scholarly journals Executive Skills and Academic Achievement in the Dystrophinopathies

2018 ◽  
Vol 24 (9) ◽  
pp. 928-938 ◽  
Author(s):  
Robert J. Fee ◽  
Jacqueline Montes ◽  
Jennifer L. Stewart ◽  
Veronica J. Hinton
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Gene Mutation ◽  
Digit Span ◽  
Dystrophin Gene ◽  
Cross Sectional Study ◽  
Genetic Mutation ◽  
Cross Sectional ◽  
Executive Skills ◽  
Behavioral Assessments

AbstractObjectives:To examine academic performance in dystrophinopathy as a function of dystrophin gene mutation position as well as intellectual function, executive skills, socioeconomic status (SES), behavior, and physical ability.Methods:In a cross-sectional study, boys with dystrophinopathy (ages 5–17;n=50) completed tests of academics (Woodcock-Johnson-III: spelling, reading, calculation and total scores), executive functioning (selective attention/inhibitory control, set shifting, working memory, and processing speed), single word comprehension and nonverbal reasoning. Motor skills were assessed and parents provided demographic information and child behavioral assessments. Dystrophin gene mutation positions were dichotomized into groups (upstream versus downstream of exon 43, location of isoforms previously linked to intellectual impairment). Genetic mutation groups were compared on measures of academic achievement, and multiple regression analyses examined unique and joint contributions of executive skills, intelligence quotient (IQ), SES, motor abilities, behavior, and mutation positions to academic outcomes.Results:Academic performance was slightly, yet significantly, lower than IQ and varied as a function of dystrophin gene position, wherein boys possessing the downstream mutation exhibited greater impairment than boys with the upstream mutation. Digit span forward (indexing verbal span), but no other measure of executive function, contributed significant variance to total academic achievement, spelling and calculation.Conclusions:Weak academic performance is associated with dystrophinopathy and is more common in downstream mutations. A specific deficit in verbal span may underlie inefficiencies observed in children with dystrophinopathy and may drive deficits impacting academic abilities. (JINS, 2018,24, 928–938)

scholarly journals INFLUENCE OF ACHIEVEMENT MOTIVATION AND PSYCHOLOGICAL ADJUSTMENT ON ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL STUDY OF SCHOOL STUDENTS

2020 ◽  
Vol 8 (1) ◽  
pp. 532-538 ◽  
Author(s):  
V Vineeth Kumar ◽  
Geetika Tankha
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Psychological Adjustment ◽  
Achievement Motivation ◽  
Social Adjustment ◽  
Cross Sectional Study ◽  
Hierarchical Regression ◽  
School Students ◽  
Cross Sectional ◽  
Total Percentage

Purpose: The aim of the current research was to understand the role of achievement motivation and psychological adjustment on the academic performance of the school students. Methodology: A cross-sectional research design was employed for the study. A sample of 283 urban adolescent school students participated in the study. The students were administered measures of achievement motivation and psychological adjustment. The total percentage of marks secured in the tenth standard was used as the measure of academic performance. Pearson’s correlation coefficient and multiple hierarchical regression analysis were performed to analyze the obtained data. SPSS version 21 was used for data analysis. Main Findings: The results revealed a significant association of achievement motivation and educational adjustment with the academic performance of the students. However, there was no significant association between emotional and social adjustment with academic performance. Applications: The observations shed light on how cultivating enhanced student engagement and nurturing aspirations both within and outside classrooms may enhance the academic achievement of school students. Thus, the findings can provide greater insight to teachers, psychologists, and educational institutions to better plan the academic environment around the students. Novelty/Originality: The study gives a contemporary model to enhance the academic performance of students. Contrary to the popular perception, the results of the current study indicate no significant association of emotional and social adjustment with academic performance. However, educational adjustment and achievement motivation are associated with academic performance.

scholarly journals Association between emotional intelligence and academic performance among students in Gandaki Medical College, Pokhara

2021 ◽  
Vol 14 (1) ◽  
pp. 29-32
Author(s):  
Rami Shrestha ◽  
Nirmala Shrestha ◽  
Sapana Koju ◽  
Ratna Keshari Tako
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
Medical Students ◽  
Undergraduate Students ◽  
Strong Relationship ◽  
Cross Sectional Study ◽  
P Value ◽  
Cross Sectional ◽  
Exact Test

Introduction: Recent studies in last few decades are revealing that Intelligence Quotient (IQ) alone is not a reliable factor of students’ academic achievement. It has been claimed that only 20% of a person’s success can be attributed to IQ and rest 80% to Emotional Quotient. Since, many researchers had claimed the influence of emotional intelligence on academic performance; the aims of this study were to find out the level of emotional intelligence and its relation with academic performance among Nepali undergraduate students. Methods: A cross sectional study was carried out in 280 medical students (120 male, 160 female). The data of this research was obtained through the use of a questionnaire which elicits information about their Emotional Intelligence level and academic performance. The obtained data was analyzed by SPSS. The degree of relationship between marks obtained and emotional intelligence were established by Correlation coefficient and Fischer exact test. The level of significance was set at p-value less than 0.05. Results: The mean level of emotional intelligence was high (5.055±0.798) among Nepalese medical students. The respondents were reported to have high level of emotional intelligence with (5.544±0.929) for Self- awareness, (5.035±1.01) for Social awareness, (5.394±1.11) for Social skill and moderate level of emotional intelligence (4.24±1.37) for Self-management. Conclusion: There was a positive and strong relationship between the respondents’ overall emotional intelligence and their academic achievement which means that the higher their level of emotional intelligence, the better they perform academically.

scholarly journals Influencia del desplazamiento activo al colegio sobre la composición corporal y el rendimiento académico en escolares de 10-12 años (Influence of active commuting to school on body composition and academic achievement in schoolchildren aged 10-12 years)

Retos ◽  
2019 ◽  
pp. 376-383
Author(s):  
Jaume Gelabert Carulla ◽  
Adrià Muntaner Mas ◽  
Pere Palou Sampol
Keyword(s):  
Academic Achievement ◽  
Body Composition ◽  
Academic Performance ◽  
Total Sample ◽  
Cross Sectional Study ◽  
Analysis Of Covariance ◽  
Active Commuting ◽  
Cross Sectional ◽  
Active Commuting To School ◽  
Official Curriculum

RESUMENIntroducción: La literatura científica referente a los beneficios que aporta el desplazamiento activo, hacia y desde el colegio, sobre la composición corporal y el rendimiento académico presenta evidencias no concluyentes.Objetivo: El presente estudio, de corte transversal, tiene como objetivo examinar la asociación entre el número de desplazamientos activos escolares semanales y diferentes indicadores de composición corporal y en todas las materias oficiales del currículo oficial de Educación Primaria.Método: La muestra se compuso de un total de 218 escolares entre 10 y 12 años (10.97 ± 0.75). 110 niñas, de tres centros de Palma (Islas Baleares). La información referente a composición corporal y a rendimiento académico fue registrada por el grupo investigador. El desplazamiento activo fue autocumplimentado por los escolares. Se utilizó el análisis de covarianza (ANCOVA), estableciéndose un nivel de significación de P < .05.Resultados: El desplazamiento activo se asoció significativamente con indicador el de composición corporal correspondiente a perímetro de cintura (P < .034) y rozando la significación en el índice cintura/altura (P < .052), mostrándose valores inferiores en el grupo más pasivo (0-2 desplazamientos activos). En rendimiento académico, la categoría de 3-7 desplazamientos activos mostró puntuaciones significativamente más altas en Ciencias Naturales (P < .014) y Ciencias Sociales (P < .022) frente al grupo más activo (8-10 desplazamientos activos). En Lengua Catalana hubo diferencias significativas (P < .033) pero favorable al grupo de 0-2 desplazamientos activos.Conclusiones: Diversas variables socioeconómicas y ambientales podrían explicar los resultados hallados, los cuales parecen indicar que el desplazamiento activo no sigue una relación lineal en los indicadores analizados. Futuras investigaciones deberían examinar dicha relación a través de estudios longitudinales. ABSTARCTBackground: The scientific literature concerns the benefits of active commuting to school on body composition and academic performance shows mixed results.Objective: This cross-sectional study aims to examine the association between the number of weekly active travels to school and the different indicators of body composition and academic achievement considering the official curriculum of Primary Education.Methods: A total sample of 218 schoolchildren between 10 and 12 years old (10.97 ± 0.75), 110 girls, from three schools from Mallorca (Balearic Islands) were analysed. The information regarding body composition and academic achievement was recorded by the research group. The active commuting was self-fulfilled by the students. The analysis of covariance (ANCOVA) was used, establishing a level of significance P < .05.Results: Active commuting was significantly associated with body composition indicators related to the waist circumference (P < .034) and touching the significance in the waist/height index (P < .052), showing lower values in the most passive group (0-2 active travels). In academic performance, the category (3-7 active travels) showed significantly higher scores in the natural sciences (P < .014) and social sciences (P < .022) in comparison to the most active group (8-10 active travels). In the Catalan language it was also given (P < .033), favorably to the group (0-2 active travels). The reasons for these results can be associated with the socioeconomic and surrounding factors of the subjects.Conclusions: The results seem to indicate that active commuting does not follow a linear relationship with the indicators analysed. Future researches should examine this relation through longitudinal studies.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

scholarly journals The patient profile of individuals with Alpha-1 antitrypsine gene mutations at a referral center in Brazil

2018 ◽  
Vol 44 (5) ◽  
pp. 383-389
Author(s):  
Manuela Brisot Felisbino ◽  
Frederico Leon Arrabal Fernandes ◽  
Maria Cecília Nieves Maiorano de Nucci ◽  
Regina Maria de Carvalho Pinto ◽  
Emilio Pizzichini ◽  
...  
Keyword(s):  
Gene Mutation ◽  
Respiratory Symptoms ◽  
Gene Mutations ◽  
Lower Lobe ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Referral Center ◽  
Patient Profile ◽  
Significant Difference ◽  
Alpha 1 Antitrypsin

ABSTRACT Objective: The clinical, functional, radiological and genotypic descriptions of patients with an alpha-1 antitrypsin (A1AT) gene mutation in a referral center for COPD in Brazil. Methods: A cross-sectional study of patients with an A1AT gene mutation compatible with deficiency. We evaluated the A1AT dosage and genotypic, demographic, clinical, tomographic, and functional characteristics of these patients. Results: Among the 43 patients suspected of A1AT deficiency (A1ATD), the disease was confirmed by genotyping in 27 of them. The A1AT median dosage was 45 mg/dL, and 4 patients (15%) had a normal dosage. Median age was 54, 63% of the patients were male, and the respiratory symptoms started at the age of 40. The median FEV1 was 1.37L (43% predicted). Tomographic emphysema was found in 77.8% of the individuals. The emphysema was panlobular in 76% of them and 48% had lower lobe predominance. The frequency of bronchiectasis was 52% and the frequency of bronchial thickening was 81.5%. The most common genotype was Pi*ZZ in 40.7% of participants. The other genotypes found were: Pi*SZ (18.5%), PiM1Z (14.8%), Pi*M1S (7.4%), Pi*M2Z (3.7%), Pi*M1I (3.7%), Pi*ZMnichinan (3.7%), Pi*M3Plowell (3.7%), and Pi*SF (3.7%). We did not find any significant difference in age, smoking load, FEV1, or the presence of bronchiectasis between the groups with a normal and a reduced A1AT dosage, neither for 1 nor 2-allele mutation for A1ATD. Conclusions: Our patients presented a high frequency of emphysema, bronchiectasis and bronchial thickening, and early-beginning respiratory symptoms. The most frequent genotype was Pi*ZZ. Heterozygous genotypes and normal levels of A1AT also manifested significant lung disease.

scholarly journals Effect of Binocular Vision Problems on Childhood Academic Performance and Teachers' Perspective

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Saif Hassan Alrasheed ◽  
Abd Elaziz Mohamed Elmadina
Keyword(s):  
Academic Performance ◽  
Binocular Vision ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Eye Care ◽  
Cross Sectional ◽  
Convergence Insufficiency ◽  
Teachers Perspectives ◽  
Academic Record

Purpose:  To see the effect of binocular vision problems on childhood academic performance and to record the teacher's perspectives about childhood eye care in Khartoum State of Sudan. Place and Duration of Study:  A descriptive cross-sectional study done among the school going children in the Khartoum State of Sudan during the year 2018. Study Design:  Descriptive cross sectional study. Material and Methods:  Three hundred and forty (340) primary school children’s were recruited for study by convenient sampling technique during the academic year 2018. After relevant history, ocular examination was performed. It included visual acuity measurement, assessment of refractive errors and binocular function tests. Academic performance of the children was recorded from academic records of the children. Finally, the qualitative data was derived from teachers’ perspectives about childhood eye care. Results:  Mean age of the participants was 11.96 ± 1.63 years. The findings revealed that (78.6%) of children achieved poor academic performances with decompensated exophoria at near. 52.7% children with poor academic performances had weak positive fusion reserve at near P = 0.04. 37.2% of the poor performers had convergence insufficiency. Fort eight percent of females with ocular complaints achieved poor academic performances P = 0.034. With regard to teacher's perspectives about childhood eye care, 98.8%believed that the vision problems had effect on the academic record of the children. Seventy percent of the teachers reported that the students did not undergo eye examinations before joining school. Conclusion:  Convergence Insufficiency and weak positive fusional reserve at near has a significant effect on academic performances.

scholarly journals Relations of Food Pattern and Physical Activity with Academic Achievement and Cognitive Function

2020 ◽  
Vol 2 (2) ◽  
pp. 56-65
Author(s):  
Ayu Wulandari ◽  
Zulhaida Lubis ◽  
Evawani Aritonang
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Cognitive Function ◽  
Cross Sectional Study ◽  
Activity Level ◽  
P Value ◽  
Moderate Physical Activity ◽  
Cross Sectional ◽  
Food Pattern ◽  
Food Patterns

Introduction: The results of the initial survey showed that there were seven children with low food pattern and moderate physical activity was having a cognitive function and low academic achievement at school, and three children with good food pattern and moderate physical activity were having good cognitive and high academic achievement in school. This study was to determine the relations of food patterns and physical activity with academic achievement and cognitive function. Methods: This study was a cross-sectional study that was conducted at Elementary School 2 Blangkeujeren, West Labuhanhaji Sub-district, South Aceh District from March 2017 to June 2017. This study used a total sampling design is 81 students. Subjects are all students in grade five (42 students) and six (39 students). Data were collected by using questionnaires include Food Frequency Questionary (FFQ), Food Recall 24 hours, Physical Activity Level (PAL). Last year's report card value and the Mini-Mental State Examination (MMSE) were used to assess cognitive children. Results: The relationship between the type and the amount of macro and micronutrient intake obtained p-value<0.05. This study also showed a relationship between food patterns and cognitive function in children. Based on the research results, there is a relationship between physical activity and academic achievement (p<0.05). There is a relationship between physical activity and cognitive function in children. Conclusion: There is a relationship between food patterns, physical activity, academic achievement, and cognitive function.

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between &lt;80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average &lt;60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

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