Intraindividual fluctuations in sleep predict subsequent goal setting in adolescents

The purpose of this study was to investigate within- and between-person associations between sleep and subsequent goal setting in adolescents. We conducted an intensive repeated measures longitudinal study to assess intra- and interindividual associations between sleep and goal setting and potential moderators of such associations. Thirty-nine seventh through 12th graders reported on their sleep quality and propensity to set goals in their daily lives several times per week for approximately four months. We used a combination of multilevel modeling with time-varying covariates and centering techniques to partition within- and between-person variance. We found significant and positive associations between sleep and goal setting within individuals, but no such associations between individuals. That is, students were more likely to set goals for their work after getting a good night’s sleep relative to their own average sleep quality, but getting good sleep on average relative to other individuals showed no association with average goal setting. These relationships were not moderated by participant age, gender, or sociodemographic status as indexed by maternal education. Differences in average sleep between adolescents matters less for their propensity to set goals than whether they experienced better- or worse-than-usual sleep the previous night given their own average. This finding represents the first evidence documenting effects of sleep on goal setting, which is an important psychological precursor to many youth behavioral and achievement outcomes. Our findings highlight the individuality of sleep needs and point to new directions for sleep-related practice and policy aimed at youth.

The Utility of Brief Mattering Subscales for Adolescents: Associations with Learning Motivations, Achievement, Executive Function, Hope, Loneliness, and Risk Behavior

The current study examined the feasibility of adapting an existing measure to create a brief mattering measure suitable for use with adolescents. We then evaluated this brief measure by testing the hypothesis that mattering in adolescents is associated broadly with positive achievement outcomes and associated motivational orientations and behavioral tendencies. A sample of 206 high school students completed a slightly modified version of the Mattering Index, the Pattern of Adaptive Learning Scales, and a measure of executive function. School grades, school risk behavior, and social risk behavior were also assessed. Participants also completed measures of hope and loneliness. Psychometric analyses resulted in two brief four-item mattering subscales tapping a) general mattering and b) mattering by giving value to others. Correlational and regression analyses established that both mattering factors were associated with a positive academic orientation and higher grades. Mattering was also associated with less risk behavior, lower levels of loneliness, and higher levels of hope. Gender differences were found in terms of levels of mattering and the correlates of mattering. The findings are discussed in terms of how a focus on the promotion of mattering should contribute to an adaptive academic orientation, enhanced self-regulation, and the capacity to be adaptable and resilient.

Factor Influencing Learning Outcome in Nursing Education Using Gamification: A Scoping Review

Purpose: This review explored trends in studies on learning outcomes in nursing education using gamification, to provide directions for future research.Methods: This scoping review was conducted according to the Joanna Briggs Institute's guidelines. The literature search date was February 1, 2021.Results: Thirty-two studies were included. The largest proportion of studies were quantitative descriptive studies, including qualitative mixed methods (34.4%). More studies applied gamification in practical classes (53.1%) than in theoretical classes. Virtual simulation games (37.9%) and simple quiz games (34.4%) were most often used. Commonly used gamification elements included scores/points, feedback, badges, countdowns, challenges, competitions, and levels. Two themes emerged regarding the impact of gamification on learning: learners’ experiences and achievement outcomes with cognitive, affective, and psychomotor subthemes. Nursing education using gamification improved engagement, motivation, and learning achievement. However, there was less evidence for affective and psychomotor outcomes than for cognitive outcomes.Conclusion: Gamification can be an effective educational strategy if educator's have sufficient understanding and readiness and appropriate gamification elements are applied to nursing education. Further research should investigate knowledge retention in the cognitive domain, collaboration and empathy in the affective domain, and the improvement of nursing skills using new technologies in the psychomotor domain.

Obligatory coaching in the context of the model project “Talent Schools”: a means for educational equity and improvement of achievement outcomes?

PurposeIn the present study, we assessed how school improvement consultants, as part of a six-year model project conducted in North Rhine-Westphalia, Germany, were perceived by school leaders and how they defined their role(s), tasks and working methods as external consultants at the beginning of the project.Design/methodology/approachOur analyses are based on a mixed-methods approach, involving a standardized online survey of school leaders and 18 guideline-based interviews with school improvement consultants, which were conducted at the beginning of the model project. The interviews were analyzed using qualitative content analysis and typifying structuring of the interview material.FindingsOur results based on the quantitative survey data showed that the school administrators generally rated the collaboration with the external consultants as not very positive. Furthermore, our qualitative findings showed that the school improvement consultants in the model project faced resistance to their coaching efforts, which may be attributed to the obligatory nature of their work on the project. In general, the consulting process appeared to be little differentiated according to the school principals' perceptions of the school needs, with the consultants mainly proceeding as they also do in other coaching processes.Originality/valueThis study contributes to our understanding of coaching in improvement activities among schools serving disadvantaged communities by offering insights into the role(s) and working methods of external school improvement consultants.

A Strength-Based Framework for Realizing Latino Young Children’s Potential

Hispanic children experience poverty at rates two to three times higher than white children. Latino households with children, in general, have high parental employment coupled with low levels of parental education and stagnant parental earnings relative to non-Latino peers. While many Latino children live in neighborhoods that do not have access to high-quality early education, Latino children, on average, are raised in a home environment that offers economic stability and security, the presence of two parents, and socially supported family and community networks. Furthermore, though Hispanic children’s school achievement outcomes lag behind those of their peers, their socio-emotional developmental outcomes are on the same level or better. Latino children are raised in environments with the ingredients needed to achieve their potential. We use this foundation to propose a strength-based framework for guiding policy investment on Latino children and families.

Social Capital and Student Achievement: An Intervention-Based Test of Theory

Social capital is widely cited as benefiting children’s school performance, but close inspection of existing research yields inconsistent findings. Focusing on intergenerational closure among parents of children in the same school, this article draws from a field experiment to test the effects of social capital on children’s achievement in reading and mathematics. When children were in first grade, their schools were randomly assigned to an after-school family-based intervention that boosts social capital. A total of 52 schools in Phoenix, Arizona, and San Antonio, Texas, containing over 3,000 first graders, participated in the study, with half the schools in each city assigned to the treatment group and half serving as no-treatment controls. Two years later, no differences in third-grade achievement were evident between children who had been in treatment schools versus control schools. By contrast, nonexperimental analyses of survey-based measures of social capital suggest positive effects on achievement, indicating that naïve estimates based on survey measures may be upwardly biased by unobserved conditions that lead to both stronger ties among parents and higher test scores. This article adds to a growing literature that raises doubts about the effects of this type of social capital for achievement outcomes among young children.

Prestasi Belajar Matakuliah Teori antara Semester Gasal dan Genap

It is important to carry out this research to determine whether the differences in the offline and online learning processes affect the learning achievement outcomes. The purpose of the study was to determine whether there was a difference in the learning achievement of theoretical subjects between odd semesters and even semesters. This study uses a quantitative descriptive method and the type of research is ex-post-facto or causal comparative form. The results of the data analysis of the t test obtained the value of t_hit less than t_tab by testing the hypothesis (α) is 0.05. The results of this study can be concluded that there is no difference in the learning achievement of theoretical subjects between odd and even semesters in the 2018 offering B students for the 2019/2020 academic year of the PJK-FIK-UM Study Program. Abstrak: Penelitian ini penting dilaksanakan untuk mengetahui apakah perbedaan proses pembelajaran secara luring dan daring berpengaruh terhadap hasil prestasi belajar. Tujuan penelitian untuk mengetahui ada tidaknya perbedaan terhadap prestasi belajar matakuliah teori antara semester gasal dan semester genap. Penelitian ini menggunakan metode deskriptif kuantitatif dan jenis penelitian ex-post-facto atau bentuk causal comparative. Hasil analisis data Uji t diperoleh nilai t_hit kurang dari t_tab dengan pengujian hipotesis (α) adalah 0,05. Hasil penelitian ini dapat disimpulkan bahwa tidak ada perbedaan terhadap prestasi belajar matakuliah teori antara semester gasal dan genap pada mahasiswa angkatan 2018 offering B tahun akademik 2019/2020 Prodi PJK-FIK-UM.

Confronting the challenge of immigrant student underachievement: A comparative analysis of education policies and programs in Canada, New Zealand and England

Immigrant students consistently demonstrate a performance disadvantage when one considers their achievement against non-immigrant peers. These disadvantages vary across international jurisdictions, suggesting that education system level policies or programs may help to ameliorate or worsen these differences. Our work provides a synthesis of trends from education policies and programs that appear to be associated with more favourable immigrant student achievement outcomes, highlighting three international jurisdictions: Canada, New Zealand, and England. This comparative analysis identifies key features of these education systems that have been associated with the success of their immigrant students. We conclude with a critical view on simple policy borrowing and call for contextually responsive adaptation of promising policies and programs within distinct education systems.

Children of the Great Atlantic Migration: Narratives of Young Jewish Lives

The experiences of children during the process of migration are explored with reference to the Great Atlantic Migration, specifically the Jewish immigration from Eastern Europe around the turn of the 20th century. These experiences, as recorded by them later in their lives, are also represented in literary works penned by immigrant and second-generation authors. The subjective and representational aspects of child-immigrant lives add substance and perspective to an array of social data available about that era, including the proportion of children and youth in the migration stream, the effect of mass immigration on social services (including public education), employment of children and youth in industry, and welfare and institutional care. The article asserts that child-immigrants can be studied not only from the perspective of achievement outcomes in American society, as is currently common in the literature, but also in terms of assigning child-immigrants a separate voice in the historiography of U.S. migration.