Effects of social and emotional competence on Japanese junior high school students' academic achievement

Background: Nutrition problems may happen to all groups of ages. A problem at a particular age group may affect nutrition status of the next periodic life cycle (intergenerational impact). Malnourished children may encounter physical growth, mental and intellectual disorder. Someone’s nutrition status may be affected by food consumption supply. Nutrition status can affect children schooling and academic achievement. Children suffering from iron deficiency have lower score in cognitive growth, study and academic achievement.Objective: To identify relationship between food consumption and haemoglobin (Hb) level and academic achievement of junior high school students at Palembang Municipality.Method: The study was an analytical survey with cross sectional design. Population and samples were junior high school students at Palembang Municipality as subject of the study. Samples were chosen with multistage sampling design, the group was randomly selected and samples of each junior high school and grade were chosen using proportional stratified random sampling technique. Data analysis used univariable, bivariable and multivariable techniques. Bivariable statistical test was used to identify relationship between food consumption and academic achievement and between Hb level and academic achievement; whereas regression test was used to identify relationship between food consumption and Hb level. Meanwhile, multivariable analysis used double linear regression. Data of food consumption were processed using NutriSurvey program for Windows. All data were then processed with SPSS program version 10.Result: There was relationship between food consumption (energy, protein, vitamin C, zinc intake) and academic achievement (energy: p=0.001, r=0.372; protein: p=0.046, r=0.209; vitamin C: p=0.009, r=0.273; zinc: p=0.042, r=0.214), and there was relationship between Hb level and academic achievement (p=<0.001, r=0.421). There was relationship between food consumption (energy intake) and Hb level. (p=0.051, r=0.205).Conclusion: The result of multivariable showed that only Hb level had significant relationship with academic achievement (p=<0.001, B=2.077).

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The academic achievement of elementary and junior high school students with behavior disorders and their nonhandicapped peers as a function of motivational orientation

Learning and Individual Differences ◽

10.1016/1041-6080(93)90024-m ◽

1993 ◽

Vol 5 (1) ◽

pp. 31-42 ◽

Cited By ~ 17

Author(s):

Geoffrey F. Schultz ◽

Harvey N. Switzky

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Junior High School ◽

Behavior Disorders ◽

Junior High ◽

Junior High School Students ◽

Motivational Orientation ◽

School Students

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Academic achievement of junior high school students with sleep disorders

Paediatrica Indonesiana ◽

10.14238/pi55.1.2015.50-8 ◽

2015 ◽

Vol 55 (1) ◽

pp. 50

Author(s):

Fijri Auliyanti ◽

Rini Sekartini ◽

Irawan Mangunatmadja

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Sleep Disorders ◽

Junior High School ◽

Education Program ◽

Junior High ◽

Prevalence Ratio ◽

Junior High School Students ◽

School Students

Background Sleep disorders are prevalent in adolescents and may influence their academic achievement. To date, no study has been done in Indonesia on academic achievement in students with sleep disorders and its related factors. Objective To assess for relationships between academic achievement and related factors, including gender, motivation and learning strategies, IQ level, maternal educational level, socioeconomic status, family structure, after-hours education program, presence of TV/computer in the bedroom, sleep duration during school days, as well as bedtime and wakeup time difference in junior high school students with sleep disorders. Methods This cross-sectional study was performed from January to March 2013. Subjects were students from five junior high schools in Jakarta who fulfilled the criteria for sleep disorders based on the Sleep Disturbance Scale for Children questionnaire. Results There were 111 study subjects. The prevalence of sleep disorders was 39.7%, mostly in difficulties initiating and maintaining sleep (70.2%). Below-average academic achievement was seen in 47.6% of subjects. Factors significantly related to below-average academic achievement were after-hours education program (prevalence ratio 5.6; 95%CI 1.36 to 23.18; P = 0.017), average IQ level (prevalence ratio 3.26; 95%CI 1.38 to 7.71; P = 0.007), and male gender (prevalence ratio 2.68; 95%CI 1.06 to 6.78; P = 0.037). Conclusion Among junior high school students with sleep disorders, factors related to below-average academic achievement are afterhours education program (more than 2 types), the average IQ level, and male gender.

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Reading Habits, Socioeconomic Conditions, Occupational Aspiration and Academic Achievement in Vietnamese Junior High School Students

Sustainability ◽

10.3390/su11185113 ◽

2019 ◽

Vol 11 (18) ◽

pp. 5113 ◽

Cited By ~ 6

Author(s):

Thi-Thu-Hien Le ◽

Trung Tran ◽

Thi-Phuong-Thao Trinh ◽

Chi-Thanh Nguyen ◽

Thuy-Phuong-Tram Nguyen ◽

...

Keyword(s):

High School ◽

Academic Achievement ◽

Sustainable Development ◽

High School Students ◽

Junior High School ◽

Junior High ◽

Junior High School Students ◽

Book Reading ◽

School Students ◽

Occupational Aspiration

Reading practices play an important role in the learning process of students. Especially in a fast-changing world where knowledge about nature and society is in a constant state of flux, book reading helps students foster skills such as thinking, valuing, adaptability and creativity for sustainable development. This research study used a dataset of 1676 observations of junior high school students from Northern Vietnam to explore students’ academic achievement and its association with their reading passion, family socio economic condition, parental education and occupational aspiration. The empirical results show that higher grades in STEM-related subjects are predicted by reading interest (βReadbook = 0.425, p < 0.0001), with students who love reading books achieve higher score than those who take no interest in books. Remarkably, the education level of the mother strongly enhances academic performance, with β = 0.721 (p < 0.0001) in cases of mother having a university diploma or higher. Students coming from wealthy families are more likely to buy books whereas borrowing from the library is the main source of books for students who grow up in not-rich families. However, even among wealthy families, investment into buying books still rely more on personal interest, despite the aforementioned educational benefits of book reading, as evidenced by an over 7 percentage point disparity between the likelihood of purchasing books among wealthy-family students who took an interest in reading (45%) versus students of the same background who did not like to read (38.7%). The results present implications for education policy making with a vision towards United Nations’ Sustainable Development Goal 4: Quality Education.

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