scholarly journals Newcomer Children: Experiences of Inclusion and Exclusion, and Their Outcomes

2014 ◽  
Vol 2 (4) ◽  
pp. 23-37 ◽  
Author(s):  
Jacqueline Oxman-Martinez ◽  
Ye Ri Choi
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
School Environment ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
The Philippines ◽  
Immigrant Children ◽  
Social Psychological ◽  
Factors Affecting ◽  
Inclusive School

This article explores the potential inclusion and exclusion factors affecting the developmental outcomes of immigrant children, and examines the influence of inclusive school environment, social/psychological isolation, and perceived discrimination by peers and teachers on the psychosocial and academic adjustment of immigrant children. Our study is based on a subset of data from the New Canadian Children and Youth Study (NCCYS), a national longitudinal survey including 515 foreign-born immigrant children (11 to 13 years) from three ethnic groups (Mainland China, Hong Kong, the Philippines) living in the Montreal and Toronto metropolitan areas, Canada. The results show that after controlling for socio-demographic background variables, teachers’ discriminatory attitudes and psychological isolation contribute to the prediction of risk for immigrant children’s self-esteem, social competence, and academic performance. Inclusive school environment has a significant effect on social competence and academic performance of immigrant children. Peer discrimination is also associated with self-esteem and social competence. These findings suggest that inclusive school environment, social/psychological isolation, and discrimination are critical factors affecting the developmental outcomes of immigrant children that, in turn, are connected to future prospects for their eventual inclusion and participation in other social, economic, and political venues of the host country.

scholarly journals Factores personales-institucionales que impactan el rendimiento académico en un posgrado en educación

2018 ◽  
pp. 4-32
Author(s):  
Mario José Martín Pavón ◽  
Dora Esperanza Sevilla Santo ◽  
Cristina Jenaro Río
Keyword(s):  
Academic Performance ◽  
Well Being ◽  
Self Esteem ◽  
Influential Factors ◽  
Team Work ◽  
Institutional Factors ◽  
Research Experience ◽  
Factors Affecting ◽  
Faculty Of Education ◽  
Research Students

La presente investigación tuvo como objetivo identificar los factores personales e institucionales que determinan el rendimiento académico de los estudiantes de la Maestría en Investigación Educativa, ofertada por la Facultad de Educación de la Universidad Autónoma de Yucatán, México. El estudio se desarrolló bajo el paradigma cuantitativo. Los participantes pertenecen a las cohortes 2004-2014, y fueron clasificados en estudiantes de alto o bajo rendimiento. La información se recolectó con un cuestionario estructurado que indagó sobre: conocimientos previos, antecedentes académicos, habilidad para trabajar en equipo, expectativas del programa, motivación, autoestima, bienestar psicológico, procesos académicos-administrativos y desempeño del asesor y tutor. El análisis de la información incluyó procesos comparativos, estudio de relaciones, análisis de regresión y análisis discriminante. El estudio reportó que la experiencia en investigación, los hábitos de estudio y la autoestima son los factores que más influyen en el rendimiento académico de los estudiantes del programa.Personal and institutional factors affecting academic performance in a postgraduate program in educationSummaryThe present research aims to identify the personal and institutional factors that determine the academic performance Master in Educational Research students, offered by the Faculty of Education of the Autonomous University of Yucatan, Mexico. The study was developed under the quantitative paradigm. Participants belong to the 2004-2014 cohorts, and were classified as high or low performing students. The information was collected with a structured questionnaire that inquired about: previous knowledge, academic background, team-work skills, program expectations, motivation, self-esteem, psychological well-being, academic-administrative processes and consultant and tutor performance. The analysis of the information included comparative processes, relationship study, and regression and discriminant analyses. The study reported that research experience, study habits, and self-esteem were the most influential factors in the academic performance of students in the program.Recibido: 19 de junio de 2017Aceptado: 09 enero de 2018

scholarly journals Bridging Families and Schools to Prevent Youth from Running Away From Home

2019 ◽  
Vol 14 (3) ◽  
pp. 45-69
Author(s):  
Monica Bixby Radu
Keyword(s):  
School Environment ◽  
Policy Development ◽  
Behavioral Outcomes ◽  
Cumulative Effect ◽  
Social Psychological ◽  
Bully Victimization ◽  
Running Away ◽  
Inclusive School ◽  
Negative Perceptions ◽  
Victims Of Bullying

Running away from home is a serious problem among American youth. It has been linked to numerous negative social, psychological, and behavioral outcomes. It is well-established that family dysfunction is one reason that youth run away from home. However, less research focuses on how both families and schools influence youths’ likelihood of running away from home. Drawing from a sample of 4,546 youth from the 1997 National Longitudinal Survey of Youth, I examine how youths’ perceptions of their schools’ safety, experiences with bully victimization, and bonds with their families and their schools predict the likelihood of running away from home. I find that youths’ negative perceptions of their schools’ safety increase the likelihood that they will run away from home. Additionally, I discover that youth who have been the victims of bullying are more likely to run away from home compared to their peers who have not been bullied. My findings also suggest a cumulative effect between youths’ perceptions of unsafe schools and experiences with bullying, suggesting that youth are most likely to run away from home when they feel unsafe at school and have been the victim of childhood bullying. These findings are important because they have implications for policy development. My findings suggest that (a) promoting a positive and inclusive school environment and (b) helping youth foster stronger relationships may help deter youth from running away from home.  

scholarly journals Perceived Discrimination at School and Developmental Outcomes among Bai Adolescents: The Mediating Roles of Self-Esteem and Ethnic Identity

2022 ◽  
Vol 19 (2) ◽  
pp. 657
Author(s):  
Lifen Zhao ◽  
Steven Sek-yum Ngai
Keyword(s):  
Ethnic Identity ◽  
Social Competence ◽  
Ethnic Minority ◽  
Developmental Outcomes ◽  
Self Esteem ◽  
Ethnic Discrimination ◽  
Minority Adolescents ◽  
Perceived Ethnic Discrimination ◽  
Behavioural Adjustment ◽  
Ethnic Minority Adolescents

Although discrimination is widely acknowledged to impair developmental outcomes among ethnic minority adolescents, literature differentiating discrimination based on personal characteristics and group membership is lacking, especially in Chinese contexts, and the mechanisms of those relationships remain unclear. In response, the study presented here examined whether self-esteem mediates the relationship between perceived academic discrimination and developmental outcomes among such ethnic minority adolescents, and whether ethnic identity mediates the relationship between perceived ethnic discrimination and developmental outcomes. Multistage cluster random sampling performed in Dali and Kunming, China, yielded a sample of 813 Bai adolescents whose data was analysed in structural equation modelling. The results indicate that perceived academic discrimination had a direct negative effect on adolescents’ mental health, while perceived ethnic discrimination had direct negative effects on their behavioural adjustment and social competence. Perceived academic discrimination also indirectly affected adolescents’ behavioural adjustment, mental health, and social competence via self-esteem, whereas perceived ethnic discrimination indirectly affected their behavioural adjustment and social competence via ethnic identity. These findings deepen current understandings of how perceived discrimination, self-esteem, and ethnic identity affect the developmental outcomes of ethnic minority adolescents and provide practical recommendations for policymakers and social workers to promote those outcomes in China.

scholarly journals Factors affecting the Academic Performance of university students residing in Student Housing Facility

2018 ◽  
Vol 21 (1) ◽  
pp. 83-100
Author(s):  
Shazia Hasan ◽  
Mehreen Fatima
Keyword(s):  
Academic Performance ◽  
Self Esteem ◽  
Student Housing ◽  
Performance Study ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Systematic Random Sampling ◽  
Factors Affecting ◽  
The Impact ◽  
Housing Facility

Student housing facility (SHF) has been considered as an indispensable part of the facilities offered by higher education institutes today. This study is conducted to find out the impact of satisfaction generated from student housing facility and social support on their stress level, self-esteem and self-efficacy. The major focus of the study is to investigate the impact of above mentioned factors on students academic performance. Study also shows the gradual changes in these factors that come with each semester. A cross-sectional survey is conducted through questionnaires. Targeted population consists of all the girls of bachelor programs residing in Fatima Jinnah Girls Hostel of COMSATS Institute of information Technology, Lahore. A sample of 200 students is selected through systematic random sampling. Some of the results are consistent with literature while some of them show contradictory results. Further research can be conducted to investigate those results further. This study is a contribution towards literature as few studies are conducted on student housing facilities in the context of Pakistan.

scholarly journals Predicting Academic Performance of College Freshmen in the Philippines using Psychological Variables and Expectancy-Value Beliefs to Outcomes-Based Education: A Path Analysis

2020 ◽  
Author(s):  
Mark Alipio
Keyword(s):  
Academic Performance ◽  
Path Analysis ◽  
Perceived Stress ◽  
Psychological Factors ◽  
Help Seeking ◽  
College Freshmen ◽  
Self Esteem ◽  
The Philippines ◽  
Psychological Variables ◽  
Expectancy Value

This study was designed to verify the connections between psychological factors, expectancy-value beliefs, and academic performance. A cross-sectional survey was conducted with a systematic sample of 12,452 college freshmen from 70 higher education institutions (HEIs) in the Philippines. Zero-order correlations revealed that psychological factors, expectancy-value beliefs, and academic performance are significantly interrelated with each other. Path analysis revealed that help-seeking, self-esteem, self-efficacy, and social support positively influence expectancy-value beliefs and academic performance. Furthermore, the path analysis showed that academic overload and perceived stress exerted a negative influence on expectancy-value beliefs and academic performance, while expectancy-value beliefs had a positive influence with academic performance. Mediation analysis revealed that expectancy-value beliefs to OBE partially mediate the effects of the six psychological variables, namely help-seeking, self-esteem, self-efficacy, social support, academic overload and perceived stress, on academic performance. Based on the results of the study, a model that would predict the academic performance of students under OBE approach using psychological factors and expectancy- value beliefs, was developed.

scholarly journals Self-Esteem and Loneliness as Factors Affecting Distance Learning Students

2014 ◽  
Vol 17 (2) ◽  
pp. 100-116 ◽  
Author(s):  
Maria Vakoufari ◽  
Angelaki Christina ◽  
Ilias Mavroidis
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Social Presence ◽  
Relevant Literature ◽  
Self Esteem ◽  
Drop Out ◽  
Postgraduate Students ◽  
Factors Affecting ◽  
Correlational Data ◽  
Blended Distance Learning

Abstract This study aims at empirically examining the relation of self-esteem and loneliness with social presence, academic performance, satisfaction with the course and intention for academic drop out, in a blended distance learning environment in Greece. The study involved both undergraduate and postgraduate students of the Hellenic Open University (HOU). Data were collected via a four-section questionnaire. The correlational data analysis yielded a negative correlation between self-esteem and intention for academic drop out, while there is a positive correlation between self-esteem and satisfaction derived from the course. Results also suggested that there is no correlation between self-esteem and academic performance. Findings also revealed that there is no statistically significant correlation between loneliness and the other variables under examination. Furthermore, the results showed that there were no statistically significant differences between the examined variables in relation to the demographic features (gender, age, etc.). The findings of the present study are discussed in relation to the relevant literature, taking into consideration the blended learning educational format offered by the HOU which is based on methodologies used in other European institutions that offer distance learning courses. Finally, recommendations for further research are presented.

scholarly journals Experiences of School Belonging for Young Children With Refugee Backgrounds

2016 ◽  
Vol 33 (1) ◽  
pp. 33-53 ◽  
Author(s):  
Clemence Due ◽  
Damien W. Riggs ◽  
Martha Augoustinos
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Peer Relationships ◽  
School Environment ◽  
Developmental Outcomes ◽  
School Belonging ◽  
Self Esteem ◽  
Photo Elicitation ◽  
Refugee Children ◽  
Refugee Students

Previous research with adolescents with refugee backgrounds living in countries of resettlement has found that school belonging has an impact on a range of wellbeing and developmental outcomes, including mental health, peer relationships, self-esteem and self-efficacy, and academic achievement. However, very little research has explored school belonging in younger children with refugee backgrounds (i.e., under 13 years of age). In this article we report on a participatory research project concerning the experiences and understandings of school belonging with 15 children with refugee backgrounds (aged from 5 to 13 years old) who had been living in Australia for less than 12 months. The research aimed to explore experiences of school and school belonging from the perspective of children, and utilised photo elicitation techniques. The study found that refugee children were able to create a sense of school belonging through aspects of the school environment that reflected their identity and values, and through their relationships with their peers and teachers. In conclusion, we highlight the importance of ensuring that schools create spaces for refugee students to demonstrate their knowledge, values, and skills at school, and to ensure that strategies to promote school belonging in refugee students take into account their experiences and identity.

scholarly journals SCHOOL FACTORS AFFECTING ESTONIAN STUDENTS’ SUBJECTIVE WELL-BEING AT THE BASIC SCHOOL

2017 ◽  
Vol 75 (6) ◽  
pp. 599-611
Author(s):  
Marika Ratnik ◽  
Eha Rüütel
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
School Environment ◽  
Age Groups ◽  
Well Being ◽  
Perceived Learning ◽  
Subjective Well Being ◽  
School Factors ◽  
Factors Affecting ◽  
Basic School

This research focuses on the personal well-being of basic school students and on the school environment factors affecting it. The authors were also interested to know whether there are any differences between two age groups (6th grade and 9th grade) in the perception of the school environment and school relations. The research included 934 students (426 boys and 508 girls) aged 12 to 17 years. The well-being was measured by the WHO-5 Well-Being Index; school factors included perceived school relationships, perceived learning environment and academic performance. The indicators differentiating between the groups with low and high well-being were: obtaining help from the school, the pleasantness of lessons, relationships with teachers, and relationships with schoolmates. In both age groups, higher well-being was predicted by relationships with teachers and schoolmates, obtaining help from the school, and parents’ relationships with the school. The results indicated that students establish relationships supporting their well-being not only in their class. It is rather the wider communication culture in the school that supports the students’ well-being. The results also indicate the wider effect of school relationships in that the factor of obtaining help from the school (the school`s pro-social organization) is more significant for the students’ well-being that the pro-social behaviour of the classmates. Keywords: adolescence academic performance, perceived school relationships, perceived learning environment, subjective well-being.

scholarly journals Academic Performance and the Role of Self-directed Learning, Self-esteem, and Grit among Nursing Students

2021 ◽  
Vol 5 (1) ◽  
pp. 1-9
Author(s):  
Ryan Michael Flores Oducado
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Self Esteem ◽  
The Philippines ◽  
Psychological Resources ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning

Background: understanding the factors affecting academic performance is important to support and promote the academic success of students. While there have been several studies on nursing students’ academic performance, the role of self-directed learning readiness, self-esteem, and grit among Filipino nursing students have not been well documented.Purpose: This study aimed to determine the relationship of self-directed learning readiness, self-esteem, and grit to the perceived academic performance of nursing students.Methods: This correlational research was conducted among undergraduate sophomore nursing students in a higher education institution in the Philippines using adopted research instruments. Spearman’s rho tested the correlation between variables.Results: The results indicated that self-directed learning readiness (rs=.360, p=.000), self-esteem (rs=.301, p=.000), and grit (rs=.186, p=.023) were significantly related to the academic performance of sophomore nursing students.Conclusion: psychological resources such as self-directed learning readiness, self-esteem, and grit contribute to students’ academic performance. Strategies that encourage self-directed learning, increase self-esteem, and cultivate grit are needed to support student's academic success in nursing school.

Can the Academic Self-Concept be Positive and Realistic?

2005 ◽  
Vol 19 (3) ◽  
pp. 129-132 ◽  
Author(s):  
Reimer Kornmann
Keyword(s):  
Academic Performance ◽  
Opposite Effect ◽  
Self Esteem ◽  
Point Of View ◽  
The Other ◽  
Self Concept ◽  
High Ability ◽  
Self Image ◽  
Other Hand

Summary: My comment is basically restricted to the situation in which less-able students find themselves and refers only to literature in German. From this point of view I am basically able to confirm Marsh's results. It must, however, be said that with less-able pupils the opposite effect can be found: Levels of self-esteem in these pupils are raised, at least temporarily, by separate instruction, academic performance however drops; combined instruction, on the other hand, leads to improved academic performance, while levels of self-esteem drop. Apparently, the positive self-image of less-able pupils who receive separate instruction does not bring about the potential enhancement of academic performance one might expect from high-ability pupils receiving separate instruction. To resolve the dilemma, it is proposed that individual progress in learning be accentuated, and that comparisons with others be dispensed with. This fosters a self-image that can in equal measure be realistic and optimistic.

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