scholarly journals Diminished Returns of Parental Education in Terms of Youth School Performance: Ruling out Regression toward the Mean

Children ◽  
2020 ◽  
Vol 7 (7) ◽  
pp. 74 ◽  
Author(s):  
Shervin Assari ◽  
Shanika Boyce ◽  
Mohsen Bazargan ◽  
Cleopatra H. Caldwell
Keyword(s):  
High School ◽  
Ethnic Groups ◽  
School Performance ◽  
Parental Education ◽  
Future Research ◽  
Hispanic Youth ◽  
Grade Point ◽  
Stepwise Increase ◽  
The Mean ◽  
Regression Toward The Mean

Background: Minorities’ Diminished Returns (MDRs) refer to systemically weaker effects of socioeconomic status (SES) indicators on various developmental, behavioral, and health outcomes of ethnic minorities compared to non-Hispanic (non-Latino) Whites. Similar MDRs also exist for the effects of parental education on the school performance of ethnic minority youth. Aim: To assess whether regression toward the mean (RTM) has any role in explaining the diminished effects of parental education on the school performance of Black and Hispanic youth relative to non-Hispanic White youth. Materials and methods: Data for this cross-sectional study came from the Monitoring the Future survey (MTF, 2017), a nationally representative survey of American youth in 12th grade. The sample included 10,262 youth who were 12th graders (typically 17–18 years old). The independent variable was parental education with five categories: Some high school, High school graduate, Some college, College graduate, and Graduate school. The outcome was self-reported school performance measured as grade point average (GPA). Ethnicity was the effect modifier. Analysis of variance (ANOVA) and the Tukey Post Hoc test was used to analyze the data. Data visualization (line graphs) was used to visualize the shape of youth GPA as a function of parental education levels across ethnic groups. Results: While a perfect stepwise increase was seen in youth school performance as a result of parental education improvement, this pattern differed considerably across ethnic groups. Such a perfect stepwise increase in youth school performance as a result of the incremental increase in parental education was missing for Black and Hispanic youth. The shape of the association between parental education and youth school performance ruled out regression toward the mean (RTM) as an explanation for the observed diminished effects of parental education on the school performance of Black and Hispanic youth. Conclusion: Diminished returns of parental education on the school performance of Black and Hispanic youth cannot be explained by regression toward the mean. Other factors and contextual processes, such as segregation, discrimination, racism, and poor quality of schools in urban areas, should be investigated in future research.

scholarly journals The Presence of Asthma, the Use of Inhaled Steroids, and Parental Education Level Affect School Performance in Children

2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
A. Tsakiris ◽  
M. Iordanidou ◽  
E. Paraskakis ◽  
A. Tsalkidis ◽  
A. Rigas ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
School Performance ◽  
Parental Education ◽  
Education Level ◽  
Healthcare Use ◽  
School Students ◽  
Grade Point ◽  
Parental Education Level

Objective. Childhood asthma is a frequent cause of absenteeism that affects school performance. We aimed to investigate the impact of asthma on absenteeism and school performance level of elementary and high school students.Methods. Data about sociodemographics, absenteeism, and academic achievement were obtained from 1539 students attending 98 schools in Greece. School performance was assessed for the last two years of school attendance using parents’ and teachers’ reports and grade point average promotion.Results. The mean of the days of absence of students with asthma was higher compared to the healthy students (6.2 ± 11.7 versus 0.3 ± 3.1, resp.,P<0.001). Students with reduced healthcare use presented less absenteeism than those with increased healthcare use for asthma (4.3 ± 8.6 versus 12.4 ± 17.0 days, resp.,P<0.001). Asthma and healthcare use for asthma accounted for an overall estimated variability in absence days of 13.8% and 9%, respectively. Absenteeism was associated with poor school performance for the last two years of school (P=0.002) and with lower grade point promotion in elementary school students (P=0.001) but not in high school students (P=0.316). Higher level of parental education was associated with better school performance (P<0.001). Asthma was associated with a decreased possibility for excellent performance (OR = 0.64,P=0.049, 95%CI = 0.41–1.00) in elementary students. Students with asthma using inhalers were four times more likely to perform excellently in elementary school (OR = 4.3,P=0.028, 95%CI = 1.17–15.95) than their asthmatic peers with alternative asthma treatments.Conclusions. Asthma and increased healthcare use enhance school absenteeism. Inhaled steroid use and the higher parental education level were the most important predicting factors for good school performance in elementary school asthmatic children.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Exploring the Relationships Between High School Course Enrollment, Achievement, and First-Semester College GPA

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Jeffrey M Warren ◽  
Camille L Goins
Keyword(s):  
High School ◽  
Advanced Placement ◽  
Future Research ◽  
Course Enrollment ◽  
Honors Courses ◽  
Grade Point ◽  
First Semester ◽  
College Gpa ◽  
K 12 ◽  
The Impact

This study explored the impact of Advanced Placement and honors course enrollment and high school grade point average (GPA) on first-semester college GPA. Data were collected from 131 college freshmen enrolled at a minority-serving institution who graduated from a public school during the previous academic year. A four-step hierarchical multiple regression analysis indicated that family structure, college status, enrollment in one or more Advanced Placement courses, and enrollment in five or more honors courses accounted for a significant amount of variance explained in first-semester college GPA, both individually and in combination. High school GPA intervened in these variables relationships with first-semester college GPA accounting for a significant amount of variance. Based on these findings, opportunities for future research and implications for K–12 schools and colleges are provided.

Application of Fuzzy Numbers to Assessment Processes

2018 ◽  
pp. 3215-3225
Author(s):  
Michael Voskoglou
Keyword(s):  
Assessment Tool ◽  
Special Kind ◽  
Assessment Method ◽  
Future Research ◽  
Grade Point ◽  
Mean Values ◽  
The Subject ◽  
The Mean ◽  
Fuzzy Assessment ◽  
Classical Arithmetic

A Fuzzy Number (FN) is a special kind of FS on the set R of real numbers. The four classical arithmetic operations can be defined on FNs, which play an important role in fuzzy mathematics analogous to the role played by the ordinary numbers in crisp mathematics (Kaufmann & Gupta, 1991). The simplest form of FNs is the Triangular FNs (TFNs), while the Trapezoidal FNs (TpFNs) are straightforward generalizations of the TFNs. In the present work a combination of the COG defuzzification technique and of the TFNs (or TpFNs) is used as an assessment tool. Examples of assessing student problem-solving abilities and basket-ball player skills are also presented illustrating in practice the results obtained. This new fuzzy assessment method is validated by comparing its outcomes in the above examples with the corresponding outcomes of two commonly used assessment methods of the traditional logic, the calculation of the mean values and of the Grade Point Average (GPA) index. Finally, the perspectives of future research on the subject are discussed.

scholarly journals A quantitative analysis of high school sports participation intensity and breadth : relationships with academic achievement in a rural Missouri high school

2018 ◽  
Author(s):  
◽  
Chad M. Lang
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Sport Participation ◽  
Sport Activity ◽  
School Setting ◽  
Sports Participation ◽  
Practical Significance ◽  
Future Research ◽  
Grade Point ◽  
Achievement Data

The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Missouri high school. Recent research found high school-aged students in interscholastic activities were less likely to be multisport athletes than in previous decades. This decrease in multisport participation has occurred within the context of United States participation trends which demonstrated overall participation increases from 1989 to 2017 (Bell et al.,2016; Howard, 2017; Jayanthi, Pinkham, Dugas, Patrick, and LaBella, 2013; Moore, Murphey, Bandy, and Cooper, 2014). Since increased connectivity to school viaextracurricular school activities (ESAs) enhances social bonds associated with positive academic and behavioral outcomes, a reduction in participation intensity and/or breadth may exhibit deleterious effects to the academic and social development students experience in the school setting (Crosnoe, 2002; Eccles and Gootman, 2002; Hirschi,1969). Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school's archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two themes regarding sport participation, ACT, and grade-point average (GPA): a) Intensity demonstrated no statistical or practical significance to student achievement measured by ACT; however intensity of participation did share a statistically significant relationship to cumulative GPA (p less than .05) and b) an ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p less than .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and practically significant higher GPAs than two sport athletes. Utilizing these results suggested practical considerations for rural school administrators considering both the number of ESA sport offerings and the academic benefits ESAs multisport participation provide. Future research on ESA sport, activity, and non-activity participation related to academic outcomes is justified.

Being Well vs. Doing Well: Self-Esteem and School Performance among Immigrant and Nonimmigrant Racial and Ethnic Groups

2002 ◽  
Vol 36 (2) ◽  
pp. 389-415 ◽  
Author(s):  
Carl L. Bankston ◽  
Min Zhou
Keyword(s):  
Academic Achievement ◽  
Ethnic Groups ◽  
School Performance ◽  
Black Adolescents ◽  
Well Being ◽  
Self Esteem ◽  
Grade Point Averages ◽  
Low Grade ◽  
Apparent Paradox ◽  
Grade Point

It has frequently been suggested that the academic achievement of minority students may be hindered by low self-esteem in a white-dominated society. Some researchers and theorists, however, have questioned such assumptions. The self-esteem-academic achievement issue is further complicated by the relatively strong performance of children of immigrants in general, and of children of Asian immigrants in particular. A substantial literature suggests that these children face insecurities and difficulties that are inconsistent with high self-esteem. In examining data from the National Longitudinal Study of Adolescent Health, we find that Asians do show the lowest levels of reported self-esteem of the major racial/ethnic groups, but also the highest grade-point averages. Black adolescents, on the other hand, show the highest levels of reported self-esteem, but show relatively low grade-point averages. In further examination, we demonstrate that despite this apparent inconsistency between school performance and reported self-esteem, the two do have a positive relationship. Immigrant parental status, we suggest, has a complex relationship to school performance and psychological well-being that can help to explain the apparent paradox.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

Systems-thinking skills exhibited by UiTM Sarawak Diploma students in solving non-routine problems

2008 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Chin-Ying Liew ◽  
Kien-Kheng Foo ◽  
Elinda Ai-Lim Lee ◽  
Kelvin Tee-Hiong Goh
Keyword(s):  
Systems Thinking ◽  
Demographic Factors ◽  
Thinking Skills ◽  
Future Research ◽  
Performance Tasks ◽  
Grade Point ◽  
Problem Solving Skills ◽  
Cumulative Grade Point Average ◽  
Leading Role ◽  
The Mean

It is hypothesized that systems thinking can play a leading role in facilitating the attainment of important problem-solving skills especially in the context of solving ill-defined problems involving uncertainties and dynamic complexities. As part of an initial effort to determine if there is any basis for saying so, this exploratory study seeks to investigate the systems-thinking skills that are exhibited by two hundred thirty-three UiTM Sarawak Diploma students in solving non-routine problems. Moreover, it also aims to investigate the influence of three demographic factors, that is, gender, Gugusan and Cumulative Grade Point Average (CGPA) on systems-thinking skills. A framework for categorizing systems-thinking skills was developed to measure these aforementioned skills as the respondents solved four non-routine problems. This study used the survey research design to gather data through apaper-and-pencil test and questionnaire. Four performance tasks were used to measure these skills. Following that, the performance of each respondent was calculated based on an analytical scoring rubric for the identified systems thinking skills. Both descriptive and inferential data analysis were carried out. Findings indicated that the respondents score poorly in systems-thinking performance. The mean score for systems thinking was found to be only 11.76 out of a possible 50. With regard to the three preselected demographic factors, it was found that systems-thinking skills show no dependency with respect to gender (t = .202, P > .05) but was found to be dependent upon Gugusan (F = 4.500, P<.05) andCGPA (F = 5.554, P < .05). The limitations of this study were also discussed. The findings have implications of great importance in the teaching of systems thinking to students. The study ended with some suggestions for future research.

Prevalence and Predictors of Non-Adherence to 6-Mercaptopurine (6MP) in Children with Acute Lymphoblastic Leukemia (ALL) - a Children’s Oncology Group Study.

Blood ◽  
2008 ◽  
Vol 112 (11) ◽  
pp. 897-897
Author(s):  
Smita Bhatia ◽  
Doojduen Villaluna ◽  
Wendy Landier ◽  
Alexandra Schaible ◽  
Lindsey Hageman ◽  
...  
Keyword(s):  
High School ◽  
Household Income ◽  
Lymphoblastic Leukemia ◽  
Systemic Exposure ◽  
Small Sample ◽  
Future Research ◽  
Annual Household Income ◽  
Increased Risk ◽  
The Mean ◽  
The Impact

Abstract Use of contemporary risk-based therapy in children with ALL has resulted in five-year survival rates exceeding 80%. Achievement of durable remissions requires a maintenance phase composed of oral administration of antimetabolites (6-mercaptopurine and methotrexate) for approximately two years. Previous studies have shown that low systemic exposure to oral 6MP adversely affects prognosis, thus emphasizing the critical need for therapeutic levels throughout maintenance. However, significant inter-patient variability in red cell thioguanine nucleotide (6TGN – a major metabolite of 6MP) concentrations exists, and could in part be related to failure to adhere to prescribed therapy. Non-adherence in pediatric ALL patients has been reported – however, small sample sizes and varying methods of assessment make it difficult to understand the magnitude of this problem. The purpose of our study was to describe adherence to oral 6MP in a large multi-ethnic cohort of children with ALL. Patients were eligible to participate if they were diagnosed with ALL at age less than 22 years, belonged to one of four ethnic/racial groups (Asian, African-American, Caucasian, or Hispanic), and had completed at least 24 weeks of maintenance therapy. We have restricted the current report to Caucasians, where we have completed our target accrual. To measure 6MP adherence, we used the Medication Event Management System (MEMS) and supplied each patient with a MEMS TrackCap. This electronic cap allowed the collection of real-time data by recording the date and time(s) when the 6MP bottle was opened over a 6-month period. The MEMS data was downloaded at the end of the 6-month study period. Patients/parents also completed a self-administered sociodemographic questionnaire. Longitudinal analysis was performed using the Generalized Estimating Equations. A total of 173 Caucasian patients provided 26,424 person-days of observation for 6MP adherence. The median age at diagnosis was 5 years (1 to 19), and at study participation was 6 years (range, 2 to 20); median time from diagnosis was 18.8 months, and from start of maintenance, 8.1 months; 67% were males. NCI criteria for high-risk disease were present in 42% of the patients. The median annual household income was between $50K and $75K; 79% of the mothers and 72% of the fathers had received education beyond high school. The median number of household members (including patient) was 4 (range, 2 to 10). Adherence was defined as the ratio of 6MP bottle openings to actual 6MP doses prescribed, calculated as a percentage (“percent adherence”). Prescribed doses for the entire 6-month period were reviewed for each patient, and instances when 6MP was withheld by the prescriber due to toxicity or illness were taken into account for purposes of calculating adherence. The mean percent adherence over the 6-month study period was 85% (range 11% to 100%). The mean monthly percent adherence declined significantly over the 6-month study period (p=0.002). Multivariate analysis identified certain subgroups that were at increased risk of lower percent adherence (Figure): age >8 years at study entry (p=0.01); households that included members other than the mother, father, and patient (<0.001); father’s education ≤ high school or ≥ college degree (p=0.05), and annual household income <$20k or ≥ $100K (p=.045). In this study, 19% of the study participants were <80% adherent at the end of the first study month; this increased to 30% by the end of the 6-month study period. Over 6% of patients were <50% adherent at the end of the first month, and this increased to 11% at month 6 – demonstrating that over 10% of the patients were taking less than 50% of their prescribed doses of 6MP. This study demonstrates that non-adherence to 6MP is prevalent in children undergoing treatment for ALL and increases with time on maintenance. It further delineates certain sociodemographic variables that define those at highest risk for non-adherence. Patients from this study will be followed long-term to understand the impact of non-adherence on outcome. Future research needs to focus on developing targeted, multidisciplinary interventions to reduce non-adherence to therapy. Figure Figure

scholarly journals Die voorspelling van akademiese prestasie na die eerste universiteitsjaar

1998 ◽  
Vol 24 (1) ◽  
Author(s):  
G. K. Huysamen
Keyword(s):  
High School ◽  
Academic Performance ◽  
School Performance ◽  
First Year ◽  
The Mean ◽  
High School Performance

The prediction of academic performance after the first year at university. In agreement with findings elsewhere, the correlations of high school performance (Swedish Formula Point) and the verbal and nonverbal GSAT scores with the mean percentage marks (MPMs) gradually decreased from the first through sixth semester at university, whereas the decrease in the corresponding correlations with the cumulative mean percentage marks (CMPMs) was less pronounced. The later the semester for which either an MPM or a CMPM was used as a predictor, the higher the latter tended to correlate with the MPMs of subsequent semesters but these correlations also decreased in size over the ensuing semesters. The best predictor of the MPM of any given semester was either the MPM of the immediately preceding semester or the CMPM of all the preceding semesters. Opsomming In ooreenstemming met bevindings elders, het die korrelasies van hoërskoolprestasie (Sweedse Formulepunt) en verbale en nie-verbale ASAT-tellings met die gemiddelde persentasiepunte (GPP's) geleidelik van die eerste tot die sesde semester op Universiteit afgeneem, terwyl die afname in die ooreenstemmende korrelasies met die kumulatiewe gemiddelde persentasiepunte (KGP's) minder opvallend was. Hoe later die semester waarvan die GGP of KGP as voorspeller gebruik is, hoe hoër was dit geneig om met die GGP's van die daaropvolgende semesters te korreleer, maar die korrelasies het: eweneens met die toename in laasgenoemde semesters in grootte afgeneem. Die beste voorspeller van die GPP van enige gegewe semester was of die GPP van die pas afgelope semester, of die KGP van al die voorafgaande semesters.

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