scholarly journals FATHERS’ IMPORTANCE IN ADOLESCENTS’ ACADEMIC ACHIEVEMENT

2018 ◽  
Vol 8 (3/4) ◽  
pp. 101
Author(s):  
Stephen D. Whitney ◽  
Sara Prewett ◽  
Ze Wang ◽  
Haiqin Chen
Keyword(s):  
Academic Achievement ◽  
School Performance ◽  
Father Involvement ◽  
School Achievement ◽  
Secondary Data ◽  
School Failure ◽  
Twelfth Grade ◽  
Nationally Representative ◽  
Using Data ◽  
Biological Fathers

Many studies have investigated mothers’ impact on students’ achievement, yet little is known about how various father types impact students’ school performance. This study examines 6 mutually exclusive categories of father type: resident biological fathers, resident stepfathers, resident adoptive fathers, non­resident biological fathers, unknown biological fathers, and deceased fathers. Adolescents’ school performance from seventh through twelfth grade is examined using data from 3 waves of the National Longitudinal Study of Adolescent Health (Add Health), a nationally representative United States secondary data source. Findings indicate different types of fathers have distinct and independent positive associations with adolescents’ school achievement, after controlling for mother involvement. Adolescents with resident biological fathers had higher school performance than adolescents with nonresident fathers. Adolescents with stepfathers had higher rates of school failure than their peers living with their biological parents. The lowest achievement and the highest risk of school failure and course failure were experienced by those adolescents who did not have a resident father figure and didn’t know the identity of their fathers. Implications include the need to model for the unique influence of father involvement and father type on academic achievement, and the inclusion of unique family contexts in efforts to increase adolescents’ school involvement and integration.

scholarly journals Motherhood in Complex Families

2016 ◽  
Vol 39 (1) ◽  
pp. 245-270 ◽  
Author(s):  
Paula Fomby
Keyword(s):  
Parenting Stress ◽  
Father Involvement ◽  
The United States ◽  
Short Term ◽  
Biological Father ◽  
Boundary Ambiguity ◽  
Kin Support ◽  
Using Data ◽  
Biological Fathers ◽  
Poor Relationship

Families formed through multipartner fertility, where children with a common biological mother were conceived by different biological fathers, represent a growing share of all families in the United States. Using data from four waves of the Fragile Families Child and Wellbeing Study ( N = 3,366), I find that women who have engaged in multipartner fertility are more likely to experience parenting stress and depression compared with mothers whose children share the same biological father. Mothers’ depression is explained in the short term by poor relationship quality with the father of her prior children and in the longer term by indicators of boundary ambiguity in complex families. Mothers’ parenting stress was only weakly explained by variation in perceived kin support, father involvement, or boundary ambiguity.

Sibling Cooperation and Scholastic Performance among Vietnamese-American Secondary School Students: An Ethnic Social Relations Theory

1998 ◽  
Vol 41 (1) ◽  
pp. 167-184 ◽  
Author(s):  
Carl L. Bankston
Keyword(s):  
Academic Achievement ◽  
Social Relations ◽  
Family Relations ◽  
School Achievement ◽  
School Students ◽  
Vietnamese American ◽  
Ethnic Network ◽  
Normative Expectations ◽  
American Schools ◽  
Using Data

This study examines why some Vietnamese American young people appear to be doing extraordinarily well in school American schools, and how relations within families are related to school achievement. It argues that sibling cooperation is significantly associated with Vietnamese academic achievement, and that cooperation among siblings should be understood as a product of ethnic normative expectations regarding family relations. The study employs ethnographic data from observations and interviews to describe how ethnic social relations may contribute to cooperation within families. Using data from Vietnamese American students in Louisiana public high schools, it finds that family relations, in the form of cooperation among siblings, do make an important contribution to academic achievement, but that cooperative relations within families are sustained by close ties of family members to a surrounding ethnic network.

Nonintellective Components in the School Performance of Juvenile Delinquents

1968 ◽  
Vol 26 (3_suppl) ◽  
pp. 1185-1186 ◽  
Author(s):  
Monroe M. Lefkowitz
Keyword(s):  
Academic Achievement ◽  
School Performance ◽  
Juvenile Delinquents ◽  
School Achievement ◽  
Components Of Behavior ◽  
The Relationship

The relationship between nonintellective components of behavior and academic achievement was examined for a sample of institutionalized juvenile delinquents. Impulsivity was negatively related to school achievement. Modification of the psychomotor behavior in question was suggested.

scholarly journals Noise or News? Learning about the Content of Test-Based School Achievement Measures

2015 ◽  
Vol 15 (3) ◽  
pp. 1417-1453
Author(s):  
Mohsen Javdani
Keyword(s):  
School Choice ◽  
Standardized Tests ◽  
School Performance ◽  
Test Scores ◽  
School Achievement ◽  
Cross Sectional ◽  
Public And Private ◽  
Sampling Variation ◽  
Nonmonetary Rewards ◽  
Using Data

Abstract Test-based measures of school performance are increasingly used to inform both education policy and families’ school choice decisions. There are, however, concerns about the reliability of these measures. This paper assesses the extent to which cross-sectional differences in schools’ average achievement on standardized tests reflect transitory factors, using data from a 1999–2006 panel of public and private schools in British Columbia, Canada. Sampling variation and one-time mean reverting shocks are shown to be significant sources of cross-sectional variation in schools’ mean test scores. The results therefore suggest that public dissemination of information about schools’ average achievement on standardized tests could potentially mislead or confuse parents. These results should also encourage caution in the design of policies that attach monetary or nonmonetary rewards or sanctions to schools on the basis of test-based achievement and suggest a need for more sophisticated measures of school performance.

scholarly journals Changes in Attitudes towards the COVID-19 Vaccine and the Willingness to Get Vaccinated among Adults in Poland: Analysis of Serial, Cross-Sectional, Representative Surveys, January–April 2021

Vaccines ◽  
2021 ◽  
Vol 9 (8) ◽  
pp. 832
Author(s):  
Filip Raciborski ◽  
Mateusz Jankowski ◽  
Mariusz Gujski ◽  
Jarosław Pinkas ◽  
Piotr Samel-Kowalik
Keyword(s):  
Social Groups ◽  
Secondary Data ◽  
Age Group ◽  
Main Argument ◽  
The European Union ◽  
Cross Sectional ◽  
The Public ◽  
Gender And Age ◽  
Nationally Representative ◽  
Using Data

In December 2020, the first coronavirus disease 2019 (COVID-19) vaccine was authorized in the European Union. This study aimed to assess the changes in attitudes towards the COVID-19 vaccine and the willingness to get vaccinated among adults in Poland between January and April 2021. Secondary data analysis was carried out using data obtained from nationally representative cross-sectional surveys (four consecutive waves: January 2021, n = 1150; February 2021, n = 1179; March 2021, n = 1154; April 2021, n = 1131) carried out by the Public Opinion Research Center. About 31.3% of individuals declared a lack of willingness to vaccinate against COVID-19 regardless of the study wave. Significant changes (p < 0.001) were observed by gender and age. The highest percentage of respondents who declared a lack of willingness to vaccinate against COVID-19 was observed in the youngest age group (18–34 years), 48.5% among males and 45.6% among females. Among individuals over 65 years of age, males significantly more often declared their willingness to be vaccinated than females (p < 0.001). The main argument against the COVID-19 vaccine was concern about the potential side effects. Differences in attitudes towards the COVID-19 vaccine in respect of gender and age indicate the need to implement personalized communications to encourage different social groups to vaccinate against COVID-19.

Classroom Composition and Student Academic Achievement: The Impact of Peers’ Parental Education

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Tianheng Wang
Keyword(s):  
Academic Achievement ◽  
Peer Effects ◽  
Parental Education ◽  
Causal Effect ◽  
Academic Quality ◽  
School Students ◽  
Nationally Representative ◽  
Using Data ◽  
Low Educated ◽  
The Impact

AbstractUsing data from a nationally representative survey of middle school students in China and exploiting the random assignment of students to classrooms within schools, the study investigates the causal effect of peers’ parental education on students’ scholastic performance. The results show that the education level of peers’ parents improves students’ academic achievement. Students with high-educated parents benefit more from classmates with higher parental education compared to students with low-educated parents. The investigation of mechanisms reveals that the peer effects could be in part explained by peers’ academic quality, classroom atmosphere, and behaviors of students’ friends. However, peers’ parental education has no impact on teachers’ pedagogical methods and teaching efforts. The paper also shows that failing to account for the nonrandom assignment of students within schools causes an upward bias in the estimated peer effects of parental education.

Parental Warmth Moderates the Association Between BMI Trajectories and Academic Achievement

2018 ◽  
Vol 39 (3) ◽  
pp. 371-394
Author(s):  
Anna S. Hsu ◽  
Chuansheng Chen ◽  
Ellen Greenberger
Keyword(s):  
Academic Achievement ◽  
School Achievement ◽  
Protective Role ◽  
Eighth Grade ◽  
Parental Warmth ◽  
Obese Adolescents ◽  
Reading And Math ◽  
Bmi Trajectories ◽  
Using Data

Using data from the Early Childhood Longitudinal Study–Kindergarten cohort (ECLS-K), this study aimed to identify body mass index (BMI) trajectories from kindergarten to eighth grade using group-based trajectory modeling (GBTM), examine the relationships between BMI trajectories and adolescents’ school achievement (reading and math), determine whether parental warmth had a protective effect on adolescents in the higher BMI groups, and assess whether similar patterns were observed for boys and girls. Three distinct BMI trajectories were identified. Adolescents in the gradually increasing BMI group and consistently higher BMI group were shown to have worse academic achievement compared with adolescents in the consistently low-to-normal BMI group. Parental warmth in eighth grade played a protective role for girls but not for boys, suggesting important gender differences in the role of parental warmth in overweight and obese adolescents’ school achievement. Our results highlighted the importance of intervention programs tailored for specific subgroups of overweight and obese adolescents.

scholarly journals PERANAN MANAJEMEN BOARDING SCHOOL DALAM MENINGKATKAN PRESTASI BELAJAR PENDIDIKAN AGAMA ISLAM

2017 ◽  
Vol 2 (01) ◽  
pp. 43-52
Author(s):  
Mursyid Fikri ◽  
Ferdinan Ferdinan
Keyword(s):  
Academic Achievement ◽  
Learning Outcomes ◽  
School Achievement ◽  
Secondary Data ◽  
Boarding School ◽  
Student Learning Outcomes ◽  
Primary Data ◽  
School Students ◽  
Activity Schedules ◽  
Self Development

ABSTRAK Jenis Penelitian  ini merupakan penelitian kualitatif, Dalam penelitian ini digunakan dua jenis sumber data, yakni data primer dan data sekunder, Pengumpulan data dilakukan dengan teknik observasi  (pengamatan), dokumentasi dan wawancara. Hasil  penelitian ini menjelaskan bahwa:  pertama , manajemen boarding  school di SMAN 5 Unggulan Parepare mencakup manajemen komponen-komponen sekolah yang mengatur berbagai jadwal kegiatan, peraturan, fasilitas, sarana prasarana yang dapat membantu memotivasi siswa boarding school untuk belajar dan meningkatkan prestasi mereka baik prestasi akademik maupun prestasi non akademik melalui pembinaan kurikuler yakni pelajaran formal dan pembinaan prestasi unggulan, serta pembinaan ektrakurikuler yakni pengembangan organisasi, pengembangan diri dan pembinaan imtaq. Kedua: Prestasi belajar PAI siswa SMAN 5 Unggulan Parepare tergolong sangat baik di karenakan keseluruhan perolehan hasil belajar siswa pada mata pelajaran PAI melebihi KKM yang telah ditetapkan dan senantiasa mengalami peningkatan setiap semesternya. Ketiga: Prestasi belajar PAI siswa dalam hal ini program pembinaan imtaq yakni kultum, ta’lim, pengajian rutin, tilawah, pengembangan baca tulis al-quran dan pengajian hari-hari besar Islam. Kata Kunci : Manajemen, Boarding School, Prestasi PAI ABSTRACT This research is a qualitative research. In this research, there are two types of data sources, namely primary data and secondary data. Data collection is done by observation, documentation and interview. The results of this study explain that: firstly, the management of boarding school in SMAN 5 Unggulan Pare-pare includes the management of school components that organize various activity schedules, regulations, facilities, infrastructure that can help motivate boarding school students to learn and improve their achievement in both academic achievement As well as non-academic achievement through curricular coaching that is formal lesson and guidance of superior achievement, as well as extracurricular development that is organization development, self-development and faith and piety  development. Second: Learning achievement of PAI students of SMAN 5 Unggulan Pare-pare classified very well in because the overall acquisition of student learning outcomes on the subjects of PAI exceeds the established KKM and always increase each semester. Third:improve student achievement PAI students in this faith and piety  coaching program that is speech, ta'lim, recitation routine, recitations, development of reading al-quran and recitation days of Islam . Keywords: Management, Boarding School, Achievement of PAI

scholarly journals When “Journalism Kids” Do Better: A Reassessment of Secondary and Postsecondary Achievement and Activities

2019 ◽  
Vol 74 (4) ◽  
pp. 438-451
Author(s):  
Piotr S. Bobkowski ◽  
Sarah B. Cavanah
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Longitudinal Study ◽  
Standardized Tests ◽  
Academic Outcomes ◽  
College English ◽  
Education Longitudinal Study ◽  
Nationally Representative ◽  
Using Data ◽  
English Students

Using data from the nationally representative Education Longitudinal Study of 2002, this study examined how journalism participation in high school relates to subsequent academic outcomes. The analysis statistically controlled for a host of correlates of academic achievement, isolating the associations between journalism participation and subsequent outcomes. Results indicated that students who take more journalism in high school score higher than their peers on standardized tests of English; are more likely to major in journalism or related fields; and when they do, have higher grades in college English. Students who participate in extracurricular journalism also see some of these gains.

scholarly journals Academic achievement and the effects of the student’s learning context: a study on PISA data

Psico-USF ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 13-25
Author(s):  
Mayra Antonelli-Ponti ◽  
Patrícia Ferreira Monticelli ◽  
Fabiana Maris Versuti ◽  
Josiane Rosa Campos ◽  
Luciana Carla dos Santos Elias
Keyword(s):  
Academic Achievement ◽  
School Performance ◽  
Emotional Support ◽  
School Achievement ◽  
Three Dimensions ◽  
Cultural Resources ◽  
Strongly Correlated ◽  
Learning Context ◽  
Self Reports ◽  
Pisa Data

Abstract School achievement is under a multiple factorial context related to student, school and family (SSF). Based on 23.141 Brazilians self-reports, obtained from PISA 2015, representative SSF measures were selected, and their impacts measured on school performance scores in mathematics, reading and science. The feeling of belonging to the school (BELONG) and parents’ emotional support (EMOSUPS) were strongly correlated with the three investigated performances. EMOSUPS affected how the student feels at school and when being assessed. And the educational and cultural resources of the home affected EEC three dimensions, increasing EMOSUPS, BELONG and school performance, and decreasing anxiety during assessments. Thus, the importance of the school and family environments on students’ performance is reiterated and calls for public policies in education that considers the three dimensions.

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