Relationships between academic performance, SES school type and perceptual-motor skills in first grade South African learners: NW-CHILD study

2013 ◽  
Vol 40 (3) ◽  
pp. 370-378 ◽  
Author(s):  
A. E. Pienaar ◽  
R. Barhorst ◽  
J. W. R. Twisk
Keyword(s):  
Academic Performance ◽  
South African ◽  
Motor Skills ◽  
First Grade ◽  
School Type ◽  
Child Study ◽  
Perceptual Motor Skills

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

scholarly journals Does neighborhood deprivation modify the effect of preterm birth on children's first grade academic performance?

2015 ◽  
Vol 132 ◽  
pp. 122-131 ◽  
Author(s):  
Jennifer L. Richards ◽  
Theresa Chapple-McGruder ◽  
Bryan L. Williams ◽  
Michael R. Kramer
Keyword(s):  
Academic Performance ◽  
Preterm Birth ◽  
First Grade ◽  
Neighborhood Deprivation

Developing Perceptual-Motor Skills

1969 ◽  
Vol 4 (4) ◽  
pp. 295-297
Author(s):  
Frances Early
Keyword(s):  
Motor Skills ◽  
Perceptual Motor Skills

Motor Skills Bibliography: XLII. Psychological Abstracts, 1963, Volume 37, First Half

1964 ◽  
Vol 19 (1) ◽  
pp. 147-150
Author(s):  
R. B. Ammons ◽  
C. H. Ammons
Keyword(s):  
Motor Skills ◽  
Alphabetical Listing ◽  
Perceptual Motor Skills

Alphabetical listing of 99 articles on perceptual-motor skills.

scholarly journals Differential Effects of Multiple Dimensions of Poverty on Child Behavioral Problems: Results from the A-CHILD Study

2021 ◽  
Vol 18 (22) ◽  
pp. 11821
Author(s):  
Yui Yamaoka ◽  
Aya Isumi ◽  
Satomi Doi ◽  
Manami Ochi ◽  
Takeo Fujiwara
Keyword(s):  
Psychological Distress ◽  
Prosocial Behavior ◽  
Low Income ◽  
Behavioral Problems ◽  
First Grade ◽  
Material Deprivation ◽  
Annual Household Income ◽  
Differential Effects ◽  
Child Study ◽  
Child Behavioral Problems

The differential effects of low income and material deprivation—in particular, deprivation related to child educational needs—have not been well examined. This study aimed to examine the effects of low income and life-related and child-related deprivation on child behavioral problems. This study used data from first-grade students who participated in the Adachi Child Health Impact of Living Difficulty (A-CHILD) study in 2015, 2017, and 2019 (N = 12,367) in Japan. Material deprivation was divided into life-related deprivation (i.e., lack of items for a living) and child-related deprivation (i.e., lack of children’s books, etc.), and low income was assessed via annual household income. We assessed child behavioral problems and prosocial behavior using the Strengths and Difficulties Questionnaire. One in ten children belonged to low-income families, 15.4% of children experienced life-related deprivation, and 5.4% of children experienced child-related deprivation. While life- and child-related deprivation had significant adverse effects on behavioral problems, they had no association with prosocial behavior. The effects of low income were mediated by parental psychological distress (45.0% of the total effect) and the number of consulting sources (20.8%) on behavioral problems. The effects of life-related and child-related deprivation were mediated by parental psychological distress (29.2–35.0%) and the number of consulting sources (6.4–6.9%) on behavioral problems. Life-related and child-related deprivation, but not low income, are important for child mental health.

scholarly journals The relationship between the National Senior Certificate and the National Benchmark Test for accounting students at a South African university

2021 ◽  
Vol 12 (01) ◽  
Author(s):  
Riley Carpenter ◽  
◽  
Lily Roos ◽  
Keyword(s):  
South Africa ◽  
Academic Performance ◽  
Black Students ◽  
South African ◽  
Empirical Research ◽  
Accounting Students ◽  
Strong Correlations ◽  
Benchmark Test ◽  
Factors Influencing ◽  
The Relationship

The South African accounting profession needs racial transformation. Consequently, students pursuing the chartered accountant (South Africa) (CA(SA)) designation, especially at-risk Black students, require adequate support. To be successful, the support must be driven by factors influencing students’ academic performance. As prior academic performance is one such factor, this study examines the relationship between the National Senior Certificate (NSC) exams and the National Benchmark Test (NBT) for students enrolled in an accounting degree at a South African university. Due to numerous moderate and strong correlations between NSC and NBT results, without multicollinearity, it was concluded that both sets of results should be considered as factors contributing to students’ academic performance. The findings highlight the need for further empirical research on NSC and NBT results as determinants of success for accounting students.

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