Social Adjustment, Academic Performance, and Creativity of Taiwanese Children with Tourette's Syndrome

2011 ◽  
Vol 108 (3) ◽  
pp. 791-798 ◽  
Author(s):  
Mei-Hue Wei
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Social Adjustment ◽  
Creative Thinking ◽  
Disruptive Behaviors ◽  
Tourette's Syndrome ◽  
Tourette’S Syndrome ◽  
Control Group ◽  
Typical Development ◽  
The Social

The purpose was to describe the social adjustment, academic achievement, and creativity of 127 Taiwanese children with Tourette's Syndrome and a control group of 138 Taiwanese children with typical development and reports of the parents of both groups. The Tourette's Syndrome group had significantly more disruptive behaviors than the controls; most parents reported their children with Tourette's Syndrome had high academic achievement although the children scored significantly lower than controls on the Elaboration subtest of Creative Thinking.

scholarly journals The Use of Critical Reading in Understanding Scientific Texts on Academic Performance and Problem-solving Skills

2020 ◽  
Vol 31 (4) ◽  
pp. 400-409
Author(s):  
Özlem Koray ◽  
◽  
Sercan Çetinkılıç ◽  
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Problem Solving ◽  
Performance Level ◽  
Control Group ◽  
Critical Reading ◽  
Problem Solving Skills ◽  
Academic Level ◽  
Experimental Group ◽  
Science Performance

This study aimed to investigate the effect of critical reading (CR) practices in science courses on academic achievement, science performance level, and problem-solving skills. The experimental method and factorial design were used. The study was conducted with 102 seventh-grade students from a public school in Turkey during the 2014–2015 academic year. Experimental and control groups were formed. CR practices were followed in the experimental group and teaching practices appropriate to the curriculum were used in the control group. Data were collected with the “Multiple-Choice Academic Achievement Test” to determine the students’ academic level in the “Human and Environment Unit: The Science Performance Level Test” to determine their science performance level and the “Logical Thinking Group Test” to determine the level of their problem-solving skills. The variables of academic achievement and science performance levels were labeled “Academic Performance.” Independent samples two-way ANOVA was applied to analyze the data using SPSS 18.0 software. The results revealed that the students in the experimental group, who were taught science using CR practices, were significantly more successful than the students in the control group, whose teaching was appropriate to the current curriculum in terms of academic achievement, science performance level, and problem-solving skills. It is of critical importance to use such innovative practices, which combine various disciplines, to allow students to excel at reading, which is a basic skill, at all educational levels in order to raise contemporary and social individuals.

A social identity perspective on the social-class achievement gap: Academic and social adjustment in the transition to university

2019 ◽  
Vol 22 (3) ◽  
pp. 403-418 ◽  
Author(s):  
Jenny Veldman ◽  
Loes Meeussen ◽  
Colette van Laar
Keyword(s):  
Academic Achievement ◽  
Achievement Gap ◽  
Social Class ◽  
Social Identity ◽  
University Students ◽  
Social Adjustment ◽  
First Generation ◽  
First Year ◽  
The Social ◽  
First Year University

First-generation students show lower academic performance at university compared to continuing-generation students. Previous research established the value in taking a social identity perspective on this social-class achievement gap, and showed that the gap can partly be explained by lower compatibility between social background and university identities that first- compared to continuing-generation students experience. The present paper aimed to increase insight into the processes through which this low identity compatibility leads to lower academic achievement by examining first-year university students’ adjustment to university in two key domains: the academic and the social domain. These were examined as two routes through which the social-class achievement gap may arise, and hence perpetuate this group-based inequality. Adjustment was examined both through students’ actual integration in the academic and social domains, and their internally experienced concerns about these domains at university. A longitudinal study among 674 first-year university students (13.6% first-generation) showed that first-generation students experienced lower identity compatibility in their first semester, which was in turn related to lower social, but not academic, integration. Lower identity compatibility was also related to more concerns about the social and academic domains at university. Low identity compatibility was directly related to lower academic achievement 1 year later, and this relationship was mediated only by lower social integration at university. These findings show that to understand, and hence reduce, the social-class achievement gap, it is important to examine how low identity compatibility can create difficulties in academic and particularly social adjustment at university with consequences for achievement.

scholarly journals The Effectiveness of a Proposed Program Titled (Creativity Lamp) in Raising the Primary School Students’ Academic Achievement and Promoting Creativity among Them in Kuwait

2020 ◽  
Vol 9 (3) ◽  
pp. 20
Author(s):  
Abdulnaser A. Fakhrou ◽  
Sara A. Ghareeb
Keyword(s):  
Academic Achievement ◽  
Primary School ◽  
Extracurricular Activities ◽  
Creative Thinking ◽  
Statistical Significance ◽  
Thinking Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Experimental Group

The present study aimed to explore the effectiveness of a proposed program titled (creativity lamp) in improving students’ thinking skills and academic achievement and promoting creativity among them in Kuwait. This program involves several enrichment activities. The experimental group consists from 26 students. The control group consists from 25 students. Those students were randomly selected from a school named Al-Ma’moun Primary School. The proposed program is based on extracurricular activities. The teacher was trained about the way of implementing the program. The program was implemented throughout the semester. Through using the Torrance test of creative thinking-figural, it was found that the proposed program has a statistically significant impact –at the statistical significance of (a=0.001)- on the students’ academic achievement and creativity. The researchers recommend adding enrichment activities to the curricula of primary school students in Kuwait.

scholarly journals The Impact of an Educational Program Based on Brain-Based Learning in Improving the Skills of Creative Thinking and Achievement in Social and National Education in Jordan

2015 ◽  
Vol 9 (3) ◽  
pp. 502
Author(s):  
Majed K. Al-Khawaldeh ◽  
Mohammad I. Qattawi
Keyword(s):  
Academic Achievement ◽  
Social Studies ◽  
Educational Program ◽  
Creative Thinking ◽  
The Third ◽  
The Social ◽  
Study Results ◽  
Brain Based Learning ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of an educational program based on brain-based learning in improving the creative thinking and academic achievement in the social studies and civics education among the third basic grade students in Jordan. The researcher adopted the semi-experimental method, and the study sample consisted of 50 third grade students of Omar Ibn Al-Khattab basic public school for Boys. The sample was purposive sample and then was assigned randomly into two the experimental and control groups. The experimental group which was provided the developed study unit consisted of 25 students, and similarly, the control group, which was presented the regular method. The study results showed statistically significant differences (=.05) in creative thinking skills: fluency, flexibility and authenticity, as well as academic achievement in the social studies and civic education among the third-graders in favor of the experimental group. The difference may be attributed to the brain-based education program. 

scholarly journals Psychodramatic psychotherapy combined with pharmacotherapy in major depressive disorder: an open and naturalistic study

2006 ◽  
Vol 28 (1) ◽  
pp. 40-43
Author(s):  
Elisabeth Maria Sene Costa ◽  
Rosilda Antonio ◽  
Márcia Britto de Macedo Soares ◽  
Ricardo Alberto Moreno
Keyword(s):  
Major Depressive Disorder ◽  
Depressive Disorder ◽  
Social Adjustment ◽  
Depression Scale ◽  
Self Report ◽  
Control Group ◽  
Hamilton Depression Scale ◽  
Major Depressive ◽  
The Social ◽  
Social Adjustment Scale

OBJETIVE: Recent literature has highlighted the role of psychotherapy in the treatment of major depressive disorder. Combined therapies comprising both psychotherapy and pharmacotherapy have presented the best results. Although several kinds of psychotherapies have been studied in the treatment of depressive disorders, there remains a lack of data on psychodramatic psychotherapy in the treatment of major depressive disorder. The objective of this study was to evaluate the impact of psychodramatic psychotherapy (in a sample of major depressive disorder patients. METHOD: This is an open, naturalistic, controlled, non-randomized study. Twenty major depressive disorder patients (according to the DSM-IV criteria), under pharmacological treatment for depression, with Hamilton Depression Scale total scores between 7 and 20 (mild to moderate depression), were divided into two groups. Patients in the psychotherapeutic group took part in 4 individual and 24 structured psychodramatic group sessions, whilst subjects in the control group did not participate in this psychodramatic psychotherapy. Both groups were evaluated with the Social Adjustment Scale - Self Report and the Hamilton Depression Scale. RESULTS: Psychotherapeutic group patients showed a significant improvement according to the Social Adjustment Scale - Self Report and the Hamilton Depression Scale scores at endpoint, compared to those of the control group. CONCLUSIONS: Results suggest that individual and group psychodramatic psychotherapy, associated to pharmacological treatment, provides good clinical benefits in the treatment of major depressive disorder.

scholarly journals Reducing Social Loafing Tendency Through Achievement Motivation Training

2017 ◽  
Vol 4 (1) ◽  
pp. 15-18 ◽  
Author(s):  
Ferry Novliadi ◽  
Rika Eliana
Keyword(s):  
Academic Achievement ◽  
Achievement Motivation ◽  
Control Group ◽  
Social Loafing ◽  
Psychology Faculty ◽  
The Social ◽  
The Right ◽  
The University ◽  
Experimental Group

This study aims to find the right strategy that a way of reducing the social loafing tendency among the students. The results showed the higher of achievement motivation will impact the lower social loafing tendency, and affected to student’s academic achievement. We conducted a study involving 91 students of Psychology Faculty of the University of Sumatera Utara and divided into 2 groups: the experimental group and the control group. The experimental groups were given a brief achievement motivation training, while the control group did not receive any treatment. The effectiveness of interventions seen through decreasing score in social loafing tendency in the experimental group. Application of achievement motivation training in more details could be one strategy to reduce social loafing tendency.

scholarly journals INFLUENCE OF ACHIEVEMENT MOTIVATION AND PSYCHOLOGICAL ADJUSTMENT ON ACADEMIC ACHIEVEMENT: A CROSS-SECTIONAL STUDY OF SCHOOL STUDENTS

2020 ◽  
Vol 8 (1) ◽  
pp. 532-538 ◽  
Author(s):  
V Vineeth Kumar ◽  
Geetika Tankha
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Psychological Adjustment ◽  
Achievement Motivation ◽  
Social Adjustment ◽  
Cross Sectional Study ◽  
Hierarchical Regression ◽  
School Students ◽  
Cross Sectional ◽  
Total Percentage

Purpose: The aim of the current research was to understand the role of achievement motivation and psychological adjustment on the academic performance of the school students. Methodology: A cross-sectional research design was employed for the study. A sample of 283 urban adolescent school students participated in the study. The students were administered measures of achievement motivation and psychological adjustment. The total percentage of marks secured in the tenth standard was used as the measure of academic performance. Pearson’s correlation coefficient and multiple hierarchical regression analysis were performed to analyze the obtained data. SPSS version 21 was used for data analysis. Main Findings: The results revealed a significant association of achievement motivation and educational adjustment with the academic performance of the students. However, there was no significant association between emotional and social adjustment with academic performance. Applications: The observations shed light on how cultivating enhanced student engagement and nurturing aspirations both within and outside classrooms may enhance the academic achievement of school students. Thus, the findings can provide greater insight to teachers, psychologists, and educational institutions to better plan the academic environment around the students. Novelty/Originality: The study gives a contemporary model to enhance the academic performance of students. Contrary to the popular perception, the results of the current study indicate no significant association of emotional and social adjustment with academic performance. However, educational adjustment and achievement motivation are associated with academic performance.

scholarly journals Understanding the Pathophysiology of Tourette’s Syndrome: A Review

2021 ◽  
pp. 50-71
Author(s):  
Ritu P. Guha ◽  
Manish Dhall ◽  
Prity Lather ◽  
Kulwant Singh ◽  
Renu Kadian ◽  
...  
Keyword(s):  
Social Life ◽  
Neuropsychiatric Symptoms ◽  
Tourette's Syndrome ◽  
Tourette’S Syndrome ◽  
Management Approach ◽  
Gamma Aminobutyric Acid ◽  
The Social ◽  
Motor Activities ◽  
Genetic And Environmental Factors ◽  
And Coping

Tourette’s syndrome (TS) is a neuropsychiatric and neurodevelopment disease typified by deterioration of motor and vocal tics which leads to neuropsychiatric symptoms and impaired motor activities manifestation. Several lines of study indicate the interplay of genetic and environmental factors to be involved in this complex neuropsychiatric syndrome. Approximately 1% people are affected worldwide from this syndrome. In this review, a concise outline presented on the classification, its clinical features and neuropsychiatric co-morbidities linked with this syndrome. This paper also highlights the neurochemistry, dysfunction of (Cortioc-Striato-Thalamo-Cortical) CSTC circuits in TS and an overview on the management approach towards the prevention of TS. Regardless of the major improvements in the understanding of exact cellular and molecular basis of TS, the various evidence indicate that the various neurotransmitter such as dopamine, glutamate, gamma- aminobutyric acid (GABA), serotonin, noradrenergic, cholinergic system, serotonergic system and histaminergic pathways play a major role in pathogenesis of TS. Several research indicates that the dysfunction of CSTS circuits occurred in this complex syndrome These areas of research have contributed to the therapeutic approach towards the management of TS and also provide the basis for future progress of the therapeutic strategies. Thus, tics generated in TS, which affect the social and academic life of patients and disruptive or troubling the family of patients. Patients existing with this syndrome have to face difficulties integrating into social life and coping with day to day basis activities, as a consequence of the syndrome.

scholarly journals The Impact of (STEAM) Approach on the Innovative Thinking and Academic Achievement of the Educational Robot Subject among Eighth Grade Students in Jordan

2022 ◽  
Vol 12 (1) ◽  
pp. 188
Author(s):  
Jawhara Darwish Abueita ◽  
Muna Qteifan Al Fayez ◽  
Amal Alsabeelah ◽  
Mahmoud Ahmad Humaidat
Keyword(s):  
Academic Achievement ◽  
Creative Thinking ◽  
Thinking Skills ◽  
Eighth Grade ◽  
Control Group ◽  
Learning Approach ◽  
Study Results ◽  
Eighth Grade Students ◽  
Innovative Thinking ◽  
The Impact

This study aimed to identify the effect of a STEAM-based learning approach in teaching the educational robot's subject on academic achievement and creative thinking among eighth-grade students in Jordan. A purposive sample was selected and divided into two groups. An experimental group (n=30) implements a STEAM-based learning approach, whereas the control group (n=32) studied in a traditional method. A pre- posttest was administered, and the data were analyzed using statistical methods to validate the study results, such as "t" tests and a one-way ANOVA test. The results showed statistically significant differences between the experimental and control groups in academic achievement and creative thinking. In conclusion, the STEAM-based learning approach significantly improved the students' academic achievement and creative thinking skills.   Received: 13 October 2021 / Accepted: 2 December 2021 / Published: 3 January 2022

It’s More the Exception Rather Than the Rule: African American Families’ Neighborhoods and Youth’s Academic Performance During Middle School

2018 ◽  
Vol 44 (6) ◽  
pp. 562-588 ◽  
Author(s):  
Dawn P. Witherspoon ◽  
Deborah Rivas-Drake ◽  
Meeta Banerjee
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
African American ◽  
Academic Performance ◽  
Social Relationships ◽  
Early Adolescence ◽  
Academic Adjustment ◽  
African American Families ◽  
Relational Dynamics ◽  
The Social

Neighborhoods are an important part of the social milieu of adolescence and academic performance. Using experiential neighborhood profiles, this study examined risks and assets to determine how neighborhood structural and relational dynamics were associated with academic achievement during early adolescence. The sample included 723 African American socioeconomically diverse families ( Myouth age = 12.27 years, SD = 0.55). Results showed that neighborhood structural disadvantage was unrelated to academic achievement, whereas neighborhood profiles were associated with academic performance in eighth grade, after adjusting for seventh grade GPA. Neighborhood profiles characterized by positive social relationships were associated with higher achievement. Authors discuss the importance of examining neighborhood risks and supports for African American youth’s academic adjustment.

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