scholarly journals Motivation and self-related beliefs as predictors of academic achievement in reading and mathematics: Structural equation models of longitudinal data

2020 ◽  
Vol 103 ◽  
pp. 101634 ◽  
Author(s):  
Anita Habók ◽  
Andrea Magyar ◽  
Mária B. Németh ◽  
Benő Csapó
Keyword(s):  
Academic Achievement ◽  
Longitudinal Data ◽  
Structural Equation ◽  
Structural Equation Models ◽  
And Mathematics ◽  
Predictors Of Academic Achievement ◽  
Reading And Mathematics

scholarly journals Language and mathematical problems as precursors of psychotic-like experiences and juvenile mania symptoms

2013 ◽  
Vol 44 (6) ◽  
pp. 1293-1302 ◽  
Author(s):  
M. Cederlöf ◽  
P. Östberg ◽  
E. Pettersson ◽  
H. Anckarsäter ◽  
C. Gumpert ◽  
...  
Keyword(s):  
Structural Equation ◽  
Structural Equation Models ◽  
Auditory Hallucinations ◽  
Consistent Finding ◽  
Communication Problems ◽  
Genes And Environment ◽  
Increased Risk ◽  
Childhood Problems ◽  
And Mathematics ◽  
Reading And Mathematics

BackgroundPsychotic-like experiences (PLEs) and juvenile mania in adolescence index risk for severe psychopathology in adulthood. The importance of childhood problems with communication, reading, speech and mathematics for the development of PLEs and juvenile mania is not well understood.MethodThrough the Child and Adolescent Twin Study in Sweden, we identified 5812 children. The parents were interviewed about their children's development at age 9 or 12 years. At age 15 or 18 years, children and parents completed questionnaires targeting current PLEs and juvenile mania symptoms. Logistic regressions were used to assess associations between problems with communication, reading, speech and mathematics and PLEs/juvenile mania symptoms. To evaluate the relative importance of genes and environment in these associations, we used bivariate twin analyses based on structural equation models.ResultsChildren with parent-endorsed childhood problems with communication, reading and mathematics had an increased risk of developing auditory hallucinations and parental-reported juvenile mania symptoms in adolescence. The most consistent finding was that children with childhood problems with communication, reading and mathematics had an increased risk of developing auditory hallucinations [for example, the risk for self-reported auditory hallucinations at age 15 was increased by 96% for children with communication problems: OR (odds ratio) 1.96, 95% confidence interval (CI) 1.33–2.88]. The twin analyses showed that genetic effects accounted for the increased risk of PLEs and juvenile mania symptoms among children with communication problems.ConclusionsChildhood problems with communication, reading and mathematics predict PLEs and juvenile mania symptoms in adolescence. Similar to the case for schizophrenia and bipolar disorder, PLEs and juvenile mania may share genetic aetiological factors.

Relations for Children in Grades 2, 3, and 4 between Balance Skills and Academic Achievement

1993 ◽  
Vol 76 (3_suppl) ◽  
pp. 1296-1298 ◽  
Author(s):  
Tom Rizzuto ◽  
Diane Knight
Keyword(s):  
Academic Achievement ◽  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
Primary Grades ◽  
Achievement Scores ◽  
Multivariate Analysis Of Variance ◽  
The Mean ◽  
And Mathematics ◽  
Age Range ◽  
Reading And Mathematics

A one-way multivariate analysis of variance of the responses of 122 students enrolled in primary Grades 2, 3, and 4, with an age range of 7 to 11 years, yielded significant differences in the mean reading and mathematics academic achievement scores associated with six balance skills.

Adolescent Changes in Aerobic Fitness Are Related to Changes in Academic Achievement

2018 ◽  
Vol 30 (1) ◽  
pp. 106-114 ◽  
Author(s):  
Lauren B. Raine ◽  
John R. Biggan ◽  
Carol L. Baym ◽  
Brian J. Saliba ◽  
Neal J. Cohen ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Aerobic Fitness ◽  
Sixth Grade ◽  
Eighth Grade ◽  
Educational Systems ◽  
Cross Sectional ◽  
Illinois Standards Achievement Test ◽  
And Mathematics ◽  
Prospective Longitudinal ◽  
Reading And Mathematics

There is a growing trend of decreasing physical fitness among adolescents, which may result not only in poorer physical health, but also in poorer academic achievement. Purpose: The purpose of this study was to investigate the changes in aerobic fitness and academic achievement in reading and mathematics during middle school. Methods: This study employed a prospective, longitudinal cross-sectional design. Fifty-two adolescents were followed from sixth grade through eighth grade. In the spring, sixth-, seventh-, and eighth-grade students completed Progressive Aerobic Cardiovascular Endurance Run tests measuring aerobic fitness. In addition, students also completed Illinois Standards Achievement Test academic achievement tests in reading and mathematics. Results: Changes in aerobic fitness between sixth and eighth grade were positively related to changes in academic achievement in both reading and mathematics between sixth and eighth grade. Conclusion: These data suggest that changes in aerobic fitness may modulate changes in academic achievement. These findings highlight the importance of physical activity and have broad relevance for educational systems and policies.

scholarly journals Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics

2017 ◽  
Vol 2017 ◽  
pp. 1-10
Author(s):  
Amber J. Godwin ◽  
Mary Margaret Capraro ◽  
William H. Rupley ◽  
Robert M. Capraro
Keyword(s):  
Academic Achievement ◽  
Vocabulary Acquisition ◽  
Mathematics Interventions ◽  
Communication Development ◽  
Early Communication ◽  
Mathematics Vocabulary ◽  
And Mathematics ◽  
Reading And Mathematics

The purpose of this study is to determine what previous studies have found to be factors that contribute to a child’s initial communication development and previously identified effects of reading mathematics storybooks to toddlers or preschoolers. Therefore, it follows that the earlier a preschooler is exposed to mathematics vocabulary, the easier mathematics vocabulary acquisition and understanding can be for that child, which can result in an increase in future academic achievement. This metasynthesis was conducted to gather information on the effects that interactive relationships with caregivers have on a child’s ability to communicate and then how symbiotic reading and mathematics interventions can affect a child’s ability to think and communicate mathematically. According to the data analyzed for this metasynthesis, caregivers’ language relationships help facilitate a child’s early communication development and reading and mathematics symbiotic instruction can lead to developing a child’s ability to think and communicate mathematically.

scholarly journals The Use of Mixed Models for the Analysis of Mediated Data with Time-Dependent Predictors

2011 ◽  
Vol 2011 ◽  
pp. 1-12 ◽  
Author(s):  
Emily A. Blood ◽  
Debbie M. Cheng
Keyword(s):  
Longitudinal Data ◽  
Mixed Models ◽  
Structural Equation ◽  
Structural Equation Models ◽  
Type I Error ◽  
Time Dependent ◽  
Type I ◽  
Delayed Effects ◽  
Causal Pathways ◽  
Observational Cohort

Linear mixed models (LMMs) are frequently used to analyze longitudinal data. Although these models can be used to evaluate mediation, they do not directly model causal pathways. Structural equation models (SEMs) are an alternative technique that allows explicit modeling of mediation. The goal of this paper is to evaluate the performance of LMMs relative to SEMs in the analysis of mediated longitudinal data with time-dependent predictors and mediators. We simulated mediated longitudinal data from an SEM and specified delayed effects of the predictor. A variety of model specifications were assessed, and the LMMs and SEMs were evaluated with respect to bias, coverage probability, power, and Type I error. Models evaluated in the simulation were also applied to data from an observational cohort of HIV-infected individuals. We found that when carefully constructed, the LMM adequately models mediated exposure effects that change over time in the presence of mediation, even when the data arise from an SEM.

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