Unsatisfactory Academic Performance Research Articles

Exploring the Attrition of Low-Income Students From Associate Degree Programs in Jamaica, After Receiving Full Financial Support

Financial barriers are readily touted as constraints facing low-income students who attempt to pursue studies at higher education institutions. With the removal of the barrier of tuition fees, this research study explored the reasons why low-income students still decided to drop out of their respective programs in higher education institutions in Jamaica, although full financial support was received. Using a qualitative phenomenological approach, semistructured interviews were conducted with 10 participants from two higher education institutions in Jamaica. Four themes emerged from the study as the reasons for their attrition, namely, the prioritization of financial needs, unsatisfactory academic performance, personal emotional issues, and program issues. These findings confirm that in addition to financial support to cover tuition fees, there are additional considerations for donor agencies as well as higher education institutions, if low-income students are to be aptly supported, and the risk of attrition, mitigated.

Academic Stress among Adolescents of Rural Nepal: A Community-based Cross-Sectional Study.

Adolescents are in the transition phase between childhood and adulthood. Their mental health influences many aspects in their life as they go through many physical and emotional changes. Adolescent mental health is harmed by changes in emotional and physical state, as well as increased academic pressure. This study aimed to assess academic stress and its associated factors among adolescents in rural Nepal. A community-based cross-sectional survey was conducted among 424 adolescents residing in Karnali Province, Nepal. Academic stress was measured using Student Assessing Academic Stress. Multivariate logistic regression analysis was used to examine associated factors at the significance level of 0.05. Of the total students, 19.8% had moderate academic stress and 2.4% of them had high academic stress. Female students had thrice higher odds of having academic stress as compared to male students (Adjusted Odds Ratio:3.47; 95% Confidence Interval:1.91to 6.31, p-value:<0.001). Grade 10 students had higher odds of having academic stress as compared to grade 9 (Adjusted Odds Ratio:2.02; 95% Confidence Interval:1.13 to 3.61, p-value:0.017). Students of literate mothers were more likely to experience academic stress than those with illiterate mothers (Adjusted Odds Ratio:0.53; 95% Confidence Interval:0.29 to 0.96, p-value:0.036). Students with unsatisfactory academic performance had thrice higher odds of having academic stress as compared to students with satisfactory academic performance (Adjusted Odds Ratio:3.12; 95% Confidence Interval:1.46 to 6.67, p-value:<0.003). The findings of the study showed that high school students have academic stress, which is related to many factors at home and school. Understanding academic stress and parents and teachers providing the best support to the students could help lessen the burden.

The Influence of Academic Self-Efficacy on University Students’ Academic Performance: The Mediating Effect of Academic Engagement

Challenges and competition are being faced in higher education. Students’ unsatisfactory academic performance and dropouts are obvious problems worldwide. The “student-centered” pedagogy requires universities to pay attention to the needs of students. Research has demonstrated that academic self-efficacy is a positive psychological variable in the prevention of students becoming academically burnt out and withdrawing from their studies. By increasing academic engagement and improving academic performance, academic self-efficacy can reduce the dropout rates. This study attempted to achieve an in-depth comprehension of the nexus between academic self-efficacy and academic achievement among university students and the mediating role of academic engagement in the association between the two. A total of 258 participants were included in the cross-sectional study. The relationships among academic self-efficacy, academic engagement, and academic performance were examined using Pearson correlation coefficients. In order to examine the intermediating role of academic engagement in the relationship between academic self-efficacy and academic performance, a mediation analysis was applied. A favorable and strong correlation among academic self-efficacy, academic engagement, and academic performance was found in this study. Academic self-efficacy can be a direct predictor of academic achievement and can also be an indirect predictor of academic achievement via the intermediating effect of academic engagement. The findings of this study provide theoretical and practical recommendations for university researchers and administrators. The findings confirm the mediating role of academic engagement between academic self-efficacy and academic performance. The results provide universities with evidence for use in the design of projects and programs for the improvement of students’ academic performance. Increasing the level of academic self-efficacy and enhancing academic engagement are of utmost importance for university students to maintain and improve their academic performance.

For citation: Minyurova S. A., Kruzhkova O. V., Vorobyeva I. V., Matveeva A. I. Addictive behaviour of adolescents and young men in the education system: Review of psychological and pedagogical research

Introduction. Addictive behaviour of students today is one of the most acute problems of the education system. Not only chemical addiction leads to serious problems, but also social networks, smartphones, gaming addictions lead to a significant decrease in the level of physical and mental health of adolescents and young men, socio-psychological maladaptation in society, violation of their psychological well-being and in critical cases – the development of suicidal risks. Nevertheless, a comprehensive study of the experience in psychological and pedagogical research in the field of addictive behaviour with the generalisation of methodological approaches and empirical results has not been conducted yet (although such review studies are present in relation to general and specific issues of addictive behaviour, its spread in individual countries or geographical regions, the role of the family, etc.). At the same time, such studies are necessary to ensure a complete understanding of the problem from the perspective of the educational organisation and the possibilities of the educational environment in the prevention of the spread of addictive behaviour among students.Aim. The aim of the study was to review and systematise international research in the field of psychological and pedagogical study of addictive behaviour of students.Methodology and research methods. The selection of scientific publications in the international scientometric database Scopus was carried out for inclusion in the review with search depth from 2011 to the present. The authors used the following keywords complexes for the search: “addiction&amp;school”, “addictive behaviour&amp;school”, “drug&amp;school”, “alcohol&amp;school”, “tobacco&amp;school”, “internet addiction&amp;school”, “gambling&amp;school”. The specified word complexes such as “article title, short description, keywords” were included in the search section. Additional search restrictions were the type of articles (reviews, article); the chosen field of science was “Psychology” and an additional keyword was “adolescent”. After analysis the final list of selected publications amounted to 246 works.Results. The results of the study made it possible to systematise scientific publications and identify trends in the consideration of addictive behaviour in psychological and pedagogical research in the education system. Thus, it was revealed that the definition of addictive behaviour has a specific interpretation in relation to the concept of dependent behaviour. Behavioural manifestations of addictive behaviour in chemical and behavioural addictions have similar characteristics, whereas personal predictors, which determine the propensity of students to choose this deviation, may have ambivalent characteristics depending on the chosen form of addictive behaviour. At the same time, the forms of addictive behaviour of students in the educational environment are diverse and include both chemical addictions (smoking, alcohol and drug addiction) and behavioural variants of addictive behaviour (Internet addiction and dependence on video and computer games). At the same time, any of the listed addictions individually, or taking into account their combined nature, leads to a decrease in the success of training and unsatisfactory academic performance of students. In addition, difficulties in learning and interacting with other subjects of the educational environment may (among other things) be a factor stimulating the emergence of addictive behaviour as a form of care or compensation. Prevention of addictive behaviour, as a rule, is based on informing about the negative consequences of addictions, but it can take into account both the peculiarities of social behaviour and learning of adolescents and young men, as well as their personal characteristics, which act as zones of vulnerability for the development of addiction.Scientific novelty. The scientific novelty lies in the fact that the authors systematised scientific research in the field of psychological and pedagogical study of addictive behaviour of students, taking into account current trends in the spread of both chemical and non-chemical addictions, as well as their combined nature of distribution among adolescents and young men.Practical significance. The practical significance is due to the potential possibilities of using the data obtained to organise effective prophylactic work for preventing the development of addictive behaviour among students within the framework of the educational process in an educational organisation, taking into account international experience and psychological and pedagogical basis.

Education in Doctoral School and Fees

Abstract This article discusses the issue of fees that may be charged to doctoral students at doctoral schools. In compliance with Article 198 par. 8 of the Act – the Law on Higher Education and Science: “Doctoral education shall not be subject to fees.” This regulation may be prima facie interpreted as excluding the possibility of charging any fees to doctoral students at doctoral schools. However, this is an oversimplification. Whereas, indeed, any activities directly related to the education of doctoral students should be free of charge, doubts arise with regard to other types of fees enumerated in Article 79 of the referred Act. And so, in literature there is a consensus that three admissible types of fees potentially paid by doctoral students are those referred to in Article 79 par. 2 points 1–2 and 6 that is those charged for conducting the recruitment process (point 1), carrying out the verification of learning outcomes (point 2), using student dormitories and canteens (point 6). The interpretation of the regulations concerning fees in the entities running doctoral schools should not have an extensive or implicit character. Thus, in this context the objective scope of these regulations seems to be relatively narrow. In the practice of doctoral schools’ functioning, a certain problem, although potentially probably small, may prove to be the legislator’s waiver as of 1 October 2019 (as opposed to the fees charged at the hitherto doctoral studies) of fees due to repeating by a doctoral student of classes due to unsatisfactory academic performance and while issuing copies of certain documents. A lack of relevant provisions at a statutory level excludes charging fees in a situation when a doctoral student achieves unsatisfactory grades from taken classes or repeatedly loses such documents as, for instance, a doctoral student’s ID card, a student book, diplomas and copies thereof, supplements to diplomas. Therefore, the author postulates de lege ferenda relevant legislative amendments.

Depression and Suicidal Ideation as a Consequence of Academic Stress among Adolescent Students

Many factors contribute to the stress being experienced by students but one common cause of academicstress in India is School. Such stress comes from too much homework, unsatisfactory academic performance,preparation for tests, lack of interest in a particular subject, and teacher’s punishment. Stress from highexpectations of teachers, parents, and self is usually an agony for students studying in schools1.Objectives: The study was conducted (i) to assess the level of academic stress and its consequences ofacademic stress among adolescent students (ii) to find the association between depression and demographiccharacteristics of adolescent students and (iii) to find out the correlation between academic stress and itsconsequence among adolescent students.Material and Methods: 1204 adolescent students studying in schools of Belagavi city were selected byusing stratified cluster sampling technique and were assessed for academic stress by using ESSA scale. Theadolescents were assed for depression and suicidal ideation by using Kutchers depression scale appropriatestatistical methods were used to interpret the data. Results: The results shown that the mean of the sample onthe total academic stress score was 49.38 (SD=13.00) and 273 (i.e.22.67%) reported high level of academicstress. The depression assessment shown that 381 students (i.e. 31.64%), 625 (i.e. 51.91%) and 198 (i.e.16.45%) have mild, moderate and severe levels of depression respectfully and the scores have shown thatamong N=1204 students 1021 students (i.e. 84.80%) have responded No and 183 students (i.e. 15.20%) haveresponded Yes for the suicidal ideation. Conclusion: The academic stress among students causes depressionand suicidal ideation among adolescent and knowing and handling this stress may prevent adolescents fromhaving difficult situations.

Factors Associated with Student Pharmacists’ Academic Progression and Performance on the National Licensure Examination

Objective. To examine predictors of Doctor of Pharmacy (PharmD) students' on-time graduation, dismissal from pharmacy school, and scores on their first attempt at taking the North American Pharmacist Licensure Examination (NAPLEX). Methods. A retrospective review of student records for the graduating classes of 2015-2018 at a college of pharmacy was performed. Data on the following were collected: student demographics/characteristics (age, gender, race/ethnicity, financial need), having an undergraduate degree, undergraduate science grade point average (GPA), Pharmacy College Admission Test composite score percentile, pharmacy school GPAs for the didactic portion of the curriculum, Pre-NAPLEX score, on-time graduation from pharmacy school, dismissal from pharmacy school, and outcome (pass/fail) of first-attempt at taking the NAPLEX. Binary logistic regression analysis was conducted. Results. Of the 657 students whose records were included in the study, the majority were female (60%) and non-Hispanic white (70%). Higher first-year GPA was associated with increased likelihood of on-time graduation, while increased age and having an undergraduate degree were associated with a decreased likelihood of on-time graduation. A higher first-year GPA was associated with decreased likelihood of being dismissed from pharmacy school. Appearing before the Academic Standing and Promotion Review Committee for unsatisfactory academic performance was associated with decreased likelihood of passing the NAPLEX. Conclusion. First-year pharmacy school GPA is a critical predictor for student pharmacists in terms of on-time graduation and dismissal, and may have consequences for later NAPLEX outcome. Pharmacy schools should closely monitor students' performance during the first year and provide support to students experiencing academic difficulties.

Is a confidence needed in learning mathematics?

&lt;p&gt;Metacognitive blindness is often found in students with unsatisfactory academic performance. However, this study aims to reveal the process of metacognitive blindness that occurs during problem solving experienced by students with quite good academic performance. The data collected is in the form of words obtained through interviews and pictures of the work of research subjects. Description of data analysis and interpretation of the meaning of findings using text analysis. Analysis is carried out in all phases of problem solving, including analyzing, exploring, planning steps to solve problems, implementing a problem solving plan, and checking again. The results of qualitative analysis show that subjects who are students with good academic performance can experience anomalous results during the problem solving process. In this study, the anomalous result in question is a condition where the subject feels anomaly during the problem solving process, where the anomaly is actually not there. In this case, subjects who have good academic performance tend to have too much confidence. This makes the performance in the problem-solving process less optimal.&lt;/p&gt;

Mental Disorder, Service Utilization, and GPA: Studying Mental Health of Former Child Welfare and Youth Experiencing Homelessness in a Campus Support Program

Research has identified higher rates of mental disorders among former child welfare youth and youth experiencing homelessness when compared with their peers in the general population. Given the growing number of campus support programs serving these youth, research should focus on students in these programs to understand whether mental health problems interfere with these students’ receipt of program services, which can lead to unsatisfactory academic performance. This study collected both quantitative and qualitative data from students in a campus support program to examine the prevalence of mental disorders, mental health service use, receipt of program services, students’ grade point average, and their perceptions of obstacles and motivations to academic success. Implications for social work research and practice are discussed.

Predictors of academic performance, success and retention amongst undergraduate nursing students: A systematic review

Background: Unsatisfactory academic performance is a major challenge for universities and schools of nursing globally. Early identification of students who are at risk of unsatisfactory academic performance may assist in decreasing the attrition rate and increasing academic success and progression.Purpose: To review available evidence that determines predictors of academic performance, success and retention amongst undergraduate nursing students.Design: A systematic review of research studies conducted between 2006 and 2016 to determine the predictive validity of factors predicting academic performance, success and retention amongst nursing students.Method: Science Direct, Escohost, BioMed Central, PubMed, SAGE Journals and Directory of Open Access Journals were used to search the literature for studies meeting the inclusion criteria. Studies were assessed for methodological quality using six indicators: selection bias, research design, data collection methods, data source, withdrawals and method of analysis.Findings: Of the 530 studies identified, 17 reached the desired quality and were shortlisted for systematic review. The predictors of academic performance and success were identified from the following categories: (1) student profile characteristics, (2) student affective factors, (3) academic factors, (4) environmental factors, (5) academic outcomes and (6) psychological outcomes.Conclusion: Early identification of at-risk nursing students, and the implementation of remedial action, are fundamental in preventing high attrition rates, and thus promote academic success.

First-year seminar focused on study skills: an ill-suited attempt to improve student retention

ABSTRACTCollege student attrition rates remain a major concern and many students leave due to unsatisfactory academic performance. Colleges have responded by offering first-year seminars focused on study skills. There is limited research on the effectiveness of these programmes. More research is needed to assess actual student behaviours after completing one of these programmes. The purpose of this study was to gauge college students’ study habits after they had completed a study skills-focused first-year seminar. Based on recent research, it was predicted that college students would report more frequent use of ineffective study strategies in favour of effective study strategies, despite receiving formal training on study skills. A survey on their study habits was completed by 101 college students. Results confirmed the prediction and suggest that study skills-focused first-year seminars have little impact on students’ actual study habits. Specific suggestions to improve study habits among students are discussed.

El valor de la escolarización en estudiantes de preparatorias de élite de la Ciudad de México

Este trabajo examina el valor de la escolarización en estudiantes de preparatorias de élite de la Ciudad de México. En primer lugar, el artículo documenta el hecho de que el rendimiento académico de estos alumnos es bajo si se le compara con el de estudiantes de nivel socioeconómico similar en otros países, y si se toman como base de evaluación sus resultados en pruebas estandarizadas nacionales. Obviamente, el rendimiento académico poco satisfactorio de estos estudiantes, que asisten a instituciones privadas con recursos abundantes, no puede atribuirse a la precariedad económica y la consiguiente falta de oportunidades educativas. En el documento se explora la hipótesis de que para los jóvenes de este círculo social, que cuentan con un vasto patrimonio heredado, el mérito y el talento educativo no juegan un papel central en su concepción de desarrollo profesional o de vida. A efecto de sustentar esta hipótesis, se examina el valor que tanto padres de familia como directores de escuelas particulares de élite atribuyen a la escolaridad.

Desmotivação entre estudantes de Odontologia: uma análise qualitativa

A desmotivação na universidade tem sido associada ao desempenho acadêmico insatisfatório e inadequado ajuste psicológico à vida no contexto universitário. As pesquisas sobre motivação como uma variável dependente na educação em Odontologia são escassas, e sugerem que o ambiente de aprendizagem desempenha um importante papel em fomentar a motivação, não obstante esteja relacionada a motivos intrínsecos e extrínsecos de cada pessoa. O objetivo do presente estudo foi avaliar a percepção de estudantes de Odontologia sobre os fatores relacionados à falta de motivação na Universidade. Foram realizadas duas entrevistas de grupos focais com estudantes concluintes de odontologia da Faculdade de Odontologia de Pernambuco (Campus Camaragibe/UPE). As discussões foram gravadas e transcritas, reproduzindo as perspectivas dos participantes, com posterior análise temática. De acordo com os resultados, houve preponderância de relatos negativos, principalmente referentes ao comportamento e ao método de ensino adotado por alguns professores, insatisfação com a estrutura física e com a matriz curricular do curso.

Assess the Factors Affecting Academic Performance of the Nursing Students of Selected Nursing Colleges, Rajasthan.

Introduction: Students are the key assets of colleges & universities. The student’s performance plays an important role in producing best quality graduates who will become great leaders and manpower for the country. Nursing as a healthcare profession is focused on the care of individuals, families, and communities so that they may attain, maintain, or recover optimal health and quality of life. There are various reasons for unsatisfactory academic performance among nursing students such as lack of parental guidance, language barrier, academic factors, personal factors, college related factors etc. Objectives: (1) To assess the factors affecting academic performance of B.Sc. Nursing Students.(2) To find out the association between factors affecting academic performance with selected socio demographic variables. Methodology: A non experimental, descriptive exploratory survey approach was used for the study. Data was collected from 100 B.Sc. Nursing students from Rajasthan by adopting Non probability consecutive sampling technique. Self- structured rating scale was used to assess the factors affecting academic performance. Results: Major findings related to socio- demographic variables showed that Majority of students were belongs to the age group of 19-20 years (36%). Out of 100 students, 63% were male students, 38% of students had chosen profession as it has noble nature, 48% of students have scored in range of 50-59% at previous year university exam. Findings related to area wise comparison of mean, SD , mean % of factors affecting academic performance of B.Sc. Nursing students shown that highest mean score (28.04±8.24) which is (25.59%) of the total score was obtained in the area of test anxiety. However, the other areas like study strategy (19±4.01), academic competence (18.63±4.95), teacher related aspect (17.47±4.32),test competence (13.22±3.19), time management (13.21±3.35) were having less percentage. Conclusion : Focusing efforts to understand these factors further would be helpful for students in enhancing their academic performance. Efficient counseling services regarding these techniques along with stress management programs could also assist students in achieving academic success.

THE CONTRIBUTION OF PRIVATE STUDY ON DAY SCHOLARS’ ACADEMIC PERFORMANCE IN COMMUNITY SECONDARY SCHOOLS

In recent years, the academic performance in community secondary schools has been declining with tremendous enrolment of students. Researchers have highlighted different causes for such poor performance. The purpose of this study was to explore the contribution of private study on day scholars’ academic performance in community secondary schools. The study was conducted in Tabora region, particularly Uyui District, located in the central western part of Tanzania Mainland. In the process, descriptive crosssectional research design and a mixed research approaches were the major means of data collection and analyses. Data collection was done through questionnaires, focus group discussion and interview. The study sample comprised students (N=207) both poor and good performers among form four members, heads of schools (N=5) all from 5 secondary schools and parents (N=5). The study findings revealed that most day scholars did not have adequate private study time at home after school hours. This had probably contributed to their unsatisfactory academic performance that was observed among poor performers vis-à -vis good performers. Home climate had been identified as the critical challenge that faced most of day scholars in their private home study time. The poor performance of day scholars in community secondary schools can be attributed to inadequate private study time awhich has a direct link with home environment that support learning. Strategically, parents need to be educated on the future economic returns of education for their children that would help them create good home climate, which would support students learning after school hours.Â

Differences in health-related quality of life by academic performance in children of the city of Cordoba-Argentina.

The purpose of the study was to assess the differences in health-related quality of life (HRQoL) according to academic performance (AP) in children who attend public schools in the city of Cordoba, Argentina. Cross-sectional study carried out in a sample of 494 children aged 9-12years (mean = 9.5; standard deviation [SD] = 0.65; IQR 1) who attended 4th grade of public schools in the city of Córdoba, Argentina in 2014. HRQoL was assessed by self-administration of the KIDSCREEN-52 child version in classroom. AP was established with the final grades in language and mathematics obtained from the school records. Marginal means and SD's of the HRQoL scores were compared between AP groups by calculating the effect size (ES), and linear mixed effect models were used to evaluate the (independent) association of AP with HRQoL. Statistically significant differences were found in the psychosocial dimensions of the HRQoL between the AP groups. The main differences in HRQoL between children with very good-excellent grades and those with unsatisfactory AP were found in school environment (ES = 0.69), parent relation and home life (ES = 0.61), autonomy (ES = 0.61), self-perception (ES = 0.49), and social acceptance (ES = 0.48). Children with very good-excellent grades scored better in all of these dimensions. Children with very good-excellent grades in language and mathematics scored better in the psychosocial domains of HRQoL. AP is an important factor in the analysis of the social and psychological aspects of children's health. Further research is required to explore more deeply the direction and characteristics of this association.

Difficulties faced by university students with self-reported symptoms of attention-deficit hyperactivity disorder: a qualitative study

BackgroundAttention-deficit hyperactivity disorder (ADHD) persists into adolescence and adulthood; however, few studies have analyzed the experiences of university students with ADHD. This study explored the difficulties experienced by university students with ADHD symptoms.MethodsBetween December 2015 and February 2016, face-to-face interviews were conducted with 12 university students with self-reported ADHD symptoms. Data were analyzed using thematic analysis.ResultsDifficulties in university life were classified into four main themes (lack of daily routine, unsatisfactory academic performance and achievement, reduced interpersonal skills, and continuing worries) and analyzed. University students with ADHD symptoms had difficulties coping with repeated cycles of negative thoughts and worries, irregular lifestyles due to poor time management, dissatisfaction with academic performance and interpersonal relationships, self-dissatisfaction, and decreased self-esteem.ConclusionTo improve their university experience, students with ADHD should receive education about ways to stop worrying, to express emotions healthily, and to manage time efficiently.

Creencias de los futuros maestros acerca de la docencia de las matemáticas

A partir de los años ochenta del pasado siglo se empieza a dar importancia a la valoración de la dimensión afectiva en el aprendizaje y aparecen, desde entonces, multiplicidad de estudios para descubrir cuáles son estos factores emocionales y cómo influyen en el aprendizaje, hasta el punto de considerar la educación emocional como un estilo educativo docente que debe transmitir modelos emocionales adecuados. En cuanto a las matemáticas, a menudo provocan, en algunos estudiantes de los grados en educación, un cierto rechazo que hace que se sientan incapaces de afrontar con éxito tareas matemáticas. Es un círculo vicioso, las dificultades crean emociones y actitudes negativas hacia las matemáticas y estos factores afectivos generan rendimientos académicos insatisfactorios. Sin embargo, si la concepción de los maestros sobre las matemáticas es positiva, comunicarán actitudes positivas que favorecerán el proceso de aprendizaje del alumnado. En este sentido, nos interesa conocer las actitudes, creencias y emociones de estudiantes del grado en Educación Primaria respecto a las matemáticas, con el objetivo de mejorar el rendimiento en su futura práctica profesional. En concreto, centramos la atención en conocer los elementos que los estudiantes consideran como determinantes en la tarea docente y la seguridad que muestran para enseñar matemáticas. De los resultados, destacamos la preocupación en las propias posibilidades para fomentar el interés de los niños para resolver problemas matemáticos desarrollando actitudes positivas, y como elemento esencial a tener en cuenta para su profesión, que el maestro de matemáticas debe ser un buen enseñante, bien formado y con diversidad de conocimientos, recursos y registros.

Salud percibida y rendimiento académico en adolescentes de escuelas públicas de la ciudad de Córdoba

During adolescence, school performance may be related to health, and academic achievements at this age can have an impact on the future. Our objective was to assess the relationship between academic performance and perceived health among adolescents, considering sociodemographic characteristics of their families. Cross-sectional pilot study conducted in a sample of adolescents attending common basic courses of three public secondary schools in the city of Córdoba (Argentina). Academic performance was calculated as the average grade in all subjects; performance was considered satisfactory if equal to or higher than 6. Perceived health was assessed using the KIDSCREEN-52 questionnaire, which scores ten dimensions. In addition, age, sex, maternal education level, socioeconomic level and household composition were also recorded. Univariate and bivariate analyses and multivariate logistic regression models were conducted. Five hundred fifty-four adolescents participated, 52% of them were girls. Unsatisfactory academic performance (27.6%) was more common among adolescents who evidenced a worse relationship with parents (OR: 2.68, 95% CI: 1.22-5.85) and a better relationship with peers (OR: 0.46, 95% CI: 0.26-0.82). Stratification by socioeconomic level showed differences: among those with a high socioeconomic level, an unsatisfactory performance was more common among adolescents who perceived themselves as having a low autonomy, while it was more common among those who perceived a worse school environment in the middle-low socioeconomic level. Academic performance was associated with psychosocial dimensions of health, such as relationship with family members, peers, autonomy and school environment.

Perceived health and academic performance among adolescents from public schools in the city of Córdoba

During adolescence, school performance may be related to health, and academic achievements at this age can have an impact on the future. Our objective was to assess the relationship between academic performance and perceived health among adolescents, considering sociodemographic characteristics of their families. Cross-sectional pilot study conducted in a sample of adolescents attending common basic courses of three public secondary schools in the city of Córdoba (Argentina). Academic performance was calculated as the average grade in all subjects; performance was considered satisfactory if equal to or higher than 6. Perceived health was assessed using the KIDSCREEN-52 questionnaire, which scores ten dimensions. In addition, age, sex, maternal education level, socioeconomic level and household composition were also recorded. Univariate and bivariate analyses and multivariate logistic regression models were conducted. Five hundred fifty-four adolescents participated, 52% of them were girls. Unsatisfactory academic performance (27.6%) was more common among adolescents who evidenced a worse relationship with parents (OR: 2.68, 95% CI: 1.22-5.85) and a better relationship with peers (OR: 0.46, 95% CI: 0.26-0.82). Stratification by socioeconomic level showed differences: among those with a high socioeconomic level, an unsatisfactory performance was more common among adolescents who perceived themselves as having a low autonomy, while it was more common among those who perceived a worse school environment in the middle-low socioeconomic level. Academic performance was associated with psychosocial dimensions of health, such as relationship with family members, peers, autonomy and school environment.