Divorce and adolescent academic achievement: Heterogeneity in the associations by parental education

Academic achievement is affected by external and internal factors. This study generally aims to examine the influence of family characteristics (per capita income and parental education), individual characteristics (age and gender), cognitive intelligence, and self-regulated learning toward academic achievement in adolescents. A total of 91 samples (Mage=13.9 years) with the largest percentage of the respondents were women were selected from two different junior high schools in Bogor area. Cognitive intelligence, self-regulated learning, and academic achievement were measured using Riley Inventory Basic of Learning Skills (RIBLS), Motivated Strategies for Learning Questionnaire (MSQL), and student academic record, respectively. The partial regression analysis showed there was a negative effect of mother’s education on self-regulated learning. Gender was found to positively predicted cognitive intelligence. The regression analysis also showed that parental education and cognitive intelligence positively predicted adolescent academic achievement. Per capita income, gender, and self-regulated learning showed no significant effects on academic achievement.

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RELATION OF PARENTAL EDUCATION AND LIFE STATUS TO ACADEMIC ACHIEVEMENT BY XHOSA CHILDREN

Psychological Reports ◽

10.2466/pr0.71.7.947-956 ◽

1992 ◽

Vol 71 (7) ◽

pp. 947 ◽

Cited By ~ 1

Author(s):

VARGHESE IEPEN CHERIAN

Keyword(s):

Academic Achievement ◽

Parental Education

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Ego Development and Adolescent Academic Achievement

Journal of Research on Adolescence ◽

10.1111/j.1532-7795.2006.00116.x ◽

2006 ◽

Vol 16 (1) ◽

pp. 1-18 ◽

Cited By ~ 22

Author(s):

Krisanne Bursik ◽

Timothy A. Martin

Keyword(s):

Academic Achievement ◽

Ego Development ◽

Adolescent Academic Achievement

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Executive function as a mediator between SES and academic achievement throughout childhood

International Journal of Behavioral Development ◽

10.1177/0165025415603489 ◽

2016 ◽

Vol 41 (1) ◽

pp. 94-104 ◽

Cited By ~ 35

Author(s):

Gwendolyn M. Lawson ◽

Martha J. Farah

Keyword(s):

Academic Achievement ◽

Executive Function ◽

Verbal Memory ◽

Parental Education ◽

Math Achievement ◽

Family Income ◽

Normal Brain ◽

Time Period ◽

Reading And Math ◽

Mri Study

Childhood socioeconomic status (SES), as measured by parental education and family income, is highly predictive of academic achievement, but little is known about how specific cognitive systems shape SES disparities in achievement outcomes. This study investigated the extent to which executive function (EF) mediated associations between parental education and family income and changes in reading and math achievement in a sample of 336 children between the ages of 6 and 15 years from the NIH MRI Study of Normal Brain Development. Verbal memory was simultaneously modeled as a comparison candidate mediator. SES predicted significant changes in reading and math achievement over a two-year time period. Furthermore, executive function, but not verbal memory, was found to partially mediate the relationship between SES variables and change in math achievement. Collectively, these results suggest that executive function may be an important link between childhood SES and academic achievement

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Midday napping in children: associations between nap frequency and duration across cognitive, positive psychological well-being, behavioral, and metabolic health outcomes

SLEEP ◽

10.1093/sleep/zsz126 ◽

2019 ◽

Vol 42 (9) ◽

Cited By ~ 4

Author(s):

Jianghong Liu ◽

Rui Feng ◽

Xiaopeng Ji ◽

Naixue Cui ◽

Adrian Raine ◽

...

Keyword(s):

Academic Achievement ◽

Elementary School ◽

Parental Education ◽

Well Being ◽

Internalizing Behavior ◽

Self Control ◽

Poor Sleep ◽

Time In Bed ◽

Metabolic Outcomes ◽

Wide Range

AbstractStudy ObjectivesPoor sleep and daytime sleepiness in children and adolescents have short- and long-term consequences on various aspects of health. Midday napping may be a useful strategy to reduce such negative impacts. The effect of habitual napping on a wide spectrum of cognitive, behavioral, psychological, and metabolic outcomes has not been systematically investigated.MethodsThis study characterized midday napping habits in 3819 elementary school children from the China Jintan Cohort Study. In 2011, weekly nap frequency and average duration were collected once from students at grades 4–6. Prior to their completion of elementary school at grade 6 (in 2011–2013 respective to each grade), the following outcomes were collected once: behavioral and academic achievement evaluated by teachers, and self-reported positive psychology measures including grit, self-control, and happiness. IQ tests were conducted on a subgroup. Metabolic indices, including body mass index and fasting glucose concentration, were measured through physical exams. For the whole sample, we assessed associations between napping and each outcome, adjusted for sex, grade, school location, parental education, and time in bed at night. We also conducted stratified analyses on grade 6 (cross-sectional), grade 4 (2-year gap), and grade 5 (1-year gap) data.ResultsOverall, napping was significantly associated with higher happiness, grit, and self-control, reduced internalizing behavior problem, higher verbal IQs, and better academic achievement, although specific patterns varied across frequency and duration for different outcomes. More limited significant associations were found for decreased externalizing behavior problems, compared to non-nappers, while no significant associations were found for performance IQ and metabolic outcomes.ConclusionsResults indicate benefits of regular napping across a wide range of adolescent outcomes, including better cognition, better psychological wellness, and reduced emotional/behavioral problems. The current study underscores the need for further large-scale intervention studies to establish causal effects.

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