School Performance Of Children Research Articles

Physical activity status and its association with quality of life among children with down syndrome in Saudi Arabia: A comparative cross-sectional study.

Down syndrome is a genetic disorder that causes physical and cognitive challenges. Identifying the impact of sedentary behavior and physical activity on people with Down syndrome is crucial for early intervention. The purpose of this study is to compare physical activity and sedentary behavior among children with Down syndrome and typically developing children, as well as assess their relationship with quality of life. In the cross-sectional study, 67 children between the ages of 6 and 12 were enrolled: 29 in the Down syndrome group and 38 in the typically developing group. Each child wore an ActiGraph wGT3X-BT for seven days. Accelerometer data and quality of life data were analysed. Physical activity and sedentary behavior were not significantly different between the Down syndrome and typically developing groups (p ˃ .05). With large effect sizes (partial eta squares ranging from 0.21 to 0.59), typically developing children had a significantly better quality of life than children with Down syndrome. There was a weak positive correlation between moderate physical activity and school performance in children with Down syndrome. For typically developing children, there is a weak negative correlation between light physical activity and physical function, school function, and total paediatric quality of life scale scores. This study indicates that children with Down syndrome have participated in more physical activities, resulting in a reduction in differences between them and typically developing children. Additionally, typically developing had higher quality of life than children with Down syndrome. For healthcare professionals and educators, these findings provide valuable insights into developing strategies to enhance physical activity for children with developmental disabilities.

Evaluation of parental relationship and school performance in primary school children

This study aimed to determine whether there is a significant correlation between the parental relationship with school coexistence and the level of learning in children. The work had a quantitative approach, with a correlational non-experimental design; It consisted of a sample of 585 students from the third to the sixth grade of primary school. Two questionnaires were carried out to know the aspects related to the parental relationship and its effects on the children's school performance. The results show a correlation between school coexistence and academic performance; however, it is shown that the parental relationship is independent of this situation.

Hubungan Keragamanan Makanan dengan Status Gizi Balita Usia 1-5 Tahun

Food diversity is a major problem for all developing countries, including Indonesia. Dietary diversity is associated with the risk of stunting and other nutritional problems. Stunting will have a negative impact on children's thinking, memory, school performance and work productivity in the future. In an effort to reduce the high stunting rate in Sumberwungu Village, the Government was distributing additional food in the form of snacks but it was not in accordance with nutritional needs. The aim of this research was to determine whether the nutritional status of toddlers aged 1-5 years was related to diversity in Sumberwungu Village, Tepus, Gunung Kidul, Yogyakarta. This type of research uses a retrospective methodology and is an analytical observational study. The sample in the research was 34 toddlers who experienced nutritional problems. Food diversity data was collected using the IDDS questionnaire with a non-consecutive 2x24 hour recall method. The data analysis used in this research is univariate and bivariate analysis. Bivariate analysis in this study uses the Kendal-Tau test to determine the relationship between food diversity and the nutritional status of toddlers. The results of data analysis showed that there was no relationship between food diversity and nutritional status in toddlers aged 1-5 years (z score BB/U p= 0.898, z score TB/U p= 0.941, and z score BB/TB p= 0.913).

Peer groups, academic achievement and the behaviour of elementary school‐aged children: A strength‐based perspective

AbstractThe purpose of this study was to examine how the members of children's peer groups resemble each other in terms of behavioural and emotional strengths, academic achievement and behaviour at school. The participants were 739 9‐ to 10‐year‐old children (354 boys, 385 girls) from 30 Finnish elementary schools. 431 children (241 girls, 190 boys) were part of peer groups. Less than 5% of participants were other than Finnish origin. The children self‐assessed their behavioural and emotional strengths, and teachers evaluated the children's academic achievement and behaviour at school. Children also filled the sociometric questionnaire and sociograms were drawn to identify peer groups. Standardized beta values of regression analyses were used as indicators of effect sizes. The results showed that when observed as a strength, children's school functioning was positively linked to both academic achievement and behaviour at school. The intraclass correlations (ICC) revealed that members of peer groups resembled each other in terms of behavioural strengths, and behaviour at school, but not in academic achievement. The gender composition of peer groups explained the variance in behaviour at school between peer groups. The results of this study highlight the importance to consider children's peer group also when implementing behavioural interventions.

Качественные характеристики школьного образования как показатель политико-географического положения стран

The correlations between the qualitative characteristics of school education and the human development index and its components, according to UN data, are examined using sets of countries. They take into account educational characteristics, indicators of schoolchildren’s performance, identified in various countries by the international programs TIMSS, PISA, PIRLS and the number of gold medals at international olympiads in various academic disciplines. Components of human development – life expectancy, gross national income, average and expected years of schooling. Positive correlations, in most cases significant, between the phenomena under consideration have been established. The distribution of educational indicators taken into account by region of the world is considered. Using the world-system analysis, it was found that there is no complete correlation between the country's place in the international system and the level of schoolchildren's academic performance and medalists in school discipline Olympiads. It is noted that the Russian Federation and many countries geographically close to it are characterized by a gap between the quality indicators of school education and the level of development. It is suggested that the quality of school education is a strong and insufficiently implemented prerequisite for the development of the Russian Federation.

Self-Perception of Adaptation Teaching Practices in The Ordinary Classroom and School Performance of Children with Cerebral Palsy

Self-perception of adaptive teaching practices in the ordinary classroom and school performance as adjustment capacities in children with cerebral palsy. We found that the students with disabilities in the CNRPH and PROMHANDICAM inclusive schools are of various types. The fact that IMC learners are associated with physically and sensorially disabled and non-disabled children raises the problem of performance in terms of their ability to adjust to their inclusion in school. Our general aim is to examine and understand how the self-perception of pedagogical practices can have a significant effect on school performance as a capacity for adjustment to school inclusion for IMC. Our hypothesis is as follows: Self-perception of adaptive teaching practices in the mainstream classroom has a significant effect on academic performance as an adjustment capacity in children with Cerebral Palsy. To verify this hypothesis, we conducted a study in two CNRPH schools in the Yaoundé VI district, Mfoundi department, Centre region. A total of 150 participants of both sexes, selected based on purposive sampling, were interviewed and given a questionnaire. The statistics and results obtained enable us to understand the difficulties encountered by pupils with cerebral palsy and the adaptive teaching practices that can be put in place to facilitate the development of their performance as a means of adjusting to school inclusion.

The Influence of Various Types of Play on the Development of Coherent Monologue Speech in Children Aged 5-6 Years

Coherent monologue speech is one of the main factors determining both school performance and social success of children. Therefore, problems related to methods and techniques for developing coherent monologue speech in children still remain relevant. It is often recommended to use various types of play activities (i.e., games) for this purpose. However, the question remains whether all of them have an equally positive impact on the development of coherent speech in such an aspect as its macrostructure (coherence, cohesion, semantic completeness, narrative structure). For this reason, the purpose of this study is to find out how different types of play affect the speech development in children of senior preschool age. According to our preliminary hypothesis, the development of semantic elements of a story is most influenced by role-playing games. Our study involved 220 preschoolers ( M = 60.84 months; SD = 4.14 months) who were randomly assigned to seven groups in which they either participated in a series of games of a certain type, or listened to additional stories, or were not exposed to experimental treatment at all. Before and after the exposure, the children made up stories based on a series of pictures. The resulting stories were evaluated in terms of their macrostructure. The groups were then compared in terms of the impact that different types of play interaction had on the development of the macrostructure of coherent speech. It was found that the best effect was shown by the role-playing games, and, first of all, ‘directed’ ones. These results allow a more reasonable approach to the use of games for the development of coherent monologue speech in children aged 5-6 years.

Intestinal parasitoses: a contextualized educational approach aimed at reducing the disease

Intestinal parasitosis is caused by endoparasites that cause damage to the health of the affected person. These diseases, mainly linked to the conditions of hygiene and basic sanitation, can interfere with the performance of schoolchildren. The objective of this study was to carry out health education actions on intestinal parasitosis with 75 students in the second year of high school in the State of Pará, Brazil. Actions were carried out: school cleaning campaign; manufacture and organization of garbage collectors; collection of hygiene materials; lecture on parasitosis; Creation of cleaning duct: construction of a manual and didactic game. Two stages of parasitological examinations of feces were carried out on the students. The first stage was carried out before the prevention and treatment actions and the second after six months. A pre-test questionnaire (before the activities) and post-test questionnaire (after the activities) were applied. In the first stage of examinations, there was a prevalence of 53% of parasitic infestations in students. After the actions, there was a reduction to 25%, demonstrating that the treatment with dewormers and the actions developed contributed to the reduction of infestations, which shows the effectiveness of direct actions involving students to control these diseases.

Physical activity and academic performance in students from same primary education school

Background and Study Aim. Recent researches has demonstrated the relationship between physical activity levels and academic performance in schoolchildren. Most of them have sampled students from different schools and cities. Sometimes academic performance was influenced by other factors such as the type of teaching, the teaching staff or, for example, the assessment system. This research has tried to associate the practice of out-of-school physical activity with academic performance in a group of students, with the peculiarity that they all belonged to same Elementary school. Material and Methods. 120 students (67 boys and 53 girls), aged between 8 and 12 years, participated in this study once their parents or guardians were informed about the characteristics of the study. Academic performance was calculated from the average grades provided by their teachers in the first term. Physical activity levels were calculated using the APALQ questionnaire, categorising students into two types: active or sedentary. In the presence of a normal distribution, the difference between groups was obtained using Chi-Square and Student's t-test. In those cases where the distribution was not normal, comparison was carried out using the Mann Withney U. Results. The analysis of results showed that active students obtained significantly higher grades than sedentary students (8.15±1.17 vs. 7.35±1.15; p=0.042). This circumstance is maintained when analysing the results according to the students' gender, although it is only significant in the case of girls (8.08±1.22 vs 7.03±0.87; p=0.036). Conclusions. The practice of physical activity during non-school hours had a positive influence on the academic performance of the students analysed, even though they were from the same school.

The family of the 21st century and the influence on the child's school performance

From a sociological perspective, „the family is a relatively permanent social group of individuals linked to each other by blood, origin, marriage or adoption, who share primary responsibility for the reproduction and care of members of society. The family is the fundamental instrumental core of the broader social structure, in the sense that all other institutions depend on its influences.” The family is also referred to as the foundation of society, later becoming a factor of social stability, being responsible for the tone it gives in relation to society, its stability also determining the stability of society. The way in which the family influences the development of children is complex and research can determine the effects of specific characteristics of parents in learning specific characteristics in children. The family climate is very important in determining educational influences and is a major role in the growth and education of the child and adolescent.

Emotional intelligence, spelling performance and intelligence quotient differences based on the executive function profile of schoolchildren.

The aim of this study was to determine the correlation of intelligence quotient with spelling performance, executive functions and emotional intelligence and to analyse the profiles in executive functions presented by the participants and the differences at the level of intelligence quotient, spelling performance and emotional intelligence. The sample consisted of 125 Spanish primary school students (58 girls and 67 boys) in a rural environment, with a mean age of 10.92 (±.68)years. Intelligence quotient and spelling performance were measured using the BADyG test; executive functions were assessed using the NIH EXAMINER battery and emotional intelligence was assessed using the Bar-On questionnaire. The results show a high correlation of intelligence quotient with spelling performance, executive functions and two emotional intelligence dimensions (adaptability and interpersonal). Two clusters were observed: a high executive functions profile (n = 74, 59.7%), with high scores on all measured variables (working memory, planning, cognitive flexibility, inhibition and verbal fluency), and a low executive functions profile (n = 50, 40.3%) with low scores on all executive functions-related variables. The multivariate analysis of variance (MANCOVA) found variations between the different clusters in the intelligence quotient, spelling performance and interpersonal emotional intelligence variables, showing that students with a higher executive functions profile had a higher intelligence quotient, spelling performance and interpersonal emotional intelligence values. This study could help to better define what kind of teaching methodology favours the development of academic performance in schoolchildren and the connections between important educational aspects such as emotional intelligence and executive functions.

An Exploratory Study of Obsessive-Compulsive Behavior and School Problems Associated with Pediatric Acute-Onset Neuropsychiatric Syndrome (PANS)

Pediatric acute-onset neuropsychiatric syndrome (PANS) is an increasingly studied disorder that has been linked to negative neuropsychiatric outcomes, with the most frequently cited consequence being rapid onset of obsessive-compulsive symptoms. Little is known, however, about the educational impacts of this disorder on school-aged children. This study aimed to learn (1) what school-related problems do parents report in children with PANS?; (2) with what frequency do school-aged children with PANS receive formal special services at school?; (3) what types and severity of obsessions and compulsions are exhibited by school-aged children with PANS?; and (4) does OCD symptom severity classification predict the presence of a school special service plan? Parents (n = 208) of children with PANS participated in this study by completing a survey that included the Children’s Yale-Brown Obsessive-Compulsive Scale Parent Report (CY-BOCS-PR) and additional questions regarding child school performance and participation in formal special services at school. Anxiety and inattention, among a variety of other school-based problems, are reported at school in this population. Approximately 60% of the children received some form of school special services across their educational career. A variety of mild to severe obsessive-compulsive behaviors were reported in the children, though the severity of those behaviors did not predict the existence of a school special services plan. School psychologists must be prepared to evaluate children with PANS and recommend evidence-based interventions.

The relationship of children's dental clinical status with school performance and school attendance in the Kingdom of Bahrain: A life-course approach.

To examine the association between dental clinical status and school performance and school attendance in the Kingdom of Bahrain (KoB) using a life-course framework. This time-ordered cross-sectional study included 466 school children in Grade 2 (aged 7-8 years) and their parents in the KoB. Data were collected through parents' self-administered questionnaires, children's face-to-face interviews and dental clinical examinations. Data on children's school performance and school attendance were gathered from parents and school records. Structural equation modelling (SEM) examined the direct and indirect pathways between variables. Children born in families with high socio-economic status (SES) were less likely to have dental caries and more likely to have better school performance at 7-8 years of age. Dentine caries was directly linked with poor school performance. Treated teeth directly predicted high school performance. The presence of dentine caries mediated the relationship of SES with school performance. Birth and current socio-economic factors were significant predictors of dental clinical conditions and school performance. Dental caries and fewer treated teeth directly predicted poor school performance.

Anxiety levels and school performance of Ecuadorian children from 3 to 5 years old: a cross-sectional study

Anxiety Disorder is common in kindergarten children. The high rates of anxiety disorder impact neurodevelopment and consequently may contribute to poor school performance. Thus, this study aimed to evaluate the influence of anxiety rates on the school performance of kindergarten children. It used the Screen for Child Anxiety Related Disorders (SCARED) parent version in parents of Ecuadorian children. The statistical analyses included one hundred fourteen responses from parents of kindergarten children. The binomial logistic regression model for the SCARED rating for parents' answers was statistically significant for Generalized Anxiety Disorder (odds [OR], 0.036; 95% confidence interval and p <0.001. A statistically substantial score (odds [OR], 0.037; 95% confidence interval and p <0.001, was presented in Social Anxiety Disorder. Finally, school refusal was evaluated (odds [OR], 0.038; 95% confidence interval [CI] 0.004-0.340) with a (p <0.003). A positive statistical correlation between social disorder and school avoidance correlated with anxiety disorder in kindergarten children. In conclusion, our results showed that Anxiety Disorders are common in kindergarten children. We did not find a correlation between anxiety levels and the school performance of our children sample. There is a positive relationship between anxiety and school avoidance in Ecuadorian children. Keywords: Anxiety Disorder; Kindergarten; Children; School performance Social disorder; School avoidance.

The association between parental internalizing disorders and child school performance

Parents play a crucial role in children’s lives. Despite high prevalences of anxiety and depression, we do not know how these disorders among parents associate with child school performance in Norway. We use regression models to estimate associations between parental mental disorders and child school performance, while adjusting for some social and genetic confounders. Parental anxiety and depression were assessed from administrative registers of government funded health service consultations for all individuals in Norway with children born between 1992 and 2002. School performance was assessed as standardized grade point average at the end of compulsory education when children are 16 years old. Associations were also considered in samples of adoptees and among differentially affected siblings. We find that 18.8% of children have a parent with an anxiety or depression diagnosis from primary care during the last three years of compulsory education (yearly prevalence: 11.5%). There is a negative association between these parental mental disorders and child school outcomes (z = 0.43). This association was weakened, but statistically significant among differentially exposed siblings (z = 0.04), while disappearing in adoptee children. Many children experience that their parents have anxiety or depression and receive a diagnosis from primary care. On average, these children have lower school performance. The association is attenuated when comparing differentially exposed siblings and disappears in adoptee children. These results have a poor fit with the hypothesis that parental internalizing is an influential causal factor in determining children’s educational success.

Type of School as a Socioeconomic Indicator and its Impact on the Nutritional Status, School Performance, Self-Esteem of Basic School Students (10-12 Years Old) in Khartoum Locality, 2014

Adolescence, a critical phase of rapid physical, social, and psychological growth, encompasses individuals aged 10 to 19 years, Evaluating nutritional status for decades has involved standard methods like dietary, anthropometric, biochemical tests, and clinical signs, often incorporating socioeconomic status (SES) as a key determinant. The study aimed to assess the nutritional status of students (10-12 years old) attending three types of basic schools whose families’ SES was categorized according to school fees paid as high, medium and low. Methodology: This cross-sectional community-based study investigated the influence of family socioeconomic status (SES) on the nutritional status, school performance, and self-esteem of children aged 10-12 years attending basic schools 2014. 210 participants were chosen. Data were collected through anthropometric measurements and a questionnaire covering demography, dietary patterns, self-esteem assessments, and school performance obtained from schools. Statistical package for social sciences version 26 used for analysis. Result: Data from 210 students (45.2% boys, 54.8% girls) The findings revealed a significant impact of family SES (P=000) on nutritional status, energy and protein intake, school performance, and self-esteem. Low SES families had a higher prevalence of underweight children (66.7%), while high SES families had more overweight and obese children. Those from high SES consumed more animal foods, fast foods, fresh fruits, and vegetables compared to medium and low SES groups. High school grades were predominantly achieved by high and medium SES students, with low SES students obtaining lower grades. Normal-weight students exhibited better school performance and self-esteem than overweight, obese, and underweight students. In conclusion, family SES significantly influenced the nutritional status, school performance, and self-esteem of children attending basic schools. Recommendations, to ensure students' well-being, ..

Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds.

High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive stimulation (i.e., caregiving quality) in ECE settings and success in science, technology, engineering, and mathematics (STEM) in high school. Using the 1991 National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n = 1,096; 48.6% female; 76.4% White, 11.3% African American, 5.8% Latine, 6.5% other), results demonstrated that caregiving quality in ECE was associated with reduced disparities between low- and higher-income children's STEM achievement and school performance at age 15. Disparities in STEM school performance (i.e., enrollment in advanced STEM courses and STEM grade point average) and STEM achievement (i.e., Woodcock-Johnson cognitive battery) were reduced when children from lower-income families experienced more exposure to higher caregiving quality in ECE. Further, results suggested an indirect pathway for these associations from caregiving quality in ECE to age 15 STEM success through increased STEM achievement in Grades 3 through 5 (ages 8-11 years). Findings suggest that community-based ECE is linked to meaningful improvements in STEM achievement in Grades 3 through 5 which in turn relates to STEM achievement and school performance in high school, and caregiving quality in ECE is particularly important for children from lower-income backgrounds. This work has implications for policy and practice positioning caregivers' cognitive stimulation and sensitivity in ECE settings across the first 5 years of life as a promising lever for bolstering the STEM pipeline for children from lower-income backgrounds. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Pengaruh Pendidikan Kesehatan Tentang Nutrisi Gizi Seimbang Dengan Perilaku Pencegahan Anemia Pada Remaja

Anemia is an indicator of poor nutrition and health. Anemia does not only have an impact on individual health status but will also have an impact on other global nutritional problems such as stunting, wasting, underweight and low birth weight. Malnutrition caused by anemia can affect school performance in children and reduced work productivity in adults. The consequences of anemia can have further social and economic impacts on individuals and families. This research is a quasy experimental pre-post test with control group design with a total sample of 35 adolescents aged 15-28 years. The research was conducted on Panjang Island in July 2023. Attitudes of young women on Panjang Island in preventing anemia before being given health education, most were in the bad category as many as 19 respondents (54%). After adolescents were given health education, the most good category was 19 respondents (54%). The statistical test results obtained P-value = 0.003 that it was concluded that there was an influence of health education on balanced nutrition with anemia prevention behavior in adolescents on Panjang Island in 2023.

P-779 School performance of children conceived by assisted reproductive technology

Abstract Study question Does elementary school performance differ between children conceived through assisted reproductive technology (ART) compared to children born to subfertile couples not conceived by ART? Summary answer Children born after ART perform equally well at age 12 (end of elementary school) compared to children born to subfertile couples not conceived by ART. What is known already It is well established that pregnancies conceived by ART are at higher risk of adverse outcomes, such as pre-term birth and a lower birth weight, also when restricted to singleton pregnancies. However, whether ART also affects outcomes in later life, such as school performance, is less clear. Although some studies indicate that there might be subtle differences in the school performance of ART and spontaneously conceived children, it remains unclear whether this is due to the ART treatment, parental factors or a combination of both. Study design, size, duration Data were used from the OMEGA-cohort, a historical nationwide cohort with prospective follow-up in the Netherlands. The cohort comprises all offspring of women who were treated in one of the 13 IVF clinics or 2 regional fertility centers in 1983-2010. Of 89,249 live-born children, 54,417 were ART-conceived and 37,832 were not ART-conceived (conceived naturally with or without ovarian stimulation) by subfertile women. Participants/materials, setting, methods Data on type of fertility treatment and maternal risk factors were available from medical records of the mothers and through the national perinatal registry. The OMEGA-cohort was linked to the education dataset of Statistics Netherlands, including school performance data for the period 2006-2017, leaving 24,806 children in the analytical cohort. The overall test Z-score and Z-scores on the separate domains (Dutch language and mathematics) between ART and non-ART children were compared using multivariable linear regression. Main results and the role of chance The cohort comprises 14,958 ART-conceived children and 9,848 non-ART children with test scores around age 12 in 2006-2017. The mean overall score was 536,5 (SD = 9.7), with scores of 536.4 (SD = 9.9) in ART-conceived children and 536.6 (SD = 9.5) in non-ART children. After adjustment for maternal age and maternal and paternal educational level, in a multivariable linear regression model, the overall test Z-score was also not different among ART-children compared to non-ART children from subfertile parents (β=-0.02, 95% CI=-0.04-0.01). Overall test Z-scores were not different according to different ART treatment modalities, IVF (β=-0.02, 95%CI=-0.05-0.01), ICSI (β=-0.01, 95% CI=-0.05-0.02) and frozen embryo transfer (β = 0.07, 95%CI=-0.01-0.14) when compared to children born to subfertile couples not using ART. ART children performed equally well on mathematics and Dutch language compared to children born to subfertile couples not conceived by ART. Limitations, reasons for caution Although the current analyses include a large proportion of the ART children in the Netherlands with data on school performance and our study had sufficient power to address the research question, it is not clear to which extent our results are generalizable to other countries. Wider implications of the findings Reassuringly, based on first results, children born after ART had comparable test scores at the end of elementary school compared to children from subfertile couples not conceived by ART. Trial registration number Not applicable

Risk of impaired school performance in children hospitalized with concussion: a population-based matched cohort study.

To examine the impact of concussion on objective measures of school performance. Population-based matched cohort study using linked health and education records of young people aged ≤18years hospitalized with concussion in New South Wales, Australia, during 2005-2018, and matched comparisons not hospitalized with any injury. Young people with concussion had higher risk of not achieving the national minimum standards for literacy and numeracy assessments, ranging from 30% for numeracy to 43% for spelling, and not completing high school, ranging from 29% for year 10 to 77% for year 12, compared with matched peers. Young people hospitalized with concussion have impaired school performance compared with uninjured matched peers.