Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up.

2015 ◽  
Vol 107 (1) ◽  
pp. 246-257 ◽  
Author(s):  
Riitta-Leena Metsäpelto ◽  
Eija Pakarinen ◽  
Noona Kiuru ◽  
Anna-Maija Poikkeus ◽  
Marja-Kristiina Lerkkanen ◽  
...  
Keyword(s):  
Academic Performance ◽  
Externalizing Problems ◽  
Early School ◽  
Developmental Dynamics ◽  
Avoidant Behavior

Evaluating E-Book Effectiveness and the Impact on Student Engagement

2021 ◽  
pp. 027347532110351
Author(s):  
Adam C. Merkle ◽  
Linda K. Ferrell ◽  
O. C. Ferrell ◽  
Joe F. Hair
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Student Perceptions ◽  
Perceived Effectiveness ◽  
Spring Semester ◽  
Digital Disruption ◽  
The Impact ◽  
The Relationship ◽  
Shed Light

Marketing curricula are experiencing a digital disruption as e-books and other electronic educational resources replace print textbooks. This study investigates student perceptions about the effectiveness of print textbooks and e-books. Specifically, we focus on the perceived effectiveness of e-books and the impact on student engagement. A field-based quasi-experiment was conducted with a sample of 259 students in the Fall semester, and a follow-up sample of 395 students in the Spring semester. The results show a diverse impact of e-books on student engagement. Some aspects of engagement are positively affected while other aspects of student engagement exhibit a neutral or negative leaning impact. The findings also reflect significant variation in e-book effectiveness depending on the course. Finally, we find that e-books moderate the relationship between textbook effectiveness and academic performance engagement. Highly effective e-books result in higher levels of academic performance engagement. Collectively these findings shed light on the current situation and provide a foundation for additional research to further our understanding about e-book effectiveness and its relationship to student engagement.

Long term outcome of childhood onset headache: A prospective community study

Cephalalgia ◽  
2017 ◽  
Vol 38 (6) ◽  
pp. 1159-1166 ◽  
Author(s):  
Matti Sillanpää ◽  
Maiju M Saarinen
Keyword(s):  
Young Adulthood ◽  
Childhood Onset ◽  
Term Outcome ◽  
Long Term Outcome ◽  
Recurrent Headache ◽  
Childhood Migraine ◽  
Early School ◽  
Increased Risk

Purpose To examine prevalence, course, and long-term outcome of childhood migraine and other headaches. Method Using questionnaires, 1185 children were followed for recurrent headaches at ages seven, 14 and 32 years, respectively. Results At age seven years, 4.0% of the 1185 children (girls 3.7%, boys 4.3%) had migraine and 24% (25%/23%) had nonmigrainous headache. In adulthood, 16% (22%/8%) had migraine and 60% (64%/54%) nonmigrainous headache. Childhood migraine persisted into adulthood in 65% of females and 21% of males, and nonmigrainous headache in 62% and 59%, respectively. After childhood, 17% of females and 7% of males started to have episodes of migraine. No recurrent headache during the follow-up was reported by 11% (6%/16%). In a multivariate analysis, compared with no childhood headache, childhood migraine increased the risk of adulthood migraine by 3.36-fold (95% CI 1.94–5.82) and that of nonmigrainous headache by 1.72-fold (1.14–2.60). Discussion and conclusions Headaches are generally as common in preschool girls as boys. From early school years, headaches steadily increase up to young adulthood, but among boys the prevalence levels off after adolescence. About two thirds of children experienced changes in their headache status during a 25-year follow-up. Any kind of recurrent headache at school entry predicts an increased risk of headache in young adulthood. Special attention should be paid to girls and particularly those girls who have recurrent headache when they start school.

Long-Term Reactions to the Loss of a Close Friend in an Extreme Terror Incident

2018 ◽  
Vol 82 (3) ◽  
pp. 351-369 ◽  
Author(s):  
Iren Johnsen ◽  
Kari Dyregrov ◽  
Stig Berge Matthiesen ◽  
Jon Christian Laberg
Keyword(s):  
Longitudinal Studies ◽  
Quantitative Data ◽  
Close Friend ◽  
Traumatic Death ◽  
Time Points ◽  
Grief Reactions ◽  
Over Time ◽  
Avoidant Behavior

This article presents results from one of the first longitudinal studies exploring the effects of losing a close friend to traumatic death, focusing on complicated grief over time and how this is affected by avoidant behavior and rumination about the loss. The sample consists of 88 persons (76% women and 24% men, mean age = 21) who lost a close friend in the Utøya killings in Norway on July 22, 2011.Quantitative data were collected at three time-points; 18, 28, and 40 months postloss. Main findings are that bereaved friends are heavily impacted by the loss and their grief reactions are affected negatively by avoidant behavior and rumination. This indicates that close bereaved friends are a group to be aware of and that there is a need for better strategies for identifying individuals in need for follow-up.

Addressing the Problem of Student- Athlete Sleepiness: Feasibility of Implementing an Interactive Sleep Workshop at a Division I School

2016 ◽  
Vol 10 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Emily Kaier ◽  
Danielle Zanotti ◽  
Joanne L. Davis ◽  
Kathleen Strunk ◽  
Lisa DeMarni Cromer
Keyword(s):  
Academic Performance ◽  
Longitudinal Data ◽  
Student Athletes ◽  
Sleep Hygiene ◽  
Division I ◽  
Daily Functioning ◽  
Student Athlete ◽  
Daytime Functioning ◽  
Sleep Behaviors

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.

scholarly journals Effect of iron supplementation during pregnancy on the behaviour of children at early school age: long-term follow-up of a randomised controlled trial

2008 ◽  
Vol 99 (5) ◽  
pp. 1133-1139 ◽  
Author(s):  
Annie G. Parsons ◽  
Shao J. Zhou ◽  
Nicola J. Spurrier ◽  
Maria Makrides
Keyword(s):  
Placebo Group ◽  
Controlled Trial ◽  
Child Behaviour ◽  
School Age ◽  
Long Term Effects ◽  
Early School ◽  
Early School Age ◽  
In Pregnancy

Although routine Fe supplementation in pregnancy is a common practice, its clinical benefits or risks are uncertain. Children born to mothers in the Fe group in a trial of Fe supplementation in pregnancy have been found to have a significantly higher risk of abnormal behaviour at 4 years of age than those born to mothers in the placebo group. The objective of the present study therefore was to determine whether Fe supplementation in pregnancy influences child behaviour at early school age. The study was a follow-up of children at 6–8 years of age after women (n 430) were randomly allocated to receive a daily Fe supplement (20 mg) or placebo from 20 weeks gestation until delivery. The supplement reduced the incidence of Fe-deficiency anaemia at delivery from 9 % to 1 %. Child behaviour and temperament were assessed using the Strengths and Difficulties Questionnaire and the Short Temperament Scale for Children. Of the children, 264 (61 %) participated in the follow-up. Mean behaviour and temperament scores and the proportion of parent-rated and teacher-rated abnormal total difficulties scores did not differ between the Fe and placebo groups. However, the incidence of children with an abnormal teacher-rated peer problems subscale score was higher in the Fe group (eleven of 112 subjects; 8 %) than in the placebo group (three of 113 subjects; 2 %); the relative risk was 3·70 (95 % CI 1·06, 12·91; P = 0·026). We conclude that prenatal Fe supplementation had no consistent effect on child behaviour at early school age in this study population. Further investigation regarding the long-term effects of this common practice is warranted.

The classroom performance and behavior of sexually abused females

1994 ◽  
Vol 6 (1) ◽  
pp. 183-194 ◽  
Author(s):  
Penelope K. Trickett ◽  
Catherine McBride-Chang ◽  
Frank W. Putnam
Keyword(s):  
Sexual Abuse ◽  
Academic Performance ◽  
Social Competence ◽  
Behavior Problems ◽  
Cognitive Ability ◽  
Sexually Abused ◽  
Perceived Competence ◽  
Classroom Performance ◽  
And Behavior ◽  
Avoidant Behavior

AbstractThis study examines the relationship of child sexual abuse to classroom academic performance and behavior in a sample of 6–16-year-old girls. Half of the sample was sexually abused by a family member. The other half is a demographically similar nonabused comparison group. Measures of academic performance include school records, teacher's ratings of classroom behavior and performance, and parental reports of school performance. Possible mediators of the impact of sexual abuse on classroom performance and behavior – cognitive capability, perceived competence, and behavior problems–are also measured. Results can be summarized as follows, (a) A history of sexual abuse does predict academic performance: Abuse is directly negatively related to ratings of classroom social competence, competent learner, and overall academic performance and positively related to school avoidant behavior, but is not related to grades, (b) Sexual abuse is negatively related to cognitive ability and positively related to measures of behavior problems indicating depression, destructiveness, and dissociation, (c) Cognitive ability and perceived competence predict the more “academic” aspects of academic performance—grades, ratings as a competent learner, and overall academic performance. Behavior problems predict ratings as a competent learner, classroom social competence, school avoidant behavior, and overall academmic performance.

The bidirectional pathways between internalizing and externalizing problems and academic performance from 6 to 18 years

2016 ◽  
Vol 28 (3) ◽  
pp. 855-867 ◽  
Author(s):  
Jan Van der Ende ◽  
Frank C. Verhulst ◽  
Henning Tiemeier
Keyword(s):  
Academic Performance ◽  
Internalizing Problems ◽  
Externalizing Problems ◽  
Model Tests ◽  
Childhood And Adolescence ◽  
Academic Problems ◽  
Internalizing And Externalizing Problems ◽  
Poor Academic Performance ◽  
Increased Risk ◽  
Internalizing And Externalizing

AbstractInternalizing and externalizing problems are associated with poor academic performance, both concurrently and longitudinally. Important questions are whether problems precede academic performance or vice versa, whether both internalizing and externalizing are associated with academic problems when simultaneously tested, and whether associations and their direction depend on the informant providing information. These questions were addressed in a sample of 816 children who were assessed four times. The children were 6–10 years at baseline and 14–18 years at the last assessment. Parent-reported internalizing and externalizing problems and teacher-reported academic performance were tested in cross-lagged models to examine bidirectional paths between these constructs. These models were compared with cross-lagged models testing paths between teacher-reported internalizing and externalizing problems and parent-reported academic performance. Both final models revealed similar pathways from mostly externalizing problems to academic performance. No paths emerged from internalizing problems to academic performance. Moreover, paths from academic performance to internalizing and externalizing problems were only found when teachers reported on children's problems and not for parent-reported problems. Additional model tests revealed that paths were observed in both childhood and adolescence. Externalizing problems place children at increased risk of poor academic performance and should therefore be the target for interventions.

Subsequent Higher Education After Adolescent Depression: A 15-Year Follow-Up Register Study

2010 ◽  
Vol 25 (7) ◽  
pp. 396-401 ◽  
Author(s):  
U. Jonsson ◽  
H. Bohman ◽  
A. Hjern ◽  
L. von Knorring ◽  
G. Olsson ◽  
...  
Keyword(s):  
Higher Education ◽  
Socioeconomic Status ◽  
School Performance ◽  
Adolescent Depression ◽  
Maternal Education ◽  
Population Based ◽  
Adverse Outcomes ◽  
Swedish Population ◽  
Early School

AbstractBackgroundAdolescent depression has been shown to have a range of adverse outcomes. We used longitudinal data to investigate subsequent higher education in former depressed adolescents.MethodA Swedish population-based investigation of depression in 16–17-year-olds was followed up in national registers 15 years later. Adolescents with depression (n = 361, 78% females) were compared to a group of non-depressed peers of the same age (n = 248, 77% females). The main outcome was graduation from higher education by age 30.ResultsThe adolescent with depression were less likely than their non-depressed peers to have graduated from higher education by age 30, both regarding females (27.7% vs. 36.4%, p < .05) and males (12.7% vs. 28.6%, p < .05). After adjustment for early school performance, socioeconomic status and maternal education, the decreased likelihood of subsequent graduation from higher education remained for depressed males (OR, 0.27; 95% CI, 0.08–0.93) but not for depressed females (OR, 0.93; 95% CI, 0.58–1.49).ConclusionContrary to what previous research has suggested, adolescent depression and its consequences might be particularly destructive to subsequent higher education in males.

scholarly journals Improving Flunked English Majors Performance through Enhancing Students' Perception of Self-Efficacy and Outcome Expectancy at Shaqra University

2020 ◽  
Vol 13 (9) ◽  
pp. 83
Author(s):  
Samah Ahmed Mohammed Elborolosy ◽  
Aziza Abdullah Abdulaziz Al Thenyan
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Outcome Expectancy ◽  
Control Group ◽  
Regular Method ◽  
English Majors ◽  
English Major ◽  
Perception Of Self ◽  
Experimental Group

Teachers have to support flunked English majors emotionally, academically and use creative methods to improve their academic performance. The present research examined the effect of self-efficacy and outcomes expectancy on improving the performance of flunking English majors at Shaqra&rsquo; University. The instruments required for the research were a follow-up interview, pre-posttests and a questionnaire of self-efficacy and outcomes expectancy. The sample size was thirty of flunking English major students. The research compared eight techniques to enhance self-efficacy and outcomes expectancy to regular method. To test the hypotheses, data were collected and statistically analyzed. The results showed that there was no significance difference between the control group and experimental related to regular method in the pre-tests, whereas there was a difference in the post-tests in favor of the experimental group attributed to the treatment. The findings of the questionnaire proved that students&#39; perception of self-efficacy and outcome expectancy were crucial to enhance students&#39; academic performance. The research suggested further investigations to examine the effect of self-efficacy and outcome expectancy on enhancing language oral and written skills.

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