Relationship Between Retained Primitive Reflexes and Scholastic Performance

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505164p1-7512505164p1
Author(s):  
Diana Feldhacker ◽  
Reilly Cosgrove ◽  
Benjamin Feiten ◽  
Kayleigh Schmidt ◽  
Marissa Stewart
Keyword(s):  
Academic Performance ◽  
First Grade ◽  
Primitive Reflexes ◽  
School Based ◽  
Significant Relationships ◽  
Scholastic Performance ◽  
The Relationship ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. Fifty-three kindergarten and first-grade students were screened to examine the relationship between primitive reflexes and scholastic performance. Overall, 100% of participants had retention of at least one reflex. Results indicated statistically significant relationships between reflexes and areas of academic performance. Further research is warranted to understand why reflexes are not being integrated and how school-based OTs ought to use these findings. Primary Author and Speaker: Diana Feldhacker Additional Authors and Speakers: Reilly Cosgrove, Benjamin Feiten, Kayleigh Schmidt, and Marissa Stewart

scholarly journals SELECTED SCHOOL BASED FACTORS’ INFLUENCE ON VALUE ADDITION IN SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNY, HOMABAY COUNTY, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Phelix Almand Amoke ◽  
James Ochieng Sika
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
School Improvement ◽  
Secondary Schools ◽  
School Effectiveness ◽  
Primary Data ◽  
Value Addition ◽  
Basic Model ◽  
School Based ◽  
Significant Relationships

<p>Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

scholarly journals Student Performance Measurement on Psychometric Parameters

2020 ◽  
Vol 16 (4) ◽  
pp. 68-85
Author(s):  
Iti Burman ◽  
Subhranil Som ◽  
Syed Akhter Hossain ◽  
Mayank Sharma
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Structural Equation ◽  
Educational Data Mining ◽  
Equation Modeling ◽  
Intellectual Performance ◽  
Career Selection ◽  
Scholastic Performance ◽  
The Relationship ◽  
Psychological Parameters

Educational data mining provides various advantages to the education systems in many ways. It enhances the teaching process, the learning process, the scholastic performance of students, career selection, employability, and more. The differences in attitude of students' behavior lead to difference in their academic performance. The article covers the non-intellectual parameters of students to enhance their academic performance. The study tests the relationship between psychometric constructs of students and their academic correlate. The models for enhancing intellectual performance which involves various non-intellectual parameters are analyzed using structural equation modeling. It is observed that the values of the models were retrieved near to fit values. The results entail that the models will be beneficial for students in improving their academic performance by revising their psychological parameters.

scholarly journals Study of Relationship Between Physical and Educational Activity of Students and Athletes Studying at the University

2020 ◽  
Vol 11 (1) ◽  
Author(s):  
Yevgeniya Vorontsova ◽  
Olga Rzhanyova
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Activity Analysis ◽  
Educational Activity ◽  
Intellectual Activity ◽  
Significant Relationships ◽  
The University ◽  
Relationship Of ◽  
The Relationship ◽  
Operational Component

The article reflects the results of a two-year study of educational and physical activity of university students. The article deals with the concept of activity, its types - physical and intellectual activity of students, approaches to indicators of physical activity, on the basis of which the components of physical activity are identified; it presents national and foreign studies of the relationship of types of activity. The article demonstrates the results of investigating the relationships between the manifestations of the types of activity of students and athletes studying at the university. The most significant relationships are found between the regulatory component and the result of educational activity; the potential of educational activity and the operational component of physical activity. Analysis of the relationships allows to make a conclusion that academic performance has links with most components of educational activity in both groups. The revealed connections between the components of physical and educational activiies are specific for athletes and students in terms of their number, orientation and strength.

scholarly journals Iris surface features and anterior chamber depth in Chinese adolescents

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Chen-Wei Pan ◽  
Yu-Xi Qian ◽  
Jun Li ◽  
Hua Zhong
Keyword(s):  
Anterior Chamber ◽  
Anterior Chamber Depth ◽  
Estimating Equation ◽  
Linear Regression Models ◽  
Surface Features ◽  
School Based ◽  
Significant Relationships ◽  
Grade 3 ◽  
Adjusted Model ◽  
The Relationship

Abstract Background We aim to determine the association of iris surface features including crypts, color and contraction furrows with anterior chamber depth (ACD) in a school-based sample of Chinese teenagers. Methods Totally, 2346 students aged 13 to 14 years in Mojiang located in the Southwestern part of China contributed to this analysis. Iris surface features were graded based on standardized slit-lamp photographs. Ocular biometric parameters including ACD were measured using an IOL Master. Generalized estimating equation was incorporated in the linear regression models to assess the relationship between iris surface features and ACD. Results A significant trend of increasing ACDs with more contraction furrows were observed. On average, the mean ACD was 3.03 mm in participants with contraction furrows of grade 1 while it was 3.10 mm in those with grade 3 (mean difference, 0.07 mm, P = 0.01). Adjusting for other potential confounders such as gender, height and weight did not significantly changed the associations. Compared with individuals with contraction furrows of grade 1, those with grade 3 had a greater ACD of 0.06 mm (95% confidence interval: 0.01, 0.11) in multivariate-adjusted model. There were no significant relationships between ACD and iris crypts or color. (P > 0.10). Conclusions More iris contraction furrows are associated with greater ACDs while the association with iris color and crypts were not significant.

Supporting Positive School Outcomes Through School-Based Physical Activity Intervention: Current Evidence and Resources

2017 ◽  
Vol 53 (2) ◽  
pp. 120-125 ◽  
Author(s):  
Katelin da Cruz
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Classroom Behavior ◽  
Physical Activity Intervention ◽  
School Context ◽  
Current Evidence ◽  
School Outcomes ◽  
Physical Activity Interventions ◽  
School Based ◽  
The Relationship

Research on the relationship between physical activity and academic performance and classroom behavior is in its early stages, and research attempting to examine the relationship within the school context is even scarcer. However, educators have already begun to use strategies such as classroom physical activity breaks. This column discusses research on school-based physical activity practices of classroom movement breaks, integrated physical activity, and recess in order to inform educators’ decisions regarding the use of these strategies. Resources for school-based physical activity interventions in addition to information regarding their effectiveness is also included to support educators in selecting programs.

The relationship between emotional intelligence, library anxiety, and academic achievement among the university students

2018 ◽  
Vol 52 (1) ◽  
pp. 237-248 ◽  
Author(s):  
Sajjad Ullah Jan ◽  
Mumtaz Ali Anwar ◽  
Nosheen Fatima Warraich
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Anxiety ◽  
Library Anxiety ◽  
Significant Relationships ◽  
The University ◽  
University Undergraduates ◽  
The Relationship ◽  
Practical Implications ◽  
High Emotional Intelligence

Emotional intelligence has a strong link with academic anxieties. It is apparent from the published literature that a student with high emotional intelligence would face low academic anxiety and vice versa. Similarly, library anxiety, which is an academic anxiety, also affects students’ academic performance. Library anxiety of students may increase or decrease along with their ability to understand and manage their own emotions and those of others. However, there is a dearth of literature on the relationship between these two concepts. Data regarding these concepts were collected from university undergraduates. Findings established significant relationships between emotional intelligence, library anxiety and academic performance among the participants. This study has practical implications for academicians and professional librarians to deal with the library anxiety of students and their academic performance.

Understanding the Relationship between School-Based Health Center Use, School Connection, and Academic Performance

2014 ◽  
Vol 39 (2) ◽  
pp. 83-91 ◽  
Author(s):  
J. Strolin-Goltzman ◽  
A. Sisselman ◽  
K. Melekis ◽  
C. Auerbach
Keyword(s):  
Academic Performance ◽  
Health Center ◽  
School Based ◽  
School Connection ◽  
The Relationship

scholarly journals SELF-EFFICACY, SELF-ESTEEM AND THEIR IMPACT ON ACADEMIC PERFORMANCE

2004 ◽  
Vol 32 (3) ◽  
pp. 247-256 ◽  
Author(s):  
John Lane ◽  
Andrew M. Lane ◽  
Anna Kyprianou
Keyword(s):  
Academic Performance ◽  
Self Efficacy ◽  
Self Esteem ◽  
Performance Measure ◽  
Past Performance ◽  
Postgraduate Students ◽  
Significant Relationships ◽  
Academic Settings ◽  
Efficacy Measures ◽  
The Relationship

This study investigated relationships between self-efficacy, self-esteem, previous performance accomplishments, and academic performance among a sample of 205 postgraduate students. Participants completed measures of past performance accomplishments, self-esteem, and self-efficacy at the start of a 15-week course. Each student's average grade from modules studied was used as the performance measure. Correlation results indicated significant relationships between self-efficacy and self-esteem. Multiple regression results indicated that self-efficacy mediated the relationship between performance accomplishments and academic performance. Findings lend support to the predictive effectiveness of self-efficacy measures in academic settings.

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