The Role of Childhood Executive Function in Explaining Income Disparities in Long‐Term Academic Achievement

2020 ◽  
Vol 91 (5) ◽  
Author(s):  
LillyBelle K. Deer ◽  
Paul D. Hastings ◽  
Camelia E. Hostinar
Keyword(s):  
Academic Achievement ◽  
Executive Function ◽  
Income Disparities

Nutrients for executive function development and related brain connectivity in school-aged children

2020 ◽  
Author(s):  
Sarah E Costello ◽  
Eveline Geiser ◽  
Nora Schneider
Keyword(s):  
Academic Achievement ◽  
Executive Function ◽  
Cognitive Processes ◽  
Brain Connectivity ◽  
Brain Maturation ◽  
Childhood And Adolescence ◽  
School Aged Children ◽  
Complex Processes ◽  
Nutrition And Diet

Abstract Executive functions refer to a set of higher-order cognitive processes involved in the control and organization of information to serve goal-directed behaviors. Skills in executive functioning are developed throughout childhood and adolescence and have been shown to be predictive of academic achievement. The coordination of these complex processes is critically dependent on brain maturation and connectivity, including key neurodevelopmental processes like myelination and synaptogenesis. Among other factors, research highlights the influential effect of nutrition and diet on these neurodevelopmental processes, which may impact executive function performance in healthy and deficient populations. This review considers the research to date on the role of key nutrients that have been identified for executive function development and their underlying neurophysiological processes in school-aged children.

scholarly journals Inter-Ethnic Friendship and Hostility between Roma and non-Roma Students in Hungary: The Role of Exposure and Academic Achievement

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Tamás Hajdu ◽  
Gábor Kertesi ◽  
Gábor Kézdi
Keyword(s):  
Academic Achievement ◽  
Ethnic Group ◽  
Ethnic Relations ◽  
The Other ◽  
Closing The Achievement Gap ◽  
Group Relations ◽  
Positive Effects ◽  
Using Data

AbstractThis study examines friendship and hostility relations between Roma students and the ethnically homogeneous non-Roma majority in Hungarian schools. Using data on friendship and hostility relations of 15-year-old students from 82 schools, the study focuses on the interaction between exposure to the other ethnic group and academic achievement of Roma students. High-achieving Roma students are shown to have significantly more friends and fewer adversaries than low-achieving ones, due to better inter-ethnic relations while having similar within-ethnic group relations. As a result, higher exposure to Roma students translates to more friendship and less hostility from non-Roma students in environments where more of the Roma students have higher achievement. Therefore, policies helping the achievement of Roma students can have immediate as well as long-term positive effects. Simulations suggest that a mixed policy of desegregation and closing the achievement gap may best foster positive inter-ethnic relations.

scholarly journals Maternal perinatal mental health and offspring academic achievement at age 16: the mediating role of childhood executive function

2015 ◽  
Vol 57 (4) ◽  
pp. 491-501 ◽  
Author(s):  
Rebecca M. Pearson ◽  
Marc H. Bornstein ◽  
Miguel Cordero ◽  
Gaia Scerif ◽  
Liam Mahedy ◽  
...  
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Executive Function ◽  
Perinatal Mental Health ◽  
Mediating Role

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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