Academic Performance, Communication, and Psychosocial Development of Prelingual Deaf Children with Cochlear Implants in Mainstream Schools

Background and Objectives: To assess the academic performance, communication skills, and psychosocial development of prelingual deaf children with cochlear implants (CIs) attending mainstream schools, and to evaluate the impact of auditory speech perception on their classroom performance.Subjects and Methods: As participant, 67 children with CI attending mainstream schools were included. A survey was conducted using a structured questionnaire on academic performance in the native language, second language, mathematics, social studies, science, art, communication skills, self-esteem, and social relations. Additionally, auditory and speech performances on the last follow-up were reviewed retrospectively.Results: Most implanted children attending mainstream school appeared to have positive self-esteem and confidence, and had little difficulty in conversing in a quiet classroom. Also, half of the implanted children (38/67) scored above average in general academic achievement. However, academic achievement in the second language (English), social studies, and science were usually poorer than general academic achievement. Furthermore, half of the implanted children had difficulty in understanding the class content (30/67) or conversing with peers in a noisy classroom (32/67). These difficulties were significantly associated with poor speech perception.Conclusions: Improving the listening environment for implanted children attending mainstream schools is necessary.

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Using the Achieving Success Everyday (ASE) Group Model to Promote Self-Esteem and Academic Achievement for English as a Second Language (ESL) Students

Professional School Counseling ◽

10.1177/2156759x1201600108 ◽

2012 ◽

Vol 16 (1) ◽

pp. 2156759X1201600

Author(s):

Qi Shi ◽

Sam Steen

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Second Language ◽

Preliminary Data ◽

Self Esteem ◽

Group Model ◽

Esl Students ◽

Modest Improvement

The Achieving Success Everyday (ASE) group model is used to promote self-esteem and academic performance of English as a second language (ESL) students. The findings from the preliminary data indicated that the participants' self-esteem was significantly improved after participation in the group. There was no significant improvement in the total GPA of the participants, although 75% of the participants made modest improvement in GPA. This article explores implications for practice and research.

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The impact of obesity on self-esteem and academic achievement among university students

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh-2019-0137 ◽

2020 ◽

Vol 0 (0) ◽

Author(s):

Dua’a Alghawrien ◽

Mahmoud Al-Hussami ◽

Omar Ayaad

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

University Students ◽

Demographic Data ◽

Negative Relationship ◽

Self Esteem ◽

Normal Weight ◽

The Body ◽

Significant Negative Relationship ◽

The Impact

AbstractBackgroundPrevious studies showed that obesity was correlated with many negative social and health outcomes including poor academic achievement and low self-esteem.PurposeTo determine the prevalence of obesity and to identify the impact of obesity on self-esteem and academic performance among university students.MethodThe study used a correlational design to achieve the study objectives. It was conducted at the University of Jordan (UJ). The study population was all university students in at UJ. A convenience sampling technique was conducted to select 419 students. A self-administered questionnaire was designed to collect data from the sample. The body of the questionnaire was divided into two sections: a demographic data section, and the second section aimed to measure the students’ self-esteem using the Rosenberg Self-Esteem Scale (SES).ResultsThe response rate in this study was 91.1%. The results showed that 33 students were obese (7.88%), 116 students were overweight (27.68%), 266 students were normal weight (63.48%), and four students were underweight (0.95%). The results showed that there was a significant negative relationship between obesity and self-esteem (total item) (r = −0.231, 0.000*). The results showed that there was a significant negative relationship between obesity and academic achievement (r = −0.131, 0.002).ConclusionThere was a significant impact of obesity on the self-esteem and academic performance among university students.

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The impact of healthy lifestyles on academic achievement among Italian adolescents

Current Psychology ◽

10.1007/s12144-021-01614-w ◽

2021 ◽

Author(s):

Giuseppe Maniaci ◽

Caterina La Cascia ◽

Alessandra Giammanco ◽

Laura Ferraro ◽

Alessia Palummo ◽

...

Keyword(s):

Social Support ◽

Academic Achievement ◽

Academic Performance ◽

Perceived Stress ◽

Internet Use ◽

Perceived Social Support ◽

Self Esteem ◽

Healthy Lifestyles ◽

Illegal Drugs ◽

The Impact

AbstractWe evaluated the association between healthy lifestyles and academic achievement in a sample of 373 adolescent Italian students. Specifically, we investigated on the association between use of illegal drugs, habits to practice a regular physical, typology of diet, levels of social support, levels of self-esteem, level of Internet use, perceived stress and amount of sleep and academic achievement. Academic performance was positively correlated with good diet, perceived social support, and self-esteem. A statistically significant difference emerged between students with high versus low correct grade point averages in relation to lifetime and current use of illegal drugs. Last, academic performance was negatively correlated with Internet use, perceived stress, and bad diet. A multiple regression analysis was conducted in order to predict academic achievement based on good diet, physical activity, self-esteem, sleep hours, perceived stress, problematic Internet use, perceived social support, and lifetime substance use while controlling for age, gender, and years of education. As expected, healthy lifestyles behaviors were highlighted as a significant predictor in academic achievement. Specifically, it was showed that a good diet as well as nonproblematic Internet use significantly predicted academic success. Moreover, it was found that gender did not moderate the relationship between those predictors and academic achievement. The results of our study show that to practice healthy lifestyle behaviors is a relevant factor for a better performance at school, at least in our sample.

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

European Journal of Social Sciences Education and Research ◽

10.26417/ejser.v5i1.p199-206 ◽

2015 ◽

Vol 5 (1) ◽

pp. 199 ◽

Cited By ~ 1

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.

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EXAMINING HOW POSITIVE AND NEGATIVE EMOTIONS INFLUENCE COGNITIVE PERFORMANCE IN SECONDARY SCHOOLS

10.36315/2021pad23 ◽

2020 ◽

pp. 255-267

Author(s):

Sonya Yakimova ◽

◽

Célia Maintenant ◽

Anne Taillandier-Schmitt ◽

◽

...

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Secondary Schools ◽

Cognitive Performance ◽

Positive Emotions ◽

Negative Emotions ◽

School Context ◽

Dropping Out ◽

French Version ◽

The Impact

Few studies have examined the impact of emotions on cognitive (not only academic) performance among adolescents and this is the objective of our research. After ethic committee agreement andparents’ authorization, we asked 158 adolescents in secondary schools to respond to the French version of Differential Emotion Scale adapted for school context and to nineteensyllogisms which evaluated cognitive nonacademic performances. As results, we expected that negative emotions related to academic achievement would reduce performance in reasoning and positive emotions would improve it. Our hypotheses were partially validated. The impacts of the results as well as perspectives of future researches in relation with self-esteem, psychological disengagement, dropping out of school were discussed.

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Motivation and Academic Performance: An Inter-country Comparison

Communication Society and Media ◽

10.22158/csm.v3n3p70 ◽

2020 ◽

Vol 3 (3) ◽

pp. p70

Author(s):

Lewis R. Gale ◽

Clifford Nowell

Keyword(s):

Academic Achievement ◽

Academic Performance ◽

Positive Impact ◽

Country Comparison ◽

Using Data ◽

The Impact ◽

The Relationship ◽

Detrimental Impact ◽

The U.S ◽

External Motivation

The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation and academic performance by demonstrating that the magnitude of the detrimental impact of amotivation differs between students in the two countries and that the positive impact of higher levels of external motivation provides similar benefits for both groups of students.

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INTELLIGENCE, SELF-ESTEEM AND ACADEMIC ACHIEVEMENT IN KOSOVO YOUTH

10.32008/nordsci2021/b1/v4/26 ◽

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.

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Developmental cascade effects of the New Beginnings Program on adolescent adaptation outcomes

Development and Psychopathology ◽

10.1017/s0954579410000453 ◽

2010 ◽

Vol 22 (4) ◽

pp. 771-784 ◽

Cited By ~ 39

Author(s):

Darya Bonds McClain ◽

Sharlene A. Wolchik ◽

Emily Winslow ◽

Jenn-Yun Tein ◽

Irwin N. Sandler ◽

...

Keyword(s):

Substance Use ◽

Academic Performance ◽

Risky Sexual Behavior ◽

Preventive Intervention ◽

Self Esteem ◽

Internalizing Disorders ◽

Externalizing Disorders ◽

Baseline Risk ◽

Cascade Effects ◽

The Impact

AbstractUsing data from a 6-year longitudinal follow-up sample of 240 youth who participated in a randomized experimental trial of a preventive intervention for divorced families with children ages 9–12, the current study tested alternative cascading pathways by which the intervention decreased symptoms of internalizing disorders, symptoms of externalizing disorders, substance use, and risky sexual behavior and increased self-esteem and academic performance in mid- to late adolescence (15–19 years old). It was hypothesized that the impact of the program on adolescent adaptation outcomes would be explained by progressive associations between program-induced changes in parenting and youth adaptation outcomes. The results supported a cascading model of program effects in which the program was related to increased mother–child relationship quality that was related to subsequent decreases in child internalizing problems, which then was related to subsequent increases in self-esteem and decreases in symptoms of internalizing disorders in adolescence. The results were also consistent with a model in which the program increased maternal effective discipline that was related to decreased child externalizing problems, which was related to subsequent decreases in symptoms of externalizing disorders, less substance use, and better academic performance in adolescence. There were no significant differences in the model based on level of baseline risk or adolescent gender. These results provide support for a cascading pathways model of child and adolescent development.

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