjustment. Health risk factors included inappropriate parental education methods, fewer classmates, and less social support. Health and individual risk factors should be explored further to determine their causal role in migrant children and adolescents with school-related behavior problems. These results have implications for future school health education for these students.

Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica

Objective The aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica. Methods A cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence – exposure to aggression among peers at school, physical punishment at school, and exposure to community violence – were assessed by self-report using an interviewer administered questionnaire. Results Fifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose–response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none. Conclusions Exposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence. Practice implications Children in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose–response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression.

Correlates of peer victimization and achievement: An exploratory model

AbstractThis study investigates peer victimization and achievement. Adolescents aged 12–15 years were drawn from the National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. Teachers', children's, and parents' reports were combined in a latent variable path analysis, χ2(51) = 348.54, p &lt; .000. The model converged in six iterations resulting in a Comparative Fit Index = .90, and a standardized residual mean error of .05. The model shows that adolescents who are victimized by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviors, receive little support from their teachers, and experience non‐nurturing, rejecting behaviors from their parents. © 2009 Wiley Periodicals, Inc.

The Relationship Between School Achievement and Peer Harassment in Canadian Adolescents

The relationship between school achievement and peer harassment was examined using individual and peer characteristics as mediating factors. The sample consisted of adolescents age 12—15 years ( n = 4,111) drawn from the Canadian National Longitudinal Survey of Children and Youth, which is a stratified random sample of 22,831 households in Canada. When factors related to achievement and harassment were considered simultaneously, disruptive behaviour problems and peer interactions were found to mediate the link between achievement and harassment, χ2(32) = 300.00, p &lt; 0.001. These results suggest that adolescents who are harassed by their peers are at risk of experiencing poor school achievement if they exhibit disruptive behaviour problems and poor peer interactions. Implications for school psychologists are presented.

Identity Representations in Patterns of School Achievement and Well-Being Among Early Adolescent Girls

This study examines relations between early adolescent girls' well-being, achievement, and emerging identities. Variable-centered results showed that girls' moral and student identities were the strongest predictors of their achievement, whereas their moral, student, physical, and peer identities predicted their well-being. Person-centered results delineated four subgroups of girls based on their profiles of well being and achievement. The largest group of girls (46%) was characterized by well being and positive school achievement and had balanced adult- and peer-oriented identities. The second largest group (35%), characterized by emotional distress and average school achievement, had positive student and negative physical and peer identity representations. The third group (12%), characterized by emotional distress and poor school achievement, reported pervasive negative representations. The final group (7%), characterized by well being and poor achievement, did not consider themselves good students but did see themselves as physically attractive. Interviews revealed identity challenges characteristic of girls in each subgroup.

Cultural Identification and Academic Achievement Among African American Males

Although most African Americans are aware of the importance of education, many still continue to suffer from poor school achievement. School failure, high rates of educational dropout, low college enrollment, over-representation in special education classes, and low standardized test scores reflect a pervasive problem of educational underachievement among African Americans. Our work with African American males reveals a positive relationship between cultural mistrust and oppositional cultural attitudes and an inverse relationship with outcome expectations, outcome value, and academic achievement. Cultural mistrust is a significant predictor of academic achievement. As African American males' mistrust increases, their academic outcome expectations decrease. As mistrust increases, oppositional cultural attitudes also increase. Students with high cultural mistrust, oppositional cultural attitudes, and low valuation for educational outcomes have lower expectations for the benefits of their educational outcome. A presence of cultural mistrust and oppositional cultural attitudes clearly undermines educational outcome expectations. These findings have implications for educational research and practice, particularly concerning the education of African American males living in urban environments. Resistant cultural identity or cultural mistrust may be early markers of risk status for educational underachievement. School policies and practices that support identity development may help more African American youth cultivate a strong positive cultural identity that is consistent with academic achievement. African American students who value outcomes associated with education and who exhibit oppositional identities may not anticipate being able to achieve those outcomes through educational means.

Emergency contraception among Finnish adolescents: awareness, use and the effect of non-prescription status

BackgroundAdolescents need to be aware that there is a method of preventing pregnancy even after an unprotected intercourse. Limited information is available on the awareness of young adolescents and the effects of selling emergency contraception (EC) over-the-counter, and the findings are controversial. The aims of this study were to investigate awareness and use of EC among Finnish girls aged 12–18 years in 1999–2003, and to assess the effect of the 2002 non-prescription status on the use.MethodsA self-administered questionnaire was sent to a population-based sample of 12–18-year-olds girls in 1999, 2001, and 2003. Response rate was 83% in 1999 (N = 4,369), 79% in 2001 (N = 4,024) and 77% in 2003 (N = 3,728), altogether N = 12,121. Logistic regression model was used to examine the association of unawareness and use of EC with socio-economic background and health behaviour.ResultsIn 2001, nearly all 14–18-year-olds and a majority of 12-year-olds were aware of EC. Among 12–14-year-olds, a slight increase in awareness between 1999 and 2003 was observed but this was not related to non-prescription status. Health-compromising behavior (alcohol use, smoking), dating and having good school achievement were related to higher awareness of EC.Nine percent of 14–18-year-olds had used EC once and 1% three times or more. No statistically significant change in EC use was found after non-prescription status. EC use increased with increasing alcohol consumption, particularly at age 14. Smoking, dating, and poor school achievement were related to increased use as well as not living in nuclear family. A lower use was observed if living in rural area or father's education was high. Mother's education was not related to use.ConclusionAdolescent girls were well aware of the existence of emergency contraception even before the non-prescription status. Over-the-counter selling did not increase the use.

011—The Child in Foster Care: Implications for Pediatric Health Care Providers

Significance of the Problem: Foster care or kinship care has long been considered as a significant factor in the growth and development of the young child. Currently, over 500,000 children in the United States are living in foster care. The average length of placement is 2–5 years. This disruption in parental care places the young child at risk for emotional and behavioral problems, poor school achievement, developmental delays, and chronic illnesses. Barriers to adequate health care for children in foster care include a lack of systematic documentation related to foster case issues, incomplete medical records, inadequate physical and psychological assessment, and poor case management and care coordination.

Orientations in adolescent use of information and communication technology: A digital divide by sociodemographic background, educational career, and health

The role of information and communication technology (ICT) in adolescents' lives was studied, with emphasis on whether there exists a digital divide based on sociodemographic background, educational career, and health. The assumption was that some groups of adolescents use ICT more so that their information utilization skills improve (computer use), while others use it primarily for entertainment (digital gaming, contacting friends by mobile phone). Data were collected by mailed survey from a nationally representative sample of 12- to 18-year-olds (n=7,292; response 70%) in 2001 and analysed using ANOVA. Computer use was most frequent among adolescents whose fathers had higher education or socioeconomic status, who came from nuclear families, and who continued studies after compulsory education. Digital gaming was associated with poor school achievement and attending vocational rather than upper secondary school. Mobile phone use was frequent among adolescents whose fathers had lower education or socioeconomic status, who came from non-nuclear families, and whose educational prospects were poor. Intensive use of each ICT form, especially of mobile phones, was associated with health problems. High social position, nuclear family, and a successful educational career signified good health in general, independently of the diverse usage of ICT. There exists a digital divide among adolescents: orientation to computer use is more common in educated well-off families while digital gaming and mobile phone use accumulate at the opposite end of the spectrum. Poorest health was reported by mobile phone users. High social background and success at school signify better health, independently of the ways of using ICT.

Behavioral parent-training approaches for the treatment of bedtime noncompliance in young children.

Abstract Bedtime is one of the most common and treatable types of child sleep problems. Children who are noncompliant at are more likely to exhibit daytime somnolescence, which may in turn lead children to exhibit daytime misbehavior, impaired social functioning and poorer school achievement. In addition, these problems can have a number of negative consequences for members of the child's family, including parental sleep deprivation and depression. Behavioral parent-training approaches are considered the treatments of choice for in young children. In this paper, we describe the evidence supporting a number of such approaches. We highlight several gaps in the treatment literature and we make recommendations for future research. Keywords: Bedtime Noncompliance, Parent Training, Sleep Problems ********** Bedtime in preschool and elementary-school school aged children is typically characterized by stalling, whining, or tantruming when approaches. Almost all children will exhibit these behaviors at some point in their young lives. Most parents have the skills to handle milder forms of noncompliance. However, when the intensity, duration, or frequency of these behaviors leads to disruptions in a family's functioning, mental health professionals can offer substantial help. These behaviors are best classified diagnostically as Behavioral Insomnia of Childhood, Limit-setting Type (2005 revision of the International Classification of Sleep Disorders; American Academy of Sleep Medicine). In this paper we will use the less awkward term bedtime noncompliance to describe this set of behaviors. Although some of the studies we will mention include infants, we will focus primarily on preschool and school aged children. For an excellent review of the entire class of sleep problems in children, including parasomnias, fears, and nightmare disorders see Sadeh (2005). There is evidence that is one of the most common childhood behavior problems. While many surveys of sleep problems in children lump sleep problems together, a few studies have examined prevalence rates of noncompliance. Estimates vary widely, but most studies suggest that 5-10% of school-aged children display significant (e.g. Blader, Koplewics, Abikoff, & Foley, 1997, Mindell, 1993). Sleep problems as a class account for almost 10% of presenting concerns in child and adolescent outpatient mental health centers (Meisbov, Schroeder, & Wesson, 1993). There is no doubt that many other families experience these problems and do not seek professional help. Research on Effects of Sleep Problems There is an increasing amount of clinical observation and research demonstrating that sleep problems, including noncompliance, can lead to insufficient sleep in children, which can, if chronic, lead to emotional, physical, behavioral, and cognitive problems (Dahl, 1996; Gais, Philal, Wagner, & Born, 2000; Kuhn, Mayfield & Kuhn, 1999; Lavigne, et al., 1999; Mindell, Kuhn, Lewin, Meltzer, & Sadeh, 2006; Owens, 2004; Sadeh, Gruber, & Raviv, 2002). While not all children who are noncompliant with are sleep deprived, having nightly battles with parents (which often include delaying and moving from one bed to another in the middle of the night) leads many children to experience compromised sleep quality and reduced total sleep time. Mood problems associated with daytime sleepiness in children include exacerbation of negative mood, compromised mood regulation, and a decrease in positive affect (Dahl, 1996; Kuhn, Mayfield & Kuhn, 1999; Owens, 2004). Chronic sleep problems may also have deleterious effects on the cardiovascular, immune, and metabolic systems (Mindell et al., 2006; Owens, 2004). Behavioral correlates of decreased night sleep include hyperactivity, aggressiveness, oppositionality or noncompliant behavior, and poor impulse control (Lavigne, et al. …