Maternal Education and Preacademic Problems as Predictors of Teachers' Ratings and Self-Concept

1989 ◽  
Vol 69 (2) ◽  
pp. 607-610 ◽  
Author(s):  
Lucy Jane Miller ◽  
Peter G. W. Schouten
Keyword(s):  
Socioeconomic Status ◽  
Social Competence ◽  
Maternal Education ◽  
Perceived Competence ◽  
Self Concept ◽  
Multiple Regressions ◽  
Preschool Screening ◽  
Competence Scale ◽  
Child Centered ◽  
Self Worth

The Harter Perceived Competence Scale for Children was used to assess teachers' and children's ratings of perceived competence four years after preschool screening. Stepwise multiple regressions showed that maternal education was a significant predictor of teachers' ratings of children's cognitive competence and conduct. Preschool problem/no-problem status was significantly related to teachers' rating in four of five domains but only related to the children's self-concept of social competence and global self-worth. The present findings support the importance of child-centered information versus socioeconomic status as a predictor of future functioning.

Perceived Competence in School Functioning of Indian Children

1987 ◽  
Vol 17 (1) ◽  
pp. 15-19 ◽  
Author(s):  
Kastoor Bhana
Keyword(s):  
Perceived Competence ◽  
School Functioning ◽  
General Area ◽  
Similar Form ◽  
Indian Children ◽  
Indian School ◽  
Competence Scale ◽  
Educational Implications ◽  
Self Worth ◽  
Teacher Assessments

Indian children's perceptions of their own competency in different domains of school functioning as well as in the general area of self-worth were examined using the Perceived Competence Scale of Harter (1982). Six hundred Indian school children, comprising 75 boys and 75 girls from each of Stds 2 to 5, were tested. In addition, their teachers were asked to complete a similar form reflecting their perceptions of the children's competencies. Teacher assessments were obtained for 138 randomly selected children. The major results indicated that (a) the children perceived their competencies to be higher in the cognitive and social domains than in the physical and general self-worth areas; (b) their perceptions varied less across the standards tested in the latter domains than in the former; and (c) there were significant correlations between the perceptions of teachers and children. The results are discussed in terms of their practical and educational implications.

Association Between Device-Measured Moderate-to-Vigorous Physical Activity and Academic Performance in Adolescents

2020 ◽  
pp. 109019812095439
Author(s):  
Maria Raquel de Oliveira Bueno ◽  
Lidyane Ferreira Zambrin ◽  
Camila Panchoni ◽  
André Oliveira Werneck ◽  
Romulo Araújo Fernandes ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Mass Index ◽  
Socioeconomic Status ◽  
Academic Performance ◽  
Body Mass ◽  
Maternal Education ◽  
School Setting ◽  
Self Concept ◽  
Z Score ◽  
And Mathematics

Background Although many studies found a positive association between physical activity (PA) and academic performance (AP), most did not consider important variables of school setting and students’ self-concept. Aims To analyze the association between moderate-to-vigorous PA (MVPA) and AP in adolescents, considering potential confounding variables of school setting and self-concept in adolescents. Method The final sample was composed of 394 students (186 boys) with a mean age of 11.3 ( SD = 0.8) years. The school grades were used as an indicator of AP. Measurements of body mass and stature were collected, and the body mass index was calculated and converted into z-score values. Maternal education, socioeconomic status, self-concept, and variables of the school setting were self-reported. MVPA and sedentary behavior (SB) were measured through accelerometry (GT3X and GT3X+; ActiGraph, Pensacola, Florida). Multiple linear regression was used for the association analyses, adopting p < .05. Results MVPA was inversely associated with global AP and mathematics only for girls: β = −.105 (95% CI [−0.205, −0.006]; p = .038); β = −.136 (95% CI [−0.261, −0.011]; p = .033). After adjusting for the school setting and self-concept, these significant associations disappear. Discussion MVPA was inversely associated with global AP and mathematics only for girls regardless of age, z-score body mass index, maternal education, socioeconomic status, and SB. However, after adjusting for school setting and self-concept, theses association disappear in mathematics and global AP, respectively. Conclusion The device-measured MVPA was not associated with AP after controlling for important variables (school setting and self-concept).

Children’s Perceived Competence Scale

2014 ◽  
Vol 19 (4) ◽  
pp. 532-541 ◽  
Author(s):  
Yukiyo Nagai ◽  
Kayo Nomura ◽  
Masako Nagata ◽  
Shohei Ohgi ◽  
Mitsuji Iwasa
Keyword(s):  
Public Schools ◽  
Chronic Diseases ◽  
Reference Values ◽  
Self Esteem ◽  
Perceived Competence ◽  
Japanese Children ◽  
Grade 5 ◽  
Competence Scale ◽  
Self Worth ◽  
Psychiatric Problems

To support children with chronic diseases, reference values to measure developmental changes in self-perception and self-esteem are considered a useful yardstick. To develop reference values to measure self-perceived competence and self-esteem in Japanese children, the Children’s Perceived Competence Scale (CPCS) was administered to 768 children of elementary school grade 1 (6 years) to grade 6 (11 years) at four public schools in Japan, from November to December 2012. After excluding 74 with chronic diseases and/or incomplete responses, 694 children were included. CPCS measures children’s self-perceived competence in cognitive, social, physical domains, and general self-worth, namely self-esteem. There was a tendency for scores of cognitive and general self-worth to decrease with increasing grade. Scores among grade 5 respondents were significantly lower than those among grade 4 respondents for both social and physical domains. Scores among boys and girls differed significantly, with boys scoring higher for physical domain in grades 3 and 6 and for general self-worth domain in grade 6. The CPCS reference values to measure self-perceived competence and self-esteem in Japanese children were developed in this study. These reference values are useful to inform practitioners supporting children with psychological or psychiatric problems or those with chronic diseases.

Reliability and Validity of the Parent form of the Social Competence Scale in Chinese Preschoolers

2012 ◽  
Vol 111 (1) ◽  
pp. 266-268 ◽  
Author(s):  
Xiao Zhang ◽  
Xue Ke ◽  
Xiaoyan Wang
Keyword(s):  
Preschool Children ◽  
Social Competence ◽  
Internal Consistency ◽  
Student Teacher ◽  
Reliability And Validity ◽  
Single Dimension ◽  
Student Teacher Relationship ◽  
The Social ◽  
Competence Scale ◽  
High Internal Consistency

The Parent Form of the Social Competence Scale (SCS–PF) was translated into Chinese and validated in a sample of Chinese preschool children ( N = 443). Results confirmed a single dimension and high internal consistency in the SCS–PF. Mothers' ratings on the SCS–PF correlated moderately with teachers' ratings on the Teacher Form of the Social Competence Scale and weakly with teachers' ratings on the Student–Teacher Relationship Scale.

Socioeconomic status is a predictor of neurocognitive performance of early female adolescents

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
H. J. Madhushanthi ◽  
Savithri W. Wimalasekera ◽  
C. Sampatha E. Goonewardena ◽  
A. A. Thamara D. Amarasekara ◽  
Janaka Lenora
Keyword(s):  
Socioeconomic Status ◽  
Working Memory ◽  
Executive Function ◽  
Inhibitory Control ◽  
Parental Education ◽  
Maternal Education ◽  
Female Adolescents ◽  
Low Ses ◽  
Neurocognitive Performance ◽  
Verbal Comprehension

Abstract Objective Previous studies have shown that high socioeconomic status (SES) is significantly associated with inhibitory control, working memory, verbal comprehension and IQ. However, in the Asian setting, with its prevailing poverty, information about the influence of SES on cognitive development of female adolescents is limited. This study was aimed to investigate the association between SES and neurocognitive performance of early female adolescents in Sri Lanka. Methods Female adolescents aged 11–14 years (n = 200) of low and middle SES were studied to assess neurocognitive function. After obtaining baseline data, eight subtests of the Wechsler Intelligence Scale for Children (WISC – IV), Test Of Nonverbal Intelligence (TONI-3) and two computer-based executive function tests (inhibition and visuo-spatial working memory) were administered to assess neurocognitive measures of the above adolescents. The results were compiled into a data base and analyzed using SPSS version 20 statistical software. Results Higher SES was associated with higher performance in all neurocognitive tests. Low SES adolescents obtained significantly poor test scores for executive function test (inhibitory control: p < 0.0001) and for WISC [verbal comprehension index (VCI): p < 0.0001), working memory index (WMI): p < 0.0001 and estimated full scale IQ (EFSIQ): p < 0.0001)] when compared with middle SES adolescents. Maternal education alone significantly predicts VCI and EFSIQ than the combined influence of parental education, occupation and income. Psychosocial adversities of adolescents were inversely correlated with VCI (r = −0.30; p < 0.001) and EFSIQ (r = −0.20; p < 0.001) of WISC and mathematics performance (r = −0.34; p < 0.001) at examination in school. Conclusion Findings of the study revealed the importance of upliftment of SES of the society to improve the cognitive and academic outcomes of low SES individuals.

THE ROLE OF PERSONALITY CORRELATES IN ALLEVIATING STRESS ENCOUNTERED BY STUDENTS OF STANDARD X

2016 ◽  
pp. 34-49
Author(s):  
Giselle D' Souza
Keyword(s):  
Academic Achievement ◽  
Test Anxiety ◽  
High Performance ◽  
Research Study ◽  
Self Concept ◽  
Personality Correlates ◽  
Purpose Of Education ◽  
Self Worth ◽  
Different Dimensions

Test anxiety and distress occupy pivotal positions in students' lives today, because of over emphasis on academic achievement in the modern educational system. The need for high performance in examinations has defeated the very purpose of education. The SSC examination has come to be an exhaustive exercise that makes the students learn by rote rather than comprehension. There are a few who feel completely trapped in their situation and indulge in self-destructive acts like suicide. The present research study attempted at understanding the likely role of personality correlates namely, academic self-concept, self-efficacy and locus of control in alleviating the different dimensions of stress encountered by students of standard X. It revealed a significant relationship between stress and the mentioned variables and could have important implications in helping students of standard X come to terms with their invaluable self-worth in effectively coping with the evil of the present century -stress.

Risk Factors Associated with Failure to Receive Vaccinations

PEDIATRICS ◽  
1979 ◽  
Vol 64 (3) ◽  
pp. 304-309 ◽  
Author(s):  
James S. Marks ◽  
Thomas J. Halpin ◽  
John J. Irvin ◽  
Deane A. Johnson ◽  
John R. Keller
Keyword(s):  
Socioeconomic Status ◽  
Family Size ◽  
Parental Education ◽  
Maternal Education ◽  
Oral Polio Vaccine ◽  
Health Department ◽  
Major Purpose ◽  
Factors Associated ◽  
Basic Series ◽  
To Receive

A major purpose of a state-wide survey to document the vaccination status of 1,003 2-year-old children was to identify factors associated with failure to receive the recommended vaccinations. With a basic series of immunization defined as three doses of diphtheriatetanus-pertussis (DTP), three oral polio vaccine (OPV), one measles, and one rubella, 72.5% of the children had completed the series. When the completed series was redefined to include a fourth DTP and mumps vaccine the rate of completion dropped to 40.8%. However, 59.1% of the children who had not completed this optimal series could be brought up-to-date with a single visit to their provider of medical care. Demographic variables independently associated with completion of the basic series were increased paternal education (P &lt; .001), increased maternal education (P &lt; .02), smaller family size (P &lt; .01) and higher socioeconomic status, as determined by census tract or rural town of residence (P &lt; .02). Race was not found to be a factor associated with vaccination rates when socioeconomic status was controlled. Patients who received their vaccinations from private physicians had a better vaccination rate than those who attended health department clinics. This difference persisted even when socioeconomic status was controlled by residence (P &lt; .02). The simultaneous comparison of parental education and family size demonstrated that a child having one parent with &lt; 12 years education or having at least three siblings has a fourfold greater risk of failure to complete his immunization than children whose parents are both college graduates. By using paternal and maternal education level and family size as screening variables, children at high risk for failure to complete their immunizations could be identified prospectively and made the target of intervention programs to improve compliance.

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