School Performance Research Articles

Umbrella review of meta-analyses on the risk factors, protective factors, consequences and interventions of cyberbullying victimization.

The increasing prevalence of cyberbullying victimization has become a commonplace issue globally. Although research has explored various predictors and consequences of cyberbullying victimization, most focus on a narrow range of variables or contexts, highlighting the need to comprehensively review and synthesize the wealth of empirical findings. We conducted a systematic review of meta-analyses on cyberbullying victimization, incorporating 56 meta-analyses and 296 effect sizes (sample size range 421-1,136,080, sample size median 53,183; searched via EBSCOhost ERIC, EBSCOhost PsycInfo, PubMed, Scopus, Web of Science, 13 cyberbullying-related journals, Google Scholar and ProQuest Dissertations and Theses) to address the following critical questions: (1) What are the crucial sociodemographic and psychological profiles of cyberbullying victims? (2) What critical contextual and environmental factors are associated with cyberbullying victimization? (3) What are the key psychological and behavioural consequences of cyberbullying victimization? (4) How effective are existing interventions in mitigating impacts of cyberbullying? Included meta-analyses had to focus on cyberbullying victimization and report at least one predictor or consequence. A quality assessment was conducted using the Joanna Briggs Institute Critical Appraisal Instrument for Systematic Reviews and Research Syntheses. Findings suggest that females, school-aged populations, traditional bullying victims and frequent internet users were more likely to be cyberbullied. Unregulated school environments and unsupportive parental relationships were also associated with increased cyberbullying victimization. Cyberbullying victimization was consistently associated with negative psychological outcomes, lower school performance and maladaptive coping behaviours. More importantly, the current review found that cyberbullying intervention programmes show promising results. The current review underscores the importance of devoting adequate resources to mitigating cyberbullying victimization.

Mind-body Balance. Experience Workshop for New Entry Students in Engineering

Objective: Evaluate a comprehensive educational intervention in groups of new students in engineering, using techniques for the management of their mental health, to reinforce their conditions for learning. Theoretical Framework: Development of graphic organizers, reinforcement of self-esteem, ability to concentrate, and balanced diet, strengthen study habits and techniques, maintaining mental health, and improving school performance. This topic presents the main concepts and theories that support the research. Method: An educational intervention was designed and carried out for 550 engineering students. They joined a workshop on personal balance for their entry in 2017. Perception surveys and personal testimonies were applied. Their academic performance was analyzed after one year and contrasted with other generations. Results and Discussion: Testimonials and responses to perception surveys from students and the teacher showed more than 82% acceptance. The techniques were perceived as beneficial elements for personal life, and an alternative for mental health management. Their academic performance one year after entering was similar to that of those who had a better entry profile. Research Implications: The results were used to establish an engineering entry strategy and improve the school career, benefiting terminal efficiency. Originality/Value: This study offers the evaluation of the comprehensive intervention applied to engineering students to guide the admission strategy.

Internal Validation of the Latvian Version of 16-Item Prodromal Questionnaire in A Help-Seeking Adolescent Population: Psychometric Analysis and Associated Factors.

The prodromal phase of a psychotic disorder is a period of altered functioning before the onset of the acute state; several interviews have been developed to determine whether individuals present with prodromal symptoms. The 16-item Prodromal Questionnaire (PQ-16) is a screening tool for evaluating those at risk of developing a psychotic disorder. The study aimed to evaluate the psychometric properties of the Latvian version of the PQ-16 in a sample of help-seeking adolescents referred for diagnostic assessment and look for possible associated socio-demographic and health-related factors. A cross-sectional study included patients admitted for evaluation between November 2022 and February 2023 in Riga's Children's Clinical University Hospital Child Psychiatry clinic. The data were collected during outpatient consultations by mental health professionals. We used the Latvian translation of PQ-16 and the socio-demographic and health-related factors questionnaire. Data were analysed with IBM SPSS 28; the scale's diagnostic accuracy and internal validity were examined. The study involved 107 adolescents aged 12% to 17%, 80.5% female, with a mean age of 14.98 (CI 14.70-15.26). Socio-demographic data and health-related variables did not significantly differ between the sexes (p > 0.05). The Latvian PQ-16 demonstrated excellent internal reliability with a Cronbach's alpha of 0.890. All 16 items were found to be valid with p < 0.001. A significant number of participants (73.8%) scored above the current cut-off of ≥ 6 with a mean of 9.17 (95% CI 8.41-9.93). Certain socio-demographic factors, such as female gender (p < 0.001), fair school performance (p = 0.048) and recent changes in school performance (p < 0.001), demonstrated a significant association with higher scores. Additionally, there were found significant associations between positive screening and health-related factors such as obstetric complications (p = 0.044), smoking (p = 0.002), alcohol consumption (p = 0.021), history of bullying in school (p < 0.001) and emotional abuse at home (p = 0.011). Latvian translation of PQ-16 showed high internal reliability and validity levels. Positive PQ-16 screening was associated with female gender, worsened school performance, obstetric complications, substance abuse and experienced emotional violence. The average score of 9.17 positive answers and 73.8% of participants screening positive for attenuated psychotic symptoms is significantly higher than in recent studies under similar conditions.

The Influence of Principals' Leadership and Work Motivation on Teacher Performance in Middle Schools

This study aims to identify and describe (1) the influence of the principal's leadership on teacher performance in junior high schools in Muara Telang District, Banyuasin Regency; (2) the influence of work motivation on teacher performance in junior high schools in Muara Telang District, Banyuasin Regency; (3) the influence of the principal's leadership and work motivation together on teacher performance at SMP Muara Telang District, Banyuasin Regency. This research is quantitative. This research was conducted at Muara Telang District Middle School, Banyuasin Regency, with 53 teachers as respondents. The data in this research was collected by distributing questionnaires to respondents. Data collection techniques use questionnaires and documentation. Test the prerequisites for analysis using the normality test, linearity test, and multicollinearity test, as well as the simple linear regression technique t-test and multiple linear tests using the F test with the help of the Product and Service Solution (SPSS) Statistics Program version 25. The results of this research show that (1) there is an influence of the principal's leadership on teacher performance at SMP Muara Telang District, Banyuasin Regency; (2) there is an influence of work motivation on teacher performance in junior high schools in Muara Telang District, Banyuasin Regency; (3) there is an influence of the principal's leadership and work motivation together on teacher performance at SMP Muara Telang District, Banyuasin Regency.

Assessing the Performance of Primary School Information Management Systems (PReM) in Data Provision: A Focus on Two Selected Public Primary Schools at Temeke Municipal Council, Dar es Salaam, Tanzania

The study aimed to assess the performance of Primary School Information Management Systems (PReM) in data provision at Dar es Salaam city. Specifically, the study aimed to determine the school-based requirements to deploy PReM for students - data collection, examine the impacts of PReM utilization, and explore stakeholders feeling on the use of PReM in education aspects from Mtoni Kijichi and Bwawani Primary School at Temeke Municipality, This study was guided by Information Systems Theory and Data Quality Theory. The study adopted a cross-sectional design collecting quantitative data through surveys and questionnaires. Interview and documentary review were utilized to collect the qualitative data. The study adopted non-probability and purposive sampling techniques for selecting 399 respondents (School pupils, parents, academic teachers, Ward Executive Officers, and Examination Administration and Certification Directorate staff) from the total population within the study area. Descriptive statistics (frequency), thematic and multiple linear regression models were used for analysis. Research findings from specific objective one portray that hardware with high capability has been purchased, stakeholder involvement before launching any information management system is important, and the implementation of the system must comply with regulations and pilot conducting before full implementation. Moreover, on the impacts of PReM utilization towards accuracy data provision, multiple linear regression results divulge that the independent variables (reduced workload, time savings, improved monitoring, data-driven interventions, enhanced learning outcomes, data accuracy as well as security and privacy) lead the positive relationship with PReM performance. Furthermore, respondents had positive feelings concerning the use of PReM in education aspects. The study conclude that availability of adequate hardware (Computers, tablets, and servers), reliable internet connectivity, robust network infrastructure, and compatibility with existing school management systems are the main school-based requirements for PReM deployment in student data collection. The study recommended that National Examinations Council of Tanzania (NECTA) in collaboration with MoEST had to ensure improved PReM infrastructure and training programs for smooth integration and better school management and performance.

Handwriting Speed, Visual-Motor Skills, and Attitudes Toward Writing in the Context of Handwriting Legibility of Students with Learning Disabilities

Many studies on learning disability (LD) have focused on the reading skills of students; however, many students with LDs struggle with basic handwriting skills, which are fundamental for all ages in school and everyday functioning. The purpose of this study was to examine the handwriting legibility of students with LDs in conjunction with their handwriting speed, visual-motor skills, and attitudes toward writing. The sample included 75 third- to fourth-grade students in a metropolitan city in Türkiye. The assessment task aligned with the research purpose: for the students to copy the Turkish text, copy geometrical figures, and answer questions related to attitudes toward writing. Correlations among variables varied; however, the results confirmed that handwriting speed, visual-motor skills, and attitudes toward writing predicted the handwriting legibility of students with LDs. There are intricate relationships between handwriting speed, visual-motor skills, and attitudes toward writing. The results have implications for research and practice.

The mediating role of motivation and professional development in determining teacher performance in vocational schools

The mediating role of motivation and professional development in determining teacher performance in vocational schools

Investigating Blended Leadership Dynamics: Analysing Transformational, Transactional, Laissez-Faire, and Instructional Approaches in High and Low Achieving Secondary Schools in Ethiopia

This study delves into the leadership practices within secondary schools in the Gedeo Zone, with a specific focus on those achieving high performance. Employing an embedded mixed research design, the study selected four high-performing and eight low-performing schools. Data collection methods encompassed surveys, document analysis, focus group discussions, and interviews, engaging 48 principals, 311 teachers, 6 senior teachers, and 7 supervisors, totaling 372 participants. Statistical analyses including regression, correlation, and independent t-tests, coupled with thematic analysis, were utilized. Both qualitative and quantitative findings indicate notable differences in leadership practices between high-performing and low-performing schools, with principals in high-performing schools demonstrating a blended approach of instructional and transformational leadership styles. Positive correlations emerged between principal effectiveness, employee effort, and satisfaction, linked to the adoption of instructional and transformational leadership styles. Regression analysis suggested that blended leadership styles positively impact academic achievement in high-performing schools but may have adverse effects in low-performing schools due to insufficient implementation of such leadership styles. The study proposes that principals in Gedeo Zone's secondary schools adopt a blended leadership approach, incorporating full-range and instructional models to enhance school performance. Additionally, the education department in the zone is encouraged to arrange workshops integrating full-range and instructional leadership practices. Received: 11 March 2024 / Accepted: 29 October 2024 / Published: 05 November 2024

Interaction Effects Between Low Self-Control and Meaning in Life on Internet Gaming Disorder Symptoms and Functioning in Chinese Adolescents: Cross-Sectional Latent Moderated Structural Equation Modeling Study.

Internet gaming disorder (IGD) is an emerging behavioral addiction with mental health implications among adolescents. Low self-control is an established risk factor of IGD. Few studies have, however, examined the moderating role of meaning in life (MIL) on the relationships between low self-control and IGD symptoms and functioning. This study aimed to examine the effects of low self-control and MIL and their interaction effects on IGD symptoms and family and school functioning in a structural equation model. A sample of 2064 adolescents (967, 46.9% male; mean age 14.6 years) was recruited by multistage cluster random sampling from 5 middle schools in Sichuan, China, in 2022. The participants completed a self-report questionnaire with validated measures on low self-control, presence of MIL, search for MIL, IGD symptoms, school commitment, and family functioning. Construct validity, measurement invariance, and structural invariance of the measures were evaluated by confirmatory factor analysis across sex. Structural equation modeling was conducted to examine the indirect effects of low self-control and MIL on family and school functioning through IGD symptoms. Latent moderated structural equation modeling was performed to examine the interaction effects between low self-control and MIL on IGD symptoms, school commitment, and family functioning. All scales showed satisfactory model fit and scalar measurement invariance by sex. Males showed significantly greater IGD symptoms and lower levels of self-control (Cohen d=0.25-1.20, P<.001) than females. IGD symptoms were significantly and positively associated with impulsivity (β=.20, P=.01), temper (β=.25, P<.001), and search for meaning (β=.11, P=.048) and significantly and negatively associated with presence of meaning (β=-.21, P<.001). Presence of MIL and impulsivity showed a significant and negative interaction effect (β=-.11, SE .05; P=.03) on IGD symptoms. The positive effect of impulsivity on IGD symptoms was stronger among adolescents with low presence of MIL than those with high presence of MIL. Temper showed significant and positive interaction effects with presence of MIL (β=.08, SE .04; P=.03) and search for MIL (β=.08, SE .04; P=.04) on family functioning. The negative effects of temper on family functioning were stronger among adolescents with low levels of MIL than among those with high levels of MIL. This study provides the first findings on the interaction effects between low self-control and presence of MIL and search for MIL on IGD symptoms and functioning among a large sample of adolescents in rural China. The results have implications for targeted interventions to help male adolescents with lower self-control and presence of meaning.

The Role of Organizational Commitment in Mediating the Influence of Work Motivation on Teacher Performance in State Vocational High Schools in Kendari City

This research analyzes the mediating role of organizational commitment in mediating the influence of work motivation on the performance of state vocational school teachers in Kendari City. Using quantitative methods with an explanatory research approach, this study involved 196 respondents from 7 state vocational schools in Kendari City, selected through purposive sampling. The results show that work motivation positively and significantly affects organizational commitment (path coefficient 0.510, p-value 0.000) and teacher performance (path coefficient 0.486, p-value 0.000). Organizational commitment has a significant effect on teacher performance (path coefficient 0.362, p-value 0.000). Mediation analysis confirms work motivation influences teacher performance through organizational commitment (path coefficient 0.184, p-value 0.000). In conclusion, work motivation is important for increasing a teacher's organizational commitment and improving teacher performance. The Southeast Sulawesi Provincial Government, in this case the education department, is advised to carry out regular monitoring of teacher performance and the effectiveness of training programs that have been implemented. This evaluation is important to ensure that the program meets the needs of teachers and students. It is recommended that further research use longitudinal studies and be carried out by comparing the influence of work motivation in various types of schools (for example, private versus public) or comparing vocational schools versus high schools. to gain greater insight into the dynamics of motivation in the education sector.

Influence of Teaching and Learning Resources Provided by BOM on Students’ Academic Performance in Public Secondary Schools of Kisii Central Sub County, Kenya

Despite interventions by policymakers and implementers in instituting BOM so as to ensure the delivery of quality education in Kenya, performance in some schools has remained poor. According to the Sub County director of education, Kisii has witnessed very poor performance in the Kenya Certificate of Secondary Education (KCSE) examination over the years. To address the situation, the Kisii Central County Education office conducted workshops to capacity-build the BOM members from the entire County in relation to their roles in schools. It was for this reason that the study was to establish the influence of board of management practices on students’ academic performance in public secondary schools of Kisii Sub County. The study adopted a descriptive survey design. The target population consisted of 53 public secondary schools in Kisii Central Sub County with 53 principals, 391 teachers, 689 members of the Board of Management, and 14,776 students. The sample size comprised 44 secondary school principals, 44 assistant teachers, 42 students and 248 members of the Board of Management. This constituted a total sample size of 378 respondents. Data was collected through self-administered questionnaires as well as through interview schedules for the BOM members. A pre-test of the instruments was conducted in three schools using 38 respondents constituting 10% of the study sample. Quantitative data was analyzed using descriptive statistics (frequency counts, the mean, and standard deviation) and inferential statistics (correlation) by employing SPSS version 21.0 and excel computer packages. Qualitative data was organized into themes, and categories as they emerged from the field and presented in narrative form. The analysis of results revealed that teaching and learning resources, staff recruitment and incentives positively and significantly influence the academic performance of students in secondary school. The study recommended that in order to improve the academic performance of students in secondary schools, the BOM should ensure that they provide enough teaching and learning materials to schools to guarantee the performance of students in their academics, recruit competent teachers to improve the teacher-student ratio which is a necessary measure in improving the performance of students in academics, establish the most appropriate method of appreciating teachers and students so as to motivate them to work positively toward improving the academic performance of students

Influence of Strategy Implementation on Academic Performance in Public Secondary Schools in Kenya: Case Study of Bungoma County

Strategy management is crucial for organisational success, but the relationship between strategy management and performance remains unclear. In the context of public secondary schools in Kenya, the Ministry of Education has directed schools to develop and implement strategic plans. However, some schools face challenges in their strategy management. This study aimed to examine the impact of strategy implementation on academic performance in public secondary schools in Bungoma County, Kenya. The study population included 258 principals, 1,290 heads of departments, 258 bursars and quality assurance officers from 258 public secondary schools in the county. Data were collected through questionnaires, interviews, and document analysis. The results indicated a strong positive relationship between strategy implementation and academic performance in public secondary schools. It is concluded that schools that successfully implement strategies to improve education outcomes are more likely to achieve higher academic performance than schools that do not. Recommendations of the study are that streamlining strategy formulation, implementation, and evaluation processes in public secondary schools, enforcing policies to enhance education quality and access, and empowering schools to develop tailored strategic plans are highly encouraged. These findings can inform the Ministry of Education and other education stakeholders in improving policies and practices related to strategy implementation and academic performance in secondary schools

Cognitive, affective and sociological predictors of school performance in mathematics

Mathematics is a key school subject for some of the most lucrative and economically important careers. Low mathematics performance in school is associated with low psychometric intelligence, family socioeconomic status (SES), specific mathematical abilities, and high mathematics anxiety. We used a sample of Hungarian schoolchildren (N = 102, mean age = 12.3 years) to directly compare the predictive power of general intelligence, specific mathematical abilities measured by the Pedagogical Examination of Dyscalculia (DPV), mathematics anxiety, and socioeconomic status for mathematics grades. Mathematics grades correlated with IQ, specific mathematic ability, mathematics anxiety, and a composite measure of family SES. The WISC-IV showcased a manifest correlation of 0.62 and a latent correlation of 0.78 with the DPV and high manifest (r=-0.53) and latent (r=-0.59) correlations with mathematics anxiety. IQ alone accounted for 52% of the variance in mathematics grades. IQ, specific mathematical ability, family SES and mathematics anxiety jointly accounted for 56% of the variance in grades, with a non-significant contribution of specific mathematical ability and family SES over IQ and a marginal contribution of mathematics anxiety. Our results show that psychometric intelligence is the most important predictor of mathematics grades, while family SES and specific mathematical abilities are only associated with grades to the extent they reflect psychometric intelligence. The results, however, confirmed a small role of mathematics anxiety over intelligence in predicting grades.

Consequences of parental neglect of academic performance Brazilian child

AbstractThe negative effects of child neglect on the development of children are serious and have far‐reaching negative consequences for children, especially in Brazil, with great social inequality. The research investigated the consequences of neglect for children in their early years of schooling. The academic performance was evaluated in three groups: children with formal notification of neglect, children with suspected unreported neglect and children who did not suffer any form of abuse. Information was collected from different sources: parents/caregivers, teachers and the children themselves. The groups comprised children in their early school years, aged between six and eight. The results showed that neglected children had borderline or clinical levels of school skills and below‐average school performance. The reference group had, for the most part, normal scores and average or above‐average school performance. Considering that school is a protective factor, children with learning difficulties and neglected children need support that favours child development.

Quality of Life in Children With Chronic Health Conditions and Its Contribution to Unmet Supportive Care Needs of Families.

While theoretical models have established the bidirectional relationship between health and wellbeing of parents and children with chronic health conditions (CHCs), previous work has predominantly emphasised the impact of parent functioning on child outcomes. This study examines how quality of life (QoL) domains in children with CHCs are associated with unmet supportive care needs (SCN) of their parents and explores whether these associations vary by health condition. Parents of children with congenital heart disease (CHD), type 1 diabetes (T1D) and cancer diagnosed before the age of 12 years and receiving treatment within the last 5 years were eligible. Parents recruited through charity organisations and social media platforms completed a secure, online survey via Qualtrics. The PedsQL examined child QoL across four dimensions: physical, emotional, social and school functioning. A 34-item survey assessed parents' unmet SCN in the previous month across six need domains (e.g., care and informational). Linear regressions examined associations between child QoL and unmet SCN domains and moderation analyses determined whether associations varied as a function of CHC. The study included 186 parents (age range 25-56 years) of children diagnosed with various CHCs (52% CHD; 27% T1D, 21% cancer). The child's emotional functioning was inversely related to all unmet SCN domains, social functioning was inversely related to three domains (physical and social; support; financial), school functioning was inversely related to two domains (physical and social; care), and child's physical functioning was not associated with any SCN domains. Only the association between child school functioning and unmet care needs was significantly moderated by CHC type (p < 0.05). Poorer emotional functioning in children with a CHC is a key factor in determining parents unmet SCN. Larger studies are required to replicate these findings and inform design of interventions addressing QoL and unmet SCN in families of children with common CHCs.

Efficacy and perceived satisfaction of 3-year SLIT in children with allergic rhinitis and asthma: a pilot study.

Despite the presence of robust evidence, there is very limited data on the efficacy of allergen immunotherapy (AIT) for selected patients. Accordingly, we aimed to evaluate the efficacy and perceived satisfaction of a 3-year course of sublingual immunotherapy (SLIT) in a paediatric population with allergic rhinitis and/or asthma. A pilot, monocentre, retrospective cohort study was performed. One hundred fifty-three children who fulfilled the criteria for allergic rhinitis and asthma and were either mono- or poly-sensitized were enrolled. A standardized questionnaire assessing perceived efficacy, use of rescue medication, disease control, number of exacerbations, quality of life, and perceived satisfaction was administered to each patient. Seventy patients (49 males, 21 females; mean age, 14.3±1.9 years) were included in the final analysis. All 70 patients received SLIT for up to 3 years, with 100% adherence to the treatment throughout the study. Significant improvements in symptoms and quality of life were reported (p<0.01). There was also a significant decrease in disease severity, use of rescue medication, and sleep disturbances (p<0.01). Additionally, a significant improvement in school performance was also recorded (p<0.01). Of the enrolled patients, 60 out of 70 (85.7%) reported being very satisfied, 6 out of 70 (8.57%) were much satisfied, and 4 out of 60 (5.71%) were satisfied. We were the first to demonstrate the efficacy and perceived satisfaction of a 3-year SLIT in a paediatric population, with 100% treatment adherence throughout the study.

Social and institutional inclusion in multi-ethnic schools enable better intergroup relations for majority youth and higher school achievement for minority youth

Inclusive school climates have been related to more friendly and equal intergroup relations among majority and ethnic minority youth. Yet, comprehensive research distinguishing majority and ethnic minority group perspectives on both social and institutional inclusion, and looking beyond individual perceptions of inclusion is missing. Taking a multi-group and multi-level approach, we assessed the actual social climate (aggregating majority intergroup attitudes within schools) and institutional climate (coding school diversity policies); and we tested associations with intergroup relations (i.e., individual intergroup bias and contact) and school performance (i.e., self-reported Dutch language grades) as individual outcomes for both majority and minority youth. To this end, we draw on a large-scale survey of 1814 native-origin majority and 1068 Turkish- and Moroccan-origin minority youth in the same 65 Flemish-Belgian middle schools. As expected for majority youth, a more inclusive ingroup social climate predicts less intergroup bias; and more social and institutional inclusion jointly predict more intergroup contact with minority peers. For minority youth, an inclusive outgroup social climate predicts higher Dutch grades; yet social and institutional inclusion were unrelated to their intergroup attitudes or contact.

Insuficiencia de convergencia y trastorno por déficit de atención e hiperactividad: revisión de literatura

Children are subjected to a high demand for visual tasks from an early age, associated with their school activities, that can cause alterations in the oculomotor system generating symptoms that, sometimes, affect your school performance and emotional state, which leads to a closer study of binocular vision disorders such as convergence insufficiency (CI) and child behavioral disorders, They are characterized by being persistent, repetitive and inappropriate, such as attention deficit hyperactivity disorder (ADHD). The objective of this review was to identify and describe the definition, prevalence, clinical signs, the symptomatology and treatment for convergence insufficiency and how it is associated with attention deficit hyperactivity disorder through a literature review of different databases, and in which articles were identified in which the visual function of children with ADHD diagnosis was intended to be known, the presence of symptoms associated with this disorder in patients diagnosed with insufficient convergence and even clinical trials comparing changes in The results of this study were based on the results of a study conducted by the European Commission in March 1998. The results of this review lead to the conclusion that an association between ADHD and HF in children is evident, but not a causal relationship, studies on representative samples are therefore necessary.

Encoding colors and tones into working memory concurrently: A developmental investigation.

Working memory serves as a means to accumulate information and reorganize it. Researchers have long assumed that the natural organization of information is one stream at a time. This logic leads to the expectation that, when two different series of stimuli are to be remembered, performance should be superior if the series are presented one before the other in succession, rather than concurrently. Moreover, different accounts of attentional limits lead to different expectations for the change in the ability to encode two sets across age groups in childhood. Testing children from first grade (6-7years) to adulthood, we presented sequences of colored objects and tones in succession or concurrently (with one color accompanying an unrelated tone) and found that performance was equally good no matter which presentation method was used. The results for both presentation methods closely matched the intricate pattern of development observed by Cowan etal. (2018), who used successive presentation only. We found marked developmental improvement in the ability to retain materials in each modality without an increasing cost of attention-sharing between modalities. Humans at least from the elementary school years through young adulthood thus display an ability to accommodate and organize two concurrent streams of information. RESEARCH HIGHLIGHTS: Memory for stimuli from multiple modalities is relevant to school performance and learning; here we investigate how attention is shared between remembering colors and tones. Participants received four colors and/or four tones for subsequent recognition on a trial, with dual modalities presented successively (0.5s per stimulus) or concurrently (0.5s per pair). Successive versus concurrent presentation had little effect on recognition, and the marked increase in memory performance with age did not come from dividing attention during encoding or maintenance. Children as young as first grade thus can encode and organize for later recognition colors and concurrently-presented, but unrelated, tones.

Academic performance of pediatric epileptic patients at King Abdulaziz University Hospital

ABSTRACT Background: Epilepsy is a prevalent neurological condition affecting children worldwide, with a particularly high incidence in Saudi Arabia. Children with epilepsy can experience poor school performance due to cognitive deficits and frequent absences. This study investigates the impact of seizures on school attendance among children with epilepsy. Methods: This cross-sectional study was conducted at King Abdulaziz University Hospital (KAUH) in Jeddah, Saudi Arabia, including pediatric epilepsy patients from 2016 to 2022. Data were collected via an online questionnaire and analyzed using IBM SPSS. Factors examined included seizure frequency, medication use, comorbidities, teacher awareness, and absenteeism. Results: The study included 207 pediatric epilepsy patients, predominantly Saudi nationals (87%). Most parents had higher education backgrounds (70%). Participants’ mean age was 9.66 years, with 57% diagnosed before the age of 5. Most (45%) patients took daily medication with 57% experiencing no side effects. Over half (56%) of the population reported focus and memory problems, significantly related to age at diagnosis (P &lt; 0.001). Comorbidities were reported by 35%, with a significant relationship to absenteeism (P &lt; 0.01). Teacher awareness was reported in 58% of cases. Regarding absenteeism, over half (57%) were absent fewer than 10 days during the past academic year, with 41% attributing absenteeism to non-seizure reasons. Seizure attacks at home caused 22% of absences. A significant relationship existed between the etiology of absenteeism and seizures (P &lt; 0.001). Bullying at school due to seizures was reported, with a significant relationship to absenteeism (P = 0.02). Conclusion: This study highlights the complex relationship between epilepsy, school attendance, and associated factors among pediatric patients in Saudi Arabia, shedding light on the importance of poor academic experience to improve the quality of life for children with epilepsy.