scholarly journals Impact of Political Violence in the Lives of Sri Lankan Preschool Children as Perceived by Their Preschool Teachers

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Buddhiprabha D D Pathirana
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Preschool Children ◽  
Political Violence ◽  
Student Teacher ◽  
Preschool Teachers ◽  
Educational Goals ◽  
Sri Lankan

Academic achievement or (academic) performance is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement generally refers to how well a student is accomplishing his or her tasks and studies. The most well-known indicator of academic achievement is the student’s ‘score’ for their classes and overall tenure. Many variables affect the academic achievement of the student i.e. Meta cognition, executive function, intelligence etc. The present study will investigate the relation between Meta cognition, executive function, intelligence and academic achievement. For this purpose a sample of 100 students (6th to 8th) was selected and data was collected.

scholarly journals Relation between Academic Achievement, Executive Function, Intelligence and Meta Cognition

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Aditi Kadian
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Student Teacher ◽  
Educational Goals

Academic achievement or (academic) performance is the outcome of education — the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement generally refers to how well a student is accomplishing his or her tasks and studies. The most well-known indicator of academic achievement is the student’s ‘score’ for their classes and overall tenure. Many variables affect the academic achievement of the student i.e. Meta cognition, executive function, intelligence etc. The present study will investigate the relation between Meta cognition, executive function, intelligence and academic achievement. For this purpose a sample of 100 students (6th to 8th) was selected and data was collected.

scholarly journals Enhancing executive function through imaginary play: A promising new practice principle

2020 ◽  
Vol 45 (2) ◽  
pp. 114-126 ◽  
Author(s):  
Sue Walker ◽  
Marilyn Fleer ◽  
Nikolai Veresov ◽  
Iris Duhn
Keyword(s):  
Executive Function ◽  
Preschool Children ◽  
Executive Functions ◽  
Repeated Measures ◽  
Preschool Teachers ◽  
Extended Period ◽  
Post Intervention ◽  
Repeated Measures Anova ◽  
Problem Situations ◽  
Imaginary Play

This paper presents the findings of a study conducted with preschool teachers trialling an intervention in which executive function activities are embedded in teachers’ daily practices and imaginary play is used to build meaningful problem situations that children solve using executive functions. The participants were 227 preschool children (53% male, M age = 55.5 months, SD = 4.2) in 10 preschool groups from Brisbane, Australia. The intervention consisted of educators and children creating and developing an imaginary situation (playworld) over an extended period (e.g. one school term). Executive function was assessed pre- and post-intervention. A repeated measures ANOVA demonstrated significant differences between Time 1 and Time 2 on all executive function measures. The study found that teachers can develop children’s executive functions when executive function activities are embedded in teachers’ daily practices, and when imaginary play is used to build meaningful problem situations that children solve using executive functions.

scholarly journals Training Executive Functions to Improve Academic Achievement: Tackling Avenues to Far Transfer

2021 ◽  
Vol 12 ◽  
Author(s):  
Catherine Gunzenhauser ◽  
Matthias Nückles
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Executive Function ◽  
Executive Functions ◽  
School Setting ◽  
Real Life ◽  
Formal Schooling ◽  
Far Transfer ◽  
Domain Specific ◽  
Executive Function Training

The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this perspective article, we focus on the transfer of executive function training to academic performance. First, we disentangle possible sources of transfer problems. We argue that executive functions can facilitate academic performance via two specific pathways, namely learning-related behaviors and learning-related cognitions. Further, we discuss how domain-specific factors (e.g., task-specific demands and prior knowledge) may influence the successful application of executive functions to learning in this domain. Second, we discuss how the school setting can be used to enhance executive function training with approaches to facilitating far transfer to academic achievement. Specifically, we suggest that training executive functions as a means to improve academic performance is most promising in young students, for whom both behavioral and domain-specific cognitive demands of formal schooling are quite novel challenges. Furthermore, we outline that students could be supported in far transfer of trained executive functions by being informed of the specific relevance of these skills for learning-related behaviors and by having them practice executive functions under such authentic conditions. Moreover, we suggest that in order to promote ongoing effects of executive function training beyond short-term interventions, teachers should be equipped to consider the specific executive function components that might facilitate and support students’ acquisition of a particular subject matter.

scholarly journals Preschool teachers and the selection of lyllabies in activities with preschool children

2020 ◽  
Vol 33 (4) ◽  
pp. 48-60
Author(s):  
Ljiljana Kostić ◽  
Daliborka Purić
Keyword(s):  
Preschool Children ◽  
Speech Perception ◽  
Social Development ◽  
Education Program ◽  
Preschool Teachers ◽  
Preschool Education ◽  
Literary Form ◽  
Educational Policies ◽  
Educational Goals ◽  
Selection Of

Lullaby, as a literary form that is multifunctional for children - in terms of cognitive, emotional and social development, development of speech, perception and attention, stimulating curiosity and interest, and developing creativity - is an important element in achieving educational goals in the context of various aspects of child development. In this paper the authors examine the experience of preschool teachers (N = 302) with: (a) the selection of lullabies; (b) the selection of folk and artistic lullabies; (c) opting for vocal, instrumental, i.e., vocal-instrumental lullabies in their work with the youngest children, in order to understand the potential patterns of selection of this particular literary form and to contribute to the methodological education of the preschool teachers. The research results indicate that the selection of the lullabies is not particularly varied, and that preschool teachers more often opt for the authored lullabies, as well as for the titles that are available in a vocal-instrumental form. The empirical findings bring forth the problem of selecting the content for working with the youngest children, i.e., they open the question of the ability of the preschool teachers to mould the children's literary taste, along with the question of the responsibility of methodologists, above all, the creators of educational policies, bearing in mind that according to the latest Preschool Education Program the choice of the content for activities with preschool children entirely rests upon preschool teachers.

scholarly journals CLASS SIZE AND STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS AND SCIENCE IN SECONDARY AND PRIMARY SCHOOLS IN NIGERIA

2014 ◽  
Vol 15 (2) ◽  
pp. 47-54
Author(s):  
A. K. Tsafe
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Student Teacher ◽  
Class Size ◽  
Primary Schools ◽  
Instructional Materials ◽  
Science Class ◽  
Existing Structures ◽  
Mathematics And Science

The paper focuses on the issue of class size as it relates to students’ academic performance in mathematics and science. Class size was viewed in the paper from various perspectives, ranging from student-teacher ratio, students' number per class and instructional materials available to cater to the needs of students in the class. The issue had, over the years been hotly debated and it was found that class size has an effect on the academic achievement of students. Theoretically, the paper argued that there are some difficulties encountered by learners in the process of learning that are environment-based while some are considered to be personal to the learner; each of which has bearing on how the classroom is structured to take care of such difficulties. The paper, in the end, recommended that the existing structures should be expanded so as to allow for decongesting the present ones and teachers should be recruited to complement the expansion.

Executive function and big five assessment, academic performance and military leadership

2007 ◽  
Author(s):  
William Bowman ◽  
Eric Bowman ◽  
Jordan B. Peterson ◽  
Daniel M. Higgins ◽  
Robert O. Pihl
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Big Five ◽  
Military Leadership

scholarly journals Task Monitoring and Working Memory as Executive Components Predictive of General and Specific Academic Achievements in 6–9-Year-Old Children

2021 ◽  
Vol 18 (13) ◽  
pp. 6681
Author(s):  
Alberto Quílez-Robres ◽  
Nieves Moyano ◽  
Alejandra Cortés-Pascual
Keyword(s):  
Academic Achievement ◽  
Working Memory ◽  
Academic Performance ◽  
Executive Functions ◽  
Language Arts ◽  
Memory Task ◽  
Academic Achievements ◽  
Predictive Role ◽  
And Mathematics ◽  
The Relationship

Academic achievement has been linked to executive functions. However, it is necessary to clarify the different predictive role that executive functions have on general and specific academic achievement and to determine the most predictive executive factor of this academic achievement. The relationship and predictive role between executive functions and their components (initiative, working memory, task monitoring, organization of materials, flexibility, emotional control, inhibition, self-monitoring) with academic achievement are analyzed in this study, both globally and specifically in the areas of Language Arts and Mathematics, in 133 students from 6 to 9 years of age. The relationship obtained in Pearson’s correlation analysis does not differ substantially between overall achievement (r = 0.392) and specific achievement (r = 0.361, r = 0.361), but task monitoring (r = 0.531, r = 0.455, r = 0.446) and working memory (r = 0.512, r = 0.475, r = 0.505) had a greater relationship with general and specific achievement. Finally, regression analyses based on correlation results indicate that executive functions predict general academic performance (14.7%) and specific performance (12.3%, 12.2%) for Language Arts and Mathematics, respectively. Furthermore, working memory and task supervision represent 32.5% of general academic performance, 25.5% of performance in Language Arts, and 27.1% of performance in Mathematics. In conclusion, this study yielded exploratory data on the possible executive functions (task supervision and working memory) responsible for good general academic achievements and specific academic achievements in Mathematics and Language Arts.

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.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

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