scholarly journals Transition into secondary education and health-compromising behaviours: A longitudinal study

2019 ◽  
Vol 29 (Supplement_4) ◽  
Author(s):  
A Rimpelä ◽  
H Dobewall ◽  
S Karvonen ◽  
L Koivusilta ◽  
P Lindfors ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Screen Time ◽  
Healthy Lifestyle ◽  
Energy Drink ◽  
Tooth Brushing ◽  
Multivariate Models ◽  
Unhealthy Lifestyle ◽  
9Th Grade ◽  
Late Transition

Abstract Background We studied the associations of health-compromising behaviours with a transition into secondary education by following a large cohort of Finnish adolescents. Students with a direct (successful) transition into secondary education after the 9th grade (73%) and those with a late transition (7%) were compared. Methods We analysed the following health behaviours in the 7th and 9th grades collected in school surveys in the Helsinki Metropolitan Area: late bed time, irregular breakfast pattern, tooth brushing less than twice a day, monthly alcohol consumption, smoking, regular energy drink consumption, physical activity level under recommendations, and excessive screen time, as well as clustering of these behaviours. Results In logistics regression models (adjusted for gender, school), in the 7th grade all health-compromising behaviors except physical inactivity were related to the late transition, and in the 9th grade energy drink, smoking, breakfast, tooth brushing and screen time. In multivariate models (controlled for academic achievement, immigrant status, language spoken at home, and parents’ education) only bed time was independently associated in both grades. Bed time, breakfast, tooth brushing, alcohol, smoking, and energy drink formed three behavioral clusters -healthy, mixed, and unhealthy lifestyles. The last two predicted the late start in both grades; in multivariate models unhealthy only. Change in academic achievement over time, but not in lifestyle, predicted the transition. Conclusions Students with unhealthy lifestyle are more likely to start secondary education later than those with healthy lifestyle meaning also postponing of their graduation and start of working life. Key messages The unhealthy lifestyle of those who start secondary education later than average, may be one of the mechanisms in the origin of socioeconomic health differences in later life. Healthy lifestyle as early as 13 years predicts successful educational paths.

scholarly journals Late start of upper secondary education and health-compromising behaviours among Finnish adolescents—a follow-up study

2019 ◽  
Vol 30 (3) ◽  
pp. 457-462 ◽  
Author(s):  
Henrik Dobewall ◽  
Leena Koivusilta ◽  
Sakari Karvonen ◽  
Pirjo Lindfors ◽  
Jaana M Kinnunen ◽  
...  
Keyword(s):  
Physical Activity ◽  
Secondary Education ◽  
Screen Time ◽  
Energy Drinks ◽  
Ninth Grade ◽  
Tooth Brushing ◽  
Seventh Grade ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Late Start

Abstract Background The Finnish government has emphasized the need to expedite educational transitions. We study if a late start of upper secondary education is related to health-related selection, namely health-compromising behaviours in adolescence. Methods A large cohort of adolescents from the seventh (12–13 years) and ninth (15–16 years) grades answered online classroom surveys (total n = 10 873). They were followed to the start of upper secondary education, obtained from the Joint Application Registry. We compared those who continued studies directly from the ninth grade with later starters. We measured late bedtime, breakfast not every school day, tooth brushing less than twice-a-day, monthly alcohol consumption, weekly smoking, daily energy drinks, physical activity <6 days/week and excessive screen time. Multilevel logistic regressions and latent class analyses were conducted. Results In gender and school adjusted models in the seventh grade, all behaviours except physical activity predicted the late start. The strongest predictor was smoking, OR = 2.96 (CI = 2.25–3.89). In the ninth grade, smoking, breakfast, tooth brushing and energy drinks, OR = 1.80, (CI = 1.36–2.39, strongest), were predictive. After controlling for sociodemographic background and academic achievement, associations for alcohol and screen time became non-significant in the seventh grade. In the ninth grade, only screen time remained significant, OR = 1.33 (CI = 1.04–1.71). Health-compromising behaviours formed clusters. Belonging to the unhealthy cluster predicted the late start in both grades, in adjusted models only in the seventh grade. Conclusions Students with health-compromising behaviours are less likely to start upper secondary education directly after the compulsory education. This may increase the risk for fragmentary educational trajectories and work careers.

scholarly journals Clustering of energy balance-related behaviours and parental education in European preschool children: the ToyBox study

2017 ◽  
Vol 118 (12) ◽  
pp. 1089-1096 ◽  
Author(s):  
María L. Miguel-Berges ◽  
Konstantina Zachari ◽  
Alba M. Santaliestra-Pasias ◽  
Theodora Mouratidou ◽  
Odysseas Androutsos ◽  
...  
Keyword(s):  
Preschool Children ◽  
Energy Balance ◽  
Educational Level ◽  
Screen Time ◽  
Parental Education ◽  
Healthy Lifestyle ◽  
High Water ◽  
Unhealthy Lifestyle ◽  
Education Levels ◽  
Parental Educational Level

AbstractEnergy balance-related behaviours (EBRB) are established in childhood and seem to persist through to adulthood. A lower parental educational level was associated with unhealthy behavioural patterns. The aim of the study is to identify clusters of EBRB and examine their association with preschool children’s BMI and maternal, paternal and parental education. A subsample of the ToyBox study (n 5387) conducted in six European countries was used. Six behavioural clusters (‘healthy diet and low activity’, ‘active’, ‘healthy lifestyle’, ‘high water and screen time; low fruits and vegetables (F&V) and physical activity (PA)’, ‘unhealthy lifestyle’ and ‘high F&V consumers’) emerged. The healthiest group characterised by high water and F&V consumption and high PA z scores (‘healthy lifestyle’) was more prevalent among preschool children with at least one medium- or higher-educated parent and showed markedly healthier trends for all the included EBRB. In the opposite, the ‘unhealthy lifestyle’ cluster (characterised by high soft drinks and screen time z scores, and low water, F&V and PA z scores) was more prevalent among children with lower parental, paternal and maternal education levels. OR identified that children with lower maternal, paternal and parental education levels were less likely to be allocated in the ‘healthy lifestyle’ cluster and more likely to be allocated in the ‘unhealthy lifestyle’ cluster. The ‘unhealthy lifestyle’ cluster was more prevalent among children with parents in lower parental educational levels and children who were obese. Therefore, parental educational level is one of the key factors that should be considered when developing childhood obesity prevention interventions.

Type of screen time and academic achievement in children from Australia and New Zealand: interactions with socioeconomic status

2021 ◽  
pp. 1-17
Author(s):  
David R. Skvarc ◽  
Anne Penny ◽  
Travis Harries ◽  
Christopher Wilson ◽  
Nicki Joshua ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Socioeconomic Status ◽  
New Zealand ◽  
Screen Time

scholarly journals Smoking and associated unhealthy lifestyle behaviours in patients with chronic cardiac diseases during COVID-19 related lockdown

2021 ◽  
Vol 28 (Supplement_1) ◽  
Author(s):  
F Chague ◽  
M Boulin ◽  
JC Eicher ◽  
F Bichat ◽  
M Saint-Jalmes ◽  
...  
Keyword(s):  
Screen Time ◽  
University Hospital ◽  
Weight Increase ◽  
Phone Call ◽  
P Value ◽  
Time Increase ◽  
Unhealthy Lifestyle ◽  
Lifestyle Behaviours ◽  
Coronary Syndrome ◽  
The Impact

Abstract Funding Acknowledgements Type of funding sources: Public hospital(s). Main funding source(s): Dijon University Hospital France OnBehalf CLEO-CD Background   Lockdown can affect tobacco smoking (TS) behaviours.  Purpose To evaluate the impact of lockdown on (TS) and associated lifestyle behaviours in patients with Chronic coronary syndrome (CCS) and congestive heart failure (CHF) Methods CCS and CHF patients were invited to answer to a phone-call questionnaire during the 1st COVID-19 lockdown start  Results (Table) 343 questionnaires were fit for analysis, 43 (12.5%) were current smokers (CS). CS were younger (p < 0.001), none stopped and 13 increased their consumption (main reasons were stress and boredom). CS felt more often cramped (p = 0.023). CS who increased their TS consumption showed a trend toward a higher rate of unhealthy lifestyle behaviours Conclusions During the lockdown, more than ¼ of CS with CCS or CHF increased their TS consumption and none quitted. Moreover, TS was often associated with other deleterious behaviours increasing their risk for short and long term Main results Total Non-Smokers Smokers p* N(%) 344 301 43 Age, years 67.7 ± 12.8 69.2 ± 12.2 57.2 ± 12.1 <0.001 Men/Women 229/115 197/104 32/11 0.300 CCS/CHF 220/124 185/116 36/7 0.004 Urban/Rural 163/181 137/164 26/17 0.073 Living alone at home 83(24.3) 68(22.7) 15(34.9) 0.089 COVID screening (PCR) 11(3.2) 7(2.3) 4(9.3) 0.037 Feeling cramped 19(5.5) 13(4.4) 6(14.0) 0.023 Feeling less well 75(21.9) 65(21.7) 10(23.8) 0.842 K6 ≥ 5 81(23.7) 70(23.5) 11(25.6) 0.845 Physical activity decrease 146(42.6) 125(42.1) 21(48.8) 0.323 Screen time increase 154(45.0) 130(43.5) 24(55.8) 0.100 Alcohol consumption increase 14(5.5) 11(4.9) 3(7.5) 0.419 Sleep change 83(24.6) 68(22.5) 15(39.5) 0.083 Weight increase 77(22.4) 64(21.3) 13(30.2) 0.242 Smokers (n = 43) Smoking increase No smoking increase p** Feeling less well 5(38.5) 5(17.2) 0.238 Screen time increase 10(76.9) 14(46.7) 0.104 Weight increase 6(46.2) 7(23.3) 0.173 n(%) or mean ± SD. *p value: Smokers vs non smokers. **p value: Smoking increase vs no smoking increase

Association between Screen Time and Cardiometabolic Risk Factors and Academic Achievement among Children

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Hernández-Luengo Monserrat ◽  
Álvarez-Bueno Celia ◽  
Alfonso María Eugenia Visier ◽  
Tébar Andrés Redondo ◽  
Notario-Pacheco Blanca ◽  
...  
Keyword(s):  
Risk Factors ◽  
Academic Achievement ◽  
Screen Time ◽  
Cardiometabolic Risk ◽  
Cardiometabolic Risk Factors

Music in Secondary Education: Predictors of Music Subject Choices and Associations with Academic Achievement

2021 ◽  
Author(s):  
Maruša Levstek ◽  
Daniel Elliott ◽  
Robin Banerjee
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Secondary Education ◽  
Music Education ◽  
Economic Status ◽  
Factors Affecting ◽  
Systemic Factors ◽  
Education Hub ◽  
Socio Economic Variables ◽  
Youth Music

This paper investigates the relationship between music qualification choice and academic performance in secondary education in England at Key Stage 4 (KS4; usually at age 15 and 16). We analysed data from 2257 pupils at 18 educational settings in a city in the southeast of England. Two regression analyses with clustered errors modelled KS4 music qualification choice and GCSE academic achievement in English, Mathematics, and other English Baccalaureate subjects, while controlling for a range of demographic, academic, and socio-economic variables. Choice of music as a subject at KS4 was positively associated with the total volume of KS4 qualifications entered for examination and was also predicted by coming from an affluent neighbourhood. Furthermore, this choice of music at KS4 was associated with greater academic performance on English Baccalaureate subjects above and beyond other significant predictors (gender, language, prior academic achievement, total volume of KS4 qualifications, and neighbourhood socio-economic status; local Cohen’s f-squared = .09). These results point to a small but significant additive effect of studying music at KS4 in relation to performance on core GCSE subjects. We also found that schools with KS4 music qualification choice greater than the national average were higher in overall academic attainment, in the proportion of pupils attending extra-curricular instrumental lessons, and in our composite measure of school’s engagement with a local music education hub. The results are interpreted in light of sociological theories of education in an attempt to better understand the underlying systemic factors affecting youth music engagement.

NETWORKING OF TEACHERS AT SENIOR SECONDARY LEVEL

2020 ◽  
Author(s):  
Awinash Pandey
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Secondary Level ◽  
The Other ◽  
Positive Direction ◽  
Indian School ◽  
Certificate Examination ◽  
Time And Energy ◽  
Senior Secondary ◽  
Central Board

The study attempts to develop the notion that networking among the teachers can influence the academic achievement of the students in a positive direction along with the smooth implementation of the curriculum at senior secondary level in the schools. In the current study, the syllabus of different subjects of Grade XI and XII has been overviewed and compared with each other on the basis of contents. The curriculum issued by Central Board of Secondary Education, Council for the Indian School Certificate Examination, Cambridge International Examination and some of the State Boards has been undertaken to review the syllabus of various subjects. It has been found that many topics are similar in the syllabus of two or more subjects. It has also been noticed that the teachers face challenges to complete the syllabus in the allotted numbers of classes throughout the year. If one teacher can teach effectively a topic which is being repeated in the other subject then such networking and coordination can save the time and energy of both the teachers as well as the students which in turn removes the other challenges in routine curriculum.

scholarly journals Lifestyle Behaviors and Mental Health of American Adults

2007 ◽  
Vol 100 (1) ◽  
pp. 294-302 ◽  
Author(s):  
Elizabeth H. Chaney ◽  
J. Don Chaney ◽  
Min Qi Wang ◽  
James M. Eddy
Keyword(s):  
Mental Health ◽  
Healthy Lifestyle ◽  
Descriptive Analysis ◽  
Experimental Studies ◽  
Poor Mental Health ◽  
Behavioral Risk ◽  
Lifestyle Behaviors ◽  
Unhealthy Lifestyle ◽  
Data Set ◽  
Health Related

The purpose of this study was to test the hypothesis that individuals reporting healthy lifestyle behaviors would also report better self-rated mental health. Logistic regression analyses were conducted utilizing SUDAAN on the Behavioral Risk Factor Surveillance Survey data set. This descriptive analysis suggests that persons reporting poor mental health were more likely to report unhealthy lifestyle behaviors. This set of findings encourages careful design of experimental studies of empirically based associations of mental health and life style, using psychometrically sound measures. Then public health programs focused on change of health-related behaviors might be more suitably devised.

scholarly journals Estado del arte del rendimiento académico en la educación media

2014 ◽  
Vol 17 (17) ◽  
pp. 197-220
Author(s):  
Oscar Hernán Cerquera Losada
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
State Of The Art ◽  
School Achievement ◽  
The State ◽  
Main Research ◽  
The World ◽  
El Sistema ◽  
The Individual

Este documento muestra el Estado de arte de los determinantes del rendimiento académico en la educación media, teniendo en cuenta las principales investigaciones realizadas, tanto a nivel nacional como internacional, acerca de los factores que influyen en el logro escolar de los estudiantes. Con este trabajo, se busca establecer las principales variables, tanto en Colombia como en algunos lugares del mundo, que afectan el desempeño académico de los estudiantes. Este documento se organiza en dos sesiones, determinantes a nivel mundial y determinantes a nivel colombiano; cada sesión clasifica las investigaciones de acuerdo a los factores del estudiante, de la escuela y las características organizacionales y políticas. A pesar de existir muchas investigaciones sobre el tema, aún no se ha llegado a un consenso general sobre cómo determinar los factores del  rendimiento académico, pues en la realidad son muchas las características del individuo, la escuela o el sistema que se relacionan entre sí de diferente manera y pueden afectar el logro estudiantil.ABSTRACTThis document shows the state of the art of the determinants of academic achievement in secondary education, taking into account the main research conducted, both nationally and internationally, about the factors that influence school achievement of students. With this paper, we seek to establish the main variables which affect the academic achievement of students in Colombia as well as in some parts of the world. This document is organized in two sessions: world and Colombian determinants; each session classifies research according to the factors of the student, the school and organizational and political characteristics. Although there is much research on the topic so far it has not been possible to reach a consensus on how to determine the factors of academic achievement, because in reality many characteristics of the individual, of the school or of the system relate to each other differently and can affect student achievement.RESUMOEste documento mostra o Estado da arte dos determinantes do rendimento escolar no ensino medio, tendo em conta às principais pesquisas realizadas, tanto a nível nacional como internacionalmente, sobres os fatores que influenciam o desempenho escolar dos estudantes. Com este trabalho, se procura estabelecer as principais variáveis, tanto na Colômbia e em alguns lugares do mundo, afetando o desempenho acadêmico dos estudantes. Este documento está organizado em duas sessões, determinantes a nível mundial e determinantes a nível colombiano; cada sessão clasifica as pesquisas de acordó a os fatores do estudante, da escola e das características organizacionais e políticas. Embora haja muitas pesquisas sobre o tema, ainda não se chegou a um consenso geral sobre os fatores determinantes no desempenho acadêmico, porque na realidade são muitas as características do indivíduo, a escola ou o sistema que se relacionam uns com os outros de forma diferente e podem afetar o desempenho acadêmico.

scholarly journals Gender Disparities in Self-concept, Attitude and Perception in Physics and Chemistry

2017 ◽  
Vol 2 (1) ◽  
pp. 61-69 ◽  
Author(s):  
Inzahuli Samuel Majere Majere ◽  
Elizabeth Role ◽  
Lazarus Ndiku Makewa
Keyword(s):  
Academic Achievement ◽  
Secondary Education ◽  
Primary School ◽  
Associated Factors ◽  
Gender Disparities ◽  
Self Concept ◽  
Inferential Statistics ◽  
School Students ◽  
Single Sex ◽  
Primary School Pupils

This study sought to determine disparities and associated factors in students’ performance in Physics and Chemistry at the Kenya Certificate of Secondary Education (KCSE) ex- amination in Nandi North District. The research objectives included determining differences in students’ performance at KCSE in Physics and Chemistry, self-concept (perception) of, attitude toward, and perception of the usefulness of Physics and Chemistry as subjects. Students were classified accord- ing to gender, using a causal-comparative design. Majority of the students aged between 15 and 19 years. Three ques- tionnaires were administered to the form four students, and KCSE results for the years 2000 – 2004 were obtained from the District Education Office. These were analyzed using de- scriptive and inferential statistics. We concluded that boys reflected better academic achievement as compared to the girls in both physics and chemistry. The boys and girls had comparable self-concept in physics. The girls had a higher self-concept in chemistry than the boys. This may suggest that self-concept does not influence performance in chemistry since boys still out-performed the girls in spite of the girls’ higher self-concept. With regard to attitude towards chemistry and physics, the boys and girls had the same attitude, mixed and single-sex school students had comparable attitude to- wards physics and chemistry. An intervention regarding the level of preparedness of primary school pupils in dealing with the challenges of learning Physics and Chemistry at sec- ondary is recommended.

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