scholarly journals Smartphone Addiction among Sultan Qaboos University Undergraduates

2014 ◽  
Vol 5 (2) ◽  
pp. 723-740
Author(s):  
Hafidha suleiman Al-Barashdi ◽  
Abdelmajid Bouazza ◽  
Naeema H. Jabr
Keyword(s):  
Academic Achievement ◽  
Random Sample ◽  
Parental Education ◽  
Family Income ◽  
Smartphone Addiction ◽  
Smartphone Applications ◽  
Field Of Study ◽  
Sultan Qaboos University ◽  
University Undergraduates ◽  
The Impact

In addition to the studys main focus on smartphone addiction among Sultan Qaboos University Undergraduates undergraduates, it also investigated particular issues such as the following: smartphone applications and activities that students were most addicted to, the impact of addiction on academic achievement, and addiction variation according to gender, field of study, parental education and family income. A ques tionnaire was distributed to a random sample of 140 undergraduates (37.1% males and 62.9% females) Findings revealed that what the study calls a casual level of addiction (42.3%) was the most common, followed by a heavy level (30.8%), and finally a moderate level (26.%). While messaging was the activity students were most addicted to, no significant differences were found that related to academic achievement. Males were more addicted than females, but nothing significant emerged in relation to field of study, parental education and family income.

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

2016 ◽  
Vol 41 (1) ◽  
pp. 94-104 ◽  
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

scholarly journals The use of multiple imputation method for the validation of 24-h food recalls by part-time observation of dietary intake in school

2016 ◽  
Vol 116 (5) ◽  
pp. 904-912 ◽  
Author(s):  
Emil Kupek ◽  
Maria Alice A. de Assis
Keyword(s):  
Sensitivity Analysis ◽  
Dietary Intake ◽  
Multiple Imputation ◽  
Parental Education ◽  
Family Income ◽  
Statistical Significance ◽  
External Validation ◽  
Part Time ◽  
Food Recall ◽  
The Impact

AbstractExternal validation of food recall over 24 h in schoolchildren is often restricted to eating events in schools and is based on direct observation as the reference method. The aim of this study was to estimate the dietary intake out of school, and consequently the bias in such research design based on only part-time validated food recall, using multiple imputation (MI) conditioned on the information on child age, sex, BMI, family income, parental education and the school attended. The previous-day, web-based questionnaire WebCAAFE, structured as six meals/snacks and thirty-two foods/beverage, was answered by a sample of 7–11-year-old Brazilian schoolchildren (n 602) from five public schools. Food/beverage intake recalled by children was compared with the records provided by trained observers during school meals. Sensitivity analysis was performed with artificial data emulating those recalled by children on WebCAAFE in order to evaluate the impact of both differential and non-differential bias. Estimated bias was within ±30 % interval for 84·4 % of the thirty-two foods/beverages evaluated in WebCAAFE, and half of the latter reached statistical significance (P<0·05). Rarely (<3 %) consumed dietary items were often under-reported (fish/seafood, vegetable soup, cheese bread, French fries), whereas some of those most frequently reported (meat, bread/biscuits, fruits) showed large overestimation. Compared with the analysis restricted to fully validated data, MI reduced differential bias in sensitivity analysis but the bias still remained large in most cases. MI provided a suitable statistical framework for part-time validation design of dietary intake over six daily eating events.

scholarly journals Impact of Academic Achievement Orientation in the Context of Private and Public Sector University Students

2020 ◽  
Vol V (I) ◽  
pp. 642-650
Author(s):  
Wajiha Kanwal ◽  
Tahir Aziz ◽  
Saqib Shahzad
Keyword(s):  
Academic Achievement ◽  
Public Sector ◽  
University Students ◽  
Family Income ◽  
Sampling Technique ◽  
Attitude Scale ◽  
Academic Goals ◽  
Achievement Orientation ◽  
Private And Public ◽  
The Impact

The problem of the study was to explore the impact of academic achievement orientation in the context of private and public sector university students; it further aimed to investigate the impact of demographic variations such as gender, age, semester, birth order, number of siblings, discipline and family income in determining the level of academic achievement orientation of private and public sector university students. The achievement orientation attitude scale developed by Ansari was used to measure achievement orientations, which was consisted of 10 items. Data was collected through a stratified random sampling technique. Data were analyzed with various statistics, which provided an insight that students differ in terms of academic achievement orientations. Results revealed that students of public sector universities have higher academic achievement orientations. It is also recommended that at the university level, students may also learn self-management and ought to work hard in order to achieve their academic goals without an external push.

scholarly journals The Impact of Learning Loss due to Family Income Factors on Students' Achievement during the COVID-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 12-20
Author(s):  
Falinda Oktariani ◽  
Richa Fionasari ◽  
Triana Ramdha
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
University Students ◽  
Student Learning ◽  
Family Income ◽  
Economic Factors ◽  
Learning Loss ◽  
Learning Achievement ◽  
The Impact ◽  
Economic Standpoint

The purpose of this study is to examine online learning during the pandemic period from the learner's economic standpoint. Seeing how far family income influences student learning achievement from the perspective of mastering English. The data is derived from English academic achievement and a questionnaire focusing on students' economic situations, and it is analyzed using the SPSS version 23 application. After being determined to be homogeneous and normally distributed, the data was collected and analyzed to test the hypothesis using R Square and ANOVA techniques. The results show that family economic factors influence Riau University students' English proficiency as much as 69.7 % in 2021 during the COVID-19 pandemic which may result in learning loss for the students

scholarly journals The Role of Socioeconomic Factor in Promoting Higher Education in the State of Kuwait

2016 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Salwa Al Darwish
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Parental Education ◽  
Educational Achievement ◽  
Socioeconomic Factor ◽  
Socioeconomic Background ◽  
Senior College ◽  
Private And Public ◽  
The State Of Kuwait ◽  
The Impact

<p class="apa">The purpose of this research study is to determine the level of influence of parental education, social and financial status on their senior college students by encouraging them to pursue higher degrees. The sample of the study was 313 senior college students randomly selected from private and public universities in Kuwait to answer the questionnaire. Then followed by interviewing some of these 313 students for triangulation. The result of the findings shows that the impact of parents on college student’s academic achievement should be mediated through college student’s own self-perception and the environments in which students grew up. The findings show that there is a strong influence and positive motivations on the development of the students’ own beliefs. Moreover, the study shows other factors such as the family socioeconomic background, the students’ social influences, the students’ academic achievement, in addition to the educational achievement of both parents which all have impact on students’ decisions to pursue higher degrees.</p>

scholarly journals A Bayesian Approach to Investigating Factors Influencing Polytechnic College Students’ Academic Achievement

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Kidane A. Getahun
Keyword(s):  
College Students ◽  
Academic Achievement ◽  
Academic Success ◽  
Human Resource Development ◽  
Language Proficiency ◽  
English Language ◽  
Family Income ◽  
English Language Proficiency ◽  
Field Of Study ◽  
Factors Influencing

TVET plays a significant role in human resource development and, as a result, in a society’s progress and prosperity. The study is aiming at identifying the key factors influencing students’ academic success at polytechnic colleges. The study’s target population was regular Bahir Dar Polytechnic College students in the 2019/2020 academic year. Stratified random sampling was employed to conduct a cross-sectional survey of 536 participants. The author employed SPSS version 25 and WinBUGS 1.4 for quantitative data analysis. Bayesian logistic regression was used to model the factors that significantly influence TVET students’ academic achievement. Gender, age, family monthly income, study hours, stimulant use during the study, English language proficiency, EGSECE score, previous perceptions of TVET, teacher satisfaction, and field of study placement satisfaction were identified as factors that significantly influenced TVET students’ academic achievements. Being female, having a low family income, studying for a shorter period, using stimulants while studying, having a low English language proficiency, having a low EGSECE result, having a negative perception of TVET, and having low satisfaction with field of study were all linked to lower academic achievement in this study. According to the findings, students should spend more time in learning and consume fewer stimulants during their studies. The Ministry of Education should modify the TVET curriculum to aid students in improving their English language skills. Teachers in TVET should also receive ongoing capacity-building training. Finally, rather than imposing norms and limits (in terms of student achievement), TVET colleges should respect students’ free choice of training sector (department).

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.

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