Academic Achievement and Social Functioning of Children With and Without Learning Difficulties

2007 ◽  
Vol 27 (5) ◽  
pp. 635-654 ◽  
Author(s):  
Ann Walker ◽  
Dabie Nabuzoka
Keyword(s):  
Academic Achievement ◽  
Social Functioning ◽  
Learning Difficulties

LGB-Parent Families and the School Context

2016 ◽  
pp. 99-114
Author(s):  
Abbie E. Goldberg
Keyword(s):  
Academic Achievement ◽  
Social Class ◽  
Social Functioning ◽  
School Environment ◽  
School Context ◽  
Geographic Location ◽  
Multiple Contexts ◽  
The Family ◽  
Race Ethnicity ◽  
And Bisexual

Children are influenced by multiple contexts, including their families and schools. Research on children with lesbian, gay, and bisexual (LGB) parents has primarily focused on their experiences within their families, with little attention to experiences in the school context. The lack of research on the family–school interface of LGB parent families is troubling because these families are vulnerable to marginalization, exclusion, and stigma in the broader society, which likely extend to the school environment. This chapter reviews research on the academic achievement, social functioning, and bullying of children with LGB parents. When relevant, the author emphasizes race/ethnicity, social class, geographic location, and other key social locations that may shape the experiences of LGB–parent families, then addresses research on LGB parents themselves, including their experiences in selecting and interacting with their children’s schools. The chapter ends with recommendations for educators and practitioners who may encounter LGB parent families.

Diagnosis and assessment

2021 ◽  
pp. 105-112
Author(s):  
Mark Selikowitz
Keyword(s):  
Academic Achievement ◽  
Correct Diagnosis ◽  
Learning Difficulties ◽  
Psychometric Testing ◽  
Management Plan ◽  
Vital Role ◽  
Treatment Programme ◽  
Proper Treatment ◽  
Educational Psychologists

The first step in the treatment of ADHD is making the correct diagnosis. Only when it is known that a child has ADHD and that all other possible causes of child’s problems have been excluded, can a proper treatment programme be devised. The best person to make the diagnosis is a specialist paediatrician with an interest and expertise in developmental and learning difficulties in children. Educational psychologists also play a vital role in the process by which ADHD is diagnosed. This chapter outlines diagnosis and assessment of ADHD, including the history, examination, psychometric testing (intelligence, academic achievement, other abilities), special investigations, and formulation of a management plan.

Adolescent Outcomes of Social Functioning in Chinese Children

1999 ◽  
Vol 23 (1) ◽  
pp. 199-223 ◽  
Author(s):  
Xinyin Chen ◽  
Kenneth H. Rubin ◽  
Bo-shu Li ◽  
Dan Li
Keyword(s):  
Academic Achievement ◽  
Social Functioning ◽  
Peer Acceptance ◽  
School Adjustment ◽  
Study Data ◽  
Chinese Children ◽  
Adolescent Adjustment ◽  
Multiple Sources ◽  
Western Literature ◽  
Teachers Perceptions

A sample of Chinese children in Shanghai, People’s Republic of China, initially aged 8 and 10 years, participated in this four-year longitudinal project. Information on social functioning including sociability-leadership, aggression-disruption, and shyness-sensitivity was collected from peer assessments in the original study. Data on indexes of social and school adjustment, including peer acceptance, teachers’ perceptions of school-related competence, leadership, academic achievement, adjustment problems, and self-perceptions of competence, were collected from multiple sources in the follow-up study. Consistent with Western literature, sociability-leadership positively predicted indexes of social and school adjustment. Aggression was positively associated with adolescent maladjustment for boys and adjustment for girls. Finally, inconsistent with the Western literature, shyness-sensitivity in childhood was positively predictive of indexes of adolescent adjustment such as teacher-assessed competence, leadership, and academic achievement.

Parental involvement and the academic achievement and social functioning of Cuban school children

2012 ◽  
Vol 34 (3) ◽  
pp. 313-329 ◽  
Author(s):  
Ibis M. Alvarez-Valdivia ◽  
Kenia Lorenzo Chavez ◽  
Barry H. Schneider ◽  
Jesse S. Roberts ◽  
Laura E. Becalli-Puerta ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Social Functioning ◽  
School Children

scholarly journals Relative Importance of Social Factors Linked to Academic Achievement in the 1st Grade

2016 ◽  
Vol 2 (6) ◽  
pp. 30
Author(s):  
Šarūnė Magelinskaitė ◽  
Visvaldas Legkauskas ◽  
Albina Kepalaitė
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Social Competence ◽  
Social Functioning ◽  
Student Teacher ◽  
Social Factors ◽  
Relative Importance ◽  
Student Teacher Relationship

The present study was aimed at investigating aspects of social functioning linked to academic achievement in the 1<sup>st</sup> grade. Subjects were 380 Lithuanian 1<sup>st</sup> graders, 211 girls and 169 boys. Social factors measured included student social competence, student-teacher relationship, and popularity in class. Regression analysis revealed that learning-related social competence – ability to take directions - was a strongest predictor, accounting for 28.7% of variance in academic achievement

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