How socioeconomic status, executive functioning and verbal interactions contribute to early academic achievement in Chinese children

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided between treatment and delayed treatment groups. Analyses found significant intervention effects for the treatment group in students’ changes in stress tolerance, social curiosity, executive functioning (i.e., shift, plan and organize, and task monitoring), and academic achievement (i.e., mathematics, science, English, and social studies). Implications of these findings evince how theory-informed school counseling can contribute to important outcomes in educational settings.

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The Effects of Bilingual Reading Program on Chinese Children from Low Socioeconomic Status Families

Early Education and Development ◽

10.1080/10409289.2021.1891803 ◽

2021 ◽

pp. 1-15

Author(s):

Kevin Kien Hoa Chung ◽

Xiaomin Li ◽

Cheuk Yi Lam ◽

Chun Bun Lam ◽

Wing Kai Fung ◽

...

Keyword(s):

Socioeconomic Status ◽

Low Socioeconomic Status ◽

Reading Program ◽

Chinese Children ◽

Low Socioeconomic ◽

Bilingual Reading

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Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

Sociological Perspectives ◽

10.1177/0731121419851093 ◽

2019 ◽

Vol 62 (6) ◽

pp. 884-906

Author(s):

Lilla K. Pivnick

Keyword(s):

Academic Achievement ◽

Social Capital ◽

Early Childhood ◽

Longitudinal Study ◽

Birth Cohort ◽

Math Achievement ◽

Academic Skills ◽

Ecological Systems ◽

Regression Analyses ◽

Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

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The Association Between Objectively Measured Physical Activity and Academic Achievement in Dutch Adolescents: Findings From the GOALS Study

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2014-0014 ◽

2014 ◽

Vol 36 (5) ◽

pp. 460-473 ◽

Cited By ~ 27

Author(s):

Martin L. Van Dijk ◽

Renate H.M. De Groot ◽

Hans H.C.M. Savelberg ◽

Frederik Van Acker ◽

Paul A. Kirschner

Keyword(s):

Physical Activity ◽

Academic Achievement ◽

Executive Functioning ◽

Vigorous Physical Activity ◽

Mathematics Performance ◽

Negatively Associated ◽

Physical Activity Volume ◽

And Mathematics ◽

Objectively Measured ◽

Objectively Measured Physical Activity

The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose–response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade.

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Effects of socioeconomic status and its components on academic achievement: evidence from Beijing-Shanghai-Jiangsu-Zhejiang (China)

Asia Pacific Journal of Education ◽

10.1080/02188791.2021.2015286 ◽

2022 ◽

pp. 1-16

Author(s):

Decheng Zhao ◽

Simiao Liu ◽

Qianfeng Li

Keyword(s):

Academic Achievement ◽

Socioeconomic Status

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Aggression, social competence, and academic achievement in Chinese children: A 5-year longitudinal study

Development and Psychopathology ◽

10.1017/s0954579410000295 ◽

2010 ◽

Vol 22 (3) ◽

pp. 583-592 ◽

Cited By ~ 60

Author(s):

Xinyin Chen ◽

Xiaorui Huang ◽

Lei Chang ◽

Li Wang ◽

Dan Li

Keyword(s):

Academic Achievement ◽

Longitudinal Study ◽

Social Competence ◽

School Performance ◽

Indirect Effects ◽

Structural Equation ◽

Chinese Children ◽

Equation Modeling ◽

Cascade Effects ◽

School Records

AbstractThe primary purpose of this longitudinal study was to examine, in a sample of Chinese children (initial M age = 8 years, N = 1,140), contributions of aggression to the development of social competence and academic achievement. Five waves of panel data on aggression and social and school performance were collected from peer evaluations, teacher ratings, and school records in Grades 2 to 5. Structural equation modeling revealed that aggression had unique effects on later social competence and academic achievement after their stabilities were controlled, particularly in the junior grades. Aggression also had significant indirect effects on social and academic outcomes through multiple pathways. Social competence and academic achievement contributed to the development of each other, but not aggression. The results indicate cascade effects of aggression in Chinese children from a developmental perspective.

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