Effects of Family Violence Exposure on Adolescent Academic Achievement: A Systematic Review

2020 ◽  
pp. 152483801989948
Author(s):  
Meu Supol ◽  
Lata Satyen ◽  
Matin Ghayour-Minaie ◽  
John W. Toumbourou
Keyword(s):  
Academic Achievement ◽  
Family Violence ◽  
Violence Exposure ◽  
English Language ◽  
Future Research ◽  
Negative Effects ◽  
Reasonable Evidence ◽  
Mediating Mechanisms ◽  
Exposure To Family Violence ◽  
Adolescent Academic Achievement

Millions of children are exposed to family violence around the world; however, the effects on adolescent academic achievement are poorly understood. Using a systematic search and review methodology, we synthesized studies that quantitatively examined the effects of exposure to family violence on academic achievement among adolescents. We searched for peer-reviewed, English-language articles in nine online databases. Thirteen studies that examined adolescents were included, where family violence exposure was the independent variable and academic achievement was the dependent variable. Of those, nine studies identified significant, direct, and negative effects of family violence exposure on adolescent academic achievement, and a further two identified significant, indirect, and negative effects. We found reasonable evidence showing that adolescents’ academic achievement is negatively affected by exposure to family violence. Our review findings indicate the importance of implementing prevention strategies to reduce children’s exposure to family violence, and intervention for those who have been exposed to it. Future research should further examine the moderating and mediating mechanisms by which family violence exposure affects academic achievement.

Unexpected Arrivals

2016 ◽  
Vol 38 (4) ◽  
pp. 692-713 ◽  
Author(s):  
Emilyn Ruble Whitesell ◽  
Leanna Stiefel ◽  
Amy Ellen Schwartz
Keyword(s):  
New York ◽  
Public Schools ◽  
Urban Areas ◽  
English Language ◽  
Future Research ◽  
Negative Effects ◽  
Heterogeneous Effects ◽  
Eighth Grade Students ◽  
Short Run ◽  
The Impact

Across the country and in urban areas in particular, many students change schools during the academic year. While much research documents the impact of changing schools on the academic achievement of mobile students themselves, less research explores whether new arrivals have negative spillovers on stable classmates. The lack of research on impacts of mid-year entry is problematic, as poor, minority, and low-achieving students are disproportionately exposed to mid-year entry. In this study, we use a rigorous causal identification strategy and rich longitudinal data on fourth- through eighth-grade students in the New York City (NYC) public schools to estimate the impact of exposure to mid-year entry on the achievement of stable students. We analyze heterogeneous effects of mid-year entrants by origin (arriving from other NYC public schools, from other U.S. school systems, or from other countries), determine the extent to which mid-year entrants’ characteristics mediate the impact of mid-year entry, and explore the moderating influence of stable students’ characteristics. We find small negative effects of mid-year entry on both math and English language arts test scores in the short run. These impacts are not driven by mid-year entrant characteristics and are somewhat larger for Asian students and those who do not qualify for free or reduced-price lunch. Finally, results suggest mid-year entry continues to negatively influence the math performance of stable students beyond the year of exposure. We discuss the relevance of results and conclude with recommendations for future research.

Exposure to Serious Family Violence Among Incarcerated Boys: Its Association With Violent Offending and Potential Mediating Variables

1995 ◽  
Vol 10 (3) ◽  
pp. 163-182 ◽  
Author(s):  
Steve Spaccarelli ◽  
J. Douglas Coatsworth ◽  
Blake Sperry Bowden
Keyword(s):  
Family Violence ◽  
Physical Abuse ◽  
Violent Offenders ◽  
Future Research ◽  
Male Adolescents ◽  
Violent Offending ◽  
Violent Behaviors ◽  
Self Reports ◽  
And Coping ◽  
Exposure To Family Violence

A sample of 213 delinquent male adolescents (mean age = 16.1) were compared on interview-based measures concerning exposure to interadult family violence and physical abuse, attitudes toward aggression, self-reported competence, and coping strategies. Using juvenile arrest data and self-reports of violent behaviors, the sample was divided into four groups: “Violent Offenders,” “Undetected Violent Offenders,” “Violent Deniers,” and “Controls.” Results indicated that violent offenders and undetected violent offenders had higher rates of exposure to serious physical abuse, and weapons violence between adults, than controls and deniers. A series of 2 x 2 ANOVAs further indicated that exposure to serious violence was associated with lower self-reported competence, attitudes more supportive of aggression, and more use of aggressive control as a form of coping. Logistic regression analyses were also consistent with the hypothesis that the effects of exposure to family violence on serious violent offending are mediated by beliefs supporting aggression and by the tendency to cope through aggressive control-seeking. Implications of these results for future research concerning exposure to family violence as a risk factor for serious violent offending are discussed.

scholarly journals Externalizing Behavior and Academic Achievement : Do Causal Relations Exist?

2020 ◽  
Author(s):  
Tara Kulkarni ◽  
Amanda Sullivan ◽  
Jiwon Kim
Keyword(s):  
Academic Achievement ◽  
Behavior Problems ◽  
Externalizing Behavior ◽  
Structural Equation ◽  
Educational Practice ◽  
Academic Failure ◽  
Externalizing Behavior Problems ◽  
Equation Modeling ◽  
Future Research ◽  
Negative Effects

Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the prevalence of behavioral disorders is approximately 19% of all US children, understanding of the mechanisms through which academic achievement and externalizing behavior problems interact can inform effective intervention to prevent persistent academic failure, chronic behavioral difficulties, and related negative long-term outcomes. The purpose of this study, therefore, was to systematically review research on the association between low academic achievement and externalizing behavior problems, as well as evaluate the research indicating causal linkages, if any, between the two domains. Five databases were searched, including OVID Medline, PsycInfo, Academic Search Premier, ERIC, Education Resource and PROQUEST. Search terms included statistical designs that could support a hypothetical causal association (e.g., structural equation modeling). We screened a total of 1,990 studies, of which 26 met the final inclusion criteria. In total, ten studies reported significant negative effects between the two domains, of which only six reported effect sizes that could be considered meaningful. All but two reported these effects in the direction of early externalizing behavior problems to later academic achievement. Overall, there was inconclusive evidence for either a causal or predictive relationship. Implications for future research and educational practice are discussed.

scholarly journals Global, National, and Local Goals: English Language Policy Implementation in an Indonesian International Standard School

2012 ◽  
Vol 3 (2) ◽  
pp. 69-78 ◽  
Author(s):  
Eddy Haryanto ◽  
Amirul Mukminin
Keyword(s):  
Academic Achievement ◽  
English Language ◽  
Teacher Educators ◽  
Policy Implications ◽  
School Level ◽  
Future Research ◽  
Medium Of Instruction ◽  
International Standard ◽  
Math And Science ◽  
The Impact

The purpose of this study was to examine the achievement of students in math and science subjects as the impact of using English as a medium of instruction at an international standard school. A questionnaire was used as a research instrument to 190 students at one international standard school in Jambi Province, Indonesia. A focus group discussion (FGD) approach was undertaken to validate and verify the data gathered through the questionnaire and clarify some issues raised in the questionnaire. Data were analyzed by using descriptive statistics and Pearson Product Moment Correlation. It was found that the students’ demographic profile, attitude toward English and grades in math and science subjects were significantly related with their academic achievement. However, students’ perception on methods and techniques was not significantly related with their academic achievement in English, math, and the science subjects. The result showed that the implementation of English as a medium of instruction was not done well in the international standard school. This is perhaps due to the difficulty of learning science and math in English. This study provided information for policy makers, school leaders, researchers, and teacher educators to understand how the policy is implemented at the school level. The challenges of attempting too ambitious linguistic and academic goals in the school were discussed as were policy implications and future research.

Searching Online for Methods of Suicide

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Christian Ulrich Eriksen ◽  
Flemming Konradsen ◽  
Thilde Vildekilde
Keyword(s):  
Content Analysis ◽  
English Language ◽  
Significant Proportion ◽  
Background Information ◽  
Access To Information ◽  
Online Content ◽  
Negative Effects ◽  
Search Terms ◽  
Methods Of Suicide

Abstract. Background: Information on methods of suicide is available online, and access to information on methods of suicide appears to contribute to a small but significant proportion of suicides. There is limited documentation of how methods of suicide are being profiled, as well as what content exists in other languages than English. Aim: We aimed to analyze and compare how methods of suicide are profiled on Danish and English-language websites. Method: We applied a categorization and content analysis of websites describing methods of suicide. Sites were retrieved by applying widely used Danish and English-language search terms. Results: A total of 136 English-language websites and 106 Danish-language websites were included for analysis. Websites were more often categorized as prevention or support sites, academic or policy sites, and against suicide sites than dedicated suicide sites (i.e., pro-suicide sites), or information sites. However, information on methods of suicide was available, and 20.1% and 8.9% of the English and Danish-language sites, respectively, suggested that a particular method of suicide was quick, easy, painless, or certain to result in death. Limitations: Only one author coded and analyzed all websites. A further operationalization of the content analysis checklist is warranted to increase reliability. Conclusion: The websites primarily had a prevention or anti-suicide focus, but information on methods of suicide was available, requiring an increased focus on how to diminish the negative effects of harmful online content.

Computed Tomography (CT) Attenuation Value in Relation with Body Dimension, Gender and Age in Malay population: A Literature Review

2020 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Siti Aisyah Munirah Bohang ◽  
Zainul Ibrahim Zainuddin ◽  
Norhanna Suhoimi
Keyword(s):  
English Language ◽  
Region Of Interest ◽  
Time Frame ◽  
Future Research ◽  
Body Dimension ◽  
Attenuation Value ◽  
Gender And Age ◽  
Ct Attenuation ◽  
Malay Population ◽  
Ct Attenuation Value

Interaction of CT’s x-ray beams with patient resulted in attenuation process and there are various factors affecting CT attenuation values. The aim of this review is to examine the existed literatures regarding the concept of attenuation in CT and its relationship with body dimension, gender and age in Malay population. Guided by primary question, literature searches were conducted using the established online database; SCOPUS and PubMed. The time frame for literatures was from 2000 to 2019 and only literatures in English language were selected. The size of body dimension has affected the CT attenuation value but it also depending on the type of tissue presence within the region of interest (ROI) such as muscle and fat tissues. Due to larger body framework and higher amount of skeletal muscle mass theoretically males would have higher CT attenuation value than female. CT attenuation value reduces with aging process. Asians including Malay population have smaller body dimension than Caucasians and the mean attenuation value of abdominal region in Asians could differ from 20 HU. Thus, there is a need for future research to investigate the interrelatedness of attenuation in CT (HU) and body dimension within Malay population and close this gap of knowledge. 

Chasing the Anchor: A Systematic Review and Meta-analysis of Perceptual Anchoring Deficits in Developmental Dyslexia

2020 ◽  
Author(s):  
Kurt D Shulver ◽  
Nicholas A Badcock
Keyword(s):  
Systematic Review ◽  
Reading Ability ◽  
English Language ◽  
Prediction Interval ◽  
Meta Analysis ◽  
Visual Assessment ◽  
Individual Performance ◽  
Future Research ◽  
Significant Heterogeneity ◽  
Eligibility Criteria

We report the results of a systematic review and meta-analysis investigating the relationship between perceptual anchoring and dyslexia. Our goal was to assess the direction and degree of effect between perceptual anchoring and reading ability in typical and atypical (dyslexic) readers. We performed a literature search of experiments explicitly assessing perceptual anchoring and reading ability using PsycInfo (Ovid, 1860 to 2020), MEDLINE (Ovid, 1860 to 2019), EMBASE (Ovid, 1883 to 2019), and PubMed for all available years up to June (2020). Our eligibility criteria consisted of English-language articles and, at minimum, one experimental group identified as dyslexic - either by reading assessment at the time, or by previous diagnosis. We assessed for risk of bias using an adapted version of the Newcastle-Ottawa scale. Six studies were included in this review, but only five (n = 280 participants) were included in the meta-analysis (we were unable to access the necessary data for one study).The overall effect was negative, large and statistically significant; g = -0.87, 95% CI [-1.47, 0.27]: a negative effect size indicating less perceptual anchoring in dyslexic versus non-dyslexic groups. Visual assessment of funnel plot and Egger’s test suggest minimal bias but with significant heterogeneity; Q (4) = 9.70, PI (prediction interval) [-2.32, -0.58]. The primary limitation of the current review is the small number of included studies. We discuss methodological limitations, such as limited power, and how future research may redress these concerns. The variability of effect sizes appears consistent with the inherent variability within subtypes of dyslexia. This level of dispersion seems indicative of the how we define cut-off thresholds between typical reading and dyslexia populations, but also the methodological tools we use to investigate individual performance.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

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