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Bruns A, Aubel AJ, Zhang X, Buggs SA, Kravitz-Wirtz N. Community exposure to gun homicide and adolescents' educational aspirations. J Adolesc 2024. [PMID: 38584575 DOI: 10.1002/jad.12324] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2023] [Revised: 03/13/2024] [Accepted: 03/25/2024] [Indexed: 04/09/2024]
Abstract
INTRODUCTION Witnessing violence and violent victimization have detrimental effects on adolescents' emotional functioning and ability to envision and plan for their futures. However, research is limited on the impact of violence that occurs in adolescents' communities-whether or not it was witnessed or experienced firsthand. This paper investigated the associations between community exposure to gun homicide and adolescents' high school and college graduation aspirations. METHODS We analyzed data from the Future of Families and Child Wellbeing Study (N = 3031), a cohort study of children born 1998-2000 in 20 large US cities, merged with incident-level data on deadly gun violence from the Gun Violence Archive (2014-2017). Outcomes were reported by adolescents (girls and boys) during wave 6 (2014-2017) of the study, conducted when the children were 15 years of age. We employed ordinary least squares regression, ordered logistic regression, and multilevel stratification to examine the average and heterogeneous impacts of community exposure to gun homicide on adolescents' educational aspirations. RESULTS Community exposure to gun homicide was associated with reduced high school graduation aspirations, particularly among adolescents with the lowest risk of exposure to gun homicide. Gun homicide exposure was also associated with increased college graduation aspirations; this association was concentrated among adolescents with moderate-high risk of exposure. CONCLUSIONS Given the importance of education for job opportunities and the better health that accompanies education and occupational attainment, preventing early exposure to gun violence and providing institutional supports to help adolescents facing adversity realize their goals is essential to their long-term health and success.
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Affiliation(s)
- Angela Bruns
- Department of Sociology & Criminology, Gonzaga University, Spokane, Washington, USA
| | - Amanda J Aubel
- Department of Emergency Medicine, Violence Prevention Research Program, University of California Davis School of Medicine, Sacramento, California, USA
| | - Xiaoya Zhang
- Department of Family Youth and Community Sciences, Institute of Food and Agricultural Sciences, University of Florida, Gainesville, Florida, USA
| | - Shani A Buggs
- Department of Emergency Medicine, Violence Prevention Research Program, University of California Davis School of Medicine, Sacramento, California, USA
| | - Nicole Kravitz-Wirtz
- Department of Emergency Medicine, Violence Prevention Research Program, University of California Davis School of Medicine, Sacramento, California, USA
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2
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Willgerodt MA, Griffith K. Examination of Social Determinants of Health, District Health Needs, School Nurse Caseload, and Academic Outcomes in Washington State. J Sch Nurs 2024; 40:125-134. [PMID: 34637355 DOI: 10.1177/10598405211047849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
The purpose of this study was to examine associations between caseload, social determinants, health needs, students meeting grade-level English and Math standards, and attendance. Data from the Washington State Open Data Portal and Report Card were combined with District Health Assessment data from 264 school districts. Analyses of variance and linear stepwise regression analyses were conducted. Key findings indicate significant differences in English and Math outcomes by caseloads, with higher caseload districts have lower percentages of students meeting English and Math standards, but not attendance. Caseload is a significant predictor of students meeting English and Math standards, after controlling for social determinants and district health needs. Findings point to the complexity of school nursing work and builds a foundation to guide future nursing research. Large prospective studies that allow for comprehensive measurement of structure, process and outcomes variables are needed to advance school nursing research.
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Benner AD, Harrington MK, Kealy C, Nwafor CE. The COVID-19 pandemic and adolescents' and young adults' experiences at school: A systematic narrative review. J Res Adolesc 2024. [PMID: 38509818 DOI: 10.1111/jora.12935] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 01/27/2024] [Accepted: 02/29/2024] [Indexed: 03/22/2024]
Abstract
The COVID-19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well-being during the pandemic. Our findings suggest that young people commonly reported declines in their academic-related outcomes and school-based relationships due to the COVID-19 pandemic. Internal assets (e.g., intrinsic motivation and self-efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well-being during the pandemic. Next steps for research on young people's academic well-being during the pandemic are suggested.
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Affiliation(s)
- Aprile D Benner
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Madeline K Harrington
- Department of Human Development and Family Sciences, University of Texas at Austin, Austin, Texas, USA
| | - Carmen Kealy
- School of Education, University of Galway, Galway, Ireland
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4
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Ambrose K, Simpson K, Adams D. Using Q-sort method to explore autistic students' views of the impacts of their anxiety at school. Autism 2024:13623613241231607. [PMID: 38390716 DOI: 10.1177/13623613241231607] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/24/2024]
Abstract
LAY ABSTRACT Many autistic students experience anxiety, but there is little research that explores how anxiety might affect autistic students in the school environment. In this study, 45 autistic students, aged 7 to 17 years, completed an online sorting activity to tell us how anxiety impacts them at school. The students were given 21 statements about possible social and academic effects of anxiety (for example, 'When I'm worried it's hard to start my schoolwork' or 'When I'm worried I talk less to my friends or other students'), and sorted them based on how much they agreed each statement was true for them. The three statements most highly rated as being impacted by anxiety were difficulties related to schoolwork. By comparing the information provided by students, six smaller groups of students were identified who sorted the statements in a similar order. These groups show that anxiety affects different autistic students in different ways, including missing school or activities, communicating less with friends and teachers and finding it harder to complete schoolwork. This online sorting activity enabled autistic students themselves to report how anxiety affects them at school. The results suggest that it is important to provide individualised support for autistic students who experience anxiety at school, to reduce the impact of their anxiety on their participation, communication and interactions, and schoolwork. Further research about the effects of anxiety on the academic outcomes of autistic students is also needed.
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Affiliation(s)
- Kathryn Ambrose
- Griffith University, Australia
- The Cooperative Research Centre for Living with Autism (Autism CRC), Australia
| | - Kate Simpson
- Griffith University, Australia
- The Cooperative Research Centre for Living with Autism (Autism CRC), Australia
| | - Dawn Adams
- Griffith University, Australia
- The Cooperative Research Centre for Living with Autism (Autism CRC), Australia
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5
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Perry NB, Donzella B, Mliner SB, Reilly EB. Previously institutionalized toddlers' social and emotional competence and kindergarten adjustment: Indirect effects through executive function. Dev Psychol 2023; 59:2175-2188. [PMID: 37650810 PMCID: PMC10872849 DOI: 10.1037/dev0001612] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Abstract
Longitudinal multimethod data across three time points were examined to explore the associations between previously institutionalized toddlers' (N = 71; 59% female) socioemotional skills (Time Point 1: 18 months to 3-years-old), executive functioning (i.e., attention, working memory, inhibitory control) in the preschool years (Time Point 2: 2-4-years-old), and adjustment in kindergarten (5-6-years-old). Children were from multiple regions (35% Eastern European, 31% Southeast Asian, 25% African, and 9% Latin American), and 90% of adoptive parents were White from the Midwestern United States. Socioemotional competency at Time Point 1 was associated with fewer attention problems and greater inhibitory control at Time Point 2, which were subsequently associated with more observed social competence, greater observed classroom competence, and less teacher-reported teacher-child conflict in kindergarten. Indirect effects from socioemotional competencies in toddlerhood to kindergarten adjustment via executive functioning during the preschool period emerged. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Affiliation(s)
- Nicole B. Perry
- Human Development and Family Sciences, The University of Texas at Austin
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6
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Lietzau SB, Aiken BE, Cooney CC, Dardis CM. Social Reactions to Disclosures of Intimate Partner Stalking and Unwanted Pursuit Behaviors: Associations With PTSD, Academic Outcomes, and Empowerment. Violence Against Women 2023:10778012231209015. [PMID: 37885258 DOI: 10.1177/10778012231209015] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2023]
Abstract
Among college survivors of unwanted pursuit behaviors (UPBs; 40.1%, n = 189) or intimate partner stalking (IPS, i.e., UPBs causing emotional distress; 32.1%, n = 151), the present study examined effects of social reactions to disclosures on post-traumatic stress disorder (PTSD) symptomatology, academic outcomes, and personal empowerment. Compared to UPB survivors, IPS survivors were more likely to disclose and reported higher positive and negative reactions to disclosure as well as greater frequency of UPBs/IPS, IPV, and PTSD symptoms. Among both groups, only negative social reactions were positively associated with PTSD symptoms. However, among IPS (but not UPB) survivors, only positive social reactions were related to academic outcomes and empowerment when controlling for PTSD and IPS frequency. Implications for research and practice are discussed.
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Affiliation(s)
| | | | - Caroline C Cooney
- Women's Health Sciences Division, National Center for PTSD, Boston, MA, USA
- VA Boston Healthcare System, Boston, MA, USA
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7
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Li R, Che Hassan N, Saharuddin N. Psychological Capital Related to Academic Outcomes Among University Students: A Systematic Literature Review. Psychol Res Behav Manag 2023; 16:3739-3763. [PMID: 37705849 PMCID: PMC10497058 DOI: 10.2147/prbm.s421549] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 08/23/2023] [Indexed: 09/15/2023] Open
Abstract
In the past two decades, several scholars from different disciplines have conducted theoretical research and practical explorations on the issue of psychological capital and achieved certain research results. Yet, few studies have synthesized the psychological capital related to academic outcomes among university students. Thus, the aim of this article is to explore how PsyCap is described in an academic context and how PsyCap and academic-related outcomes are related. A comprehensive systematic review was conducted on 43 studies between 2012 and 2022, sourced from six leading databases: Web of Science, Scopus, ERIC, PsyINFO (EBSCO), Springerlink, and ScienceDirect. Our selection criteria focused on empirical research that specifically discussed PsyCap's impact on university students' academic performance. This review identifies personal and social factors that influence the development of PsyCap in university students, such as self-esteem, motivation, gratitude, family support, and peer relationships. We found that PsyCap plays a key role in academic outcomes, including academic performance, engagement, burnout, adjustment, stress, and intrinsic motivation. Highlighting the significance of PsyCap in academic settings, our study underscores the need for further research on its relationship with student outcomes. Given the substantial influence of PsyCap on academic performance, institutions should consider incorporating psychological capital development programs into their curriculum. Such initiatives could optimize the academic achievements and holistic well-being of students.
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Affiliation(s)
- Ruihua Li
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
| | - Norlizah Che Hassan
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
| | - Norzihani Saharuddin
- Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Selangor, Malaysia
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8
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Wang X, Wang Q, Ma M, Gu Z, Shi Y, Wang T. Factors Mediating the Link Between Socioeconomic Status and Academic Outcomes of Children With Intellectual Disability. Intellect Dev Disabil 2023; 61:280-291. [PMID: 37536689 DOI: 10.1352/1934-9556-61.4.280] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Accepted: 01/30/2023] [Indexed: 08/05/2023]
Abstract
The study explores the influence of socioeconomic status (SES) on the academic outcomes of children with intellectual disability (ID), and the role of parental participation and parental attitudes toward educational communicators in this process. A total of 305 children with ID from special needs schools and their parents and teachers in China completed the survey. A structural equation model was built to explore the relation between the factors. Results indicated SES not only positively predicts the academic outcomes, but also predicts academic outcomes through the chain mediation of parental participation and parental attitudes towards educational communicators. Findings show the robustness of the Family Investment Model in Chinese contexts. Moreover, the role of parental participation and parental attitudes towards educational communicators cannot be ignored.
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Affiliation(s)
- Xichen Wang
- Xichen Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an No. 2 Longya School, Xi'an, China
| | - Qianqian Wang
- Qianqian Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Dalian No. 3 Middle School, Dalian, China
| | - Minjie Ma
- Minjie Ma, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an Mangya School, Xi'an, China
| | - Zhengwei Gu
- Zhengwei Gu, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an Qizhi School, Xi'an, China
| | - Yang Shi
- Yang Shi, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China and Xi'an No. 2 Longya School
| | - Tingzhao Wang
- Tingzhao Wang, Department of Special Education, Faculty of Education, Shaanxi Normal University, Xi'an, China
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9
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Doggrell SA. Differences between students in various programs in a biochemistry course in lecture attendance, engagement, and academic outcomes. Biochem Mol Biol Educ 2023; 51:377-388. [PMID: 37083066 DOI: 10.1002/bmb.21729] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 11/13/2022] [Accepted: 03/07/2023] [Indexed: 04/22/2023]
Abstract
The positive relationship between lecture attendance and academic outcomes may be changing in the era of lecturing recordings. The objective of the study was to test this and to determine whether it varied between student cohorts. Consenting students in biochemistry from pharmacy, biomedical science, medical laboratory science, and nutrition programs, which had access to lecture recordings, signed in when attending lectures. Attendance was related to academic outcomes by regression analysis. Average attendance was low (≤19%) and declined significantly between years for most weeks. The students who attended ≥50% of lectures (≤17%) had higher marks than those that attended <50%. Overall regression analysis showed there were positive associations between most academic outcomes and lecture attendance or engagement (attendance and lecture recording access). However, these associations were weak or moderate for students in the pharmacy and biomedical science programs and were not apparent for students in the medical laboratory science and nutrition programs. In a separate survey, the most common reason for attending lectures was "I think I learn more by attending" and for not attending, was "Work commitments made it difficult to get to lectures." The main conclusion is that students of biochemistry should be encouraged to attend lectures, as the limited evidence suggests that attendance may still be associated with better academic outcomes and that some students find them beneficial.
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Affiliation(s)
- Sheila Anne Doggrell
- School of Pharmacy and Medical Sciences, Faculty of Health, Griffith University, Gold Coast, Queensland, Australia
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10
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Pawlak S, Moustafa AA. A systematic review of the impact of future-oriented thinking on academic outcomes. Front Psychol 2023; 14:1190546. [PMID: 37404582 PMCID: PMC10316648 DOI: 10.3389/fpsyg.2023.1190546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2023] [Accepted: 05/31/2023] [Indexed: 07/06/2023] Open
Abstract
Future-oriented thought is a broad construct that characterize the ability to generate mental representations of the future and project oneself into a variety of hypothetical states. It is well established that the degree to which one is focused more on the past, present, or future has a variety of implications on psychological functioning. This study focuses on the relationship between future-oriented thought and academic performance of students. To bridge this gap, we conducted the first systematic review investigating the benefit of future-oriented thought on promoting positive outcomes in academic settings. Our systematic review comprised 21 studies (k = 21). Results identified a clear relationship between future-oriented thought and positive outcomes in academic settings. Furthermore, our systematic review reveals important relationships between future-oriented thought and academic engagement, as well as future-oriented thought and academic performance. Our findings suggest that those who are more future-oriented demonstrate higher levels of academic engagement compared to those who were less future-oriented. Our findings suggest that probing and guiding students toward a future goal may increase their academic engagement and performance.
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Affiliation(s)
- Simon Pawlak
- School of Psychology, Faculty of Society and Design, Bond University, Gold Coast, QLD, Australia
| | - Ahmed A. Moustafa
- School of Psychology, Faculty of Society and Design, Bond University, Gold Coast, QLD, Australia
- Department of Human Anatomy and Physiology, the Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa
- Centre for Data Analytics, Bond University, Gold Coast, QLD, Australia
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11
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Conte E, Cavioni V, Ornaghi V, Agliati A, Gandellini S, Santos MF, Santos AC, Simões C, Grazzani I. Supporting Preschoolers' Mental Health and Academic Learning through the PROMEHS Program: A Training Study. Children (Basel) 2023; 10:1070. [PMID: 37371301 DOI: 10.3390/children10061070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2023] [Revised: 06/09/2023] [Accepted: 06/12/2023] [Indexed: 06/29/2023]
Abstract
There is compelling evidence that early school intervention programs enhance children's development of life skills, with a positive knock-on effect on their behaviors and academic outcomes. To date, most universal interventions have displayed gains in children's social-emotional competencies with a limited reduction in problem behaviors. This may depend on programs' curricula focused to a greater extent on preschoolers' social-emotional competencies rather than problem behaviors. Promoting Mental Health at Schools (PROMEHS) is a European, school-based, universal mental health program explicitly focused on both promoting students' mental health and preventing negative conduct by adopting a whole-school approach. In this study, we set out to evaluate the effectiveness of the program for Italian and Portuguese preschoolers. We recruited 784 children (age range = 4-5 years), assigning them to either an experimental group (six months' participation in the PROMEHS program under the guidance of their teachers, who had received ad hoc training) or a waiting list group (no intervention). We found that PROMEHS improved preschoolers' social-emotional learning (SEL) competencies, prosocial behavior, and academic outcomes. The more practical activities were carried out at school, the more children's SEL competencies increased, and the more their internalizing and externalizing behaviors decreased. Furthermore, marginalized and disadvantaged children were those who benefited most from the program, displaying both greater improvements in SEL and more marked decreases in internalizing problems compared to the rest of the sample.
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Affiliation(s)
- Elisabetta Conte
- "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, 20126 Milan, Italy
| | - Valeria Cavioni
- "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, 20126 Milan, Italy
- Department of Humanities, Literature, Cultural Heritage, Education Sciences, University of Foggia, 71121 Foggia, Italy
| | - Veronica Ornaghi
- "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, 20126 Milan, Italy
| | - Alessia Agliati
- "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, 20126 Milan, Italy
- Faculty of Psychology, University of Milano-Bicocca, 20126 Milan, Italy
| | - Sabina Gandellini
- "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, 20126 Milan, Italy
| | - Margarida Frade Santos
- Department of Education, Social Sciences and Humanities, Faculty of Human Kinetics, University of Lisbon, 1495-751 Lisbon, Portugal
| | - Anabela Caetano Santos
- Department of Education, Social Sciences and Humanities, Faculty of Human Kinetics, University of Lisbon, 1495-751 Lisbon, Portugal
- Environmental Health Institute (ISAMB), Faculty of Medicine, University of Lisbon, 1649-028 Lisbon, Portugal
| | - Celeste Simões
- Department of Education, Social Sciences and Humanities, Faculty of Human Kinetics, University of Lisbon, 1495-751 Lisbon, Portugal
| | - Ilaria Grazzani
- "R. Massa" Department of Human Sciences for Education, University of Milano-Bicocca, 20126 Milan, Italy
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Perez Zarate R, Colman O, Blake SC, Watson A, Lee YTH, Grooms K, Quader ZS, Welsh JA, Gazmararian JA. Factors That Influence Sleep Behaviors of High School Students: Findings From a Semi-Rural Community in Georgia. J Sch Health 2023; 93:411-419. [PMID: 36807316 DOI: 10.1111/josh.13312] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 11/12/2022] [Accepted: 02/05/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Inadequate sleep has been shown to have detrimental effects on academic performance, physical, mental, and emotional health among adolescents. Factors that influence sleep have been identified. However, most literature is currently limited to urban settings. This study sought to identify factors that influence sleep habits among high school students in a semi-rural community. METHODS Twelve focus groups were conducted in-person with separate groups of students, parents, and school staff in October 2019. Discussions focused on sleep experiences, knowledge, environment, and factors influencing sleep. Data were coded using grounded theory approach. Themes were identified through summative content analysis. RESULTS Four major themes were identified: (1) inadequate sleep adversely affects academic performance and emotional health; (2) students face a gap in knowledge regarding sleep duration; (3) academic and nonacademic activities compete with sleep needs; and (4) night-time use of technology negatively influences sleep habits. CONCLUSIONS Our findings suggest that high school students do not get adequate sleep, largely due to the demands of academic and extracurricular activities and the use of electronics at night. These results can guide the development of targeted sleep education and intervention programs.
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Affiliation(s)
- Raul Perez Zarate
- Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, GA
| | - Olivia Colman
- Center for the Study of Human Health, College of Arts and Sciences, Emory University, Atlanta, GA
| | - Sarah C Blake
- Department of Health Policy and Management, Rollins School of Public Health, Emory University, Atlanta, GA
| | - Autumn Watson
- Department of Behavioral Sciences and Health Education, Rollins School of Public Health, Emory University, Atlanta, GA
| | - Yi-Ting H Lee
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA
| | - Kya Grooms
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA
| | - Zerleen S Quader
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA
| | - Jean A Welsh
- Department of Pediatrics, School of Medicine; Children's Healthcare of Atlanta, Emory University, Atlanta, GA
| | - Julie A Gazmararian
- Department of Epidemiology, Rollins School of Public Health, Emory University, Atlanta, GA, Atlanta, GA
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O'Donnell SC, Oyserman D. Apt and actionable possible identities matter: The case of academic outcomes. J Adolesc 2023; 95:354-371. [PMID: 36480014 DOI: 10.1002/jad.12118] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2022] [Revised: 10/21/2022] [Accepted: 10/22/2022] [Indexed: 12/13/2022]
Abstract
INTRODUCTION We review the longitudinal evidence documenting that middle and high school students with school-focused possible future identities subsequently attain better school outcomes. Consistent results across operationalizations of possible identities and academic outcomes imply that results are robust. However, variability in study designs means that the existing literature cannot explain the process from possible identity to academic outcomes. We draw on identity-based motivation theory to address this gap. We predict that imagining a possible school-focused future drives school engagement to the extent that students repeatedly experience their school-focused future identities as apt (relevant) and actionable (linked to strategies they can use now). METHODS We operationalize aptness as having pairs of positive and negative school-focused possible identities (balance) and actionability as having a roadmap of concrete, linked strategies for school-focused possible selves (plausibility). We use machine learning to capture features of possible identities that predict academic outcomes and network analyses to examine these features (training sample USA 47% female, Mage = 14, N1 = 602, N2 = 540. Test sample USA 55% female, Mage = 13, N = 247). RESULTS We report regression analyses showing that balance, plausibility, and our machine algorithm predict better end-of-school-year grades (grade point average). We use network analysis to show that our machine algorithm is associated with structural features of possible identities and balance and plausibility scores. CONCLUSIONS Our results support the inference that student academic outcomes are improved when students experience their school-focused possible identities as apt and actionable.
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Affiliation(s)
- S Casey O'Donnell
- Department of Psychology, University of Southern California, Los Angeles, California, USA
| | - Daphna Oyserman
- Department of Psychology, University of Southern California, Los Angeles, California, USA
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14
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Vasquez-Salgado Y, Greenfield PM, Guan SSA, Gonzalez L, Tarlow DA. Peer-Peer Cultural Value Mismatch in the Dormitory During the Transition to College: Antecedents and Correlates. J Intercult Commun Interact Res 2023; 2:37-74. [PMID: 37529117 PMCID: PMC10392955 DOI: 10.3726/jicir.2022.1.0004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 08/03/2023]
Abstract
This research focuses on peer-peer cultural value mismatch - perceived mismatch between collectivistic ideologies and practices of one student and individualistic ideologies and practices of another - among students living in the dormitories during the transition to college. Two survey studies examined the antecedents and correlates of two types of mismatch: (1) reciprocation mismatch: giving or offering a material or service to one's roommate but not receiving anything in return; and (2) not thinking of the other: feeling as though roommates are not considerate of one's feelings or schedule. Study 1: A sample of 110 students in their first year of college showed that being a first-generation college student increased the likelihood of experiencing reciprocation mismatch. Both forms of mismatch predicted experiences of psychological distress, reports of academic problems, and lower grades. Study 2: A sample of 152 (76 dormitory roommate pairs) first-year college students revealed that social-class differences in parental education between dormitory roommates predicted students' experiences with reciprocation mismatch. Students of lower parental education than their roommate reported significantly more mismatch. More mismatch experience was in turn linked to significantly higher levels of academic problems during the transition to college. Implications for research, residential life, and intervention are discussed.
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Cordes SA, Schwartz AE, Elbel B. The Effects of Owner-Occupied Housing on Student Outcomes: Evidence from NYC. Reg Sci Urban Econ 2023; 98:103857. [PMID: 36713035 PMCID: PMC9879229 DOI: 10.1016/j.regsciurbeco.2022.103857] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
The view of owning a home as integral to the "American dream" is enshrined in numerous policies designed to promote homeownership. Whether or not these policies are worth their cost is unclear and depends, in part, on the extent to which owner-occupied housing (OOH) confers socially important benefits. Yet identifying the effects of OOH is complicated, not only due to standard concerns about selection, but also because OOH tends to be located in neighborhoods with better amenities (including schools) and is often synonymous with living in a single-family home. In this paper we use rich, longitudinal student-level data to examine whether students in OOH have better academic and health outcomes than those in renter occupied housing (ROH). We address concerns about selection using student fixed effects and a rich set of individual, building, and neighborhood controls. We find that that there is notable variation in both the characteristics and size of OOH and the types of students who live in OOH in NYC. While raw differences show that students who live in OOH have better outcomes-they are less likely to be chronically absent, obese, or overweight and have higher standardized test scores-much of this disparity is explained by differences in the students who select into OOH. In models where we account for selection into OOH and building type with rich controls and student fixed effects, we find small positive effects of moving into OOH on attendance and math scores with no consistent evidence of any impacts of OOH on BMI or obesity, suggesting that policies that promote homeownership might be oversold.
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Affiliation(s)
| | - Amy Ellen Schwartz
- Joseph R. Biden. Jr. School of Public Policy and Administration, University of Delaware
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Lyon D. We Thank You: Now Let's Work Together to Enact Change. Oncol Nurs Forum 2022; 49:101-102. [PMID: 35191903 DOI: 10.1188/22.onf.101-102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
The omicron variant of the SARS-CoV-2 virus continues to overwhelm healthcare systems. The anticipated temporary disruption of the COVID-19 pandemic is now in its third year. Across multiple settings, nurses have continued to provide direct care, lead in healthcare organizations and political arenas, conduct research, and teach the next generation of nurses amid a novel virus and politicization of the healthcare infrastructure that has led to enmity toward healthcare providers. This editorial focuses on the next steps for demonstrating gratitude for the nurses who have persisted, continuing to do their jobs and honoring their professional creed in conditions that have extracted personal, professional and, for some, moral costs.
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Tadros E, Durante KA. Coparenting, Negative Educational Outcomes, and Familial Instability in Justice-involved Families. Int J Offender Ther Comp Criminol 2022; 66:267-287. [PMID: 33966473 DOI: 10.1177/0306624x211013740] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
Incarceration of a parent is associated with negative consequences for children, such as behavioral problems, the development of antisocial personality traits, and decreased educational attainment. Data from the Multi-site Family Study on Incarceration, Parenting, and Partnering was used to analyze four measures of the coparenting relationship in families in which the father is incarcerated and the mother is not, to examine if a higher quality, more cohesive coparenting relationship is associated with fewer adverse childhood experiences for the parents' shared child. Findings suggest that children of parents who frequently argue about the child are more likely to have ever been suspended or expelled from school and are more likely to have ever had to live outside of the home with a relative, family friend, or foster parents. Clinical implications are discussed, and future directions call for research, practice, and training to improve outcomes for incarcerated coparents and their children.
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Affiliation(s)
- Eman Tadros
- Governors State University, University Park, IL, USA
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Luan D, Foster GD, Fisher JO, Weeks HM, Polonsky HM, Davey A, Sherman S, Abel ML, Bauer KW. Breakfast in the Classroom Initiative Does Not Improve Attendance or Standardized Test Scores among Urban Students: A Cluster Randomized Trial. J Acad Nutr Diet 2021; 122:1168-1173.e2. [PMID: 34923177 DOI: 10.1016/j.jand.2021.12.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 12/09/2021] [Accepted: 12/13/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Breakfast in the Classroom (BIC), a common approach to implementing the federal School Breakfast Program, is advocated as a method to improve students' academic performance. However, the impacts of BIC on academic outcomes are unclear. OBJECTIVE To examine the effect of a BIC initiative which provided free, universal BIC on attendance and standardized test performance over 2.5 years, versus free universal breakfast served in the cafeteria before school, among students in an urban school district serving a low-income population. DESIGN Secondary analysis of data from a cluster randomized controlled trial conducted between 2013 and 2016; sixteen kindergarten through 8th grade public schools in Philadelphia, Pennsylvania were enrolled and randomized to condition. Baseline data for 1,362 4th through 6th grade students were provided by the school district. Midpoint data were collected after 1.5 years and endpoint data after 2.5 years. PARTICIPANTS/SETTING Schools were eligible if ≥50% of students qualified for free/reduced-priced meals, did not offer BIC, and received programming as part of the USDA's Supplemental Nutrition Assistance Program. Parents consented for their children to participate. INTERVENTION Intervention schools provided BIC and breakfast-related nutrition promotion activities. Control schools provided breakfast in the cafeteria before the school day. MAIN OUTCOME MEASURES Student attendance and standardized exam scores. STATISTICAL ANALYSES PERFORMED Weighted generalized estimating equations were used to evaluate differences in outcomes between conditions at midpoint and endpoint. RESULTS The BIC initiative did not impact attendance (Beta (SE) = 0.004 (0.06), P = 0.94) or standardized reading exam scores (Beta (SE) = 0.02 (0.06), P = 0.79) after 2.5 years. Students in BIC initiative schools had lower standardized math exam scores than those in control schools although this difference was small (Beta (SE) = -0.20 (0.07), P = 0.005). CONCLUSIONS BIC did not improve academic outcomes among students attending low-income, urban schools.
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Affiliation(s)
- Danny Luan
- Graduate student at the University of Michigan School of Public Health, Ann Arbor, MI at the time of this research. Mr. Luan is currently a medical student at Weill Cornell Medicine, New York, NY
| | - Gary D Foster
- WW International, New York NY and Adjunct Professor, Center for Weight and Eating Disorders, Perelman School of Medicine, University of Pennsylvania, Philadelphia PA
| | - Jennifer O Fisher
- Department of Social & Behavioral Sciences, College of Public Health, Temple University, Philadelphia PA
| | - Heidi M Weeks
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor MI
| | - Heather M Polonsky
- Study coordinator Center for Obesity Research and Education, College of Public Health, Temple University, Philadelphia PA at the time of this research. Ms. Polonsky is currently Associate Director of Evaluation, FoodCorps, Portland OR
| | - Adam Davey
- College of Health Sciences and Department of Behavioral Health and Nutrition, University of Delaware, Newark DE
| | | | - Michelle L Abel
- School Breakfast Policy Manager at The Food Trust, Philadelphia PA at the time of this research. Ms. Abel is currently a Program Manager at Children's Hospital of Philadelphia, Philadelphia PA
| | - Katherine W Bauer
- Department of Nutritional Sciences, University of Michigan School of Public Health, Ann Arbor MI.
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Doggrell SA. Quantitative study of lecture attendance and the association between this attendance and academic outcomes for nursing and nonnursing students in an introductory pathophysiology course. Adv Physiol Educ 2021; 45:651-660. [PMID: 34498930 DOI: 10.1152/advan.00037.2021] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 07/18/2021] [Indexed: 06/13/2023]
Abstract
Since the availability of lecture recordings, there have been limited studies of any associations between face-to-face lecture attendance and academic outcomes. The aims of the study, in an introductory pathophysiology course, where lecture recordings were available, were 1) to quantify lecture attendance and any associations between academic outcomes and lecture attendance, and 2) to determine why students do or do not attend lectures. Data were analyzed for the whole cohort before separating the nursing (∼60%) and nonnursing students. Of 288 enrolled students, 205 consented to sign the attendance register, and 139 to undertake the online survey. Lecture attendance was higher (41%) before the midsemester exam than afterwards (24%), P < 0.001, due to higher attendance by the nursing than nonnursing students. Students who attended ≥50% of lectures consistently got higher academic outcomes than those that attended <50%, e.g., examinations, 11 percent points higher. Pearson's or Spearman's correlation coefficients for students from both the sign-in and survey showed that there were positive associations between lecture attendance and academic outcomes, which were mainly weak for nursing students (P ≤ 0.05), with no association for nonnursing students. From the survey, most students who attended lectures did so because they considered they learned more by attending lectures, whereas not liking the lecture time was the most common reason for not attending lectures. In conclusion, even though students have access to lecture recordings, lecture attendance is still a determinant of academic outcomes for some students of pathophysiology.
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Affiliation(s)
- Sheila A Doggrell
- Faculty of Health, Queensland University of Technology, Queensland, Australia
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Finders JK, Duncan RJ, Korucu I, Bryant LB, Purpura DJ, Schmitt SA. Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes. Front Psychol 2021; 12:721282. [PMID: 34777099 PMCID: PMC8581489 DOI: 10.3389/fpsyg.2021.721282] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Accepted: 10/06/2021] [Indexed: 12/01/2022] Open
Abstract
In the present study, we examined the extent to which teacher-rated self-regulation and directly assessed executive function skills were independently, additively, or synergistically related to academic achievement during the transition to kindergarten. The sample included 126 children (42% female; Mage = 4.73 years) from families with low incomes who participated in a larger evaluation of state-funded preschool. Regression models with children nested in their respective preschool classrooms investigated main effects and moderated effects of teacher-rated self-regulation skills manifested in preschool classroom behaviors and cognitive executive function skills assessed through direct assessments on math, literacy, and vocabulary in the spring of preschool and in the fall of kindergarten. Results revealed independent but not additive relations between executive function and math in the spring of preschool and self-regulation and literacy in the fall of kindergarten. One significant interaction emerged providing evidence for synergistic relations between teacher-rated self-regulation and directly assessed executive function for literacy at both timepoints across the transition to kindergarten. Implications for policy and practice are discussed.
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Affiliation(s)
- Jennifer K Finders
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Robert J Duncan
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Irem Korucu
- Child Study Center, Yale University, New Haven, CT, United States
| | - Lindsey B Bryant
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - David J Purpura
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
| | - Sara A Schmitt
- Department of Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
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21
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Chen X, Hesketh T. Educational Aspirations and Expectations of Adolescents in Rural China: Determinants, Mental Health, and Academic Outcomes. Int J Environ Res Public Health 2021; 18:11524. [PMID: 34770039 DOI: 10.3390/ijerph182111524] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/04/2021] [Revised: 10/28/2021] [Accepted: 10/30/2021] [Indexed: 11/17/2022]
Abstract
Educational aspirations and expectations of adolescents have implications for educational and psychological outcomes. This study aimed to determine factors associated with educational aspiration–expectation discrepancies and to examine the associations between the discrepancies and psychological and academic outcomes in rural left-behind children and non-left-behind children aged 14–16 in mainland China. Cross-sectional data from a self-report survey were collected in 2020 among 606 rural students (mean age = 14.85 years) in two public middle schools in Songzi county, Hubei Province. Participants filled in questionnaires measuring their socio-demographic information, educational aspirations and expectations, academic performance, parental and friends’ aspirations, academic self-perception, academic self-regulation, depression, and self-esteem. Results showed that more than half of the participants reported that they felt they were not likely to attain the level of education to which they aspired. Parental migration, academic performance, mother’s educational aspirations for children, and close friends’ educational aspirations were the main factors associated with students’ educational aspiration–expectation discrepancies. Both left-behind children and non-left-behind children whose aspirations exceed expectations were more likely to report lower self-esteem, higher depression, lower academic self-perception, and poorer self-regulation than those without a discrepancy. These findings have implications for families, schools, and policymakers through informing the development of interventions that target positive development in rural youth.
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Abstract
In this study, we extended a model of the relations among ADHD symptoms, anxiety, and academic performance. Undergraduates (N = 515) completed self-report measures of anxiety (i.e. trait, test, math, and literacy) and ADHD symptoms. During the study, they completed math and literacy measures and reported their current (i.e. state) anxiety three times. There were significant correlations among ADHD symptoms and all measures of anxiety. However, neither ADHD symptoms nor trait anxiety were correlated with math or literacy performance. Test-anxious students reported increasing state anxiety as the study progressed. In contrast, math-anxious students reported increased state anxiety following the math tasks but not the literacy tasks and literacy-anxious students reported increased state anxiety following the literacy tasks but not the math tasks. With respect to performance, math-anxious students had worse math performance and literacy-anxious students had worse literacy performance whereas test anxiety was not directly related to performance on either math or literacy tasks. Patterns of relations did not differ for men and women, but, except for literacy anxiety, women reported higher levels of all types of anxiety. These results could help educators understand how affective responses are related to university students' academic performance.
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Affiliation(s)
| | - Jo-Anne LeFevre
- Department of Cognitive Science, Carleton University, Ottawa, Canada.,Department of Psychology, Carleton University, Ottawa, Canada
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23
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Doggrell SA. Quantitative study showing how and why students access lecture recordings, and of the association between accessing and academic outcomes, in a biochemistry course. Biochem Mol Biol Educ 2021; 49:464-474. [PMID: 33660926 DOI: 10.1002/bmb.21502] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 01/03/2021] [Accepted: 02/01/2021] [Indexed: 06/12/2023]
Abstract
Many factors predict academic performance at university but accessing lecture recordings has not been established as one. Our aims were to quantify how and why biochemistry students accessed lecture recordings and to determine any association between accessing lecture recordings and academic outcomes. Lecture recording access data was collected and related to academic outcomes. On average, students accessed 46% of lecture recordings and each recording was accessed 2.3 times, but not to completion. After lecture delivery, students were slow to access lecture recordings, and the number of accesses was still increasing prior to the examinations. For the entire cohort, there were weak positive associations between accessing lecture recordings and academic outcomes for the semester, and between the access to lecture recordings in weeks 1-5 and 6-11 with the mid-semester and final examination, respectively. For programs, the weak association for the semester was only apparent for the pharmacy and biomedical science students, and not for the medical laboratory or nutrition students. The most common reason for accessing lecture recording was to "Revise lecture concepts for assessment purposes." For students, who did not attend lectures, lecture recordings were accessed predominantly as "I prefer the flexibility of online recordings." Flexibility was also the theme of the positive additional feedback on accessing lecture recordings. In conclusion, consideration needs to be given on how to persuade students to access lecture recordings in a timelier way. As accessing lecture recordings is weakly associated with positive academic outcomes for some program cohorts, this supports their continued availability.
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Affiliation(s)
- Sheila Anne Doggrell
- Faculty of Health, Queensland University of Technology, Brisbane, Queensland, Australia
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Jacola LM, Baran J, Noll RB, Willard VW, Hardy KK, Embry L, Hullmann SE, Larsen EC, Winick N, Kairalla JA. Adaptive functioning and academic achievement in survivors of childhood acute lymphoblastic leukemia: A report from the Children's Oncology Group. Pediatr Blood Cancer 2021; 68:e28913. [PMID: 33522102 PMCID: PMC8212574 DOI: 10.1002/pbc.28913] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 01/04/2021] [Accepted: 01/05/2021] [Indexed: 11/12/2022]
Abstract
PURPOSE To characterize academic and adaptive skill outcomes in survivors of high-risk B-lineage acute lymphoblastic leukemia (HR B-ALL). METHODS Participants were 178 patients enrolled on a nontherapeutic clinical trial that aimed to characterize neurocognitive and functional outcomes (ie, academic achievement and adaptive skills) following treatment for childhood HR B-ALL. Eligible patients were treated on Children's Oncology Group AALL0232 clinical trial that included two treatment randomizations: methotrexate delivery (high or escalating dose) and corticosteroid (dexamethasone or prednisone). Academic achievement and adaptive skills were evaluated at one time point, 8-24 months after completing treatment. RESULTS Multivariable logistic regression showed no significant association between treatment variables and outcomes after accounting for age at diagnosis, sex, and insurance status. In multivariable analyses accounting for sex and insurance status, survivors <10 years old at diagnosis had significantly lower scores in Math (P = .02). In multivariable analyses accounting for sex and age at diagnosis, scores for children with US public health insurance were significantly lower than those with US private or military insurance across all academic and adaptive skills (all P-values ≤.04). Results from univariate analyses showed that boys had significantly lower scores than girls across all adaptive skill domains (all P-values ≤.04). CONCLUSION Regardless of treatment randomization, survivors of HR B-ALL <10 years at diagnosis are at risk for deficits in Math and overall adaptive functioning; overall adaptive skills for boys were significantly poorer. Screening and early intervention for patients at highest risk, particularly young patients and lower resourced families, should be prioritized.
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Affiliation(s)
- Lisa M Jacola
- St. Jude Children's Research Hospital, Memphis, Tennessee
| | - Julie Baran
- University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | - Robert B Noll
- University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania
| | | | - Kristina K Hardy
- Children's National Hospital and the George Washington University School of Medicine, Washington, District of Columbia
| | - Leanne Embry
- University of Texas Health Science Center at San Antonio, San Antonio, Texas
| | | | | | - Naomi Winick
- University of Texas Southwestern Medical Center, Dallas, Texas
| | - John A Kairalla
- University of Florida Colleges of Medicine, Public Health and Health Professions, Gainesville, Florida
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Magalhães S, Carneiro L, Limpo T, Filipe M. Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6. Child Neuropsychol 2020; 26:934-952. [PMID: 32200681 DOI: 10.1080/09297049.2020.1740188] [Citation(s) in RCA: 22] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Abstract
Research has shown that cognitive flexibility plays a critical role in students' learning and academic achievement. However, the unique contribution of cognitive flexibility to academic achievement across schooling is not fully understood. Thus, this study tested whether cognitive flexibility explained a significant amount of variance in academic achievement (i.e., literacy and mathematics outcomes) across Grades 2, 4, and 6, above and beyond fluid intelligence, inhibitory control, working memory, attention, and planning. The sample included 243 second graders, 284 fourth graders, and 203 sixth graders. For Grades 4 and 6, we found that better performance on the flexibility score was associated with better academic outcomes after controlling for fluid intelligence, attention, inhibitory control, working memory, and planning. This effect was not observed for Grade 2. Our findings showed that cognitive flexibility is a key component for school achievement, particularly for older students.
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Affiliation(s)
- Sofia Magalhães
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
| | - Luísa Carneiro
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
| | - Teresa Limpo
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
| | - Marisa Filipe
- Faculty of Psychology and Education Sciences, University of Porto , Porto, Portugal
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Sánchez B, Anderson AJ, Carter JS, Mroczkowski AL, Monjaras-Gaytan LY, DuBois DL. Helping me helps us: The role of natural mentors in the ethnic identity and academic outcomes of Latinx adolescents. Dev Psychol 2020; 56:208-220. [PMID: 31855014 PMCID: PMC6980915 DOI: 10.1037/dev0000878] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This research investigated the potential contributions of natural mentoring relationships and ethnic identity to the academic attitudes and performance of Latinx high school students. In a sample of 347 urban Latinx students in grades 9 and 10, analyses examined the presence and quality of mentoring relationships as well as ethnic identity exploration and affirmation as predictors of changes in grade point average and the perceived economic value of education. Analyses included tests for a hypothesized role of ethnic identity in mediating associations of mentoring measures with the academic outcomes. The presence of a mentoring relationship was not significantly related to ethnic identity or change in academic outcomes over time. However, mentoring relationship quality was associated with a more positive ethnic identity, and support was found for the hypothesis that ethnic identity mediates the association between the quality of mentoring relationships and change over time in the economic values toward education among Latinx adolescents. Study findings suggest the importance of supportive adults in the ethnic identity and academic outcomes of Latinx adolescents. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
| | | | | | | | | | - David L DuBois
- Division of Community Health Sciences, School of Public Health, University of Illinois at Chicago
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Shore E, Cheung PC, Hyde E, Gazmararian JA. Physical Activity Opportunities and Academic Outcomes of Fourth Grade Elementary School Students in Georgia. J Sch Health 2020; 90:25-31. [PMID: 31770813 DOI: 10.1111/josh.12846] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2017] [Revised: 09/30/2018] [Accepted: 10/01/2018] [Indexed: 06/10/2023]
Abstract
BACKGROUND Physical activity at schools is an important component in combatting childhood obesity. Studies have shown that physical activity at school is positively associated with academic outcomes. The purpose of this study is to examine associations between opportunity of physical activity time at school and academic outcomes. METHODS This statewide, cross-sectional study utilized 2 data sources from the Georgia Department of Education and Georgia Shape in 860 schools. Multivariable linear regression analysis assessed the impact of the amount of physical activity time at school and standardized test scores, controlling for aerobic capacity, BMI, race, gender, school size, geographic category, and SES. RESULTS Time of physical activity opportunity at school was not significantly associated with Mathematics or Reading CRCT scores (p = .94, p = .31, respectively). SES had the greatest impact on test scores, where higher SES schools had higher standardized test scores (p < .01 for all tests scores). CONCLUSION Time of physical activity opportunities at school was not significantly associated with standardized test scores. SES appears to be the most important factor in academic outcomes. Time spent in PA at school does not negatively affect academic outcomes and should be utilized to prevent/reduce childhood overweight and obesity.
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Affiliation(s)
- Erin Shore
- Center for Health, Work & Environment, Colorado School of Public Health, 13001 E, 17th Place, Aurora, Colorado, 80045
| | - Patricia C Cheung
- Rollins School of Public Health, Department of Epidemiology, Emory University, 1518 Clifton Road, Atlanta, Georgia, 30322
| | - Eric Hyde
- Rollins School of Public Health, Department of Epidemiology, Emory University, 1518 Clifton Road, Atlanta, Georgia, 30322
| | - Julie A Gazmararian
- Rollins School of Public Health, Department of Epidemiology, Emory University, 1518 Clifton Road, Atlanta, Georgia, 30322
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Anderson CL, Dixson DD, Monroy M, Keltner D. Are awe-prone people more curious? The relationship between dispositional awe, curiosity, and academic outcomes. J Pers 2019; 88:762-779. [PMID: 31705660 DOI: 10.1111/jopy.12524] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Revised: 10/28/2019] [Accepted: 11/05/2019] [Indexed: 11/30/2022]
Abstract
OBJECTIVE Guided by a functional account of awe, we aimed to test the hypothesis that people who often feel awe are also more curious (Studies 1 and 2), and that this relationship in turn relates to academic outcomes (Study 3). METHOD In Study 1 (n = 1,005), we used a self-report approach to test the relationship between dispositional awe and curiosity. In Study 2 (n = 100), we used a peer-report approach to test if participants' dispositional awe related to how curious they were rated by their friends. In Study 3, in a sample of 447 high school adolescents we tested if dispositional awe related to academic outcomes via curiosity. RESULTS We found that dispositional awe was positively related to people's self-rated curiosity (Study 1) and how curious they were rated by their friends (Study 2). In Study 3, we found that dispositional awe was related to academic outcomes via curiosity. CONCLUSIONS We conclude that among the seven positive emotion dispositions tested, awe was related to unique variance in curiosity, and this link in turn predicted academic outcomes. This work further characterizes awe as an epistemic emotion and suggests that activities that inspire awe may improve academic outcomes.
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Affiliation(s)
- Craig L Anderson
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Dante D Dixson
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, USA
| | - Maria Monroy
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
| | - Dacher Keltner
- Department of Psychology, University of California, Berkeley, Berkeley, CA, USA
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Abstract
Purpose of review This article reviews recent behavioral and neuroimaging studies to elucidate whether adolescent cannabis use is related to reduced motivation and increased risk of depression. Recent findings Recent work suggests that heavy adolescent cannabis use predicts poorer educational outcomes, often presumed to reflect reduced academic motivation, as well as increased levels of depressive symptoms. However, evidence of a link between cannabis use and general motivation was lacking. Factors such as concurrent alcohol and tobacco use, trajectories of cannabis use during adolescence, and cannabis-related changes in underlying neurocircuitry may impact associations among cannabis use, motivation, and depression. Summary Heavy adolescent cannabis use is associated with poorer educational outcomes and increased levels of depressive symptoms. The role of depression in how cannabis may affect motivation, broadly, is not yet clear, as most studies have not examined associations among all three constructs. Future work should explore possible overlap between cannabis effects on motivation and depression, and clarify the temporality of these associations.
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Affiliation(s)
- Ileana Pacheco-Colón
- Center for Children and Families, Department of Psychology, Florida International University
| | - Ana Regina Ramirez
- Center for Children and Families, Department of Psychology, Florida International University
| | - Raul Gonzalez
- Center for Children and Families, Department of Psychology, Florida International University
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Goodday SM, Rivera D, Foran H, King N, Milanovic M, Keown-Stoneman CD, Horrocks J, Tetzlaff E, Bowie CR, Pickett W, Harkness K, Saunders KE, Cunningham S, McNevin S, Duffy A. U-Flourish university students well-being and academic success longitudinal study: a study protocol. BMJ Open 2019; 9:e029854. [PMID: 31455708 PMCID: PMC6720248 DOI: 10.1136/bmjopen-2019-029854] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION Over 30% of Canadians between the ages of 16 and 24 years attend university. This period of life coincides with the onset of common mental illnesses. Yet, data to inform university-based mental health prevention and early intervention initiatives are limited. The U-Flourish longitudinal study based out of Queen's University, Canada and involving Oxford University in the UK, is a student informed study funded by the Canadian Institute for Health Research Strategy for Patient Oriented Research (CIHR-SPOR). The primary goal of U-Flourish research is to examine the contribution of risk and resiliency factors to outcomes of well-being and academic success in first year students transitioning to university. METHODS AND ANALYSIS The study is a longitudinal survey of all first-year undergraduate students entering Queen's University in the fall term of 2018 (and will launch at Oxford University in fall of 2019). In accordance with the CIHR-SPOR definitions, students represent the target population (ie, patient equivalent). Student peer health educators were recruited to inform the design, content and implementation of the study. Baseline surveys of Queen's first year students were completed in the fall of 2018, and follow-up surveys at the end of first year in the spring of 2019. Extensive student-led engagement campaigns were used to maximise participation rates. The baseline survey included measures of personal factors, family factors, environmental factors, psychological and emotional health, and lifestyle factors. Main outcomes include self-reported indicators of mental health at follow-up and mental health service access, as well as objective measures of academic success through linkage to university administrative and academic databases. A combination of mixed effects regression techniques will be employed to determine associations between baseline predictive factors and mental health and academic outcomes. ETHICS AND DISSEMINATION Ethical approval was obtained by the Health Sciences and Affiliated Teaching Hospitals Research Ethics Board (HSREB) (#6023126) at Queen's University. Findings will be disseminated through international and national peer-reviewed scientific articles and other channels including student-driven support and advocacy groups, newsletters and social media.
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Affiliation(s)
| | | | | | - Nathan King
- Public Health Sciences, Queen's University, Kingston, Ontario, Canada
| | | | | | | | | | | | - William Pickett
- Public Health Sciences, Queen's University, Kingston, Ontario, Canada
| | - Kate Harkness
- Psychology, Queens University, Kingston, Ontario, Canada
| | | | | | - Steven McNevin
- Psychiatry, Queen's University, Kingston, Ontario, Canada
| | - Anne Duffy
- Psychiatry, Queen's University, Kingston, Ontario, Canada
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Abstract
Objectives: Evaluate the association between school-based treatment of substance use disorders and academic outcomes by developing a system of simple and easily tracked academic performance metrics coinciding with an established substance use treatment program. Methods: This study provided treatment to 75 high school students enrolled without exclusion who voluntarily sought care for substance use disorders. Participants were enrolled in a 12-week program of individual motivational interviewing, acceptance and commitment therapy, family sessions, case management, contingency management, and psychiatric consultation at school-based health centers. We tracked distinct metrics of substance use treatment, including urine drug screens and self-reported use, along with three key metrics of academic performance referred to as the ABCs: attendance (No. of missed classes and percentage of days attended), behavior (No. of behavioral incidents per semester), and credits (grade-point average). Results: Participants in the study attended an average of 6.4 sessions and nearly 50% attained a negative urine drug screen. Participants demonstrated a significant reduction in behavioral incidents with an average decrease from 1.2 to 0.41 incidents per semester (p < 0.01). In addition, there was a reduction in the mean number of missed classes from 148 per semester to 127 (p = 0.001). Conclusions: School-based substance use treatment appears to be associated with a reduction in behavioral incidents and improved class attendance. This study provides the foundation for development of a robust school-based substance treatment program that can be rigorously evaluated against a control group for students with substance use disorders.
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Affiliation(s)
- Mario J Lintz
- Department of Psychiatry, University of Colorado School of Medicine, Aurora, Colorado
| | - Brianne Sutton
- Department of Psychiatry, Denver Health and Hospital Authority, Denver, Colorado
| | - Christian Thurstone
- Department of Psychiatry, University of Colorado School of Medicine, Aurora, Colorado.,Department of Psychiatry, Denver Health and Hospital Authority, Denver, Colorado
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Abstract
Evidence is mounting that nature-based learning (NBL) enhances children’s educational and developmental outcomes, making this an opportune time to identify promising questions to carry research and practice in this field forward. We present the outcomes of a process to set a research agenda for NBL, undertaken by the Science of Nature-Based Learning Collaborative Research Network, with funding from the National Science Foundation. A literature review and several approaches to gathering input from researchers, practitioners, and funders resulted in recommendations for research questions and methodological improvements to increase the relevance and rigor of research in this field. Some questions seek to understand how learning in nature affects what children learn, how they learn, and how it varies based on age, gender, socioeconomic status, ethnic background, special needs, and individual differences. Outcomes of interest cover academic performance, practical skills, personal development, and environmental stewardship. Other questions seek to find causal explanations for observed outcomes. To create optimal conditions for NBL, the research agenda includes practical questions about how to prepare teachers to work successfully in nature and how to support their adoption of this approach. Not least, the research agenda asks whether learning in nature can address major societal issues by moderating the effect of socioeconomic disadvantage on children’s academic achievement, personal development and wellbeing, and how these benefits might be attained at reasonable costs. A deeper understanding of how, why and for whom different forms of nature contact enhance learning and development is needed to guide practice and policy decision-making.
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Affiliation(s)
- Cathy Jordan
- Pediatrics and Extension, University of Minnesota, Minneapolis, MN, United States.,Children & Nature Network, Minneapolis, MN, United States
| | - Louise Chawla
- Environmental Design, University of Colorado Boulder, Boulder, CO, United States
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Checa P, Abundis-Gutierrez A, Pérez-Dueñas C, Fernández-Parra A. Influence of Maternal and Paternal Parenting Style and Behavior Problems on Academic Outcomes in Primary School. Front Psychol 2019; 10:378. [PMID: 30881327 PMCID: PMC6405423 DOI: 10.3389/fpsyg.2019.00378] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2018] [Accepted: 02/07/2019] [Indexed: 11/13/2022] Open
Abstract
Parents and teachers are concerned about the academic outcomes of children. Among the variables that play an important role in school success, parenting styles and behavior problems are some of the most studied. Literature shows that presence of behavioral problem and parenting styles based on physical punishment, lack of consistency and ineffective limit setting are related to poor academic achievement. The present study examined the influence of maternal and paternal parenting styles and behavior problems on the academic outcomes of primary-school children. Measures used in this study included the Inventory of Parenting Guide, the Child Behavior Checklist and information on academic outcomes (n = 78 families). The range age of the students was 6 to 13 years old (mean = 8.08; SD = 1.6; 38 girls). The participation rate was 90.7%. The results showed that behavior problems and sensitive parenting style were related to academic outcomes. Specifically, attentional problems and maternal sensitive parenting styles appeared to be significant predictors of academic outcomes in this study. These data suggest the relevance of attention and maternal sensitive parenting styles in understanding processes that promote academic outcomes.
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Affiliation(s)
- Purificación Checa
- Department of Development and Education Psychology, Faculty of Educational Sciences, University of Granada, Granada, Spain
| | | | - Carolina Pérez-Dueñas
- Department of Psychology, IMIBIC Health Research Institute, Reina Sofía University Hospital of Córdoba, University of Córdoba, Córdoba, Spain
| | - Antonio Fernández-Parra
- Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, University of Granada, Granada, Spain
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34
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Anderson PJ, Lee KJ, Roberts G, Spencer-Smith MM, Thompson DK, Seal ML, Nosarti C, Grehan A, Josev EK, Gathercole S, Doyle LW, Pascoe L. Long-Term Academic Functioning Following Cogmed Working Memory Training for Children Born Extremely Preterm: A Randomized Controlled Trial. J Pediatr 2018; 202:92-97.e4. [PMID: 30177350 DOI: 10.1016/j.jpeds.2018.07.003] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/11/2018] [Revised: 06/06/2018] [Accepted: 07/02/2018] [Indexed: 12/23/2022]
Abstract
OBJECTIVE To assess the effectiveness of Cogmed Working Memory Training compared with a placebo program in improving academic functioning 24 months post-training in extremely preterm/extremely low birth weight 7-year-olds. STUDY DESIGN A multicenter double-blind, placebo-controlled randomized controlled trial was conducted across all tertiary neonatal hospitals in the state of Victoria, Australia. Participants were 91 extremely preterm/extremely low birth weight 7-year-old children born in Victoria in 2005. Children were randomly assigned to either the Cogmed or placebo arm and completed the Cogmed or placebo program (20-25 sessions of 35-40 minutes duration) at home over 5-7 weeks. Academic achievement (word reading, spelling, sentence comprehension, and mathematics) was assessed 24 months post-training, as well as at 2 weeks and 12 months post-training, via standardized testing inclusive of working memory, attention, and executive behavior assessments. Data were analyzed using an intention-to-treat approach with mixed-effects modeling. RESULTS There was little evidence of any benefits of Cogmed on academic functioning 24 months post-training, as well as on working memory, attention, or executive behavior at any age up to 24 months post-training compared with the placebo program. CONCLUSIONS We currently do not recommend administration of Cogmed for early school-aged children born extremely preterm/extremely low birth weight to improve academic functioning. TRIAL REGISTRATION Australian New Zealand Clinical Trials Registry: ACTRN12612000124831.
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Affiliation(s)
- Peter J Anderson
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia; Murdoch Children's Research Institute, Melbourne, Australia.
| | - Katherine J Lee
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | - Gehan Roberts
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | - Megan M Spencer-Smith
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia; Murdoch Children's Research Institute, Melbourne, Australia
| | - Deanne K Thompson
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia; Florey Institute of Neuroscience and Mental Health, Melbourne, Australia
| | - Marc L Seal
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | | | - Andrea Grehan
- Murdoch Children's Research Institute, Melbourne, Australia
| | - Elisha K Josev
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia
| | | | - Lex W Doyle
- Murdoch Children's Research Institute, Melbourne, Australia; Department of Pediatrics, The University of Melbourne, Melbourne, Australia; Neonatal Services, The Royal Women's Hospital, Melbourne, Australia; Department of Obstetrics and Gynecology, The University of Melbourne, Melbourne, Australia
| | - Leona Pascoe
- Monash Institute of Cognitive and Clinical Neurosciences, School of Psychological Sciences, Monash University, Melbourne, Australia; Murdoch Children's Research Institute, Melbourne, Australia
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Vettori G, Vezzani C, Bigozzi L, Pinto G. The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students. Front Psychol 2018; 9:1985. [PMID: 30405480 PMCID: PMC6206844 DOI: 10.3389/fpsyg.2018.01985] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2017] [Accepted: 09/27/2018] [Indexed: 11/17/2022] Open
Abstract
This study investigated the mediating role of conceptions of learning in the relationship between metacognitive skills/strategies and academic outcomes among middle-school students. The self-report “Learning Conceptions Questionnaire” (LCQ) and “Metacognitive questionnaire on the method of study” (QMS—in Italian) were administered to 136 middle-school students and their academic outcomes were collected. Correlation analyses revealed that within metacognitive skills/strategies only self-assessment was positively correlated with academic outcomes. Mediation analysis indicated that a conception of learning as internal attribution of success and failure was significantly involved as mediator in the relationship between metacognitive skills/strategies and academic outcomes. This study permitted to advance our knowledge about the relationship between metacognitive skills/strategies and academic outcomes and it has opened the way to practical implications.
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Affiliation(s)
- Giulia Vettori
- Department of Education and Psychology, University of Florence, Florence, Italy
| | - Claudio Vezzani
- Department of Education and Psychology, University of Florence, Florence, Italy
| | - Lucia Bigozzi
- Department of Education and Psychology, University of Florence, Florence, Italy
| | - Giuliana Pinto
- Department of Education and Psychology, University of Florence, Florence, Italy
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36
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Maclean MJ, Taylor CL, O'Donnell M. Out-of-Home Care and the Educational Achievement, Attendance, and Suspensions of Maltreated Children: A Propensity-Matched Study. J Pediatr 2018; 198:287-293.e2. [PMID: 29724484 DOI: 10.1016/j.jpeds.2018.03.027] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2017] [Revised: 02/28/2018] [Accepted: 03/14/2018] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To estimate the influence of out-of-home care on reading scores, attendance, and suspensions by comparing a matched sample of maltreated children who entered out-of-home care and maltreated children who remained at home. STUDY DESIGN Linked administrative data for all children born in Western Australia between 1990 and 2010 was used, focusing on those with substantiated maltreatment before year 9 achievement tests (n = 3297). Propensity score modelling was used to address differences in preexisting risk factors (child, family, neighborhood characteristics, maltreatment history, and reading scores) and compare outcomes for children placed in out-of-home care and those remaining in in-home care. RESULTS Both groups of maltreated children had poor educational outcomes. After accounting for group differences in risk characteristics, there was no difference in year 9 reading achievement for the out-of-home care and in-home care groups. There was no difference in suspensions for the groups. The only significant difference was children in out-of-home care had fewer school absences than children in in-home care. CONCLUSIONS Out-of-home care was not found to be a significant factor in the adverse educational outcomes of these children; however, there is a clear need for further educational support to address poor outcomes for children involved with child protection services.
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37
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Azzam N, Oei JL, Adams S, Bajuk B, Hilder L, Mohamed AL, Wright IMR, Holland AJA. Influence of early childhood burns on school performance: an Australian population study. Arch Dis Child 2018; 103:444-451. [PMID: 29187346 DOI: 10.1136/archdischild-2017-313355] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/08/2017] [Revised: 10/24/2017] [Accepted: 10/30/2017] [Indexed: 11/03/2022]
Abstract
OBJECTIVES To determine the influence of burn injuries on childhood performance in national standardised curriculum-based school tests. DESIGN Birth and health records of 977 children who were hospitalised with a burn injury between 2000 and 2006 in the state of New South Wales, Australia, were linked to performance scores in the National Assessment Program: Literacy and Numeracy test, a compulsory nationwide curriculum-based test (CBT) and compared with children who were not hospitalised for burns and who were matched for birth year, gender, gestation and socioeconomic status. MAIN OUTCOME MEASURES Test scores in years 3 (ages 8-9), 5 (ages 10-11) and 7 (ages 13-14) in numeracy, writing, reading, spelling, grammar and punctuation. RESULTS Mean age at first burn injury was 28 months (median: 20, range: 0-140). Children with burns were significantly more likely to have younger mothers (28.5 vs 29.6 years) (P<0.001), be indigenous (OR 2.5 (95% CI 2.1 to 3.1)) (P<0.001) and have siblings (OR 1.2 (95% CI 1.1 to 1.4)) (P<0.001). They were also less likely to meet national minimum standards in most domains of testing until year 5, even after adjustment for parental education levels, parental smoking, maternal age and indigenous status. Each 10% increase in total body surface area burnt was associated with a decrease in year 5 scores by 37.0% in numeracy and 71.9% in writing. CONCLUSIONS Most childhood burn injuries occur before the start of formal schooling. Children who are hospitalised for burns perform more poorly in CBT even after accounting for family and socioeconomic disadvantage. Rehabilitation of children with burn injuries must address school performance to decrease any long-term negative societal impact of burns.
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Affiliation(s)
- Nadin Azzam
- School of Women's and Children's Health, University of New South Wales, Sydney, New South Wales, Australia
| | - Ju-Lee Oei
- Royal Hospital for Women, Randwick, New South Wales, Australia.,University of New South Wales, School of Women's and Children's Health, Randick, New South Wales, Australia
| | - Susan Adams
- University of New South Wales, School of Women's and Children's Health, Randick, New South Wales, Australia.,Sydney Children's Hospital, Randwick, New South Wales, Australia
| | - Barbara Bajuk
- Pregnancy and Newborn Services Network, Sydney Children's Hospitals Network, Westmead, New South Wales, Australia
| | - Lisa Hilder
- National Perinatal Epidemiology and Statistics Unit, University of New South Wales School of Women's and Children's Health and Centre for Big Data Research in Health, Randwick, New South Wales, Australia
| | - Abdel-Latif Mohamed
- Department of Neonatology, Centenary Hospital for Women and Children, Canberra, ACT, Australia
| | - Ian M R Wright
- Illawarra Health and Medical Research Institute, University of Wollongong, Wollongong, New South Wales, Australia
| | - Andrew J A Holland
- Department of Paediatric Surgery, Children's Hospital at Westmead, Westmead, New South Wales, Australia.,Discipline of Child and Adolescent Health, Sydney Medical School, University of Sydney, Sydney, New South Wales, Australia
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38
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Insel KC, Hockenberry MJ, Harris LL, Koerner KM, Lu Z, Adkins KB, Taylor OA, Gundy PM, Moore IM. Declines Noted in Cognitive Processes and Association With Achievement Among Children With Leukemia. Oncol Nurs Forum 2018. [PMID: 28632246 DOI: 10.1188/17.onf.503-511] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE/OBJECTIVES To assess change in specific cognitive processes during treatment with chemotherapy only among children with acute lymphoblastic leukemia (ALL).
. DESIGN A prospective, repeated measures design.
. SETTING Pediatric oncology treatment centers at Banner-University Medical Center Tucson/Banner Children's-Diamond Medical Center (University of Arizona) and Texas Children's Cancer and Hematology centers (Baylor College of Medicine) in Houston.
. SAMPLE 71 children with ALL, with a mean age of 6.18 years at the time of diagnosis.
. METHODS Using mixed-effects latent growth curve modeling with time since diagnosis as a fixed effect, age-adjusted standardized measures of working memory, processing speed, executive function, and attention were obtained and repeated about one and two years later. A subsample was tested for academic achievement at the end of treatment.
. MAIN RESEARCH VARIABLES Verbal working memory, visual spatial memory, processing speed, academic achievement, age, and gender.
. FINDINGS A significant main effect was observed for age at diagnosis on decline in verbal working memory during treatment. Planned contrasts revealed greater decline among children who were diagnosed when aged younger than five years compared to those diagnosed when aged five years or older. Decline in verbal working memory and achievement in letter-word identification and calculation skills were associated, and decline in spatial memory was associated with calculation. A main effect of gender was observed on processing speed, with female patients showing greater decline than male patients.
. CONCLUSIONS Findings from this study may guide the timing of interventions that could improve school achievement among survivors.
. IMPLICATIONS FOR NURSING Children undergoing treatment for ALL may experience issues with verbal working memory and increased difficulty in school. Nurses are in a position to refer parents and children to school resources for additional academic support.
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Calestine J, Bopp M, Bopp CM, Papalia Z. College Student Work Habits are Related to Physical Activity and Fitness. Int J Exerc Sci 2017; 10:1009-1017. [PMID: 29170702 PMCID: PMC5685070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Despite the known benefits of regular physical activity, research shows a significant decline in physical activity participation and an increase in sedentary behavior during young adulthood during the college years. Studies examining the relationship between academic outcomes and fitness/physical activity have not extensively examined this among college students. Therefore, the purpose of this study was to examine the relationship between fitness measures (cardiovascular endurance, muscular endurance, flexibility and body composition), physical activity, and academic outcomes in college students. This cross-sectional study had college students complete a one-time fitness assessment and survey examining their physical activity and academic factors (GPA, study habits, course load). Correlations examined relationships between fitness, physical activity and academic outcomes, t-tests compared differences for fitness and behavioral outcomes between groups by academic factors. The final sample (n=512) was 50.4% male, 78% Non-Hispanic White, and 67% upperclassmen. The majority (76%) of participants reported meeting current PA guidelines. Hours of studying and social media use were both positively associated with body fat. Course load was negatively associated with vigorous activity. Study time was negatively associated with cardiovascular endurance, positively associated with hip flexibility and sedentary behavior. Higher GPA was associated with a higher BMI and a higher credit load was associated with less vigorous physical activity. These findings indicated that academic outcomes and physical activity may have a different relationship among college students compared with younger age groups. This study provides insight for the development of future campus-based health initiatives to have a shared focus of academic outcomes and physical activity.
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Affiliation(s)
- Jesse Calestine
- Department of Kinesiology, Pennsylvania State University, University Park PA, 16802, USA
| | - Melissa Bopp
- Department of Kinesiology, Pennsylvania State University, University Park PA, 16802, USA
| | - Christopher M Bopp
- Department of Kinesiology, Pennsylvania State University, University Park PA, 16802, USA
| | - Zack Papalia
- Department of Kinesiology, Pennsylvania State University, University Park PA, 16802, USA
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Russell K, Selci E, Chu S, Rozbacher A, Ellis M. Academic outcomes and accommodations following adolescent sport-related concussion: a pilot study. Concussion 2017; 2:CNC51. [PMID: 30202592 PMCID: PMC6122692 DOI: 10.2217/cnc-2017-0009] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2017] [Accepted: 09/15/2017] [Indexed: 11/21/2022] Open
Abstract
Aim: The purpose of this study was to examine academic achievement, absenteeism and school accommodations following adolescent sport-related concussion (SRC). Methods: A case-series was conducted among grade 8–12 students who suffered an SRC. The primary outcomes were change in pre- and post-concussion overall, core report card grade point average (GPA) and absenteeism due to concussion. The most helpful school accommodations were tabulated. Results: Pre- and post-concussion GPA was obtained from 33 students – 16 (48%) developed persistent post-concussion symptoms (symptoms lasting >4 weeks). There was no significant difference in pre- and post-concussion grades among students with a SRC for overall (p = 0.75) or core (p = 0.56) GPA. The median number of missed school days was 4 (interquartile range [IQR]: 2–8). Allowing for physical and cognitive rest was identified as the most helpful accommodation (30%). Conclusion: Larger studies should investigate the role that school accommodations and development of persistent post-concussion symptoms have on academic outcomes.
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Affiliation(s)
- Kelly Russell
- Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada.,Canada North Concussion Network, Winnipeg, Canada.,Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada.,Canada North Concussion Network, Winnipeg, Canada
| | - Erin Selci
- Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada.,Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada
| | - Stephanie Chu
- Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada.,Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada
| | - Adrian Rozbacher
- College of Medicine, University of Manitoba.,College of Medicine, University of Manitoba
| | - Michael Ellis
- Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada.,Canada North Concussion Network, Winnipeg, Canada.,Department of Surgery, University of Manitoba, Winnipeg, Canada.,Department of Pediatrics & Child Health, University of Manitoba, Winnipeg, Canada.,Children's Health Research Institute of Manitoba, Winnipeg, Canada.,Canada North Concussion Network, Winnipeg, Canada.,Department of Surgery, University of Manitoba, Winnipeg, Canada
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Abstract
Although qualities of mothering behavior have been consistently linked with children's academic outcomes, mothers from different ethnic groups may emphasize different dimensions with their children. The present investigation aims to evaluate and compare the dimensionality of mothering in low-income African American (n = 151) and Mexican American (n = 182) mothers during early childhood and its predictive utility for children's academic achievement. Video-recorded mother-child interactions with children at 2½ and 3½ years of age were rated using 6 mothering quality items from a widely used global rating system. A bifactor measurement model of these 6 items yielded a general sensitive support factor and a specific intrusive-insensitive factor. The bifactor model fit the data significantly better at both time points than either a single-factor or a 2-factor model. Invariance testing supported the stability of the measurement model across the 2 time points. Invariance testing by ethnicity indicated differences in factor loadings as well as mean levels of the specific factor of intrusive-insensitivity. The specific factor reflecting intrusive-insensitive mothering at age 2½ years was associated with poorer subsequent reading achievement for African American but not Mexican American children, suggesting the specific factor reflected qualitatively different parenting constructs for the 2 ethnic groups. Critical examination of what constitutes more optimal parenting yielded both similar and dissimilar characteristics and their relations across culturally different groups of families. Such knowledge should contribute to the development of more effective interventions for ethnically diverse families. (PsycINFO Database Record
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Affiliation(s)
| | - Britain Mills
- School of Behavioral and Brain Sciences, University of Texas at Dallas
| | | | - Nazly Dyer
- School of Behavioral and Brain Sciences, University of Texas at Dallas
| | - Assaf Oshri
- Department of Human Development and Family Science, University of Georgia
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42
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Curtis E, Wikaire E, Jiang Y, McMillan L, Loto R, Poole P, Barrow M, Bagg W, Reid P. Examining the predictors of academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine via two equity pathways: a retrospective observational study at the University of Auckland, Aotearoa New Zealand. BMJ Open 2017; 7:e017276. [PMID: 28847768 PMCID: PMC5724058 DOI: 10.1136/bmjopen-2017-017276] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2017] [Revised: 05/30/2017] [Accepted: 07/07/2017] [Indexed: 11/20/2022] Open
Abstract
OBJECTIVE To determine associations between admission markers of socioeconomic status, transitioning, bridging programme attendance and prior academic preparation on academic outcomes for indigenous Māori, Pacific and rural students admitted into medicine under access pathways designed to widen participation. Findings were compared with students admitted via the general (usual) admission pathway. DESIGN Retrospective observational study using secondary data. SETTING 6-year medical programme (MBChB), University of Auckland, Aotearoa New Zealand. Students are selected and admitted into Year 2 following a first year (undergraduate) or prior degree (graduate). PARTICIPANTS 1676 domestic students admitted into Year 2 between 2002 and 2012 via three pathways: GENERAL admission (1167), Māori and Pacific Admission Scheme-MAPAS (317) or Rural Origin Medical Preferential Entry-ROMPE (192). Of these, 1082 students completed the programme in the study period. MAIN OUTCOME MEASURES Graduated from medical programme (yes/no), academic scores in Years 2-3 (Grade Point Average (GPA), scored 0-9). RESULTS 735/778 (95%) of GENERAL, 111/121 (92%) of ROMPE and 146/183 (80%) of MAPAS students graduated from intended programme. The graduation rate was significantly lower in the MAPAS students (p<0.0001). The average Year 2-3 GPA was 6.35 (SD 1.52) for GENERAL, which was higher than 5.82 (SD 1.65, p=0.0013) for ROMPE and 4.33 (SD 1.56, p<0.0001) for MAPAS. Multiple regression analyses identified three key predictors of better academic outcomes: bridging programme attendance, admission as an undergraduate and admission GPA/Grade Point Equivalent (GPE). Attending local urban schools and higher school deciles were also associated with a greater likelihood of graduation. All regression models have controlled for predefined baseline confounders (gender, age and year of admission). CONCLUSIONS There were varied associations between admission variables and academic outcomes across the three admission pathways. Equity-targeted admission programmes inclusive of variations in academic threshold for entry may support a widening participation agenda, however, additional academic and pastoral supports are recommended.
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Affiliation(s)
- Elana Curtis
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Erena Wikaire
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Yannan Jiang
- Department of Statistics, Faculty of Science, University of Auckland, Auckland, New Zealand
| | - Louise McMillan
- Department of Statistics, Faculty of Science, University of Auckland, Auckland, New Zealand
| | - Robert Loto
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Phillippa Poole
- Department of Medicine, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Mark Barrow
- Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Warwick Bagg
- Medical Programme Directorate, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
| | - Papaarangi Reid
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand
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Bratsch-Hines ME, Mokrova I, Vernon-Feagans L. Rural Families' Use of Multiple Child Care Arrangements from 6 to 58 Months and Children's Kindergarten Behavioral and Academic Outcomes. Early Child Res Q 2017; 41:161-173. [PMID: 29276338 PMCID: PMC5739330 DOI: 10.1016/j.ecresq.2017.05.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Non-parental child care prior to kindergarten is a normative experience for the majority of children in the United States, with children commonly experiencing multiple arrangements, or more than one concurrent child care arrangement. The experience of multiple arrangements has predominantly been shown to be negatively related to young children's health and behavioral outcomes. The present study examined the use of multiple concurrent arrangements for children in the Family Life Project, a representative sample of families living in six high-poverty rural counties. Using the full sample of 1,292 children who were followed from six months to kindergarten, this study examined the associations between the number of child care arrangements averaged across six time points and children's behavioral and academic outcomes in kindergarten. After including a number of control variables, regression results suggested that a greater number of arrangements prior to kindergarten were related to higher levels of teacher-reported negative behaviors, but not positive behaviors, and letter-word decoding skills, but not mathematics skills, though effect sizes were small. Moderation analyses by child care type and quality were conducted, with no evidence emerging that findings varied by type or quality of care.
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Affiliation(s)
- Mary E. Bratsch-Hines
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
| | - Irina Mokrova
- Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill
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Rozbacher A, Selci E, Leiter J, Ellis M, Russell K. The Effect of Concussion or Mild Traumatic Brain Injury on School Grades, National Examination Scores, and School Attendance: A Systematic Review. J Neurotrauma 2017; 34:2195-2203. [PMID: 28084891 DOI: 10.1089/neu.2016.4765] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Concussion often results in symptoms, including difficulty concentrating, focusing, and remembering, that are typically managed with cognitive and physical rest. Often, the school environment is not conducive to cognitive rest and may lead to worsening or prolonged symptoms that can contribute to impaired academic performance. The objective of the review was to identify and summarize literature concerning the effects of concussion or mild traumatic brain injury (mTBI) on academic outcomes. MEDLINE, Embase, Scopus, and CINAHL were searched until June 1, 2016. Studies must have been primary literature examining students enrolled in primary, secondary, or post-secondary education, have received a physician diagnosis of concussion or mTBI, and have post-injury academic outcomes assessed in numeric or alphabet grade/grade point average (GPA), school attendance records, or national examination scores. Data were extracted and checked by a second reviewer for accuracy and completeness. Nine studies were included. Among four studies that examined grades, one found a significant difference in pre- and post-grades only in the subject Afrikaans. Three examined national test scores and no significant differences were found between cases and controls. Four examined school absenteeism and found that students who developed post-concussion syndrome missed significantly more school days and took longer to return to school than students with extremity injuries. Although mTBI or concussion is associated with missed school, the results demonstrate minimal impact on school grades and national examination scores at a group level. Further research is needed to identify risk factors for impaired school functioning following mTBI and concussion in individual patients.
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Affiliation(s)
- Adrian Rozbacher
- 1 Max Rady College of Medicine, University of Manitoba , Winnipeg, Manitoba, Canada
| | - Erin Selci
- 3 Pediatrics and Child Health, University of Manitoba , Winnipeg, Manitoba, Canada
- 6 Children's Hospital Research Institute of Manitoba , Winnipeg, Manitoba, Canada
| | - Jeff Leiter
- 2 Department of Surgery, University of Manitoba , Winnipeg, Manitoba, Canada
- 5 Pan Am Concussion Program , Winnipeg, Manitoba, Canada
- 7 Canada North Concussion Network , Winnipeg, Manitoba, Canada
| | - Michael Ellis
- 1 Max Rady College of Medicine, University of Manitoba , Winnipeg, Manitoba, Canada
- 2 Department of Surgery, University of Manitoba , Winnipeg, Manitoba, Canada
- 3 Pediatrics and Child Health, University of Manitoba , Winnipeg, Manitoba, Canada
- 4 Section of Neurosurgery, University of Manitoba , Winnipeg, Manitoba, Canada
- 5 Pan Am Concussion Program , Winnipeg, Manitoba, Canada
- 6 Children's Hospital Research Institute of Manitoba , Winnipeg, Manitoba, Canada
- 7 Canada North Concussion Network , Winnipeg, Manitoba, Canada
| | - Kelly Russell
- 3 Pediatrics and Child Health, University of Manitoba , Winnipeg, Manitoba, Canada
- 6 Children's Hospital Research Institute of Manitoba , Winnipeg, Manitoba, Canada
- 7 Canada North Concussion Network , Winnipeg, Manitoba, Canada
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Kase C, Hoover S, Boyd G, West KD, Dubenitz J, Trivedi PA, Peterson HJ, Stein BD. Educational Outcomes Associated With School Behavioral Health Interventions: A Review of the Literature. J Sch Health 2017; 87:554-562. [PMID: 28580676 DOI: 10.1111/josh.12524] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2016] [Revised: 10/24/2016] [Accepted: 01/19/2017] [Indexed: 05/27/2023]
Abstract
BACKGROUND There is an unmet need for behavioral health support and services among children and adolescents, which school behavioral health has the potential to address. Existing reviews and meta-analyses document the behavioral health benefits of school behavioral health programs and frameworks, but few summaries of the academic benefits of such programs exist. We provide exemplars of the academic benefits of school behavioral health programs and frameworks. METHODS A literature review identified school behavioral health-related articles and reports. Articles for inclusion were restricted to those that were school-based programs and frameworks in the United States that included an empirical evaluation of intervention academic-related outcomes. RESULTS Findings from 36 primary research, review, and meta-analysis articles from the past 17 years show the benefits of school behavioral health clinical interventions and targeted interventions on a range of academic outcomes for adolescents. CONCLUSION Our findings are consistent with reports documenting health benefits of school behavioral health frameworks and programs and can facilitate further efforts to support school behavioral health for a range of stakeholders interested in the benefits of school behavioral health programs and frameworks on academic outcomes.
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Affiliation(s)
- Courtney Kase
- Behavioral and Policy Sciences, RAND Corporation, 4570 Fifth Avenue, Suite 600, Pittsburgh, PA 15213
| | - Sharon Hoover
- University of Maryland School of Medicine
- National Center for School Mental Health, 737 West, Lombard Street 400, Baltimore, MD 21201
| | - Gina Boyd
- Behavioral and Policy Sciences, RAND Corporation, 4570 Fifth Avenue, Suite 600, Pittsburgh, PA 15213
| | - Kristina D West
- Office of the Assistant Secretary for Planning and Evaluation, US Department of Health and Human Services, 200 Independence Avenue, SW, Washington, DC 20201
| | - Joel Dubenitz
- Office of the Assistant Secretary for Planning and Evaluation, US Department of Health and Human Services, 200 Independence Avenue, SW, Washington, DC 20201
| | - Pamala A Trivedi
- Office of the Assistant Secretary for Planning and Evaluation, US Department of Health and Human Services, 200 Independence Avenue, SW, Washington, DC 20201
| | - Hilary J Peterson
- Behavioral and Policy Sciences, RAND Corporation, 4570 Fifth Avenue, Suite 600, Pittsburgh, PA 15213
| | - Bradley D Stein
- Behavioral and Policy Sciences, RAND Corporation, 4570 Fifth Avenue, Suite 600, Pittsburgh, PA 15213
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Brown A, Ismail R, Gookin G, Hernandez C, Logan G, Pasarica M. The Effect of Medical Student Volunteering in a Student-Run Clinic on Specialty Choice for Residency. Cureus 2017; 9:e967. [PMID: 28191371 PMCID: PMC5298908 DOI: 10.7759/cureus.967] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Introduction: Student-run free clinics (SRFCs) are a recent popular addition to medical school education, and a subset of studies has looked at the influence of SRFC volunteering on the medical student’s career development. The majority of the research done in this area has focused on understanding if these SRFCs produce physicians who are more likely to practice medicine in underserved communities, caring for the uninsured. The remainder of the research has investigated if volunteering in an SRFC influences the specialty choice of medical school students. The results of these specialty choice studies give no definitive answer as to whether medical students chose primary or specialty care residencies as a result of their SRFC experience. Keeping Neighbors in Good Health through Service (KNIGHTS) is the SRFC of the University of Central Florida College of Medicine (UCF COM). Both primary and specialty care is offered at the clinic. It is the goal of this study to determine if volunteering in the KNIGHTS SRFC influences UCF COM medical students to choose primary care, thereby helping to meet the rising need for primary care physicians in the United States. Methods: A survey was distributed to first, second, and third-year medical students at the UCF COM to collect data on demographics, prior volunteering experience, and specialty choice for residency. Responses were then combined with records of volunteer hours from the KNIGHTS Clinic and analyzed for correlations. We analyzed the frequency and Pearson’s chi-squared values. A p value of less than 0.05 was considered statistically significant. Results: Our survey had a total response rate of 39.8%. We found that neither the act of becoming a KNIGHTS Clinic volunteer nor the hours volunteered at the KNIGHTS Clinic influenced the UCF COM student’s choice to enter a primary care specialty (p = NS). Additionally, prior volunteering/clinical experience or the gender of the medical school student did not influence a student’s choice to volunteer at the KNIGHTS Clinic. Discussion: Volunteering at KNIGHTS Clinic did not increase student choice to enter primary care, with students choosing other specialties at equal rates, probably due to the variety of specialties present at the KNIGHTS Clinic. This suggests that the volunteer attending physicians present at an SRFC may influence the choice of residency for students. It also suggests that SFRCs are not a viable tool to increase the number of primary care doctors in the United States.
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Affiliation(s)
- Ashley Brown
- College of Medicine, University of Central Florida
| | - Rahim Ismail
- College of Medicine, University of Central Florida
| | - Glenn Gookin
- College of Medicine, University of Central Florida
| | | | - Grace Logan
- College of Medicine, University of Central Florida
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Taylor R, Pascoe L, Scratch S, Doyle LW, Anderson P, Roberts G. A simple screen performed at school entry can predict academic under-achievement at age seven in children born very preterm. J Paediatr Child Health 2016; 52:759-64. [PMID: 27189705 DOI: 10.1111/jpc.13186] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/03/2015] [Revised: 10/16/2015] [Accepted: 02/14/2016] [Indexed: 11/30/2022]
Abstract
AIM We aimed to compare the academic outcomes of a cohort of children born very preterm (VPT, <32 weeks of gestation) and children born at term at age 7 years and assess the ability of a pre-academic skill screen at age five to predict later academic impairment in children born VPT at age seven. METHODS One hundred ninety-four children born VPT (born with either gestational age <30 weeks or birthweight <1250 g) and 70 controls born at term from a prospective birth cohort were compared on academic outcomes (Wide Range Achievement Test, WRAT4) at age seven using regression analyses. Receiver-operating characteristic curves were used to determine whether pre-academic skills (Kaufman Survey of Early Academic and Language Skills, K-SEALS) at age five predicted academic impairment at age seven in 174 of the VPT cohort. RESULTS At the age of 7 years, children born VPT had lower mean word reading (-9.7, 95% CI: -14.7 to -4.6), spelling (-8.3, 95% CI: -13.3 to -3.3) and math computation (-10.9, 95% CI: -15.3 to -6.5) scores (all P-values ≤0.001) compared with controls born at term, even after adjusting for social risk and time since school commencement. In terms of pre-academic screening, the Numbers, Letters and Words subtest of the K-SEALS had adequate sensitivity and specificity (70-80%) for predicting children with academic impairment at age seven. CONCLUSIONS Children born VPT underperformed in academic outcomes at age seven compared with controls born at term. A pre-academic screening tool used at school entry can predict children born VPT at risk of academic impairment at age seven who could benefit from targeted early intervention.
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Affiliation(s)
- Rebecca Taylor
- Centre for Community Child Health, Royal Children's Hospital, Melbourne, Australia
| | - Leona Pascoe
- Centre for Community Child Health, Royal Children's Hospital, Melbourne, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Australia
| | - Shannon Scratch
- Centre for Community Child Health, Royal Children's Hospital, Melbourne, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Australia
| | - Lex W Doyle
- Clinical Sciences, Murdoch Childrens Research Institute, Melbourne, Australia.,Newborn Research, The Royal Women's Hospital, Melbourne, Australia.,Department of Obstetrics and Gynaecology, University of Melbourne, Melbourne, Victoria, Australia
| | - Peter Anderson
- Department of Paediatrics, University of Melbourne, Melbourne, Australia.,Clinical Sciences, Murdoch Childrens Research Institute, Melbourne, Australia
| | - Gehan Roberts
- Centre for Community Child Health, Royal Children's Hospital, Melbourne, Australia.,Department of Paediatrics, University of Melbourne, Melbourne, Australia.,Clinical Sciences, Murdoch Childrens Research Institute, Melbourne, Australia
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Sayal K, Washbrook E, Propper C. Childhood behavior problems and academic outcomes in adolescence: longitudinal population-based study. J Am Acad Child Adolesc Psychiatry 2015; 54:360-8.e2. [PMID: 25901772 DOI: 10.1016/j.jaac.2015.02.007] [Citation(s) in RCA: 71] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/20/2014] [Revised: 02/13/2015] [Accepted: 02/24/2015] [Indexed: 11/17/2022]
Abstract
OBJECTIVE To investigate the impact of increasing levels of inattention, hyperactivity/impulsivity, and oppositional/defiant behaviors at age 7 years on academic achievement at age 16 years. METHOD In a population-based sample of 7-year-old children in England, information was obtained about inattention, hyperactivity/impulsivity, and oppositional/defiant behaviors (using parent and teacher ratings) and the presence of attention-deficit/hyperactivity disorder (ADHD) and disruptive behavior disorders (DBDs). After adjusting for confounder variables, their associations with academic achievement in national General Certificate of Secondary Education (GCSE) examinations (using scores and minimum expected school-leaving qualification level [5 "good" GCSEs]) at age 16 years were investigated (N = 11,640). RESULTS In adjusted analyses, there was a linear association between each 1-point increase in inattention symptoms and worse outcomes (2- to 3-point reduction in GCSE scores and 6% to 7% (10%-12% with teacher ratings) increased likelihood of not achieving 5 good GCSEs). ADHD was associated with a 27- to 32-point reduction in GCSE scores and, in boys, a more than 2-fold increased likelihood of not achieving 5 good GCSEs. In boys, oppositional/defiant behaviors were also independently associated with worse outcomes, and DBDs were associated with a 19-point reduction in GCSE scores and a 1.83-increased likelihood of not achieving 5 good GCSEs. CONCLUSION Across the full range of scores at a population level, each 1-point increase in inattention at age 7 years is associated with worse academic outcomes at age 16. The findings highlight long-term academic risk associated with ADHD, particularly inattentive symptoms. After adjusting for inattention and ADHD respectively, oppositional/defiant behaviors and DBDs are also independently associated with worse academic outcomes.
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Affiliation(s)
- Kapil Sayal
- Division of Psychiatry and Applied Psychology, School of Medicine, University of Nottingham, UK and the Centre for ADHD and Neurodevelopmental Disorders Across the Lifespan (CANDAL), Institute of Mental Health, Nottingham.
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Abstract
Using cumulative risk and latent class analysis (LCA) models, we examined how exposure to deep poverty (income-to-needs ratio <0.50) and 4 poverty-related risks (i.e., single-parent household, residential crowding, caregiver depression, and multiple life stressors) in preschool is related to children's future difficulty in school in a longitudinal sample of 602 Head Start-enrolled, low-income families. Results from the LCA revealed 4 risk profiles: low risk, deep poverty and single, single and stressed, and deep poverty and crowded household. Tests of measurement invariance across racial/ethnic groups established that, although patterns of risk are similar across groups (i.e., risks covary in the same way), the prevalence of risk profiles differs. African American families were overrepresented in the "deep poverty and single" profile while Latino and White families were overrepresented in the "deep poverty and crowded" profile. Finally, children's third grade functioning in 3 domains (i.e., academic performance, behavior problems, and self-regulatory skills) was predicted using a cumulative risk index and LCA-identified risk profiles. Both approaches demonstrated that children who experienced higher levels of risk in preschool had worse school performance than children with low levels of risk. However, LCA also revealed that children who experienced "single and stressed" family settings had more behavior problems than low-risk children while children who experienced "deep poverty and crowded" family settings had worse academic performance. The results indicate that all risks are not equal for children's development and highlight the utility of LCA for tailoring intervention efforts to best meet the needs of target populations.
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Affiliation(s)
- Amanda L. Roy
- New York University, Steinhardt School of Education, Culture, & Human Development, Department of Applied Psychology, 627 Broadway, New York, NY 10003
| | - C. Cybele Raver
- New York University, Steinhardt School of Education, Culture, & Human Development, Department of Applied Psychology, 627 Broadway, New York, NY 10003
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Knight J, Cassell CH, Meyer RE, Strauss RP. Academic outcomes of children with isolated orofacial clefts compared with children without a major birth defect. Cleft Palate Craniofac J 2014; 52:259-68. [PMID: 24878348 DOI: 10.1597/13-293] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022] Open
Abstract
OBJECTIVE To compare academic outcomes between children with orofacial cleft (OFC) and children without major birth defects. DESIGN AND SETTING In 2007-2008, we mailed questionnaires to a random sample of mothers of school-aged children with OFC and mothers of children without major birth defects (comparison group). The questionnaire included Likert-scale, closed-ended, and open-ended questions from validated instruments. We conducted bivariate and multivariable analyses on parent-reported educational outcomes and bivariate analyses on parent-reported presence of related medical conditions between children with isolated OFC and unaffected children. PATIENTS/PARTICIPANTS A random sample of 504 parents of children with OFCs born 1996-2002 (age 5-12 years) were identified by the North Carolina Birth Defects Monitoring Program. A random sample of 504 parents of children without birth defects born 1996-2002 was selected from North Carolina birth certificates. Of the 289 (28.7%) respondents, we analyzed 112 children with isolated OFC and 138 unaffected children. MAIN OUTCOME MEASURES Letter grades, school days missed, and grade retention. RESULTS Parents of children with isolated OFC reported more developmental disabilities and hearing and speech problems among their children than comparison parents. Children with isolated OFC were more likely to receive lower grades and miss more school days than unaffected children. Because of the low response rate, results should be interpreted cautiously. CONCLUSION Children with isolated OFC may have poorer academic outcomes during elementary school than their unaffected peers. Future studies are needed to confirm these results and determine whether these differences persist in later grades.
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