A brief social belonging intervention improves academic outcomes for minoritized high school students.

2020 ◽  
Vol 6 (4) ◽  
pp. 423-437 ◽  
Author(s):  
C. Lee Williams ◽  
Quinn Hirschi ◽  
Katherine V. Sublett ◽  
Chris S. Hulleman ◽  
Timothy D. Wilson
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Outcomes ◽  
School Students ◽  
Social Belonging

High School Students' Character Strengths: Links With Psychological and Academic Outcomes

2013 ◽  
Author(s):  
Michael J. Frank ◽  
Shannon M. Suldo ◽  
Sim Yin Tan ◽  
Rachel Roth ◽  
Bryan Bander ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Outcomes ◽  
Character Strengths ◽  
School Students

scholarly journals Academic Outcomes of High School Students in Northern Ghana: The Mediator Role of Locus of Control

2020 ◽  
Vol 10 (1) ◽  
pp. 117
Author(s):  
Ziblim Abukari ◽  
Mohammed Adams Mashoud ◽  
Alhassan Baba Andani
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Academic Outcomes ◽  
Test Scores ◽  
Control Beliefs ◽  
External Locus ◽  
School Students ◽  
Internal Locus ◽  
Internal Locus Of Control

The purpose of this quantitative study was to investigate the relationship between academic outcomes and locus control beliefs among high school students in the Northern Region of Ghana.  Using survey methods and multivariate analyses, the results found relatively higher scores in external locus of control beliefs than internal locus of control beliefs among the study participants. External locus of control was inversely related to test scores, and no relationship was found between internal locus of control beliefs and test scores. The results also found significant differences in locus of control beliefs between rural and urban high school students, with urban students reporting higher internal locus of control beliefs than their rural counterparts. Implications for educational policy and practice are discussed.

The Role of Parental Involvement in Narrowing the Academic Achievement Gap for High School Students With Elevated Emotional and Behavioral Risks

2021 ◽  
pp. 106342662110202
Author(s):  
Matthew C. Lambert ◽  
Kristin Duppong Hurley ◽  
Stacy-Ann January ◽  
Jacqueline Huscroft D’Angelo
Keyword(s):  
High School ◽  
Academic Achievement ◽  
High School Students ◽  
Achievement Gap ◽  
Parental Involvement ◽  
Academic Outcomes ◽  
Structural Equation ◽  
Significant Proportion ◽  
Future Research ◽  
School Students

Parental involvement in school is an undoubtedly important element of a student’s educational experience and outcomes. Students with elevated emotional and behavioral risks (EBR) tend to experience poor educational outcomes, and research suggests varying levels of parental involvement across domains for these at-risk students. However, there is minimal research on the links between elevated EBR, parental involvement, and academic achievement for high school students. The purpose of this study was to examine the degree to which (a) parental involvement differed between high school students with elevated EBR and students without EBR, (b) parental involvement was related to academic outcomes, and (c) the gap in academic achievement between students with elevated EBR and students without EBR could be attributed to differences in parental involvement. To address these questions, we fit a structural equation model using data from the High School Longitudinal Survey of 2009. The results demonstrated that (a) parental involvement was significantly lower in multiple domains for students with elevated EBR, (b) was significantly associated with academic outcomes, and (c) differences in parental involvement could account for a significant proportion of the achievement gap. Research limitations, directions for future research directions, and implications are discussed.

scholarly journals Cannabis cessation among youth: rates, patterns and academic outcomes in a large prospective cohort of Canadian high school students

2020 ◽  
Vol 40 (4) ◽  
pp. 95-103 ◽  
Author(s):  
Alexandra M. Zuckermann ◽  
Mahmood R. Gohari ◽  
Margaret de Groh ◽  
Ying Jiang ◽  
Scott T. Leatherdale
Keyword(s):  
High School ◽  
High School Students ◽  
Harm Reduction ◽  
Academic Outcomes ◽  
Prospective Cohort ◽  
Cannabis Use ◽  
School Students ◽  
School Based ◽  
Academic Recovery ◽  
Homework Completion

Introduction Following cannabis legalization in Canada, a better understanding of the prevalence of unprompted cannabis use reduction and subsequent effects on youth academic outcomes is needed to inform harm reduction and health promotion approaches. Methods We analyzed a longitudinally linked sample (n = 91774) from the COMPASS prospective cohort study of Canadian high school students attending Grades 9–12 in Ontario and Alberta between 2013–2014 and 2016–2017. We investigated the prevalence of spontaneous cannabis use reduction and cessation between grade transitions (Grades 9–10, 10–11, 11–12) and the effect of cessation on academic achievement (current or recent math and English course marks) and rigour (usual homework completion and past-month truancy). Results Only 14.8% of cannabis users decreased their use between grades. Of these, two-thirds made only incremental downward changes, a pattern which held true for all three transitions. Cessation rates from daily and weekly use decreased every year. After cessation, students had better odds than continuing users (OR = 1.23, 95% CI: 1.03– 1.48) and worse odds than never-users (OR = 0.55, 95% CI: 0.31–0.97) for some subcategories of math performance. Students who quit cannabis universally improved class attendance (OR = 2.48, 95% CI: 1.93–3.19) and homework completion (OR = 2.32, 95% CI: 1.85–2.92) compared to continuing users. Conclusion Increased academic rigour may underlie any improvements seen in academic performance after cannabis cessation. High school students who use cannabis likely need targeted support to facilitate reduction or cessation and subsequent academic recovery. This indicates that a school-based focus on cannabis harm reduction is justified.

School-Based Group Mentoring and Academic Outcomes in Vulnerable High-School Students

2019 ◽  
Vol 52 (7) ◽  
pp. 1220-1237
Author(s):  
Wing Yi Chan ◽  
Gabriel P. Kuperminc ◽  
Scot Seitz ◽  
Christyl Wilson ◽  
Nadim Khatib
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Outcomes ◽  
Ninth Grade ◽  
Mentoring Program ◽  
School Students ◽  
Group Mentoring ◽  
9Th Grade ◽  
School Based ◽  
Ninth Grade Students

This study examined the association between participation in a school-based group-mentoring program (Project Arrive) and academic outcomes in a group of ninth-grade students who had been identified as at high risk of high-school dropout ( n = 239). Comparison participants were ninth-grade students with similar levels of risk ( n = 980). Using inverse probability of treatment weighting (IPTW) with a propensity score to reduce selection bias, and a partially clustered model to account for nonindependence of data in program students, we found that Project Arrive students earned more credits by the end of 9th grade and 10th grade; and reported increased instructional time by the end of 9th grade, than comparison students.

School mental health early interventions and academic outcomes for at-risk high school students: a meta-analysis

2015 ◽  
Vol 8 (3) ◽  
pp. 156-175 ◽  
Author(s):  
Aidyn L. Iachini ◽  
Elizabeth Levine Brown ◽  
Annahita Ball ◽  
Jennifer E. Gibson ◽  
Steven E. Lize
Keyword(s):  
Mental Health ◽  
High School ◽  
At Risk ◽  
High School Students ◽  
Academic Outcomes ◽  
Meta Analysis ◽  
School Mental Health ◽  
Early Interventions ◽  
School Students
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