Predictors of Academic Success in 9- to 11-Year-Old Homeless Children: The Role of Executive Function, Social Competence, and Emotional Control

2017 ◽  
Vol 38 (9) ◽  
pp. 1236-1264 ◽  
Author(s):  
Theresa Lafavor
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Social Competence ◽  
Reading Ability ◽  
Effortful Control ◽  
Protective Factor ◽  
Poverty Line ◽  
Emotional Control ◽  
Policy And Practice ◽  
The Impact

Widening achievement gaps between homeless and highly mobile (HHM) youth and their peers highlight the need for research to understand effects of risk and adversity on development to promote resilience and positive adaptation. Youth living under the poverty line experience more risk and adversity, leading to difficulty in multiple domains including academic achievement. Effortful control has been established as a protective factor among young HHM children; however, the impact of other factors including social competence and emotional control on functioning in early adolescence remains less clear. The current study examined effortful control, social competence, and emotional control in adaptive processes in 86 children, aged 9 to 11, living in an emergency homeless shelter. Consistent with expectations, emotional control and social competence each contributed to academic achievement, above and beyond effortful control and IQ. Emotional control moderated effortful control on reading ability. Implications of these findings, including policy and practice, are discussed.

scholarly journals Measuring the contribution of specialist vocabulary knowledge to academic achievement: disentangling effects of multiple types of word knowledge

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ahmed Masrai ◽  
James Milton ◽  
Dina Abdel Salam El-Dakhs ◽  
Heba Elmenshawy
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Success Factors ◽  
Vocabulary Knowledge ◽  
The Other ◽  
Word Knowledge ◽  
Academic Vocabulary ◽  
Vocabulary Size ◽  
Two Factors ◽  
The Impact

AbstractThis study investigates the idea that knowledge of specialist subject vocabulary can make a significant and measurable impact on academic performance, separate from and additional to the impact of general and academic vocabulary knowledge. It tests the suggestion of Hyland and Tse (TESOL Quarterly, 41:235–253, 2007) that specialist vocabulary should be given more attention in teaching. Three types of vocabulary knowledge, general, academic and a specialist business vocabulary factors, are tested against GPA and a business module scores among students of business at a college in Egypt. The results show that while general vocabulary size has the greatest explanation of variance in the academic success factors, the other two factors - academic and a specialist business vocabulary - make separate and additional further contributions. The contribution to the explanation of variance made by specialist vocabulary knowledge is double that of academic vocabulary knowledge.

The Impact of Interactive Environment and Metacognitive Support on Academic Achievement and Transactional Distance in Online Learning

2016 ◽  
Vol 55 (1) ◽  
pp. 95-122 ◽  
Author(s):  
Ramazan Yılmaz ◽  
Hafize Keser
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Academic Success ◽  
Quantitative Research ◽  
Achievement Test ◽  
Transactional Distance ◽  
Significant Difference ◽  
Interactive Environment ◽  
Conclusion Section ◽  
The Impact

The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 × 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.

Parenting while grieving: the impact of baby loss

2018 ◽  
Vol 17 (4) ◽  
pp. 168-175
Author(s):  
Hedy Cleaver ◽  
Wendy Rose ◽  
Elizabeth Young ◽  
Rebecca Veitch
Keyword(s):  
Protective Factor ◽  
Research Policy ◽  
Third Sector ◽  
Policy And Practice ◽  
Content Type ◽  
Parents And Children ◽  
Provision Of Services ◽  
Living Children ◽  
Long Term Impact ◽  
The Impact

PurposeThe purpose of this paper is to explore the impact of pregnancy or baby loss on families, and their ability to access suitable support. Miscarriage and stillbirth are not rare events and losing a baby can have an overwhelming and long-term impact on parents and on existing and subsequent children.Design/methodology/approachThis paper provides an overview of current relevant research, policy and practice.FindingsMuch research and service provision focuses on pregnancy or baby loss for parents without living children. This is predicated on the widely held assumption that existing children provide a protective factor mitigating the loss and going on to have another child is the best antidote to grief. Research does not substantiate this but highlights the difficulties parents experience when coping with pregnancy or baby loss alongside the needs of looking after existing children.Originality/valueThe identification of a “hidden” group of parents and children whose mental health and wellbeing is at risk without the provision of services. A tailored approach to the needs of the family is called for, including greater collaboration between statutory and third sector organisations.

PEER-PERCEIVED SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT OF LOW-LEVEL EDUCATED YOUNG ADOLESCENTS

2000 ◽  
Vol 28 (1) ◽  
pp. 29-39 ◽  
Author(s):  
Erard H. Maassen ◽  
Johannes A. Landsheer
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Social Competence ◽  
Educational Level ◽  
Negative Attitude ◽  
Significant Negative Correlation ◽  
Academic Achievements ◽  
The Relationship ◽  
Mathematics And Physics ◽  
Achievements In Mathematics

This study focuses on the relationship between peer-rated social competence and academic success among teenagers of the lowest level of Dutch general secondary education. At this educational level, an uninterested or even a mildly depreciative attitude toward academic achievements is anticipated. As a result, it is expected that the relationship between academic performance and peer-perceived social competence should be void or even negative. A questionnaire was administered to a sample of 157 youths, 76 boys and 81 girls between 14 and 17 years. This sample showed a predominantly negative attitude toward academic achievements. The correlations between peer-rated social competence and various measures of academic competence were void or even negative. A significant negative correlation is found with respect to achievements in mathematics and physics. The poorest school achievements are found among a small category of children who have received mainly neutral peer-judgments of social competence.

scholarly journals Mismatch between student and university expectations of academic achievement

2020 ◽  
Vol 8 (2) ◽  
pp. 97-106
Author(s):  
Warren Lake ◽  
Hanabeth Luke ◽  
Bill Boyd
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Student Success ◽  
Student Performance ◽  
Student Perceptions ◽  
Self Efficacy ◽  
Sense Of Belonging ◽  
Analytical Analysis ◽  
The Impact

Student perceptions of their studies and learning are important influencers of academic performance and outcome. Here we find that the grades students anticipate obtaining may differ significantly from grades awarded: students’ perceptions of their studies appear to be at odds with the university’s assessment of their academic worth. A previous study introduced students to the concept of self-efficacy and its effects on academic performance and outcome; we demonstrate that students’ self-efficacy can be raised. Importantly, the focus is not on the validity of the concept of self-efficacy as the guiding or defining principle in this research, but rather a means to potentially identify important student perceptions that may influence academic performance. Moreover, the effect, emphasises a mismatch between student and university expectations of the measure of achievement: students overestimate their anticipated grades against grades awarded. By encouraging improved self-efficacy are we emphasising differences between anticipated and awarded grades? Are we diminishing the student’s sense of achievement and therefore negatively impacting on student performance? To resolve this, in this study we shift the focus from the purely analytical analysis of the impact of self-efficacy and highlight assumptions of the primacy of grades as signifier of academic success. Academic success is motivated by a desire for learning as much as for good grades. Furthermore, a student’s academic success reflects a complex of socio-personal influences. These perspectives allow the effects of improved self-efficacy to be formative in the student’s maturing sense of belonging within education. The survey and concept of self-efficacy is now better understood as the vehicle for improved experiences of learning, becoming potent drivers of student success.

scholarly journals Exploring the Effects of Hope on GPA and Retention among College Undergraduate Students on Academic Probation

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Holly Seirup ◽  
Sage Rose
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Undergraduate Students ◽  
Academic Probation ◽  
Online Course ◽  
College Undergraduate ◽  
Probationary Students ◽  
The Impact ◽  
High Hope

This study analyzed the impact of hope on the academic achievement and retention of 235 students on academic probation at a private Northeastern university. Probationary students were enrolled in a mandatory online course designed to facilitate academic and nonacademic skills, to improve student GPAs and overall retention. The Hope Scale (Snyder et al. (1991)) was administered to identify whether students with greater levels of hope would experience an increase in academic success upon completion of the course. Students were broken down into groups of high, medium, and low hope based on their scores on the instrument. Results showed students who completed the course were more likely to be retained than those who did not complete the course, had a slight increase in GPA by the end of the semester, and high-hope students showed the greatest overall gain in GPAs.

scholarly journals Attachment and Effortful Control in Toddlerhood Predict Academic Achievement Over a Decade Later

2017 ◽  
Vol 28 (12) ◽  
pp. 1786-1795 ◽  
Author(s):  
Lilian Dindo ◽  
Rebecca L. Brock ◽  
Nazan Aksan ◽  
Wakiza Gamez ◽  
Grazyna Kochanska ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Early Adolescence ◽  
Effortful Control ◽  
Attachment Security ◽  
School Achievement ◽  
Current Understanding ◽  
Early Attachment ◽  
Child Attachment

A child’s attachment to his or her caregiver is central to the child’s development. However, current understanding of subtle, indirect, and complex long-term influences of attachment on various areas of functioning remains incomplete. Research has shown that (a) parent-child attachment influences the development of effortful control and that (b) effortful control influences academic success. The entire developmental cascade among these three constructs over many years, however, has rarely been examined. This article reports a multimethod, decade-long study that examined the influence of mother-child attachment and effortful control in toddlerhood on school achievement in early adolescence. Both attachment security and effortful control uniquely predicted academic achievement a decade later. Effortful control mediated the association between early attachment and school achievement during adolescence. This work suggests that attachment security triggers an adaptive cascade by promoting effortful control, a vital set of skills necessary for future academic success.

scholarly journals THE EFFECT OF PARENTING STYLES ON PERSONALITY: A REVIEW OF LITERATURE

2021 ◽  
Vol 9 (08) ◽  
pp. 56-60
Author(s):  
Nidhi Roy Choudhury ◽  
◽  
Srimoyee Roy ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Parenting Styles ◽  
Authoritative Parenting ◽  
Review Of Literature ◽  
Factors Influencing ◽  
Parental Styles ◽  
Authoritative Parenting Style ◽  
The Impact ◽  
Significant Factors

The influence of parents on childs development is extremely important. The impact a parent and family has on an individual is the foremost indicator of the holistic personality of that individual. Several researches are evident to the aspect that parental styles are very crucial factor that influences an adolescents behaviour, also the academic success besides other factors. Literature accords that based on Baumrinds model of Parenting Styles, authoritative parenting style is the most efficient in enhancing the academic achievement. Also that Permissive and neglectful parenting styles are the indicator styles for the abuse of alcohol among the adolescents and young adults. Thus the scope of this literature review is to filter out the significant factors influencing an individuals personality by assessing the aspects of academic achievement and alcohol use in accordance to parenting styles.

scholarly journals The Effect of Inquiry-Based Learning on Academic Success: A Meta-Analysis Study

2021 ◽  
Vol 9 (2) ◽  
pp. 15
Author(s):  
Turan Kaçar ◽  
Ragıp Terzi ◽  
İrfan Arıkan ◽  
Abdullah Cevdet Kırıkçı
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Meta Analysis ◽  
School Level ◽  
Effect Sizes ◽  
High School Level ◽  
Publication Type ◽  
Inquiry Based Learning ◽  
Grade Levels ◽  
The Impact

Inquiry Based Learning (IBL) is a student-centered strategy within the constructivist learning approach. This strategy is an important approach that makes students active inside and outside the classroom, and enables students to work in groups, conduct research, present their research, and increase their academic success. When the literature is reviewed, there are many studies that show that IBL increases the academic success of students. The aim of this study is to make the meta-analysis of articles and theses carried out in Turkey between the dates of 01.01.2000 and 01.03.2020 that investigate the impact of IBL on the academic achievement. In this study, meta-analysis method was used to determine the effects of IBL on students’ academic achievement based on grade levels and publication types. The studies evaluated within the scope of this study were created by using the databases of Google Scholar and the National Thesis Center of the Council of Higher Education. To this end, 30 studies were selected in accordance with year, method, data, and publication type criteria. In this study, the thesis and article evaluation form developed by the researchers was used as the main means of data collection. Comprehensive Meta-Analysis (CMA) program was used to analyze the data. According to the results of this study, it is concluded that IBL significantly increases the academic achievement and the effect sizes are meaningful when grade levels are compared. That is, IBL at high school level is more effective than other educational levels, and when the effect sizes are examined, there are no significant differences based on the types of publication (i.e., articles and theses).

scholarly journals Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

2020 ◽  
Vol 12 (23) ◽  
pp. 9798
Author(s):  
Raquel Gilar-Corbi ◽  
Teresa Pozo-Rico ◽  
Juan-Luis Castejón ◽  
Tarquino Sánchez ◽  
Ivan Sandoval-Palis ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Academic Success ◽  
Goal Orientation ◽  
Well Being ◽  
Performance Measure ◽  
Operating Characteristics ◽  
Knowledge Test ◽  
The University ◽  
The Impact

Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.

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