scholarly journals Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

2021 ◽  
Vol 9 (3) ◽  
pp. 341-368
Author(s):  
David Coker
Keyword(s):  
Academic Achievement ◽  
Juvenile Delinquents ◽  
The United States ◽  
Self Esteem ◽  
Predictor Variables ◽  
Prosocial Skills ◽  
And Mathematics ◽  
Noncognitive Factors ◽  
The Impact ◽  
First Time

The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

Self-Esteem and Loneliness as Predicting Factors of Arab Children Achievement İn Kuala Lumpur

2015 ◽  
Vol 5 (1) ◽  
pp. 199 ◽  
Author(s):  
Asma'a Abdel Fattah Alhoot ◽  
Ssekamanya Sıraje Abdallah
Keyword(s):  
Academic Achievement ◽  
Relevant Literature ◽  
Self Esteem ◽  
Kuala Lumpur ◽  
Arab Children ◽  
Predicting Factors ◽  
Two Factors ◽  
Arab Schools ◽  
And Gender ◽  
The Impact

Taking into consideration the fact that self-esteem and loneliness have an even more important role to play in students' learning, this study seeks to examine the correlation of these two factors with children academic performance. The study involved 499 (grade 4 to grade 9) Arab children studying at Arab schools in Kuala Lumpur-Malaysia. Data were collected via two questionnaires (one for loneliness and the other for self-esteem). The correlational data analysis yielded a negative correlation between loneliness and academic achievement while there is a positive correlation between self-esteem and achievement. Results also suggested that there is no correlation between students' gender, age, and academic achievement. Furthermore, the results revealed that self-esteem is a good predictor of achievement while loneliness and gender are not good predictors. The findings of the present study are discussed in relation to the relevant literature, taking into consideration the impact of children mental health on their academic achievement. Finally, recommendations for further research are presented.

scholarly journals Autism Tsunami: the Impact of Rising Prevalence on the Societal Cost of Autism in the United States

2021 ◽  
Author(s):  
Mark Blaxill ◽  
Toby Rogers ◽  
Cynthia Nevison
Keyword(s):  
Forecast Model ◽  
The United States ◽  
Population Projections ◽  
Base Case ◽  
Prevention Strategies ◽  
Total Base ◽  
Cost Categories ◽  
The Cost ◽  
The Impact ◽  
First Time

AbstractThe cost of ASD in the U.S. is estimated using a forecast model that for the first time accounts for the true historical increase in ASD. Model inputs include ASD prevalence, census population projections, six cost categories, ten age brackets, inflation projections, and three future prevalence scenarios. Future ASD costs increase dramatically: total base-case costs of $223 (175–271) billion/year are estimated in 2020; $589 billion/year in 2030, $1.36 trillion/year in 2040, and $5.54 (4.29–6.78) trillion/year by 2060, with substantial potential savings through ASD prevention. Rising prevalence, the shift from child to adult-dominated costs, the transfer of costs from parents onto government, and the soaring total costs raise pressing policy questions and demand an urgent focus on prevention strategies.

scholarly journals Venture financing in the era of increasing epidemiological risks

2021 ◽  
Vol 2021 (8) ◽  
pp. 68-80
Author(s):  
Mykhailo DYBA ◽  
◽  
Iuliia GERNEGO ◽  
Keyword(s):  
United States ◽  
The United States ◽  
Venture Capitalists ◽  
Financing Policies ◽  
Current Trends ◽  
Social And Economic Development ◽  
Venture Financing ◽  
Venture Funding ◽  
The Impact ◽  
First Time

The relevance of the study of venture financing development in the era of increasing epidemiological risks is considered within the current situation in society, namely the significant impact of COVID-19 on all sectors of social and economic development. This shows the urgency of a systematic justification of current trends and peculiarities of venture financing development, taking into consideration the COVID-19 situation. The above-mentioned aspects define the purpose of our study. The theoretical basis of our study means the analysis of the specifics and priorities of venture financing, considering the timeframe from venture financing formation to nowadays. Thus, the stages of evolution of views on venture financing are highlighted. The article examines the dynamics of venture financing globally, as well as the change of relevant indicators in Europe, Asia and the United States. In particular, along with the analysis of the total amount of venture financing in each of the considered markets, the volumes of venture financing agreements that were carried out for the first time were estimated. This allowed us to analyze the relevant trends and make conclusions on the priority objects for attracting the resources of venture investors in the era of growth of epidemiological risks, depending on the experience of venture capitalists. The article compares venture funding and the incidence of COVID-19 in some countries in Europe, Asia and the United States. The approaches of European experts to the assessment of the impact of COVID-19 on venture financing are revealed. The analysis of the relevant calculations provides the possibility to structure the priorities of modern venture investors depending on the sectoral distribution of COVID-19 influences. The practical value of the study is considered within a comprehensive analysis of trends in venture financing and assessment of changes in the priorities of venture investors, considering the increasing epidemiological risks. The research may be useful both in the context of developing public venture financing policies and within developing venture financing strategies at the business level.

INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

2021 ◽  
Author(s):  
Naim Fanaj ◽  
Sevim Mustafa ◽  
Erika Melonashi
Keyword(s):  
Academic Achievement ◽  
Self Esteem ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Achievement Data ◽  
Explanatory Factors ◽  
High Intelligence ◽  
The Impact ◽  
The Relationship

Numerous studies have investigated the impact of self-esteem and intelligence on academic achievement. The findings are generally inconsistent. The aim of this study was to understand the relationship between intelligence, self-esteem and academic achievement among young people in Kosovo. It was a quantitative cross-sectional study. The sample consisted of 1856 participants, aged 10-18 years old (Mage = 15.29, SD = 1.76). Participants completed the Rosenberg Self-Esteem Scale and The Raven Standard Progressive Matrices. Grade Point Average (GPA) was used to measure academic achievement. Data processing was done with SPSS 21.0 and Microsoft Excel 2013. Participants according to self-reported academic achievement were classified as follows: fail (0.1%), sufficient (2%), good (15.6%), very good (26.7%) and excellent (55.7%). As regards self-esteem participants were classified as follows: low self-esteem (26.9%), and normal self-esteem (73.1%). A significant positive correlation was found between academic achievement and intelligence (r = .31; p = .00) but not between achievement and self-esteem. This significant correlation resulted for both genders separately. The Mann-Whitney test found significant differences in academic achievement between genders and between groups with high intelligence and those with normal intelligence. Intelligence, but not self-esteem revealed a significant relationship with academic achievement. Future studies on the topic might focus on explanatory factors or the possibility of interaction of other variables related to academic achievement.

scholarly journals Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

2020 ◽  
Vol 12 (14) ◽  
pp. 5768
Author(s):  
Nieves Moyano ◽  
Alberto Quílez-Robres ◽  
Alejandra Cortés Pascual
Keyword(s):  
Academic Achievement ◽  
Cognitive Abilities ◽  
Verbal Fluency ◽  
Self Esteem ◽  
Cognitive Factors ◽  
Mediating Role ◽  
Motivation For Learning ◽  
And Mathematics ◽  
The One

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem.

The Spectre of Americanization: Western Europe in the American Century

2012 ◽  
Author(s):  
Philipp Gassert
Keyword(s):  
World War Ii ◽  
Western Europe ◽  
Initial Period ◽  
Film Music ◽  
The United States ◽  
Colonial Rule ◽  
World War ◽  
Economic Threat ◽  
The Impact ◽  
First Time

By 1945, the spectre of Americanisation had been haunting Europe for half a century. With the United States still struggling to establish colonial rule over the Philippine Islands, European observers began framing the ‘American challenge’ as a cultural and most of all economic threat to national independence. Controversies about the impact of ‘America’ often served as a stand-in for a more fundamental reckoning with processes of modernisation. The initial period of sustained Americanisation was the 1920s, when American film, music, and automobiles were conquering Europe for the first time. A second heyday of Americanisation ‘from below’ started with the ‘American occupation of Britain’ and that of continental Europe during and after World War II. This article focuses on Western Europe and Americanisation, highlighting Americanisation from above and Americanisation from below. It looks at two concepts that often come up within debates about Americanisation: Westernisation and anti-Americanism.

scholarly journals An Introduction to Nicos Hadjinicolaou's “Art Centers and Peripheral Art” (1982)

ARTMargins ◽  
2020 ◽  
Vol 9 (2) ◽  
pp. 112-118
Author(s):  
Terry Smith
Keyword(s):  
The United States ◽  
Political Art ◽  
Book Art ◽  
Hard Edge ◽  
War Of Independence ◽  
History Of ◽  
The 1960S ◽  
The Impact ◽  
First Time

Change in the history of art has many causes, but one often overlooked by art historical institutions is the complex, unequal set of relationships that subsist between art centers and peripheries. These take many forms, from powerful penetration of peripheral art by the subjects, styles and modes of the relevant center, through accommodation to this penetration to various degrees and kinds of resistance to it. Mapping these relationships should be a major task for art historians, especially those committed to tracing the reception of works of art and the dissemination of ideas about art. This lecture, delivered by Nicos Hadjinicolaou in 1982, outlines a “political art geography” approach to these challenges, and demonstrates it by exploring four settings: the commissioning of paintings commemorating key battles during the Greek War of Independence; the changes in Diego Rivera's style on his return to Mexico from Paris in the 1920s; the impact on certain Mexican artists in the 1960s of “hard edge” painting from the United States; and the differences between Socialist Realism in Moscow and in the Soviet Republics of Asia during the mid-twentieth century. The lecture is here translated into English for the first time and is introduced by Terry Smith, who relates it to its author's long-term art historical quest, as previously pursued in his book Art History and Class Struggle (1973).

The Impact of Ngos in Saint-Louis De Gonzague Camp, Haiti

2013 ◽  
Vol 35 (3) ◽  
pp. 20-22
Author(s):  
Sandy Nelzy
Keyword(s):  
United States ◽  
The United States ◽  
Western Hemisphere ◽  
Ethnographic Research ◽  
Great Opportunity ◽  
Saint Louis ◽  
Long Time ◽  
The Impact ◽  
First Time ◽  
Great Step

A long time ago, Haiti was known as beautiful, rich in minerals, and a beacon of freedom, where slaves gained their independence. But now, Haiti is known as "the poorest country in the Western Hemisphere." Born and raised in Haiti, I came to the United States for the first time in 1998, and for five years I kept traveling back and forth until my father decided I would be a United States resident in 2003. I have always wanted to help my country, and I knew that living in the United States would be a great step forward. So when I found out about the ethnographic research organized by Dr. Schuller after the earthquake in Haiti, I knew instantly that I was interested in going. I knew that it would be a great opportunity for me to develop skills that would help resolve Haiti's problems in one way or another. I tried preparing myself emotionally to face the difficulties and the heartaches with which I would deal.

Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results

2006 ◽  
Vol 54 (4) ◽  
pp. 293-307 ◽  
Author(s):  
Christopher M. Johnson ◽  
Jenny E. Memmott
Keyword(s):  
Middle School ◽  
Academic Achievement ◽  
Music Education ◽  
Standardized Test ◽  
The United States ◽  
Music Programs ◽  
Effect Sizes ◽  
School Music ◽  
And Mathematics ◽  
Choral Programs

The purpose of this investigation was to examine the relationship between participation in contrasting school music programs and standardized test scores. Relationships between elementary (third- or fourth-grade) students' academic achievement at comparable schools, but with contrasting music programs as to instructional quality, were investigated. Relationships also were examined between middle school (eighth-or ninth-grade) students' academic achievement and their participation in school music programs that also differed in quality. Participants (N = 4,739) were students in elementary (n = 1,119) and middle schools (n = 3,620) from the South, East Coast, Midwest, and West Coast of the United States. All scores were standardized for comparison purposes. Analysis of elementary school data indicated that students in exemplary music education programs scored higher on both English and mathematics standardized tests than their counterparts who did not have this high-quality instruction; however, the effect sizes were slight. Analysis of middle school data indicated that for both English and math, students in both exceptional music programs and deficient instrumental programs scored better than those in no music classes or deficient choral programs; however, the effect sizes were not large.

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