scholarly journals Evidence for a Causal Relationship Between Academic Achievement and Cigarette Smoking

2020 ◽  
Author(s):  
Kenneth S Kendler ◽  
Henrik Ohlsson ◽  
Abigail A Fagan ◽  
Paul Lichtenstein ◽  
Jan Sundquist ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Instrumental Variable ◽  
Educational Achievement ◽  
Causal Effect ◽  
Tobacco Consumption ◽  
Older Children ◽  
Pregnant Females ◽  
School Year ◽  
Pregnancy Smoking ◽  
Mz Twins

Abstract Introduction Academic achievement (AA) is associated with smoking rates. Can we determine the degree to which this relationship is likely a causal one? Methods We predict smoking in male conscripts (mean age 18.2) assessed from 1984 to 1991 (N = 233 248) and pregnant females (mean age 27.7) receiving prenatal care 1972–1990 (N = 494 995) from AA assessed in all students at 16. Instrumental variable (IV) analyses used the instrument month-of-birth as in each school year, older children have high AA. Co-relative analyses used AA-smoking associations in the population, cousins and siblings to predict the AA-smoking relationship in MZ twins, thereby controlling for familial confounding. Results In males, higher AA was associated with a substantial decrease in risk for smoking (odds ratio [OR] [95% confidence intervals [CIs]] per standard deviation [SD] = 0.41 [0.40–0.41]) while the parallel figures obtain from our IV and co-relative analyses were 0.47 (0.39–0.57) and 0.51 (0.43–0.60), respectively. In females, these figures for pre-pregnancy smoking were, respectively, 0.39 (0.39–0.39), 0.50 (0.46–0.54) and 0.54 (0.51–0.58). Results for heavy versus light smoking suggested a causal effect but were inconsistent across methods. However, among females smoking prior to pregnancy, AA predicted a reduced risk for continued smoking with ORs for uncontrolled, IV, and co-relative analyses equaling, respectively, were 0.54 (0.53–0.55) 0.68 (0.56–0.82) and 0.78 (0.66–0.91), respectively. Conclusions Two different methods produced consistent evidence that higher AA has a causal effect on reducing smoking rates and increasing cessation rates in smoking pregnant females. Improving AA may result in meaningful gains in population health through reduced smoking. Implications This study provides consistent evidence across two different methods that high AA is causally related to reduced rates of smoking and increasing rates of smoking cessation among pregnant women. Our results suggest that interventions that improve educational achievement in adolescence would reduce tobacco consumption, thereby improving public health.

Observing the Interethnic Friendships in Elementary and Secondary Religion-Based School

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Student Perceptions ◽  
Externalizing Behavior ◽  
Internalizing Behavior ◽  
Acting Out ◽  
Classroom Context ◽  
Older Children ◽  
School Students ◽  
School Year ◽  
Interethnic Friendships ◽  
Level I

Friendships provide opportunities to build empathy and practice social skills. Being friends with ethnically diverse peers can create opportunities for academic and social learning different from the opportunities afforded by same-ethnic friendships. Through my observation, I had been finding that elementary and secondary school students are less likely to have friends of a different ethnic — even from the beginning to the end of a single school year, as they progress in school. My observation show that most childhood friendships are formed in classrooms, but children tend to form friendships with others of their own ethnicity, with interethnic friendships decreasing across ages and grades. The observation looked at student and classroom factors that affect the likelihood of children forming friendships across ethnic. On an individual or student level, I looked at age, ethnic, and psychosocial factors, including sociability, internalizing behavior (such as worrying or feeling sad) and externalizing behavior (such as acting out or getting in trouble). I also examined factors related to classroom context, including teacher support, whether teachers treat students with varying levels of academic achievement differently, and competition among students. Results suggest that same-ethnic friendships increase over the school year, with greater increases among white and older children. Externalizing behavior predicted a greater increase in same-ethnic friendships, particularly among ‘domestic’ (Javanese: ‘cah kene dewe’) students. Teachers and classroom context influenced student friendships in two different ways. It suggests that teachers may make a difference in how students select and maintain friends. Classroom support -- measured by student perceptions of teachers' warmth, respect, and trust -- predicted less of an increase in same-ethnic friendships from fall to spring. In last, my observation points to the need not just for diverse schools, but also for teachers to foster classrooms where students and teachers support one another, and social and academic hierarchies are not dominant, which could increase the likelihood of students developing and maintaining interethnic friendships.

scholarly journals Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

2021 ◽  
Vol 11 (7) ◽  
pp. 95
Author(s):  
Inmaculada García-Martínez ◽  
Eufrasio Pérez-Navío ◽  
Miguel Pérez-Ferra ◽  
Rocío Quijano-López
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
Emotional Intelligence ◽  
Academic Success ◽  
Student Teachers ◽  
Educational Achievement ◽  
Skills Training ◽  
Academic Stress ◽  
Teaching Profession ◽  
Improve Student Achievement

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social–emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers’ achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

The Association Between Pupil-Related Psychological Factors and Academic Achievement in Physical Education

2021 ◽  
pp. 1-12
Author(s):  
Ruben Vist Hagen ◽  
Håvard Lorås ◽  
Hermundur Sigmundsson ◽  
Monika Haga
Keyword(s):  
Academic Achievement ◽  
Physical Education ◽  
Psychological Factors ◽  
Multiple Regression Model ◽  
Final Grade ◽  
Scholastic Competence ◽  
Self Perceptions ◽  
School Year ◽  
Athletic Competence ◽  
Situational Motivation

Purpose: Physical education (PE) teachers’ assessments are often based on continuous observations of pupils. As certain psychological factors may mediate pupils’ learning behaviors relevant to the PE context, they may also influence academic achievement in PE. Thus, this study’s aim was to explore the association between pupil-related psychological factors and academic achievement in PE. Methods: Eighty-nine boys and 111 girls (12–16 years old) in lower secondary school participated in this study, responding to a questionnaire containing previously validated scales measuring pupils’ grit, mindset, self-perceptions, and situational motivation. The pupils’ final grade in PE was collected at the end of the school year. Results: A multiple regression model significantly explained 33% of the variance in grade. The self-perception domains—scholastic competence, athletic competence, and physical appearance—acted as unique predictors, explaining a small portion of the variance in academic achievement. Discussion/conclusion: These results support the importance of positive self-perceptions in relation to academic achievement in PE.

scholarly journals Nonparametric Instrumental Variable Methods for Dynamic Treatment Evaluation

2020 ◽  
Vol 102 (2) ◽  
pp. 355-367
Author(s):  
Gerard J. van den Berg ◽  
Petyo Bonev ◽  
Enno Mammen
Keyword(s):  
Instrumental Variable ◽  
Causal Effect ◽  
Asymptotic Properties ◽  
Right Censoring ◽  
Unemployment Duration ◽  
Dynamic Selection ◽  
Average Causal Effect ◽  
Variable Approach ◽  
Dynamic Treatment ◽  
Job Finding

We develop an instrumental variable approach for identification of dynamic treatment effects on survival outcomes in the presence of dynamic selection, noncompliance, and right-censoring. The approach is nonparametric and does not require independence of observed and unobserved characteristics or separability assumptions. We propose estimation procedures and derive asymptotic properties. We apply our approach to evaluate a policy reform in which the pathway of unemployment benefits as a function of the unemployment duration is modified. Those who were unemployed at the reform date could choose between the old and the new regime. We find that the new regime has a positive average causal effect on the job finding rate.

scholarly journals Employment Status and Educational Achievements in Universities: Evidence from Southeast Nigeria

2021 ◽  
Vol 11 (3) ◽  
pp. 152-166
Author(s):  
Obed I. Ojonta ◽  
Jonathan E. Ogbuabor ◽  
Peace N. Ojonta ◽  
Anthony Orji ◽  
Onyinye I. Anthony-Orji
Keyword(s):  
Academic Achievement ◽  
Employment Status ◽  
Educational Achievement ◽  
Binary Logistic Regression ◽  
Sampling Technique ◽  
University System ◽  
Educational Attainments ◽  
Higher Educational ◽  
Capital Development ◽  
The Impact

Abstract Introduction: Educational achievement has remained the common yardstick for assessing human capital development across the world. However, it has been observed that Nigeria is one of the developing countries facing the challenge of low level of academic achievement by employees in the university system, which in turn has grave implications for the overall performance of the Nigerian university system in terms of efficient work delivery. Methods: This study adopts a robust and stratified sampling technique to select 4,122 employees in selected federal universities in the southeast of Nigeria and uses structural questionnaire and binary logistic regression to analyse the effect of employment status on academic achievement in South East Nigeria. Results: The findings show that employment status negatively and significantly influences the academic achievement of employees in Nigerian universities. Discussion: The major focus of this study is to examine the impact of employment status on educational achievement in the universities for southeast, Nigeria. To drive more effective and efficient service delivery in the universities, there is need for adequate salary enhancement for employees in order to motivate them to strive for higher educational attainments. Limitations: The study was carried out in federal universities in Nigeria. It is expected to expand the study to cut across both private, states in Nigeria for effective and efficient comparison among the universities found in southeast geopolitical zones. Conclusion: The study concludes that government should continuously motivate these employees so that they can strive for higher educational attainments.

scholarly journals Methods of parental treatment and its relation to educational achievement among middle school students at Harun Al-Rashid School in Jazan, Saudi Arabia: أساليب المعاملة الوالدية وعلاقتها بالتحصيل الدراسي لدى طلاب المرحلة المتوسطة في مدرسة هارون الرشيد بمنطقة جازان- السعودية

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Hadi Mousa Jaber Al - Haqawi
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Saudi Arabia ◽  
Middle School Students ◽  
Significant Relationship ◽  
Educational Achievement ◽  
Second Grade ◽  
School Students ◽  
Parental Treatment ◽  
Methods Of Treatment

The study aimed to identify the relationship between the methods of parental treatment as understood by the children and the academic achievement in the middle school students in Jazan region in Saudi Arabia. The study sample consisted of 40 students in the second grade at Haroun Al - The results of the study showed a statistically significant relationship at the level of (0.01α =) between the methods of treatment of the father (punitive method - withdrawal of love - guidance and guidance). ) And academic achievement The results showed that there was a statistically significant relationship at the level of (0.01α =) between the methods of treatment of the mother (punitive method - withdrawal of love - guidance and guidance) and the educational achievement of children, and the results of the study showed no significant differences at the level Significance (0.05α =) between parental treatment methods (punitive method - withdrawal of love - guidance and guidance) in total between parents.

Resource Utilisation in Groups of Black South African Adolescents: Gender, Age, and Individual Differences

1997 ◽  
Vol 20 (2) ◽  
pp. 231-248 ◽  
Author(s):  
Christine Liddell ◽  
Chris McConville
Keyword(s):  
Academic Achievement ◽  
Individual Differences ◽  
Positive Affect ◽  
South African ◽  
Resource Utilisation ◽  
Older Children ◽  
Black South African ◽  
South African Township

This study uses a movie-viewing instrument to assess patterns of resource utilisation in South African township adolescents. The degree to which resource utilisation and other task behaviours were associated with gender, age, and individual differences form the focus. Boys used more gestures denoting dominant and subordinate status, were more physically aggressive, and were generally more coercive than girls. Older children shared the resource more equitably, showed more positive affect, and spent less time issuing directives. There were inequities in children’s access to the movie. However, neither on-task behaviours nor participants’ academic achievement were consistently associated with some children accessing the movie more than others.

scholarly journals Psychological treatments for early psychosis can be beneficial or harmful, depending on the therapeutic alliance: an instrumental variable analysis

2015 ◽  
Vol 45 (11) ◽  
pp. 2365-2373 ◽  
Author(s):  
L. P. Goldsmith ◽  
S. W. Lewis ◽  
G. Dunn ◽  
R. P. Bentall
Keyword(s):  
Therapeutic Alliance ◽  
Effect Size ◽  
Instrumental Variable ◽  
Structural Equation ◽  
Psychological Treatment ◽  
Causal Effect ◽  
Controlled Trial ◽  
Behavioural Therapy ◽  
Psychological Treatments ◽  
Symptomatic Outcome

BackgroundThe quality of the therapeutic alliance (TA) has been invoked to explain the equal effectiveness of different psychotherapies, but prior research is correlational, and does not address the possibility that individuals who form good alliances may have good outcomes without therapy.MethodWe evaluated the causal effect of TA using instrumental variable (structural equation) modelling on data from a three-arm, randomized controlled trial of 308 people in an acute first or second episode of a non-affective psychosis. The trial compared cognitive behavioural therapy (CBT) over 6 weeks plus routine care (RC) v. supportive counselling (SC) plus RC v. RC alone. We examined the effect of TA, as measured by the client-rated CALPAS, on the primary trial 18-month outcome of symptom severity (PANSS), which was assessed blind to treatment allocation.ResultsBoth adjunctive CBT and SC improved 18-month outcomes, compared to RC. We showed that, for both psychological treatments, improving TA improves symptomatic outcome. With a good TA, attending more sessions causes a significantly better outcome on PANSS total score [effect size −2.91, 95% confidence interval (CI) −0.90 to −4.91]. With a poor TA, attending more sessions is detrimental (effect size +7.74, 95% CI +1.03 to +14.45).ConclusionsThis is the first ever demonstration that TA has a causal effect on symptomatic outcome of a psychological treatment, and that poor TA is actively detrimental. These effects may extend to other therapeutic modalities and disorders.

Treatment effects of an evidence-based teacher training on improving academic achievement and behavioral performance for children with aggression

2016 ◽  
Author(s):  
◽  
Chi-Ching Chuang
Keyword(s):  
Academic Achievement ◽  
Teacher Training ◽  
Classroom Management ◽  
Aggressive Behavior ◽  
Emotional Regulation ◽  
Treatment Effects ◽  
Evidence Based ◽  
Behavioral Performance ◽  
Social Emotional ◽  
School Year

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose this study was to examine the treatment effects of an evidence-based teacher training -- Incredible Years Teacher Classroom Management (IY TCM) -- for children with aggression. Specifically, treatment effects were expected to be demonstrated on both academic achievement and behavioral performance. Previous studies have accumulated evidence regarding the co-occurrence of children's aggressive behavior and academic failure (Darney et al., 2012; Reinke et al., 2008); the negative trajectories continue for them, indicating negative outcomes in adolescent and adulthood. When children enter school, they spend more time learning with peers and being supervised by school teachers. Classroom management has been demonstrated as a factor in either escalating children's aggressive behavior or decreasing those problematic behaviors (Reinke and Herman, 2002; Webster-Stratton et al., 2001). IY TCM trains teachers in evidence-based practices of effective practical behavioral management strategies, teacher-child relationship skills, parent-teacher collaboration, behavior plans addressing developmentally appropriate goals for individual students, and ways to promote students' emotional regulation, social skills and problem-solving skills. Previous studies about IY TCM were mostly conducted with other treatments of IY series. This study was one of the first studies to investigate treatment effectiveness of IY TCM. Participants included 1818 students (Grade K to 3) and 105 teachers from nine elementary schools in a large Midwestern school district. 52 teachers were randomly assigned to receive IY TCM, indicating 901 students in the intervention group. 74 % of the participated students are African American and 50 % of them received free reduced lunch (FRL). All outcome variables were assessed before and after intervention implementation. Results support the hypotheses associated with research questions one and two which indicated that higher levels of aggression as reported by teachers would be associated with lower academic achievement on both reading and math at the beginning of school year and the end of school year controlling demographic variables such as gender, FRL and race. A hierarchical linear regression analysis was conducted to examine the main effects and the hypotheses that baseline levels of aggression moderate the relationship between intervention status and outcomes. Results indicated a significant intervention status by baseline aggression interaction moderated children's math achievement. Additionally, significant moderation was found on children's emotional regulation and prosocial behaviors. Lastly, research question five and six focused on evaluating whether students with high level of aggressive behavior would demonstrate greater growth in academics and social emotional performance in comparison to less aggressive children in the treatment group. The hypothesis of greater improvement on academic achievement or social emotional performance for children with higher levels of aggression than their classroom peers post intervention was not supported. Further implication for practice and direction for future research based on the findings were discussed.

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