Earlier school start times as a risk factor for poor school performance: An examination of public elementary schools in the commonwealth of Kentucky.

2015 ◽  
Vol 107 (1) ◽  
pp. 236-245 ◽  
Author(s):  
Peggy S. Keller ◽  
Olivia A. Smith ◽  
Lauren R. Gilbert ◽  
Shuang Bi ◽  
Eric A. Haak ◽  
...  
Keyword(s):  
Risk Factor ◽  
Elementary Schools ◽  
School Performance ◽  
Poor School Performance ◽  
Public Elementary Schools ◽  
School Start Times ◽  
Poor School

scholarly journals Sleep Insufficiency, Sleep Health Problems and Performance in High School Students

2011 ◽  
Vol 5 ◽  
pp. CCRPM.S7955 ◽  
Author(s):  
Xue Ming ◽  
Rebecca Koransky ◽  
Victor Kang ◽  
Sarah Buchman ◽  
Christina E. Sarris ◽  
...  
Keyword(s):  
High School Students ◽  
Sleep Duration ◽  
School Performance ◽  
Sleep Onset ◽  
Health Problems ◽  
Poor Sleep ◽  
Sleep Health ◽  
Poor School Performance ◽  
School Start Times ◽  
Poor School

A survey on sleep schedule, sleep health, school performance and school start times was conducted in 1,941 adolescents. A high level of early and circadian-disadvantaged sleep/wake schedules during weekdays was observed. Shorter sleep duration on weekdays was reported, especially in upper classmen. Complaints of inadequate sleep and sleepiness during weekdays, alarm clock use, and napping were prevalent. Night awakening and prolonged sleep onset were common and associated with poor school performance. Students with a sleep length of less than 7 hours on both weekdays and weekends exhibited poorer performance, while those who made up this sleep loss on weekends did not. The total number of poor sleep factors in an individual also correlated with poor school performance. Earlier school start times were associated with a perception of poor sleep quality, shorter sleep duration and more sleep health problems. We conclude that sleep inadequacies and sleep health problems were prevalent in this population, especially in those who started school earlier in the morning, and that these poor sleep factors were associated with school performance.

scholarly journals Comparative study between school and motor performance in children aged 6 to 11 years according to teachers’ perceptions

2019 ◽  
Vol 32 ◽  
Author(s):  
Glória Maria Vilella-Cortez ◽  
Heloisa Helena Marrara Ferreira ◽  
Geruza Perlato Bella
Keyword(s):  
School Performance ◽  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Chronological Age ◽  
General Motor ◽  
Chi Square ◽  
Poor School Performance ◽  
Chi Square Test ◽  
Poor School

Abstract Introduction: Motor skills are enlarged during schooling age, with possible relation between motor and school performance. Objective: Compare motor skills of children with good and poor school performance, according to the teacher’s perception in the classroom. Method: School children aged 6 to 11 years were divided into two groups; poor school performance (PSP) and good school performance (GSP) and evaluated using the Motor Development Scale (MDS). The chronological age, general motor age and the motor quotient of each area evaluated were compared between the groups using the Mann-Whitney Test. The Chi-square test was used to associate the motor performance classification and the school performance. Results: Chronological age was similar between groups, although the general motor age was smaller in the PSP. The general motor quotient and the motor quotients in the areas of body scheme, spatial and temporal organization were significantly smaller in PSP. Most children were classified by the MDS as Low Normal or Medium Normal motor skills in both groups; however in the GSP, 27.5% of the children had a High Normal or Superior motor development and only 2.5% were classified as Very Inferior or Inferior. In the PSP, 12.5% had a Very Inferior or Inferior performance and only 6.25% had a High Normal or Superior performance (p < 0.05 - chi-square test). Conclusion: Results show a direct connection between poor school performance and motor skill difficulties, which illustrates the relation between motor and cognitive skills.

scholarly journals Quality of life of children with poor school performance: association with hearing abilities and behavioral issues

2019 ◽  
Vol 77 (3) ◽  
pp. 147-154
Author(s):  
Bárbara Antunes Rezende ◽  
Stela Maris Aguiar Lemos ◽  
Adriane Mesquita de Medeiros
Keyword(s):  
Quality Of Life ◽  
Social Behavior ◽  
School Performance ◽  
Multivariate Logistic Regression Analysis ◽  
Written Language ◽  
Poor School Performance ◽  
Sequential Memory ◽  
Hearing Abilities ◽  
Poor School

ABSTRACT The aim of the present study was to investigate the quality of life of children with poor school performance and its association with behavioral aspects and hearing abilities. Methods: This cross-sectional observational study, developed in a town in the state of Minas Gerais, Brazil, investigated a random sample of public school children, aged 7-12 years old, who performed poorly in school and received specialized educational assistance. The study comprised two stages: 1) collection of data from parents on their children's health, educational, and socioeconomic profile, and from the Strengths and Difficulties Questionnaire; 2) administration of a quality of life evaluation scale to the schoolchildren. For the assessment of auditory function, transient otoacoustic emissions were used and auditory processing was tested. The following tests were used: verbal sequential memory, nonverbal sequential memory, sound localization, dichotic digits, duration pattern test (flute) and random gap detection. The collected data were analyzed using Excel and STATA 11.0 software. Quality of life was considered the response variable. The explanatory variables were grouped for univariate and multivariate logistic regression analysis with the level of significance set at 5%. Results: A statistically significant association was found between impaired quality of life, altered pro-social behavior, and the absence of parental complaints about the children's written language development. Conclusions: Quality of life is impaired in children with poor school performance. The lack of parental complaints about written language and changes in social behavior increased the likelihood of a child having a poor quality of life.

A girl with poor school performance

2000 ◽  
Vol 159 (1-2) ◽  
pp. 121-122 ◽  
Author(s):  
H. Narchi
Keyword(s):  
School Performance ◽  
Poor School Performance ◽  
Poor School

An Evaluation Scale of Family Environment for Identification of Children at Risk of School Failure

2005 ◽  
Vol 96 (2) ◽  
pp. 307-321 ◽  
Author(s):  
Edna Maria Marturano ◽  
Marlene De Cássia Trivellato Ferreira ◽  
Keiko Mali Garcia D'Avila Bacarji
Keyword(s):  
School Performance ◽  
Home Environment ◽  
Family Environment ◽  
School Achievement ◽  
Health Clinic ◽  
Academic Outcome ◽  
Poor School Performance ◽  
Validity Studies ◽  
Families With Children ◽  
Poor School

This study describes the development of the Home Environment Resources Scale, a Brazilian measure for families with children ages 6 to 12 years. The scale measures aspects of support for school achievement, made available to the child at home. A first version of the measure with 11 subscales was administered to 100 mothers or guardians of children with poor school achievement in a clinical setting. Analysis of the items in the first version resulted in a final version comprising 8 subscales with acceptable indices of internal consistency. Two validity studies were conducted. One aimed at verifying to what extent the Home Environment Resources Scale could discriminate the home environment of students referred to a mental health clinic on account of poor school performance. The sample included mothers of 53 referred and 23 nonreferred children. The two groups differed significantly in home resources and on four subscales. The other study assessed the validity, i.e., prediction of the academic outcome of children entering Grade 1. 70 children and their mothers participated. Results indicate that school achievement and social competence at school are mediated by family support.

Depression, Violence Formula For Poor School Performance

2006 ◽  
Vol 41 (20) ◽  
pp. 20-20
Author(s):  
Aaron Levin
Keyword(s):  
School Performance ◽  
Poor School Performance ◽  
Poor School

scholarly journals Raising Children with Poor School Performance: Parenting Styles and Short- and Long-Term Consequences for Adolescent and Adult Development

2019 ◽  
Vol 16 (7) ◽  
pp. 1089 ◽  
Author(s):  
Oscar Garcia ◽  
Emilia Serra
Keyword(s):  
School Performance ◽  
Adult Development ◽  
Parenting Styles ◽  
Community Sample ◽  
Emotional Instability ◽  
Poor School Performance ◽  
Adolescents And Adults ◽  
Short And Long Term ◽  
Poor School

This study examines the correlates of authoritative (warmth and strictness), indulgent (warmth but not strictness), authoritarian (strictness but not warmth), and neglectful (neither warmth nor strictness) parenting with short- and long-term socialization outcomes in adolescents and adults, with and without poor school performance during adolescence. Short- and long-term socialization outcomes were captured by multidimensional self-esteem (academic/professional, emotional, and family), psychological maturity (self-competence, social competence, and empathy), and emotional maladjustment (nervousness, emotional instability, and hostility). Participants (1195 female and 874 male) consisted of a community sample of adolescents (n = 602), young adults (n = 610), middle-aged adults (n = 469) and older adults (n = 388). Design was a 4 × 3 × 2 × 4 MANOVA (parenting style × school performance × sex × age). Results indicated that the relationship between parenting styles and children’s socialization outcomes does not vary as a function of school performance. The link between parenting styles and socialization outcomes shares a common short- and long- term pattern in adolescents and adults: Indulgent parenting was related to equal or even better socialization outcomes than authoritative parenting, whereas authoritarian and neglectful styles were associated with the worst socialization outcomes.

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