Parental ability attributions regarding children's academic performance: Person-oriented approach on longitudinal data

Sleep concerns are prevalent among student-athletes and can result in impaired athletic and academic performance. The current study investigated the feasibility and effectiveness of a brief sleep workshop for student-athletes. Athletes (N = 152) completed baseline and follow-up questionnaires (n = 104) after the intervention. Greater than half of the athletes (51%) who attended the workshops and followup reported at least one change in sleep behaviors. Results revealed a significant decrease in sleepiness from baseline to follow-up and an improvement in daytime functioning. Although athletes reported an increase in problematic sleep hygiene behaviors, they recorded significant increases in sleep knowledge from baseline to follow-up, which was maintained at the second follow-up. These longitudinal data provide evidence that a brief psychoeducation sleep workshop for student-athletes is promising for improving sleep knowledge and daily functioning.

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Sustaining school improvement in a high-need school

Journal of Educational Administration ◽

10.1108/jea-03-2016-0034 ◽

2017 ◽

Vol 55 (3) ◽

pp. 297-315 ◽

Cited By ~ 3

Author(s):

Nathern Okilwa ◽

Bruce Barnett

Keyword(s):

Academic Performance ◽

School Improvement ◽

Longitudinal Data ◽

Student Performance ◽

Student Mobility ◽

Demographic Data ◽

High Mobility ◽

State Level ◽

Collective Responsibility ◽

Content Type

Purpose The purpose of this paper is to examine how Robbins ES has sustained high academic performance over almost 20 years despite several changes in principals. Design/methodology/approach The paper analyzed longitudinal data based on: state-level academic and demographic data; two earlier studies of the school; and recent interviews with teachers, the principal, and parent leaders. Findings The analyses of these longitudinal data revealed four ongoing factors were responsible for sustained academic performance: high expectations, distributed leadership, collective responsibility for student performance, and data-based decision making. However, challenges that persistently confront Robbins staff include limited resources (e.g. technology and library materials), high mobility rate, and some cases of unsupportive parents. Originality/value This study adds to understanding how high-need urban schools can sustain high academic performance in spite of changes in principals, shifting community demographics, and high student mobility.

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Motivation and academic performance among first-graders: A person-oriented approach

Learning and Individual Differences ◽

10.1016/j.lindif.2016.06.002 ◽

2016 ◽

Vol 49 ◽

pp. 366-372 ◽

Cited By ~ 11

Author(s):

Jaana Viljaranta ◽

Kaisa Aunola ◽

Riikka Hirvonen

Keyword(s):

Academic Performance ◽

First Graders ◽

Oriented Approach

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Smartphone use and academic performance: First evidence from longitudinal data

New Media & Society ◽

10.1177/14614448211012374 ◽

2021 ◽

pp. 146144482110123

Author(s):

Simon Amez ◽

Sunčica Vujić ◽

Lieven De Marez ◽

Stijn Baert

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Panel Data ◽

Longitudinal Data ◽

Random Effects ◽

Individual Characteristics ◽

Percentage Points ◽

Smartphone Use ◽

Causal Impact ◽

First Time

To study the causal impact of smartphone use on academic performance, we collected – for the first time worldwide – longitudinal data on students’ smartphone use and educational performance. For three consecutive years, we surveyed all students attending classes in 11 different study programmes at two Belgian universities on general smartphone use and other drivers of academic achievement. These survey data were merged with the exam scores of these students. We analysed the resulting data by means of panel data random-effects estimation controlling for unobserved individual characteristics. A 1 SD increase in overall smartphone use results in a decrease of 0.349 points (out of 20) and a decrease of 2.616 percentage points in the fraction of exams passed.

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Smartphone Use and Academic Performance: First Evidence from Longitudinal Data

SSRN Electronic Journal ◽

10.2139/ssrn.3521679 ◽

2020 ◽

Author(s):

Simon Amez ◽

Suncica Vujic ◽

Lieven De Marez ◽

Stijn Baert

Keyword(s):

Academic Performance ◽

Longitudinal Data ◽

Smartphone Use

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Learning- and Grade-Orientation, Sex, and Prediction of Self-Reported Academic Performance

Psychological Reports ◽

10.2466/pr0.2003.92.1.320 ◽

2003 ◽

Vol 92 (1) ◽

pp. 320-324 ◽

Cited By ~ 7

Author(s):

Stewart Page ◽

Louise R. Alexitch

Keyword(s):

Academic Performance ◽

Undergraduate Students ◽

Learning Orientation ◽

Academic Skill ◽

Attitudes And Behaviors ◽

And Behaviors ◽

Oriented Approach

148 undergraduate students completed the LOGO-II scale, a measure of educational orientation, i.e., learning-oriented and grade-oriented attitudes and behaviors, and were asked to report their current and expected grades, as well as their self-assessed academic skill. Generally, learning orientation was positively correlated with academic performance, but grade orientation was negatively correlated with performance. Learning orientation and grade orientation predicted academic performance for men but not women. Implications of these findings, including the possibility of encouraging students to assume a more learning-oriented approach to their education, are discussed.

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