Stress and Academic Performance in Low-Income Urban Adolescents

2003 ◽  
Author(s):  
Caitlin Ragsdale
Keyword(s):  
Academic Performance ◽  
Low Income ◽  
Urban Adolescents

scholarly journals The Academic Performance of Scholarship Students during Medical School

2019 ◽  
Vol 43 (3) ◽  
pp. 163-169
Author(s):  
Glaucia de-Oliveira Moreira ◽  
Silvia Passeri ◽  
Paulo Eduardo Neves Ferreira Velho ◽  
Flavio Ferraresi ◽  
Simone Appenzeller ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Medical School ◽  
Low Income ◽  
Educational Background ◽  
Public Institution ◽  
Choice Test ◽  
Medical Residency ◽  
Full Time ◽  
Residency Programs

ABSTRACT The inclusion, adherence and success of low-income undergraduates are important goals in Brazilian higher education, as well as in other parts of the world, especially in busy and full-time courses such as medicine. This paper analyzes the performance of undergraduate medical students by comparing two groups: those who applied for and received a scholarship during the academic years (scholarship holders) and the others (without scholarship). We analyzed data from 417 medical students who graduated between 2010 and 2013, corresponding to four years of a retrospective cohort at a free public university in Brazil. Statistical analysis was performed using Fisher’s exact test, Student’s t test, Mann-Whitney test, and linear regression to compare the scores of these groups in the sixth and twelfth semesters (middle and final semesters) and in the admission exam for medical residency programs, consisting of: total score, multiple choice test for knowledge assessment, simulated structured clinical assessment, interview and written questions. The independent variable was to receive a scholarship, while the control variables were age, socioeconomic strata, extra gratuities for high school in public institution and self-declaration of race, score in the vestibular entry exam (general and in each area assessed) and parents’ level of education. A total of 243 students (58.2%) received a scholarship, most of them as a scientific initiation grant (217 or 89.3%), while 10.7% received social assistance, the average income per capita was about 16% lower among students who received a scholarship (p = 0.01) compared to those who did not. Scholarship recipients achieved better academic performance in the sixth (p<0.01) and in the twelfth (p<0.01) semester, but not in admission to medical residency programs. Good performance was independent of age, race, receipt of bonuses for admission to medical school, and educational background of their parents. Therefore, we conclude that receiving a scholarship at the undergraduate level was associated tobetter student performance during the undergraduate medical course. It is important to emphasize the importance of reinforcing similar programs, especially to help support students who are most vulnerable socioeconomically.

Understanding the gender gap in school performance among low-income children

2016 ◽  
Vol 41 (2) ◽  
pp. 265-274 ◽  
Author(s):  
Danielle Kingdon ◽  
Lisa A. Serbin ◽  
Dale M. Stack
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
School Performance ◽  
Gender Gap ◽  
Low Income ◽  
Attention Problems ◽  
Early Years ◽  
Family Characteristics ◽  
Growth Curve Analysis ◽  
Academic Trajectories

Internationally, girls outperform boys in overall school performance. The gender gap is particularly large among those in at-risk groups, such as children from families at economic disadvantage. This study modeled the academic trajectories of a low-income sample of boys and girls from the Concordia Longitudinal Risk Project across the full course of schooling. Results from a multiple-group latent growth curve analysis revealed that children from this low-income sample demonstrated a significant decreasing trajectory of academic performance over time, which intensified after the transition from elementary to secondary schooling. A gender gap in academic performance emerged after the children transitioned to secondary school, with girls outperforming boys. Boys continued to experience greater academic decline than did girls across the secondary school years, and individual and family characteristics assessed in early elementary school predicted these academic trajectories. At school entry, boys showed higher levels of attention problems than did girls, which in turn predicted boys’ poorer school performance. However, boys with stronger reading skills and greater maternal school involvement during the early years of schooling were protected against declining academic performance across the secondary school years. Implications for prevention programs are discussed.

Racial and low-income quotas in Brazilian universities: impact on academic performance

2018 ◽  
Vol 45 (1) ◽  
pp. 156-176
Author(s):  
Claudia Bueno Rocha Vidigal
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Low Income ◽  
Family Income ◽  
Negative Impact ◽  
Public And Private ◽  
Content Type ◽  
The North ◽  
Significant Difference ◽  
The Impact

Purpose The purpose of this paper is to estimate the impact of racial and low-income quotas on academic performance of students from public and private universities in Brazil. Design/methodology/approach Using propensity score matching applied to student-level data from the National Examination of Student Performance conducted in 2012; this paper identifies the impact of the quota policy on academic performance considering all Brazilian universities. Findings The results indicate that there is no statistically significant difference in academic performance between students admitted under the racial quota and those who had the regular admission (non-quota students). The impact is positive, however, for students from the North region of Brazil and among those with very low family income, whereas a negative impact is observed for those from the Central-West region. In regard to the low-income quota, quota students perform worse than eligible non-quota students as their scores are, on average, 14 percent lower. Similar findings are observed when different subsamples are considered. Originality/value This paper’s main contribution is to provide a broader and more rigorous empirical approach than that presented by the existing literature in order to evaluate the impact of quota policies on academic achievement. Moreover, this study considers all Brazilian institutions whereas previous studies are limited to only one or a few universities.

scholarly journals Relationships Among Non-Cognitive Factors and Academic Performance: Testing the Consortium on Chicago School Research Model

2019 ◽  
Author(s):  
Dana Wanzer ◽  
Elyse Postlewaite ◽  
Nazanin Zargarpour
Keyword(s):  
Academic Performance ◽  
High School Students ◽  
Academic Success ◽  
Learning Strategies ◽  
Parent Education ◽  
Low Income ◽  
Performance Testing ◽  
Chicago School ◽  
Cognitive Factors ◽  
School Research

In response to interest in the role of non-cognitive factors in academic performance, several theoretical models have been developed; however, there have been few empirical attempts to validate those models particularly with majority minority populations. This study used measures of academic mindsets, social skills, academic perseverance, learning strategies, and academic performance, with high school students from a mainly Hispanic, low-income school district, to test the structural pathways of a well-known hypothesized model of non-cognitive factors and academic performance proposed by researchers at the University of Chicago Consortium on Chicago School Research (Farrington et al., 2012). Results support the hypothesized model; however, academic perseverance was not significantly related to academic performance in the context of other non-cognitive factors. Additionally, we found that the model differed based on several group differences including age (e.g., freshman vs senior), socioeconomic status (e.g., parent education, free/reduced priced lunch), and race/ethnicity. Overall, this study confirms that non-cognitive factors have a role to play in students’ academic success and finds that group difference factors are associated with the nature and strength of those relationships.

scholarly journals Effects of Malnutrition on the Academic Performance: A Case Study of Grade 6-8 Learners in Punjab, Pakistan

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Muhammad Shabbir ◽  
Qamar-uz-Zaman ◽  
Muhammad Atif
Keyword(s):  
Academic Performance ◽  
Low Income ◽  
Rural Areas ◽  
Quantitative Research ◽  
Research Approach ◽  
Attendance Rate ◽  
Learning Capacity ◽  
Awareness Programs ◽  
Is Design

The present research is design to assess the “effects of malnutrition on the academic performance of grade 6-8 learners in rural areas of Tehsil Hafizabad”. Quantitative research approach was used to achieve the objectives of the study. Quantitative data was gathered by using Scheduled Interview from the sample of 150 learners of the three selected schools. Data was analyzed through statistical package for social sciences (SPSS). The outcomes of the study revealed that the malnutrition, particularly the use of low quality foods significantly lowers the academic performance in terms of lowering the understanding level of the learners and attainments; it reduces the attendance rate ultimately. It was observed that the less participation in physical activities, low income of the household and crowded demographic conditions reduced the learning capacity of the students. Some useful suggestions were also made, strictly ban on low quality food, awareness programs should be launched for public, and more studies must be conducted to highlight and overcome the issue.

scholarly journals A mediation analysis of spirituality, wellbeing, and academic performance in first-generation and low-income college students

2020 ◽  
Author(s):  
◽  
Christopher Beggs
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Low Income ◽  
Kansas City ◽  
First Generation ◽  
Psychological Wellbeing ◽  
Extensive Literature ◽  
Low Income Students ◽  
Cross Sectional Survey ◽  
Cross Sectional

Mental health and attainment gaps comprise dual crises on today's college and university campuses, especially for first-generation and low-income students. Despite the common history and heritage of spirituality and religious foundations of America's colleges and universities, current norms and preferences have rendered candid discussions of spirituality to be, at best, passe, and, at worst, regressive. Despite extensive literature linking spirituality with psychological wellbeing, little is known as to what relationship, if any, spirituality has with psychological wellbeing and academic performance, particularly among first-generation and low-income students. This study uses a cross-sectional survey design. This study was conducted at a public, regional, Midwestern institution within an hour's driving radius of the Kansas City metropolitan area. Data were collected through a survey, rendering 135 participants. Quantitative analysis found that there was no statistical difference between first-generation or low-income students and their peers in spirituality or wellbeing, that spirituality that is or once was salient to the student was correlated with and predicts psychological wellbeing, that there was a relationship between psychological wellbeing and academic performance in specific circumstances, and that there was an indirect effect between spirituality and academic performance in the presence of psychological wellbeing. These data provide insight into the nature of the relationship between spirituality, wellbeing, and academic performance among college students and present implications for practitioners and researchers alike. [NEEDS DIACRITICS]

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