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School grades in adolescence have been linked to later psychiatric outcomes, but large-scale nationwide studies across the spectrum of mental disorders are scarce. In the present study, we examined the risk of a wide array of mental disorders in adulthood, as well as the risk of comorbidity, associated with school achievement in adolescence. We used population-based cohort data comprising all individuals born in Finland over the period 1980–2000 (N = 1,070,880) who were followed from age 15 or 16 until a diagnosis of mental disorder, emigration, death, or December 2017, whichever came first. Final grade average from comprehensive school was the exposure, and the first diagnosed mental disorder in a secondary healthcare setting was the outcome. The risks were assessed with Cox proportional hazards models, stratified Cox proportional hazard models within strata of full-siblings, and multinomial regression models. The cumulative incidence of mental disorders was estimated using competing risks regression. Better school achievement was associated with a smaller risk of all subsequent mental disorders and comorbidity, except for eating disorders, where better school achievement was associated with a higher risk. The largest associations were observed between school achievement and substance use disorders. Overall, individuals with school achievement more than two standard deviations below average had an absolute risk of 39.6% of a later mental disorder diagnosis. By contrast, for individuals with school achievement more than two standard deviations above average, the absolute risk of a later mental disorder diagnosis was 15.7%. The results show that the largest mental health burden accumulates among those with the poorest school achievement in adolescence.

This work has been supported by Croatian Science Foundation under the project number UIP-2019-04-7547 “Digital technology in the family: patterns of behaviour and effects on the child development”. The aim of this study was to examine the relationship between some aspects of children’s smartphone use (time and motives for smartphone use), indicators of well-being (life satisfaction, positive and negative affect), and school achievement. Participants were 283 children (59,2% girls) aged from 10 to 15 (median 12) years and one of their parents who agreed to participate in the project “Digital technology in the family: patterns of behaviour and effects on child development”. A new scale for children’s motives for smartphone use was developed and it showed good psychometric properties. Children’s life satisfaction was assessed using the Short multidimensional life-satisfaction scale (Seligson et al., 2003), positive and negative effects were assessed using the PANAS-C scale (Ebesutani et al., 2012), and school achievement was measured according to the Croatian grading scale. Results show that as they grow older, children tend to spend more time using smartphones, and their life satisfaction declines. Girls tend to experience more negative affect, while boys tend to experience more positive affect. Girls are also more prone to use smartphone for communication and their school tasks. More usage of smartphones for entertainment is related to higher levels of negative effect in children, while more usage of smartphones for communication is related to higher positive affect and lower school achievement in children. The obtained results are discussed and represent a direction for future research, pointing to the examination of the content to which children and young people are exposed on smartphones and social media., Cilj ovog istraživanja bio je ispitati povezanost između nekih aspekata dječjeg korištenja pametnog telefona (vrijeme i motivi za korištenje pametnog telefona), pokazatelja dobrobiti (zadovoljstvo životom, pozitivni i negativni afekt) i školskog uspjeha. Istraživanje je dio longitudinalne studije (Studija 2) istraživačkog projekta “Digitalna tehnologija u obitelji: obrasci ponašanja i učinci na razvoj djece” kojeg financiraju Hrvatska zaklada za znanost i Hrvatsko katoličko sveučilište. U istraživanju je sudjelovalo 283 djece (59,2% djevojčica) u dobi od 10 do 15 (medijan 12) godina i 283 roditelja (79,8% majki). Sudionici su bili iz šest zagrebačkih osnovnih škola. Roditelji i djeca koji su odlučili sudjelovati u istraživanju potpisali su informirani pristanak za sudjelovanje. Istraživački tim je školama dostavio upitnike. Jedan upitnik bio je za roditelje koji su ga popunjavali kod kuće. Upitnik za djecu sastojao se od dva dijela. Jedan dio djeca su popunjavala kod kuće, a drugi u školi. Upitnici su, uz pomoć učitelja i stručnih suradnika, prikupljeni i isporučeni istraživačkom timu. Za potrebe ovoga istraživanja razvijena je nova Skala motiva korištenje pametnog telefona za djecu na temelju rezultata iz Studije 1. Dječje zadovoljstvo životom ispitano je Kratkom multidimenzionalnom ljestvicom zadovoljstva životom (Seligson i sur., 2003.), a pozitivni i negativni afekti ispitani su PANAS-C ljestvicom (Ebesutani i sur., 2012.). Školski uspjeh mjeren je prema hrvatskoj ljestvici ocjenjivanja djece u školi. Procjene dječjeg vremena korištenja pametnog telefona pokazuju da djeca dnevno u prosjeku provedu oko 3 sata i 15 minuta koristeći pametni telefon. Rezultati o vremenu korištenja pametnog telefona su u skladu su s prethodnim istraživanjima koja pokazuju da djeca u dobi od 10 do 18 godina koriste pametne telefone više od 3 sata dnevno (npr. Kliesener et al., 2022; Lee i Kim, 2018; Park, 2020; Poulain et al., 2021; Samahel et al. al., 2020; Twenge i Campbell, 2018). Ovo istraživanje pokazuje da djeca u prosjeku imaju visoku razinu zadovoljstva životom, te da djeca u prosjeku doživljavaju više pozitivnih nego negativnih afekta. Većini djece primarni motiv za korištenje mobitela je komunikacija. Druga dva najčešća motiva za korištenje mobitela među djecom su zabava i pisanje zadaće. Rezultati pokazuju da motiv za pisanje zadaće nije statistički značajno povezan s vremenom provedenim na pametnom telefonu, dok su motiv za komunikacijom i motiv za zabavom statistički značajno pozitivno povezani s vremenom provedenim na pametnom telefonu. Također, djeca su prošlu školsku godinu u prosjeku završila s odličnim uspjehom. Rezultati su pokazali da je više prosječno dnevno vrijeme korištenja pametnog telefona povezano s višim razinama negativnog afekta, nižim zadovoljstvom životom, ali ne i s lošijim školskim uspjehom. Nadalje, rezultati pokazuju da, kako odrastaju, djeca provode više vremena koristeći pametne telefone, a njihovo zadovoljstvo životom opada. Prethodna istraživanja također su pokazala da je veći broj sati provedenih u korištenju pametnog telefona povezan s nižim zadovoljstvom životom i češćim negativnim afektima (Babić i sur., 2017; Khan i sur., 2021; Li i sur., 2020). Dječaci i djeca koji koriste pametne telefone uglavnom za komunikaciju češće doživljavaju pozitivne afekte. Djevojčice i djeca koja koriste pametne telefone u svrhu zabave češće doživljavaju negativni afekt, a djeca koja koriste pametne telefone za komunikaciju s drugima imaju lošiji školski uspjeh. Ovo istraživanje ima određena ograničenja s obzirom na korištenu metodu samoprocjene, koja je vjerojatno rezultirala poznatim pristranostima i nepouzdanim procjenama upotrebe pametnih telefona. Najdalje, zaključci su izvedeni iz relativno malog uzorka. Potencijalno ograničenje odnosi se i na relativno mali broj mogućih motiva za korištenje pametnog telefona koji su ispitani. Također, pri tumačenju ovih rezultata treba uzeti u obzir međuodnos varijabli. Odnos između testiranih pokazatelja dobrobiti i upotrebe pametnog telefona može bi biti recipročan, tako da bi niska razina dobrobiti mogla dovesti do percipirane ili stvarne upotrebe pametnog telefona i obrnuto. Ovo istraživanje doprinosi unapređenju područja koje se bavi dječjim korištenjem pametnih telefona daljnjim istraživanjem ključnih korelata i prediktora povezanih s psihološkom dobrobiti i motivima za korištenje pametnih telefona. Važno je primijetiti da vrijeme korištenja pametnog telefona kao prediktor nije doseglo statističku značajnost u predviđanju pokazatelja dobrobiti zbog čega rezultati ovog rada daju smjer za buduća istraživanja koja bi se trebala usmjeriti na ispitivanje sadržaja kojima su djeca i adolescenti izloženi, a ne na vrijeme. Također, rezultati istraživanja pokazuju važnost svijesti djece o ometajućem učinku koji pametni telefoni mogu imati na školski uspjeh i koliko često doživljavaju taj negativan učinak. Doista, djeca često nisu svjesna da pametni telefon može imati učinak na njihovu izvedbu.

The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.

Svaki ljudski čin, radnja i postupak prožeti su emocijama, one se provlače kroz sve aspekte ljudskog života, pa tako i kroz obrazovanje. Emocionalna kompetentnost je spoj više različitih sposobnosti – prepoznavanja, razumijevanja i učinkovite regulacije vlastitih i tuđih emocija. Ove sposobnosti nerijetko se povezuju sa uspješnim funkcioniranjem u različitim područjima života, pa tako i u školskom životu učenika. Kada promišljamo o konceptu emocija i emocionalne inteligencije u obrazovanju, konkretno u nastavi, prema Bognar i Dubrovicki (2012) one se mogu povezati sa ozračjem u nastavi odnosno tzv. emocionalnom klimom. Povoljna emocionalna klima povoljno utječe na rezultate odgojno–obrazovnog procesa, a nepovoljna, u kojoj su prisutni strah i dosada, ometa odgojno–obrazovni proces. No emocionalni aspekt nastave obuhvaća puno širi i specifičniji spektar emocija svakog pojedinca uključenog u nastavni proces. Fokus ovog rada usmjeren je na emocije učenika, konkretno adolescenata i njihove emocionalne reakcije. Ovakva specifikacija i usmjerenje teme proizlazi iz potrebe za osvješćivanjem važnosti uloge emocionalnih reakcija u školskim postignućima učenika, a ova dobna skupina specifična je upravo iz razloga što se nalaze u osjetljivim godinama kada su emocionalne reakcije u najburnijoj fazi. Škola je sama po sebi izvor određenih specifičnih stresora za učenike, a svaki stresor/problem iziskuje određenu emocionalnu reakciju. Načini na koje se učenici nauče nositi sa stresnim situacijama značajno utječu na njihovo svakodnevno funkcioniranje u školskom okruženju te njihov sposobnost da zadovolje sve obrazovne zahtjeve stavljene pred njih. Svrha ovog rada je da istraži i pruži dobar uvid u važnosti obrazovanja za emocije i istakne potrebu pružanja pomoći učenicima za adekvatno nošenje sa vlastitim emocijama, posebno u razdoblju adolescencije kada su emocionalne reakcije u najburnijoj fazi. Every human act, and action is imbued with emotions, they run through all aspects of human life, including education. Emotional competence is a combination of several different abilities – recognizing, understanding, and effectively regulating one's own and others' emotions. These abilities are often associated with successful functioning in different areas of life, including in the school life of students. When we think about the concept of emotions and emotional intelligence in education, specifically in teaching, according to Bognar and Dubrovicki (2012), they can be associated with the classroom atmosphere, i.e. the so-called emotional climate. The favorable emotional climate favorably affects the results of the educational process, and the unfavorable one, in which fear and boredom are present, interferes with the educational process. But the emotional aspect of teaching encompasses a much wider and more specific spectrum of emotions of each individual involved in the teaching process. The focus of this paper centers on the emotions of students, specifically adolescents and their emotional reactions. This specification and orientation of the topic stems from the need to raise awareness of the importance of the role of emotional reactions in students' school achievements and this age group is specific precisely because they are in a such sensitive age when emotional reactions are in the most turbulent stage. School itself is a source of certain specific stressors for students, and each stressor/problem requires a certain emotional reaction. The ways in which students learn to cope with stressful situations significantly affect their daily functioning in the school environment and their ability to meet all the educational requirements placed before them. The purpose of this paper is to explore and provide a good insight into the importance of education for emotions and highlight the need to help students to adequately cope with their own emotions, especially in the period of adolescence when emotional reactions are in the most turbulent stage.

The goal of this project is to examine the association between exposure to early deprivation and threat, emotional and cognitive development, psychopathology and education outcomes across infancy and childhood. The Dimensional Model of Adversity and Psychopathology (DMAP) is a theoretical model that proposes that different dimensions of adversity, mainly deprivation and threat, are uniquely associated with neural and behavioral pathways that lead to the development of psychopathology. Multiple empirical studies reveal that these differentiations exist across a a variety of samples. exist. However, most of the research in this area has focused on outcomes during childhood, adolescence, and adulthood, with only one study exploring how deprivation and threat relate to cognitive control and fear learning during early childhood. Additionally, there is little evidence linking this model to educational outcomes, such as achievement. On the other hand, evidence from animal and human studies suggest that parents and parenting behaviors can serve as buffers of early adversity. The present study aims to explore how deprivation and threat predict emotional and cognitive development, and how these serve as mediators between deprivation and threat, and psychopathology and academic achievement. We also aim to explore if caregiver sensitivity serves as a buffer of threat experiences on emotional processes.

This study examines the relationship between parenting patterns and children’s school achievements in Greek society. Parenting practices and parenting style are two child-rearing dynamics which were selected to assess children’s school achievements in this study. A total of 101 participants who have at least one child attaining elementary school and who reside in Greece answered an online questionnaire. In line with previous findings, the aim of this study is to examine associations between parenting and primary school students’ achievements in Greece. The initial assumption was that both parenting practices and parenting style are associated with academic achievement. Thus, the primary hypotheses under examination in this study are (A) that authoritarian parenting pattern is negatively associated with school achievement; (B) that authoritative parenting style is positively associated with school achievement; and (C) that parental involvement affects children and their school performance. The results show a positive relation between authoritative parenting styles and children’s school achievement, although the authoritarian style was associated with lower levels of school achievement. Additionally, the results indicate that the authoritarian style combined with involvement practices is a significant predictor of grades. The more authoritative means that parents use to socialize with their children, the more likely they are to achieve their parenting goals. Nevertheless, it is of critical importance for parents to focus on the learning process and not on the outcome.

Pitanje društvenih nejednakosti u procesu obrazovanja preokupiralo je moju sociološku pažnju još od vremena osnovnih studija. Ovo pitanje me je zanimalo jer mi se činilo da se unutar obrazovne sfere može kreirati promena, koja bi vodila većoj pravednosti celokupnog društva. Danas sam znatno skeptičniji kada je u pitanju mogućnost takve promene, ali i dalje mislim da je vredno truda do detalja ispitati mogućnosti, potencijale i ograničenja transformacije društva koja bi započela iz obrazovne sfere. Za Burdijeovu teoriju društvenih praksi zainteresovao sam se upravo zato što mi se činilo da nudi oruđe za razumevanje mehanizama koji funkcionišu unutar obrazovnog polja i koji od obrazovnog polja čine sistem za reprodukciju društvenih nejednakosti. Nakon izrade master rada i doktorske disertacije, u kojima sam istraživao uticaj kulturnog kapitala na obrazovne prakse učenika osnovnih i srednjih škola u Srbiji, javila mi se ideja o pisanju ove knjige. Želja mi je bila da na jedan sistematičniji način istražim uticaj kulturnog kapitala, kao i mogućnosti za umanjivanje njegovog značaja. Na ličnom planu želeo sam da zaokružim temu kojom sam se bavio prethodnih desetak godina, odnosno da se od nje, objedinivši znanja koja imam na jednom mestu, makar na neko vreme rastanem. Ideja da u knjizi akcentujem oblasti za koje smatram da nisu u dovoljnoj meri istražene javila se tokom pisanja i nadam se da će ona doprineti tome da knjiga bude korisnija istraživačima koji će se u budućnosti baviti značajem kulturnog kapitala, ili nekim drugim vidom strukturalnih nejednakosti u obrazovanju. Budući da je knjiga na izvestan način proizvod rada započetog još tokom studija, imam potrebu da iskažem zahvalnost mojoj mentorki dr Isidori Jarić na svim savetima i vođstvu prilikom izrade master i doktorske teze. Takođe, veoma sam zahvalan dr Ivani Spasić, koja me je prva zainteresovala za Burdijeove ideje i u meni podstakla želju da ih detaljnije istražim. Duboku zahvalnost dugujem i recenzentima ove knjige na pažljivom čitanju rukopisa. Osim formalnim recenzentima, zahvalan sam i neformalnoj recenzentkinji, mojoj majci, koja je tekst više puta pažljivo pročitala i iz pedagoške perspektive ostavila, čini mi se, više komentara nego što je osnovnog teksta. Na kraju, veliko hvala mojoj porodici, koja me trpi i pruža mi podršku da se posvetim pisanju. Naziv zbirke: Biblioteka „Istraživački radovi“ 102

Learning motivation, self-handicapping, executive function, and school achievement are interrelated variables affecting students’ intension of learning in higher education. However, many educators are unaware of the ability of these predictive variables and fail to encourage students’ further education. Therefore, with the aim of helping educators, this study was conducted to predict students’ intention of learning in higher education based on their learning motivation, self-handicapping, executive function, school achievement, and mothers’ education. We sampled Hungarian 12th graders (N = 1330) who participated in this study while collecting the data online during class hours. Questionnaires were used to measure learning motivation, self-handicapping, and executive function. Findings showed that higher learning motivation, lower self-handicapping, stronger working memory, and mother’s education could increase students’ intention of learning in higher education. Beyond our expectations, higher school achievement (GPA) was not a significant predictor. Comparing different theoretical perspectives, we deduced reliable predictors underlying Hungarian students’ intention of learning in higher education. Therefore, this study is of great importance for educators to pick out the real support for their students’ intention of learning in higher education by following our research findings.

Η εμπλοκή των γονέων στη σχολική εργασία των παιδιών στο σπίτι λαμβάνει ποικιλία μορφών με διακριτά ποιοτικά χαρακτηριστικά. Το παρόν άρθρο πραγματεύεται το ρόλο της ποιότητας της γονεϊκής εμπλοκής, τους παράγοντες πρόγνωσης υιοθέτησης συγκεκριμένων μορφών εμπλοκής και τα μαθησιακά αποτελέσματά τους για τα παιδιά. Σύμφωνα με τη σχετική βιβλιογραφία, οι πεποιθήσεις κινήτρων των γονέων, οι πεποιθήσεις τους για την αποτελεσματικότητα των ίδιων και των παιδιών τους και τα συναισθήματά τους προβλέπουν την υιοθέτηση εναλλακτικών μορφών γονεϊκής εμπλοκής με διαφορετικές συνέπειες στις θυμικές διεργασίες μάθησης και στη σχολική επίδοση των παιδιών. Ειδικότερα, η προαγωγή της αυτονομίας και η παροχή διακριτικής στήριξης στις προκλήσεις της σχολικής εργασίας, έναντι της χρήσης ελεγκτικών πρακτικών εμπλοκής, συμβάλλουν στην ανάπτυξη κινήτρων για μάθηση, υψηλών πεποιθήσεων ακαδημαϊκής ικανότητας/επάρκειας, θετικών συναισθημάτων, λειτουργικών μαθησιακών συμπεριφορών και σε θετικά ακαδημαϊκά επιτεύγματα των παιδιών. Η ανάδειξη μέσα από τη συγκεκριμένη βιβλιογραφική επισκόπηση των σύνθετων σχέσεων μεταξύ του πλήθους των μεταβλητών γονέων και παιδιών στο πεδίο της κατ’ οίκον σχολικής εργασίας καταλήγει στη διατύπωση προτάσεων μελλοντικής έρευνας και πρακτικής εφαρμογής με σκοπό την προαγωγή της μάθησης και της σχολικής επίτευξης των παιδιών., Parental involvement in children’s homework takes a variety of forms with distinct qualitative characteristics. The present review paper discusses the role of quality of parental homework involvement, the predictors of specific involvement forms adopted by parents and their learning outcomes for children. According to relevant literature, parent motivational beliefs, efficacy beliefs, beliefs about children’s efficacy, and parent affect predict different forms of involvement which, in turn, are associated with different motivational, emotional, and learning outcomes. Specifically, autonomy granting and support in tackling homework challenges, opposite to controlling involvement practices, contributes to the development of children’s motivational beliefs towards learning, high academic competence beliefs, and positive emotions. The present review emphasizes the complexity of the relationships among the plethora of parent and children variables in the field of homework, identifies future research directions and provides recommendations for practice targeting the promotion of children’s learning and school achievement.

Kontekst obrazovanja za djecu je iznimno bitan jer uvjetuje različite životne ishode u budućnosti. Škola je također i mjesto gdje djeca provode najviše vremena te dobivaju informacije i vlastitu sliku o sebi. Važnu ulogu u obrazovanju i obrazovnim ishodima djeteta imaju i njihovi roditelji. Polazište istraživanja su Epsteinov model preklapanja sfera te Hoover-Dempsey i Sandler model koji objašnjavaju relacije roditeljskih ponašanja i školskih ishoda. Cilj ovog istraživanja bio je ispitati pokazatelje školovanja učenika Prve Osnovne škole u Petrinji i njihovu povezanost s nekim od čimbenika roditeljstva. Dakle, ispitivala su se roditeljska akademska uključenost i pozitivne dimenzije stila roditeljstva u odnosu sa školskim uspjehom, problemima u školovanju i odnosom prema školi. Istraživanje je provedeno sa 102 učenika predmetne nastave Prve osnovne škole u Petrinji tijekom travnja i svibnja 2022. godine. Podaci su se prikupljati anketnom metodom u obliku papir-olovka te su korišteni sljedeći instrumenti: Pitanja o općim podacima sudionika, školskom uspjehu, problema u školovanju i obrazovnim očekivanjima sudionika, Upitnik odnosa prema školi (Sušac i sur., 2016), Upitnika roditeljskih stilova (Skinner i sur., 2005), te Upitnik percipirane roditeljske akademske uključenosti (Carranza i sur., 2009). Rezultati istraživanja pokazali su da djeca koja su strukturu svojih roditelja procjenjivali visokom, imaju i pozitivniji odnos prema školi. Nadalje, oni učenici koji percipiraju visoku razinu roditeljskih akademskih očekivanja i komunikaciju roditelja s njima o školi, iskazuju i pozitivniji odnos prema školi. Dokazana je i povezanost visine školskog uspjeha i razine percipiranih roditeljskih akademskih očekivanja, što znači da oni učenici koji percipiraju roditeljska akademska očekivanja višima, imaju i viši školski uspjeh., Educational context for children is extremely important because it determines different life outcomes in the future. School is also the place where children spend the most time and get information and self image about themselves. Parents also play an important role in a child's education and educational outcomes. The starting point of the research is Epstein's model of overlapping spheres of influence and the Hoover-Dempsey and Sandler’s model, which explain the relationship between parental behaviors and school outcomes. The main aim of this research was to examine the education indicators of the students of The First Primary School in Petrinja and their connection with some of the parenting factors. Therefore, parental academic involvement and positive dimensions of parenting style were examined in relation to school success, problems in schooling and attitudes towards school. The research was conducted with 102 students of the upper grades of the First Elementary School in Petrinja during April and May 2022. Data is collected using a paper-and-pencil survey method, and the following instruments that are used are: Questions about respondents' general information, school success, schooling problems and educational expectations of respondents, Attitudes towards school questionnaire (Sušac et al., 2016), Parenting styles questionnaire (Skinner et al., 2005) , and the Perceived Parental Academic Involvement Questionnaire (Carranza et al., 2009). The results of the research showed that children who rated the supervision of their parents higher, also more postive attitudes towards school. Furthermore, those students who perceive a high level of parental academic expectations and their communication with parents about school, also show a more postive attitudes towards school. The connection between the level of school achievement and the level of perceived parental academic expectations has been proven, which means that those students who perceive parental academic expectations to be higher, have higher school achievement.

This paper investigates the relationship between gender, attitudes, and test scores in mathematics. The study argues that measures of children’s capability in mathematics must include some indicato...

This study aims to explore the relation between metacognitive competences, implicit theories of intelligence and school achievement among lower secondary students. The group of participants included 120 students from Iași County, with different socio-economic backgrounds. Participants completed two measures, Metacognitive Awareness Inventory (Schraw & Dennison, 1994) and Implicit Theories of Intelligence Questionnaire (Dweck, 2000). School achievement was defined as annual average grades, and family socio-economic background was self-reported. Students from socio-economic disadvantaged families scored lower for metacognitive competence, and self-reported fixed mindset beliefs, in contrast with students with favourable socio-economic family background. Therewith, metacognitive competences and implicit theories of intelligence are significant predictors of school achievement.

Low educational qualification, i.e. reaching no or only a very basic educational degree, substantially decreases an individual’s prospects on todays labour market. Emotional stability and conscientiousness are known to be predictive of educational achievement. Nevertheless, the moderating role of these two personality traits on the outcome of low educational qualification, and the interaction with gender are far less explored. In this paper, we use rich data from the British Cohort Study 1970 to analyse the relationship between personality measured in adolescence and educational achievement in adulthood. Our results show that less emotionally stable and less conscientious females have the highest risk of reaching only a low educational qualification. In contrast, more emotionally stable and less conscientious males face an above average risk of reaching a low educational qualification. Our results suggest that neglecting gender differences in the moderating relation of these two personality traits on low educational achievement is likely misleading.

We investigate ability and developmental differentiation as well as their interaction in school achievement test data in a large sample of Luxembourgian students. The data was collected in the context of the Luxembourgian school monitoring program Épreuves Standardisées (ÉpStan). The students were tested in grade 5 and grade 7, allowing for longitudinal analyses of developmental differentiation and the interaction effect. A second sample was tested in grade 9. Students in grade 9 attended one of two different school tracks, allowing to investigate the effect of educational environment on the structure of school relevant abilities. Nonlinear factor analysis is used to estimate the different effects in both samples.

The purpose of the present meta-analysis is to fill a gap in the literature by determining whether the method used in note-taking during a course lecture affects class performance, attention, memory, and other cognitive outcome variables. In addition, we will document potential factors that moderate this effect to guide future basic research as well as classroom applications.

Background: Gambling is associated with many conditions that can compromise young people’s health and wellbeing, such as substance use and poor school achievement. Conversely, low school achievement can be linked to lower socio-economic position. Thus, the aim of this study is to examine whether compulsory school achievement is linked with gambling participation and gambling expenditure (GE) later in youth and whether GE is linked with lower socio-economic position. Methods: The Finnish Gambling Harms survey data (n = 7186) were used. The data were collected in three regions during spring 2017. Participants aged 18–29 years old were selected from the data. Past-year GE was examined using two measures: weekly gambling expenditure (WGE, in €) and relative gambling expenditure (RGE, in %). Logistic regression and log-linear regression models for past-year gambling, WGE and RGE were created. Results: Persons who had no more than a mediocre grade point average (GPA) had a 25% higher WGE and 30% higher RGE in 2016 than those who had an outstanding GPA in the compulsory school. Compared with persons with an outstanding GPA, those with a satisfactory to very good GPA spent 13% more on gambling, and their RGE was 17% higher. Additionally, those with lower socio-economic status (SES) had a higher WGE and RGE compared with higher SES. Conclusions: Even after controlling for other crucial background characteristics, early life success, in the form of compulsory school outcomes, seems to correlate with gambling expenditures later in youth. This suggests that the gambling behaviour can be linked to the cognitive ability of an individual. Our findings also imply that gambling could be more heavily concentrated on individuals that are already more socially disadvantaged. However, it is worth noting that individual factors such as traumas, antisocial personality, anxiety and depression are all associated with gambling and poor academic achievement. Overall, this suggests that various educational tools at a younger age can be effective in preventing gambling-related problems in later life.

Shervin Assari,1 Abbas Mardani,2 Maryam Maleki,3 Shanika Boyce,4 Mohsen Bazargan1,5 1Departments of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA; 2Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran; 3School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran; 4Departments of Pediatrics, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA; 5Departments of Family Medicine, University of California, Los Angeles (UCLA), Los Angeles, CA 90095, USACorrespondence: Shervin Assari Department of Family MedicineCharles R Drew University of Medicine and Science, Los Angeles, CA, USAEmail assari@umich.eduBackground: Recent research on Marginalization-related Diminished Returns (MDRs) has documented weaker boosting effects of parental educational attainment on educational outcomes of Black than White students. Such MDRs of parental education seem to contribute to the Black-White achievement gap. Given that Blacks are more likely than Whites to attend urban schools, there is a need to study if these MDRs can be replicated at both urban and suburban schools.Aim: To test the contribution of diminished returns of parental educational attainment on the Black-White achievement gap in urban and suburban American high schools.Methods: A cross-sectional study that used baseline Education Longitudinal Study (ELS-2002) data, a nationally representative study of 10th grade adolescents in the United States. This study analyzed 8315 youths who were either non-Hispanic White (n = 6539, 78.6%) or non-Hispanic Black (n = 1776, 21.4%) who were attending either suburban (n = 5188, 62.4%) or urban (n = 3127, 37.6%) schools. The outcome was standard math and reading grades. The independent variable was parental educational attainment. Gender, parental marital status, and school characteristics (% free lunch and relationship quality with the teacher) were the confounders. Race/ethnicity was the effect of modifier. School urbanity was the strata. Linear regression was used for data analysis.Results: In urban and suburban schools, higher parental educational attainment was associated with higher math and reading test scores. In urban and suburban schools, Black students had considerably lower reading and math scores than White students. At urban but not suburban schools, significant interactions were found between race (Non-Hispanic Black) and parental education attainment (years of schooling) on reading and math scores, suggested that the protective effect of parental education on students’ reading and math scores (ie school achievement) is smaller for Non-Hispanic Black relative to Non-Hispanic White youth only in urban but not sub-urban schools.Conclusion: Diminished returns of parental education (MDRs) contribute to the racial achievement gap in urban but not suburban American high schools. This result is important given Black students are more likely to attend urban schools than White students. As MDRs are not universal and depend on context, future research should study contextual characteristics of urban schools that contribute to MDRs.Keywords: population groups, socioeconomic status, youth, adolescents, education, academic gap, school achievement

The operationalization of performance-approach goals (PAGs) was found to be an important moderator of the associations between different PAGs and several educational outcomes. To explore this aspect in more detail, we conducted two studies with school students (N1 = 425, mean age = 16.6 years, SD = 0.61; N2 = 310, mean age = 14.91, SD = 1.72). In study 1, we mainly focused on the associations between achievement goals and school grades. In study 2, we additionally assessed several motivational variables (academic self-concept, school values), as well as test anxiety and school well-being. All variables were assessed for school in general, mathematics, and German (mother tongue). The results of confirmatory factor analyses replicated and extended the finding on the different facets of PAGs. Besides a normative-based PAG component (the aim is to perform better than others) and an appearance-based PAG component (the aim is to demonstrate one’s ability), an additional proving PAG component (the aim is to demonstrate one’s ability toward significant others) was found. Contrary to earlier findings, both normative and appearance-based PAGs were positively correlated with school grades, whereas the proving component showed smaller associations. Moreover, differential associations with self-concept, school values, and school well-being emerged regarding the different facets of PAGs. The results are discussed with regard to the operationalization of PAGs., Eur J Psychol Educ

Pencapaian mutu pendidikan sangat bergantung pada kecakapan kepemimpinan kepala sekolah dalam mengelola segenap sumber daya untuk mencapai tujuan sekolah. Oleh karena itu, kepala sekolah harus mampu mengidentifikasi permasalahan yang terjadi di sekolah. Hasil identifikasi masalah menunjukkan bahwa prestasi sekolah di SDN. No. 028/XI Tanjung, Kecamatan Hamparan Rawang, Kota Sungai Penuh, Provinsi jambi termasuk dalam kategori rendah. Hasil ini menunjukkan adanya permasalahan yang terjadi di sekolah dan harus dipecahkan. Untuk memecahkan masalah, kepala sekolah merasa perlu untuk melakukan Penelitian Tindakan Sekolah. Oleh karena itu, penelitian ini bertujuan untuk mengoptimalkan kerja sama antara sekolah dan keluarga dalam membimbing siswa untuk berprestasi. Penelitian dilakukan sejak bulan November tahun 2018 sampai dengan bulan Agustus tahun 2019. Tahapan dalam penelitian ini terdiri atas persiapan, pelaksanaan, pengamatan dan evaluasi, serta refleksi. Penelitian ini melibatkan kepala sekolah, guru, komite sekolah, orang tua, dan juga siswa. Data penelitian dikumpulkan dengan menggunakan metode pengamatan dan juga dokumentasi. Selanjutnya, data dianalisis dengan menggunakan analisis deskriptif. Sekolah dan keluarga bekerja sama membimbing siswa secara intensif. Siswa yang telah mendapatkan bimbingan akan diutus untuk mengikuti kegiatan perlombaan. Pada tahun 2019, SDN. No. 028/XI Tanjung berhasil memenangkan berbagai lomba baik pada tingkat kecamatan, tingkat kabupaten, bahkan juga ada yang memenangkan lomba di tingkat provinsi. Prestasi yang diperoleh ini jauh lebih banyak dibandingkan dengan tahun-tahun sebelumnya. Dengan demikian, optimalisasi kerja sama antara kepala sekolah, guru, komite sekolah, dan juga orang tua dalam membimbing siswa berhasil untuk meningkatkan prestasi siswa dan juga prestasi sekolah. Kerja sama ini perlu dipertahankan dan juga perlu untuk ditingkatkan. Kata kunci: kepala sekolah, kerja sama, keterlibatan keluarga, pendidikan anak, prestasi sekolah Optimization of Cooperation Between Schools and Family in Guiding Students to Get Achievements Abstract Achieving the quality of education depends on the headmaster's leadership skills in managing all resources to achieve school goals. Therefore, the headmaster must be able to identify the problems that occur in the school. The results of problem identification indicate that school achievement in SDN. No. 028/XI Tanjung, Hamparan Rawang District, Sungai Penuh City, Jambi Province included in the low category. These results indicate a problem that occurs at school and must be solved. To solve the problem, the headmaster felt the need to conduct a School Action Research. Therefore, this study aims to optimize cooperation between schools and families in guiding students to get achievement. The study was conducted from November 2018 to August 2019. The stages carried out in this study consisted of preparation, implementation, observation and evaluation, as well as reflection. The research involved principals, teachers, school committees, parents, and also students. Research data were collected using observation methods and also documentation. Next, the data were analyzed using descriptive analysis. Schools and families work together to guide students intensively. Students who have received guidance will be sent to participate in the competition. In 2019, SDN. No. 028/XI Tanjung succeeded in winning various competitions both at the sub-district, district level, and some even won the competition at the province level. This achievement is far more than in previous years. Thus, the optimization of cooperation between principals, teachers, school committees, and also parents in guiding students successfully to improve student and school achievement. This cooperation needs to be maintained and also needs to be improved. Keywords: children's education, cooperation, family involvement, headmaster, school achievement

In recent years, a large number of refugee children have arrived in Sweden. In this article, 15 Afghan boys tell us about their normative longing for education and schooling ('should'), their experiences of school as an opportunity structure ('being') and the resilience of their personal agency as regards succeeding in school ('doing'). Our empirical data indicate that, particularly thanks to the efforts of many individual teachers, the boys’ 'should, being' and 'doing' are connected and relatively strong. Nevertheless, school as an opportunity structure also entails challenges: an overly one-sided concentration on the Swedish language as well as frequent absence of multilingual classroom assistants, native language instruction, and inclusion. At the same time, the boys long for and work hard to achieve school success. Strong resilience is not individual, however; it works in connection with a preserved 'should' and a strongly developed, activating 'being'.

As part of Germany's effort to implement inclusive schooling, an increasing number of students with special educational needs (SEN) attend general education classrooms jointly with students without SEN. While previous studies focused on the effects of inclusive schooling for students with SEN, less attention has been paid to potential consequences of inclusive schooling for students without SEN. We therefore analyzed various indicators of academic achievement (reading comprehension and listening comprehension in German, mathematics), indicators of school-related motivation (self-concept, enjoyment of learning, and boredom), and social integration, comparing these outcomes for students without SEN attending inclusive classrooms with SEN students vs. classrooms without SEN students. In addition, we examined the extent to which the findings varied across different types of SEN. Multi-level analyses of data from the IQB National Assessment Study 2011 that was carried out at the end of fourth grade showed that learning in classrooms together with SEN students was not associated with differential outcomes of children without SEN overall. However, there some results suggest that learning jointly with children with SEN in emotional and social development may be related negatively to some of the analyzed outcomes of children without SEN, yet the effect sizes were small. Im Zuge schulischer Inklusionsbemühungen werden Kinder mit sonderpädagogischem Förderbedarf (SPF) zunehmend gemeinsam mit Kindern ohne SPF an allgemeinen Schulen unterrichtet. Während die damit verbundenen Auswirkungen auf Kinder mit SPF bereits vielfach untersucht wurden, hat die Forschung Konsequenzen des gemeinsamen Unterrichts auf Kinder ohne SPF in Deutschland bislang kaum systematisch analysiert. Sich dieser Forschungslücke annähernd, geht der vorliegende Beitrag daher der Frage nach, inwieweit sich schulische Kompetenzen (Lesen und Zuhören im Fach Deutsch, Mathematik), Merkmale der schulischen Motivation (akademisches Selbstkonzept, Lernfreude und Langeweile) und die soziale Integration von Kindern ohne SPF in Abhängigkeit davon unterscheiden, ob in ihrer Klasse auch Kinder mit SPF lernen. Zudem wurde untersucht, ob die Ergebnisse zwischen den verschiedenen Förderschwerpunkten (Lernen, Sprache, Emotionale und soziale Entwicklung) der Kinder mit SPF variieren. Mehrebenenanalysen von Daten des am Ende der vierten Jahrgangsstufe durchgeführten IQB-Ländervergleichs 2011 weisen darauf hin, dass der gemeinsame Unterricht von Kindern mit und Kindern ohne SPF förderschwerpunktübergreifend nicht mit differenziellen Kompetenzständen und Ausprägungen motivationaler sowie sozio-emotionaler Merkmale einhergeht. Allerdings ergaben sich förderschwerpunktspezifisch Hinweise darauf, dass insbesondere der gemeinsame Unterricht mit Kindern, die einen SPF im Bereich Emotionale und soziale Entwicklung aufweisen, in ungünstiger Weise mit einigen der untersuchten Outcomes von Kindern ohne SPF zusammenhängt, wobei die Effektstärken jedoch gering waren.

Interestsareamong the most significant predictorsof educational choices, degree completion, occupational choices, and job satisfaction (Su, Rounds & Armstrong, 2009). In choosing an occupation, Super (1980) attaches the greatest importance to professional interests and believes that interests in certain occupations are formed as a result of intra-individual and individual-environment interactions (cited in: Brančić, 1986). Despite definitional differences, professional development theorists have reached the consensus that interests have a dispositional basis. They have also illuminated the complexity and development of the phenomenon as well as the factors that influence the formation of interest (Rounds & Su, 2014). It has been widely assumed that the establishment of interests occurs in childhood. Research evidence has demonstrated that the patterns of student interests are fairly stable between grades 8 and12. A key assumption involved in these studies is that interests themselves do not change much over time and that they serve a guiding function in career decision making about careers (Tracey, Robbins & Hofsess, 2005). Book of proceedings: 28th International Scientific Conference “Educational Research and School Practice”, December 9th , 2022 Belgrade Book of proceedings is available online: [https://www.ipisr.org.rs/images/naucni-skupovi/book-of-proceedings.pdf]

This bachelor thesis deals with the topic of sociocultural resources in the family and its influence on the academic achievement of secondary school students. It examines the role of the family and its various forms of cultural capital in relation to students' literacy performance and academic achievement in Czech language in the ninth grade of secondary schools and lower grades of comprehensive schools. In the theoretical part, the thesis first focuses on a description of the current Czech education system, then discusses reading literacy and presents existing research. The last part defines the notion of cultural capital and its conception in the present time. The methodological part presents the international PISA research. The analytical part is devoted to a secondary analysis of the PISA 2018 data and uses statistical methods to test how the reading climate, the number and types of books, reading in leisure time, parental education and parental support of children's school success, including with respect to the type of school attended, students' scores on the reading and text skills assessment, and grades in Czech language, affect reading achievement. The final part of the thesis consists of a summary of the results of the secondary analysis and a discussion in which it describes the main...

Background: Previous research results suggest that ADHD symptoms explain the relationship between specific learning disability and externalising psychopathology and between math disability and anxiety, but not between reading disability and anxiety. For depression, previous results are mixed. Aims: The current study aims to clarify this role of ADHD symptoms in the relationship between various areas of academic achievement (reading, writing, and math skills) and psychopathological symptoms (anxiety, depression, and conduct disorder). Methods and Procedures: We used linear regressions based on data from a general population sample (N= 3,014) collected using online assessment of 3rd and 4th grade students in Germany, which included measures of academic achievement and parent-reported psychopathological symptoms. Outcomes and Results: ADHD symptoms completely account for the relationship between reading/writing achievement and anxiety and between writing/math achievement and conduct problems. The negative relationship between academic achievement and depression was strongest for children with average or high ADHD symptom scores. Conclusions and Implications: ADHD symptoms play an important role in explaining the relationship between academic achievement and psychopathological symptoms in elementary school children. The nature and size of this role depend on the exact constructs under study. We discuss implications for the support of children with learning problems, ADHD, and/or psychopathological problems. (DIPF/Orig.)

At the global level, the Covid-19 pandemic has affected the whole education system, ranging from pre-school to higher education. Without any prior preparation, the teaching process has undergone a massive transition from face-to-face to distance learning. This transition has posed many challenges. This article aims to reveal what barriers to learning lower secondary school students face and how schools can minimise these barriers. A systematic review of the academic literature from two well-known databases, EBSCO and ScienceDirect, was performed to identify and determine the prevailing consistencies and gaps. The empirical study follows a qualitative research design: an explanatory case study. The data were collected through observations of online lessons, interviews with teachers and the school principal, and students’ reflections. In addition, an inductive thematic analysis was employed. The empirical results help to identify secondary school students’ barriers to learning in terms of learning accessibility and technological literacy; planning and reflections on learning; self-regulated learning and active involvement; and emotional and psychological well-being. Furthermore, the study highlights how a school can minimise these barriers. (DIPF/Orig.)

Understanding the factors which affect students' school achievement is an important knowledge source for strategic planning and encouraging changes in education. In this paper, we focused on examining the factors related to personal characteristics. The aim of this research was to determine the relation between school failure and achievements in certain functional abilities, such as: academic skills (reading, writing), attention, communication (receptive and expressive speech), class participation, and behavior. The sample included 195 younger school-age children of both genders. Students' functional abilities were assessed by the S.I.F.T.E.R. scale (Screening Instrument for Targeting Educational Risk). The results showed that school achievement correlated with all assessed functional abilities. The coefficient of multiple determination showed that 48% of individual differences in children's school achievement can be explained by individual differences in the given model of functional abilities. It should also be emphasized that only two functional abilities, attention and communication, were singled out as statistically significant particular predictors.

Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children’s development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers’ education on grade six school performance. This study presents the results of an eight-year-long longitudinal study. The sample includes 202 Hungarian children (89 boys) from a disadvantaged region of southeastern Hungary. The independent variables were the preschool measures: DIFER (Diagnostic System for Assessing Development), a widely used, standardized school readiness test that measures cognitive and social skills; the Raven intelligence test; and socioeconomic status. The dependent variables in grade six were: National Standardized tests in math and reading (NABC, National Assessment of Basic Competencies) and school grades (GPA). Cronbach’s alpha reliability of each test is above 0.76. Correlations and a series of multiple regressions were used for analysis. All three independent variables have significant predictive power for school performance in sixth grade. DIFER skills were the best predictors for reading achievement, intelligence for math achievement, and GPA was best predicted by mothers’ education. The results show that developing preschool skills, mothers’ education and IQ in preschool are essential to long-term learning success.

The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression. Resumo O objetivo desse estudo foi verificar se a variável Rendimento Escolar pode ser explicada pelos construtos Habilidades Sociais de Adolescentes (HSA), Motivação para Aprender e Percepção de Apoio Social nos grupos de alunos que estão no fluxo regular e em defasagem de idade/ano no Ensino Fundamental e em classes de Aceleração. Foi também objetivo desse estudo comparar os construtos nos grupos. Participaram 500 alunos de escolas públicas, com idades variando de 15 a 18 anos e divididos em dois grupos conforme o fluxo escolar. Utilizou-se o Inventário de Habilidades Sociais de Adolescentes, Escala de Motivação para Aprender no Ensino Fundamental, Escala de Percepção de Apoio Social e os Mapas de Conselhos de Classe das instituições participantes. Para a análise dos dados, foi realizada a Regressão Linear Múltipla e o teste t de Student. Os resultados apontaram que as Habilidades Sociais de Adolescentes (HSA), a Motivação para Aprender (MA) e a Percepção de Apoio Social (PAS) explicam mais do rendimento escolar dos estudantes em fluxo regular. Na comparação entre os grupos, os alunos em fluxo regular apresentaram médias mais altas em Empatia, Autocontrole, Civilidade, Assertividade, Desenvoltura social e no total geral da escala de HSA. O mesmo ocorreu quando comparadas as médias de Percepção de Apoio Social e Motivação para Aprender de alunos com e sem distorção de idade/ano. Os dados obtidos podem contribuir com ações preventivas de intervenção para competências acadêmicas e habilidades sociais, objetivando a melhoria do rendimento escolar e a manutenção do fluxo regular. Resumen El objetivo de este estudio fue verificar si la variable Rendimiento Escolar puede explicarse por los constructos Habilidades Sociales de los Adolescentes (HSA), Motivación para Aprender (MA) y Percepción de Apoyo Social (PAS) en grupos de estudiantes que se encuentran con y sin retraso de edad/año en la escuela primaria y en las clases de aceleración. La finalidad de este estudio también fue comparar los constructos en los grupos. Participaron 500 estudiantes de escuelas públicas, de 15 a 18 años que fueron divididos en dos grupos de acuerdo con el flujo escolar. Se utilizaron el Inventario de HSA, la MA en la Escuela Primaria, la PAS, los Mapas del Consejo de Clase de las instituciones participantes y los datos de Regresión Lineal Múltiple. Para el análisis de datos, se realizaron regresión lineal múltiple y prueba t de Student. Los resultados mostraron que HSA, MA y PAS explican más sobre el rendimiento escolar de los estudiantes en el flujo regular. Al comparar los grupos, los estudiantes en flujo regular tuvieron promedios más altos en Empatía, Autocontrol, Civilidad, Asertividad, Desarrollo Social y en el total general de la escala HSA. Lo mismo ocurrió al comparar los medios de PAS y la MA de los estudiantes con y sin distorsión de edad/año. Los datos obtenidos pueden contribuir a las acciones de intervención preventiva para las competencias académicas y habilidades sociales, con el objetivo de mejorar el rendimiento escolar y mantener el flujo regular.

This work aims to investigate the influences of students’ culture on school performance under a mixed quantitative analytical methodology, consisting of analysis of variance (ANOVA) and Statistical Implicative Analysis (SIA). The study was carried out through the statistical analysis of data from the school record of the grades of urban, rural, indigenous and quilombola students from High School Integrated to the Agricultural Technician from 2011 to 2018 at the Federal Institute of Sertão Pernambucano in the city of Salgueiro-PE, Brazil. The results revealed that there is an influence of culture on the students’ academic performance, where the quilombolas make up the profile linked with the concept D income and consequently with school dropout. As for ANOVA and SIA, they are instruments that can complement each other, enriching data analysis, precisely because they are different. We consider that the use of SIA in research in the social area, specifically in education, can favor studies by enabling the understanding of the research object as a behavioral phenomenon, not static, which is subject to changes according to the influences of the various variables that make up the complex reality., Ce travail vise à étudier les influences de la culture des élèves sur les performances scolaires dans le cadre d’une méthodologie analytique quantitative mixte, composée d’une analyse de variance (ANOVA) et d’une analyse statistique implicative (ASI). L’étude a été réalisée à travers l’analyse statistique des données du dossier scolaire des notes des élèves urbains, ruraux, indigènes et quilombola du Lycée Intégré au Technicien Agricole de 2011 à 2018 à l’Institut Fédéral du Sertão Pernambucano dans la ville de Salgueiro-PE, Brésil. Les résultats ont révélé qu’il existe une influence de la culture sur le rendement scolaire des élèves, où les quilombolas constituent le profil lié au concept D de revenu et, par conséquent, au décrochage scolaire. Quant à l’ANOVA et à l’ASI, ce sont des instruments qui peuvent se compléter, enrichir l’analyse des données, précisément parce qu’ils sont différents. Nous considérons que l’utilisation de l’ASI dans la recherche dans le domaine social, notamment dans l’éducation, peut favoriser les études en permettant la compréhension de l’objet de recherche comme un phénomène comportemental, non statique, qui est sujet à des changements selon les influences des différentes variables qui composent la réalité complexe., Este trabalho objetiva investigar as influências da cultura dos estudantes no desempenho escolar sob uma metodologia analítica quantitativa mista, composta pela análise de variância (ANOVA) e a análise estatística implicativa (ASI). O estudo se deu pela análise estatística de dados do registro escolar das notas de estudantes urbanos, sertanejos, indígenas e quilombolas do Ensino Médio Integrado ao Técnico em Agropecuária, desde o ano de 2011 até 2018 no Instituto Federal do Sertão Pernambucano na cidade de Salgueiro-PE, Brasil. Os resultados revelaram que há influência da cultura no rendimento escolar dos estudantes, onde os quilombolas compõem o perfil vinculado com os rendimentos de conceito D e consequentemente com a evasão escolar. Quanto a ANOVA e a ASI são instrumentos que podem se complementar enriquecendo a análise dos dados, justamente por serem diferentes. Consideramos que a utilização da ASI em pesquisas na área social, especificamente educacional, pode favorecer os estudos por possibilitar a compreensão do objeto de pesquisa como um fenômeno comportamental, não estático, que está sujeito às mudanças conforme as influências das diversas variáveis que compõem a realidade complexa.

This paper targets the exploration of the connection between the implicit theories of intelligence, the goal orientations and the school achievement in high school students. The group of participants contains 209 students from Iasi County. These students have filled in two research tools: Implicit Theories of Intelligence Questionnaire (Dweck, 2000) and Achievement Goal Questionnaire (Elliot & McGregor, 2001). School achievement has been operationalized considering the yearly average grades and it has been self-reported. The results have shown that the implicit theories of intelligence, as well as both categories of mastery-approach goals orientation, represent meaningful predictors of school achievement.

Svrha: Primarni cilj ovog istraživanja bio je istražiti povezanost tjelesne aktivnosti i školskih postignuća kod adolescentica i adolescenata u kontekstu stupnja njihove opće uhranjenosti i abdominalne uhranjenosti. Metode: Uzorak ispitanika sačinjavali su 831 srednjoškolskih zagrebačkih učenica i učenika (425 dječaka i 406 djevojčica u prosječnoj dobi 15,5±0,2 godina) koji su izabrani nasumično i longitudinalno praćeni u sklopu CRO-PALS studije. Temeljem morfoloških karakteristika, uključujući tjelesnu visinu, masu i opseg struka, a koji su prikupljeni u prvoj godini projekta, 2014./15 šk. godini, ispitanici su za potrebe ovoga rada klasificirali prema četiri kategorije indeksa tjelesne mase u skupine pothranjenost, normalna uhranjenost, prekomjerna tjelesna masa i pretilost, te dodatno u dvije kategorije sukladno graničnim vrijednostima normalnoga opsega struka u skupine normalan opseg struka i abdominalna pretilost. Podaci o razini tjelesne aktivnosti učenika prikupljeni su i procijenjeni pomoću SHAPES upitnika temeljenoga na prisjećanju tjelesne aktivnosti i njenoga intenziteta tijekom prethodnih sedam dana, a podaci o ukupnom školskom uspjehu i završnoj ocjeni iz matematike dodatkom upitniku po završetku školske godine. Varijable koje su se promatrale te međusobno dovodile u odnos su: razina tjelesne aktivnosti, školski uspjeh, stupanj uhranjenosti te abdominalna pretilost. Rezultati: Analizom rezultata kod većine formiranih skupina utvrđeno je da nema značajnijih pozitivnih ili negativnih povezanosti između razine tjelesne aktivnosti i školskoga uspjeha, tj.; viša razina tjelesne aktivnosti nije praćena postizanjem boljega školskog postignuća. Negativna povezanost tjelesne aktivnosti sa zaključnom ocjenom iz matematike opažena je kod relativno malobrojne skupine abdominalno pretilih djevojaka. Zaključak: Iz rezultata ovoga rada se čini da povećanje razine tjelesne aktivnosti ne utječe negativno, a niti pozitivno na školska postignuća, neovisno o stupnju uhranjenosti adolescenata. Obzirom na pozitivne efekte tjelesne aktivnosti na mentalno i tjelesno zdravlje adolescenata utvrđeno ranijim istraživanjima, gradske politike bi trebale promovirati povećanje tjelesne aktivnosti kod adolescenata, s osobitim naglaskom na prekomjerno uhranjene. Dodatna istraživanja su potrebna da bi se dokazali pozitivni efekti tjelesne aktivnosti na školska postignuća adolescenata. Purpose: The primary goal of this study was to investigate the association between physical activity and school achievement in adolescents and adolescents in the context of the degree of their general nutrition and abdominal nutrition. Methods: The sample was consisted of 831 high school students from the city of Zagreb (425 boys and 406 girls with an average age of 15.5 ± 0.2 years) who were randomly selected and longitudinally monitored as part of the CRO-PALS study. Based on the morphological characteristics, including body height, weight and waist circumference collected in the first year of the project, 2014/15 school year, the respondents for the purposes of this paper are classified according to four categories of body mass index into groups malnutrition, normal nutrition, overweight and obesity, and additionally in two categories according to the limit values of normal waist circumference in the groups normal waist circumference and abdominal obesity. Data on the level of physical activity of students were collected and assessed using the SHAPES questionnaire based on recollection of physical activity and its intensity during the previous seven days, and data on overall school success and final grade in mathematics by supplementing the questionnaire at the end of the school year. The variables that were observed and correlated with each other were: level of physical activity, school success, level of nutrition and abdominal obesity. Results: Analysis of the results in already formed groups showed that there are no significant positive or negative associations between different physical activities and school success, ie., higher levels of physical activity are not accompanied by achieving better school achievement. A negative association of physical activity with the final grade in mathematics was observed in a relatively small group of abdominal obese girls. Conclusion: From the results of this work, it seems that increasing the level of physical activity does not negatively or positively affect school achievement, regardless of the level of nutrition of adolescents. Given the positive effects of physical activity on the mental and physical health of adolescents identified by previous researches, city policies should promote an increase in physical activity in adolescents, with particular emphasis on the overweights. Additional researches are needed to prove the positive effects of physical activity on adolescents ’school achievement.

Obrazovanje i siromaštvo usko su povezani pojmovi zato što je upravo obrazovanje to koje može pojedincu omogućiti bolju i perspektivniju budućnost. Socioekonomski status ima velik utjecaj na obrazovanje djece. Njegov utjecaj vidljiv je kako u pristupu obrazovnim programima tako i u obrazovnim ishodima djece. Nejednakosti u pristupu obrazovnim procesima vidljive su već u predškolskim ustanovama koje djeca nižeg sociekonomskog statusa rjeđe pohađaju. Polaskom u školu materijalni status djece dolazi do većeg izražaja. Djeca višeg socioekonomskog statusa ponekad počinju isključivati iz društva djecu nižeg socioekonomskog statusa. Djeca nižeg socioekonomskog statusa nerijetko dolaze iz obitelji gdje su roditelji postigli niži stupanj obrazovanja pa samim tim ne potiču djecu na daljnje obrazovanje te je obrazovni uspjeh te djece manji. Ono što dodatno naglašava nejednak položaj djece nižeg socioekonomskog statusa je nedostupnost izvannastavnih aktivnosti. One najčešće iziskuju dodatna financijska sredstva koja njihove obitelji nisu u mogućnosti financirati. Središnja vlast je ta koja bi trebala u većoj mjeri sufinancirati programe predškolskog odgoja i obrazovanja te obrazovne programe kako bi se povećao postotak djece iz obitelji nižeg socioekonomskog statusa koja ih pohađaju. Sudjelovanje u spomenutim obrazovnim programima poboljšava obrazovne ishode djece, pruža primjerenu socijalizaciju te im otvara vrata ka izlasku iz začaranog kruga siromaštva., Education and poverty are closely related concepts because education can provide an individual with a better and more promising future. Socio-economic status has a major impact on children’s education. Its influence is visible both in the approach to educational programs and in the results of children's education. Inequalities in access to educational processes are already visible in preschool institutions that children of lower socio-economic status attend less frequently. Going to school, the material status of children comes to the fore. Children of higher socioeconomic status are beginning to exclude children of lower socioeconomic status from society. Children of lower socio-economic status often come from families in which the parents have achieved a lower level of education, and therefore do not encourage children to further education, and the educational success of these children is lower. What further emphasizes the unequal position of children of lower socioeconomic status is the unavailability of extracurricular activities. Most often, they need additional funding that their families are unable to finance. It is the central government that should co-finance pre-school and education programs to a greater extent in order to increase the percentage of children from lower socio-economic status families who attend them. Participation in these educational programs improves the educational results of children, provides appropriate socialization and opens the door for them to get out of the vicious circle of poverty.

The aim of this study was to explore whether the classroomi mplementation of the International Child Development Programme (ICDP) for secondary school students (grade 9) was linked to better school achievement. The goal of the ICDP is to increase school achievement by promoting positive teacher-student relationships. The study, performed in Sweden, applied a pre–post design (four years) with matched intervention and control schools (N = 148). The post-intervention assessments showed that there were significant differences in school achievement in Grade 9 between the intervention school andthe control school. Specifically, a greater proportion of students at the intervention school demonstrated improvement in school subjects and achieved the competency requirements to enter an upper secondary school programme. Based on the results, the ICDP can be considered an important intervention to promote student learning by promoting positive teacher-student relationships.

Differences in student school achievement are associated with many factors, the most significant ones being: family, school, and personal characteristics of students. Social relations within the family, especially between parents and children, are often associated in the literature with various aspects of school adjustment and the level of student achievement. The aim of this research is to investigate the correlation between school achievement, parental monitoring and externalising behavioural problems of Belgrade high school students. The sample consists of 507 students aged 15 to 18, of both sexes. The data on externalising problems were collected using ASEBA YSR / 11-18, and on parental monitoring by using the Parental Monitoring Scale. The mid-term scores of high school students were taken as a criterion for school achievement. Hierarchical multivariate regression analysis showed that the examined variables explain 13.9% of the examined variance of school achievement, with the most significant effects were observed regarding age (b = 0.165) and self-disclosure (b = 0.210). The results of the research are indicative of the need for improving the cooperation between the family and the school. Razlike u školskom postignuću učenika povezuju se sa mnoštvom faktora, a među najznačajnije ubrajaju se: porodica, škola i lične karakteristike učenika. Socijalni odnosi unutar porodice, posebno između roditelja i dece, često se u literaturi povezuju sa različitim aspektima školskog prilagođavanja i nivoom školskog postignuća učenika. Cilj istraživanja predstavlja sagledavanje povezanosti školskog postignuća sa roditeljskim nadzorom i eksternalizovanim problemima u ponašanju kod beogradskih srednjoškolaca. Uzorak čini petsto sedam učenika oba pola, uzrasta od petnaest do osamnaest godina. Podaci o eksternalizovanim problemima prikupljeni su putem ASEBA YSR/11-18, a o roditeljskom nadzoru putem Skale roditeljskog nadzora (Parental monitoring Scale). Kao kriterijum školskog postignuća uzet je uspeh srednjoškolaca na polugodištu. Hijerarhijskom multivarijantnom regresionom analizom utvrđeno je da ispitivane varijable objašnjavaju 13,9% ispitivane varijanse školskog postignuća, pri čemu najznačajnije efekte ostvaruju uzrast (b=0.165) i samoizveštavanje (b=0.210). Rezultati istraživanja su implikativni za unapređivanje saradnje porodice i škole.

Les adolescents d’origine haïtienne provenant de milieux défavorisés sont particulièrement à risque d’avoir un faible rendement scolaire. Pourtant, peu d’études canadiennes se sont intéressées au vécu scolaire des élèves de cette communauté. La présente étude a évalué l’effet modérateur de quatre pratiques parentales (règles parentales, aide aux devoirs, communication parent-école et soutien scolaire) sur la relation entre le désengagement scolaire des amis et le rendement en français d’adolescents haïtiens. Cette étude longitudinale compte 467 élèves de secondaire I, nés en Haïti et fréquentant des écoles secondaires situées dans des milieux défavorisés de la région de Montréal. Les résultats ont montré que le désengagement scolaire des amis, les règles parentales, le soutien scolaire et la communication parent-école prédisent significativement le rendement scolaire. Toutefois, aucune des quatre pratiques parentales ne modère le lien entre le désengagement scolaire des amis et le rendement de l’élève. Ces résultats mettent en évidence l’importance de considérer les parents et les amis de l’élève pour comprendre les difficultés scolaires des adolescents haïtiens provenant de milieux défavorisés. Il serait souhaitable que les programmes d’intervention et de prévention visant à augmenter les chances de succès scolaire de ces jeunes impliquent leurs parents et leurs amis., Haitian adolescents coming from low socioeconomical backgrounds are particularly at risk for school underachievement. Yet, few Canadian studies looked at the academic experience of students from this community. The present study assessed the moderating effect of four school-related parental practices (monitoring, help with homework, communication with school and, school support) on the relationship between peers’ disengagement from school and Haitian adolescent achievement in literacy. We used a longitudinal sample of 467 seventh graders born in Haiti and coming from economically disadvantaged high schools of the Montreal area. Results showed that peers’ academic disengagement, parental monitoring, school support and, communication with school reliably predicted school achievement. However, none of the four parental practices moderated the link between peers’ disengagement with school and student achievement. Our findings highlight the importance of considering parental and peer factors in explaining the achievement of economically disadvantaged Haitian adolescents. It is worthy that intervention programs and preventive measures aimed at increasing the educational achievement of these students involve their parents and friends.

Penelitian ini berjudul "Efektivitas Penggunaan Peta Konsep dalam Contextual Teaching and Learning (CTL) untuk Meningkatkan Prestasi Belajar Siswa". Hal ini didorong oleh kurangnya prestasi siswa kelas 11 bagi ilmu-fisika di salah satu SMA di Bandung. Itu tidak terlepas dari proses belajar di sekolah, salah satu penyebab kesulitan muncul adalah pendekatan yang kurang tepat dan strategi pembelajaran yang digunakan. Oleh karena itu, guru dituntut untuk dapat memilih pendekatan dan strategi pembelajaran yang tepat bagi siswa tunduk untuk meminimalkan kesulitan dalam memahami subjek. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan prestasi belajar siswa setelah peta konsep diimplementasikan melalui pendekatan CTL pada subjek elastisitas. Penelitian ini menggunakan rancangan pretest posttest studi dengan kelompok kontrol sampel eksperimen kelas XI IPA1 dan kontrol sampel kelas XI IPA 2 di Sekolah Tinggi Senior Empat belas tahun Bandung 2011/2012. Ini diperoleh dari penelitian bahwa setelah menggunakan pendekatan ini secara umum, hasil belajar kognitif telah meningkat namun masih dalam kategori sedang dengan Ngain dari 0.585, sedangkan pada kelas kontrol telah meningkat dalam kategori rendah dengan N-gain dari 0,266 . Hal itu terlihat bahwa N-gain kelas eksperimen lebih tinggi dari kelas kontrol. Jadi, dapat disimpulkan bahwa penggunaan peta konsep dalam Pengajaran dan Pembelajaran Kontekstual (CTL) dapat meningkatkan prestasi belajar siswa.ABSTRACTThis research entitled “Effectiveness of Using Concept Maps in Contextual Teaching and Learning (CTL) to Improve Student Achievement”. It is motivated by the lack of student achievement 11th grade for science-physics in one of senior high school in Bandung. That is not apart from learning process in school, one cause appear difficulties are less precise approaches and learning strategies used. Therefore, teachers are required to be able to choose approaches and learning strategies appropriate to subject students to minimize the difficulty in understanding a subject. The purpose of this research is to determine the increase in student achievement after a concept map is implemented through the CTL approach on the subject of elasticity. This study uses a pretest posttest control study design with control group experimental samples class XI IPA1 and control sample class XI IPA 2 in Fourteen Senior High School Bandung year 2011/2012. In general, it was obtained that after using this approach, the cognitive learning achievement has increased but is still in the medium category with N-gain of 0.585, whereas in the control classes have increased in the low category with N-gain of 0.266. It was seen that the N-gain experimental class higher than the control class. So, it can be concluded that the use of concept maps in Contextual Teaching and Learning (CTL) can improve student achievement.

S obzirom na osjetljivost razdoblja u kojem se adolescenti nalaze i važnost utjecaja osobnih i obiteljskih čimbenika na razvoj problema, cilj ovog rada je putem rezultata već provedenih istraživanja ukazati na povezanost socioekonomskih uvjeta s pojavom internaliziranih problema kod adolescenata. U radu se objašnjava pojam socioekonomskog statusa i njegov utjecaj na obitelj i roditeljsko ponašanje, kao i utjecaj na zdravlje i razvoj adolescenata. Isto tako, u radu se pojašnjava utjecaj socioekonomskog statusa na školski uspjeh adolescenata, kao i spolne razlike adolescenata kod pojave internaliziranih problema. Naposljetku, u rad se uvodi pojam prevencije i mogućnost utjecaja na smanjenje rizika putem pružanja socijalnih usluga., Given the sensitivity of the period of adolescence and the importance of personal and family aspects in regard to the development of issues, the aim of this written work is to indicate the relatability of socioeconomic conditions to the occurrence of internalizing problems in adolescents through the results of previously conducted research. The term socioeconomic status and it’s influence on family and parental behaviour, as well as the health and development of an adolescent is explained in this written work. In addition, it is explained how socioeconomic status influences academic success and the implication of gender when it comes to the development of internalizing problems. Furthermore, the term “prevention” and the possibility of minimizing risks through social assistance are introduced.

Orientador: Evely Boruchovitch Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: A aprendizagem autorregulada é muito importante para um bom desempenho escolar e posicionamento ativo do estudante diante do seu aprendizado. Perpassam por ela diversos constructos de natureza distinta e, optou-se, neste estudo, de forma geral, analisar o papel da compreensão leitora e de estratégias de leitura no desempenho em português e matemática de alunos no 3º e 5º ano do ensino fundamental e de estratégias de leitura cognitivas e metacognitivas na compreensão em leitura de alunos do 1º ano do ensino fundamental da cidade de Fortaleza. Para tal, buscou-se caracterizar a compreensão em leitura e o uso de estratégias de aprendizagem relacionadas à leitura no 1º, 3º e 5º ano do ensino fundamental e o desempenho escolar no 3º e 5º ano. Foram, também, investigadas as relações entre o desempenho escolar e a compreensão leitora e as estratégias de leitura, no 3º e no 5º ano, e examinadas as relações entre as estratégias para leitura e a compreensão leitora. A pesquisa é de natureza descritivo-correlacional e adota como referenciais teóricos centrais a Psicologia Cognitiva, com ênfase à Teoria do Processamento da Informação e a perspectiva da aprendizagem autorregulada. Os dados foram coletados por meio de ficha de identificação dos participantes, escala de autorrelato do tipo likert e teste padronizado, e analisados por meio da estatística descritiva e inferencial. Os resultados revelaram 60,4% dos alunos do 1º ano com compreensão leitora classificada como "alta" e "muito alta" e, 64,15% do 3º e no 5º ano, com compreensão em leitura "média". Foi encontrado, também, que 62,5% dos estudantes do 1º ano relatou fazer uso de estratégias para ler, tendo sido mais mencionadas a de identificar a ideia central do texto; escolher o melhor local para ler; prestar atenção ao título e refletir sobre o conteúdo que será lido; procurar um lugar iluminado e silencioso para as atividades de leitura; e memorizar as ideias principais. Tanto no 3º ano como no 5º, o total de crianças que mencionou utilizar estratégias para ler foi próximo ao número dos que relataram pouco uso. As estratégias mais citadas nesse dois anos escolares foram a de procurar um local iluminado e silencioso para as leituras; tentar memorizar as ideias principais; reler após perceber-se distraído; selecionar o melhor lugar para ler; escolher bons momentos para as leituras; antes de ler, prestar atenção ao título e imaginar do que trata o texto; procurar descobrir no próprio texto o sentido das palavras novas; e usar o dicionário para encontrar o significado das palavras não familiares. Nos três anos escolares houve predomínio na alusão às estratégias propícias aos momentos que antecedem a leitura. No 3º e 5º ano foi encontrada correlação positiva, fraca e altamente significativa entre o desempenho escolar e a compreensão leitora, correlações negativas, muito fracas e não significativas entre o desempenho em português e as estratégias de leitura e correlações positivas, muito fracas e não significativas entre o desempenho em matemática e as estratégias para compreensão. As correlações entre o nível de compreensão leitora e as estratégias para a compreensão da leitura, dos alunos do 1º ano, foram positivas, muito fracas e não significativas Abstract: The self-regulated learning is very important for good school performance and student active stance on their learning. Pervade for her various constructs of a different nature, and was chosen in this study, in general, analyze the role of reading comprehension and reading strategies in performance in Portuguese and math students in the 3rd and 5th year of elementary school and cognitive and metacognitive reading strategies in reading comprehension of students of the 1st year of elementary school in the city of Fortaleza. To this end, we sought to characterize the reading comprehension and the use of learning strategies related to reading in the 1st, 3rd and 5th year of elementary school and academic performance in the 3rd and 5th year. We also investigated the relationship between school performance and reading comprehension and reading strategies, on the 3rd and 5th year, and examined the relationship between the strategies for reading and reading comprehension. The research is descriptive and correlational nature and adopts a central theoretical framework in Cognitive Psychology, with emphasis on Information Processing Theory and the prospect of self-regulated learning. Data were collected through identification form of the participant's self-report scale of Likert-type and standardized test and analyzed using descriptive and inferential statistics. The results showed 60.4% of 1st-year students with reading comprehension classified as "high" and "very high" and, 64.15% of the 3rd and 5th year, with reading comprehension "average." It was found also that 62.5% of students of 1st year reported that they use strategies to read, having been most mentioned to identify the central idea of the text; choose the best place to read; pay attention to the title and reflect on the content that will be read; looking for a bright and quiet place for reading activities; and memorizing the main ideas. Both the 3rd year as the 5th, the total number of children who mentioned use strategies to read was close to the number who reported little use. The most cited strategies that two school years were to seek a bright and quiet place for reading; try to memorize the main ideas; after rereading perceive distracted; select the best place to read; choose a good time for the readings; before reading, pay attention to the title and the figure mentioned in the text; seek to discover in the text the meaning of new words; and use the dictionary to find the meaning of unfamiliar words. In the three school years predominated in reference to strategies conducive to moments before reading. In the 3rd and 5th year found a positive, weak and highly significant correlation between school performance and reading comprehension, negative correlations, very weak and not significant between the performance in Portuguese and reading strategies and positive correlations, very weak and not significant between performance in mathematics and strategies for understanding. The correlations between the level of reading comprehension and strategies for reading comprehension, students of the 1st year were positive, very weak and not significant Mestrado Educação Mestra em Educação

Objective: The emergence of coronavirus in Serbia as well as in other European countries led to the declaration of a state of emergency, which, among other measures, included a switch to online education, the lockdown of public life and organized sports, and a curfew from 5 pm to 5 am. This study aimed to investigate the extent to which these measures affected children's daily routines. More specifically, it aimed to determine how children maintained their learning, physical activity, and screen time routines from the period before the state of emergency was declared.Methods: Response to an online parent-reported questionnaire was conducted (N = 450). The factorial validity of the scales was prepared using confirmatory factor analysis, with acceptable fit indices. Based on that, the authors tested the interrelations between dimensions using structural equation modeling in SPSS, AMOS 24.0.Results: The study results indicate a positive relationship between school achievement and study time (β = 0.25). They also indicate that children who were physically active before the pandemic continued their activities during the emergency state (β = 0.53). Physical activity impact during the COVID-19 emergency measures reduces children's behavior changes (β = 0.55). Finally, they highlight that children who spent more time with multimedia content had greater changes in anxiety, sensitivity, nervousness, and worry due to COVID-19 emergency measures (β = −0.38).Conclusions: Healthy lifestyle habits formed in childhood are suggested to be responsible for the greater “resistance to change” shown by the children from this study.

Children who experience parentification may have trouble performing developmental tasks due to being overwhelmed by their family caregiving roles and responsibilities. Past studies have found that parentification is negatively associated with academic achievement. However, most of these studies are limited in that they are retrospective and examine the association but not the mechanisms shaping them. The aim of the study was to explore to what extent diverse types of parentification relate to academic achievement and to what extent these relations are mediated by self-reported quality of life among adolescents. The study sample was composed of Polish early adolescents (N = 191; age: M = 14.61; SD = 1.26). Types of parentification were measured with the Parentification Questionnaire for Youth, and quality of life was assessed with KidScreen27. School achievement was measured based on mean semester grade. We explored the associations among study variables and performed six mediation models in the planned analyses. Overall, bivariate relations were significant in a theoretically expected way, although the effect sizes for these associations were rather small. In the mediation analyses, the results showed that four of the six models were not significant. Different from previous studies, instrumental parentification was positively related to school achievement. Additionally, this positive association was mediated by adolescents’ general quality of life. Taken together, the findings were similar and different from the empirical literature base on types of parentification and select outcomes.

A psicopatologia na inf?ncia e adolesc?ncia ainda ? menos explorada quando comparada ? psicopatologia no adulto. Entretanto, ? cada vez mais comum a solicita??o da avalia??o neuropsicol?gica em quadros psiqui?tricos infantis. Sob um prisma neuropsicol?gico, as fun??es executivas (FE) t?m sido consideradas transdiagn?sticos associados ? psicopatologia. Nesta perspectiva, o Transtorno de D?ficit de Aten??o e Hiperatividade (TDAH) ? amplamente discutido, mas ainda carece de estudos que refinem o entendimento da variabilidade cognitiva e de desempenho escolar. Por outro lado, o Transtorno Bipolar (TB) pedi?trico ? frequentemente negligenciado na literatura neuropsicol?gica, possivelmente devido ?s dificuldades diagn?sticas na inf?ncia e adolesc?ncia. Deste modo, a presente tese de doutorado buscou investigar as interfaces entre TDAH, TB, desempenho neuropsicol?gico (com foco nas fun??es executivas) e os desfechos de aprendizagem escolar. Para tanto, realizou-se tr?s estudos emp?ricos. Os estudos inclu?ram a avalia??o neuropsicol?gica de crian?as e adolescentes (6 a 18 anos) com TB e/ou TDAH e em desenvolvimento t?pico. Os participantes dos grupos cl?nicos foram encaminhados por m?dicos, com demandas reais de avalia??o neuropsicol?gica. O primeiro estudo objetivou verificar a ocorr?ncia de d?ficits e de habilidades cognitivas preservadas em crian?as com TB e investigar se h? diferen?as no desempenho neuropsicol?gico de acordo com especificidades do diagn?stico cl?nico (subtipos do TB e comorbidade com TDAH). De modo geral, os resultados mostraram a alta frequ?ncia de d?ficits executivos em crian?as com TB, bem como, o agravamento dos preju?zos executivos no TB Tipo 1 e na presen?a da comorbidade com TDAH. Al?m disso, o estudo apresentou resultados preliminares sobre a aplicabilidade de um escore complementar de efici?ncia cognitiva (que avalia a rela??o velocidade e acur?cia na resolu??o de tarefas cognitivas) para avaliar diferen?as no funcionamento executivo. O segundo estudo investigou as rela??es entre o diagn?stico de TDAH, desempenho cognitivo. A partir de uma an?lise de clusters hier?rquicos encontrou-se dois perfis de desempenho escolar, um com desempenho escolar mediano em leitura, escrita e aritm?tica (A-SAP) e outro com desempenho rebaixado nas tr?s ?reas escolares b?sicas (L-SAP). As crian?as com TDAH se distribu?ram entre os dois cluster, mas o cluster L-SAP foi composto, em sua maioria por crian?as com o diagn?stico. Ap?s a realiza??o de uma an?lise fatorial que resultou em 5 fatores cognitivos-executivos, o L-SAP foi associado a mais preju?zos cognitivos que o diagn?stico do TDAH, refor?ando a rela??o FE e aprendizagem escolar. O ?ltimo estudo, averiguou a exist?ncia de diferen?as no processamento executivo, de efici?ncia cognitiva e de desempenho escolar em crian?as e adolescentes com TDAH, TB, TB+TDAH e em desenvolvimento t?pico. Um procedimento de an?lise fatorial encontrou 4 fatores cognitivos-executivos. Os resultados retratam 1) dificuldades mais amplas em FE na presen?a da comorbidade TB +TDAH; 2) a aplicabilidade do escore de efici?ncia como um escore complementar que possibilita a avalia??o da sobrecarga cognitiva exigida para a atarefa, ou ainda, a verifica??o do impacto da impulsividade na efic?cia executiva; e 3) a associa??o da psicopatologia infantil com o risco para desfechos negativos de aprendizagem escolar. Discute-se as implica??es cl?nicas e escolares da variabilidade executiva associada ? psicopatologia infantil. Psychopathology in childhood and adolescence is still less explored when compared to psychopathology in adults. However, it is increasingly common to request neuropsychological assessment in child psychiatric disturbance. From a neuropsychological point of view, executive functions (EF) have been considered transdiagnostic processes associated with psychopathology. In this perspective, Attention Deficit Hyperactivity Disorder (ADHD) is widely discussed, but there is still need for studies that refine the understanding of cognitive variability and school performance. On the other hand, Bipolar Disorder (BD) in children is often overlooked in the neuropsychological literature, possibly due to diagnostic difficulties in childhood and adolescence. Thus, the present doctoral thesis sought to investigate the interfaces between ADHD, BD, neuropsychological performance (with focus on executive functions) and school learning outcomes. To this end, three empirical studies were carried out. The studies included the neuropsychological assessment of children and adolescents (6 to 18 years old) with BD and / or ADHD, and in typical development. The participants in the clinical groups were referred by doctors, and they showed real demands for neuropsychological assessment. The first study aimed to verify the occurrence of dysfunctions and preserved cognitive abilities in children with BD and to investigate whether there are differences in neuropsychological performance according to specificities of the clinical diagnosis (BD subtypes and comorbidity with ADHD). In general, the results showed the high frequency of executive dysfunctions in children with BD, as well as the worsening of executive losses in Type 1 BD and in the presence of comorbidity with ADHD. In addition, the study presented preliminary results on the applicability of a complementary cognitive efficiency score (which assesses the relationship between speed and accuracy in solving cognitive tasks) to assess differences in executive functioning. The second study investigated the relationships between ADHD diagnosis and cognitive performance. From an analysis of hierarchical clusters, two school performance profiles were found, one with average school performance in reading, writing and arithmetic (A-SAP) and the other with reduced performance in the three basic school areas (L-SAP). Children with ADHD were distributed between the two clusters, but the L-SAP cluster was composed, mostly of children with the diagnosis. After conducting a factor analysis that resulted in 5 cognitive-executive factors, L-SAP was associated with more cognitive dysfunction than the diagnosis of ADHD, reinforcing the relationship between EF and school learning. The latest study found the existence of differences in executive processing, cognitive efficiency and school performance in children and adolescents with ADHD, BD, BD+ ADHD and in typical development. A factor analysis procedure found 4 cognitive-executive factors. The results show 1) wider range of difficulties in EF in the presence of BD + ADHD comorbidity; 2) the applicability of the efficiency score as a complementary score that enables the assessment of the cognitive overload required for the task, or even the verification of the impact of impulsivity on executive effectiveness; and 3) the association of child psychopathology with the risk of negative school learning outcomes. The clinical and school implications of executive variability associated with child psychopathology are discussed. Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES

Cross-country studies reveal two consistent gender gaps in education-underachievement in school by boys and low rates of participation in STEM studies by girls. Recent economics research has shown the importance of social influences on women's STEM avoidance, but male low achievement has been less-studied and tends to be attributed to behavior problems and deficient non-cognitive skills. I revisit the determinants of the gender gap in U.S. educational attainment with a relatively-advantaged sample of young men and women and find that school behavior and measured skills are not very important drivers of gender differences, particularly in the transition to college. Educational aspirations, on the other hand, are strongly predictive of educational gaps and the gender difference in aspirations cannot be explained, even with rich adolescent data that includes parental expectations and school achievement indicators. These results suggest that gender identity concerns may influence (and damage) the educational prospects of boys as well as girls through norms of masculinity that discourage academic achievement.

School achievement and failure have become growing political and social concerns due to the negative consequences of school failure for individuals and society. The inclusive educational movement, which calls for equal access, permanence, participation, and promotion of all students worldwide, poses many challenges for schools and school systems. As a public policy strategy, some countries have provided additional funds for incorporating non-teaching professionals such as school psychologists and social workers in regular K-12 schools. However, there is lack of research on the effects of these psychosocial professionals on student outcomes. This national multilevel study explored the effect of psychologists (n= 8,469) and social workers (n= 3,524) on indicators of eighth-grade (n= 147,531) and 10th-grade (n= 106,347) students' academic achievement and dropout in Chile. A multilevel secondary analysis was performed using national records of non-teaching professionals working as school staff members, achievement scores on the national SIMCE test, and dropout rates based on official records. Results showed that after controlling for individual and school variables known to affect achievement and dropout, schools with psychologists and social workers working as staff members had lower short- and long-term dropout rates. The presence and higher number of school psychologists per school was positively associated with higher math achievement, with a reduced effect in low-SES schools. Lower-SES schools with more social workers had higher math scores. These results support policies that increase funding for school psychologists and social workers, since their incorporation partly explains better school achievement and less school failure when controlling for individual and school characteristics, but emphasize the need to further explore the mechanisms through which school achievement and failure are developed with the support of psychologists and social workers in schools. We discuss the need to regulate the type of prevention and intervention strategies from a whole-school, evidence-based approach, as well as to incorporate psychosocial training modules and comprehensive guidelines as part of professional training programs and as certified requisites for working in schools.

Cilj provedenog istraživanja bio je ispitati u kojoj mjeri sociodemografske varijable, crte ličnosti učenika i dimenzije roditeljskog ponašanja pridonose objašnjenju varijance općeg školskog postignuća učenika srednje škole te postignuća u specifičnim skupinama predmeta (jezično-komunikacijskoj, prirodoslovno-matematičkoj, društveno-humanističkoj i umjetničkoj skupini). U istraživanju je sudjelovalo 153 učenika općih gimnazija na području Crikvenice i Rijeke, od kojih je 51 muškog, a 102 ženskog spola. Kako bi se ispitala prediktivna snaga sociodemografskih varijabli, crta ličnosti učenika i dimenzija odnosa s roditeljima za predviđanje školskog postignuća, proveden je niz hijerarhijskih regresijskih analiza u kojima su sociodemografski podatci uključeni u prvom, crte ličnosti u drugom te dimenzije odnosa s roditeljima u trećem koraku. Dobiveni rezultati upućuju na to da savjesnost, otvorenost za iskustva i dob predstavljaju najznačajnije pozitivne prediktore općeg školskog uspjeha, ali i školskog postignuća u specifičnim skupinama predmeta. Najznačajnije negativne prediktore općeg školskog uspjeha, ali i školskog postignuća u specifičnim skupinama predmeta predstavlja odbacivanje. U radu su raspravljeni efekti prediktora na školski uspjeh u kontekstu postojećih modela, a ispitivane varijable svakako doprinose predviđanju i cjelokupnom razumijevanju školskog postignuća učenika srednje škole., The aim of the conducted research was to examine the extent to which sociodemographic variables, students' personality traits and dimensions of parental behaviour contribute to prediction of general school achievement and school achievement in certain groups of subjects (linguistic, mathematical, humanities and art). There were 153 high school students in the area of Crikvenica and Rijeka that participated in the research, of which 51 were boys and 102 were girls. To examine the predictive power of sociodemographic variables, students' personality traits and parental relationship dimensions to predict school achievement, a series of hierarchical regression analyzes were conducted. Sociodemographic data was included in the first step, personality traits were included in the second step and dimensions of parental behaviour were added in the third step of the analysis. The obtained results indicate that conscientiousness, openness to experience and age are the most significant positive predictors of general school achievement, but also school achievement in certain groups of subjects. The most significant negative predictor of general school achievement, but also school achievement in certain groups of subjects is parental rejection. The paper discusses predictive effects of presented predictors in the context of existing models and the results certainly contribute to the prediction and overall understanding of school achievement of high school students.

Shervin Assari,1 Abbas Mardani,2 Maryam Maleki,3 Shanika Boyce,4 Mohsen Bazargan1,5 1Departments of Family Medicine, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA; 2Nursing Care Research Center, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran; 3School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran; 4Departments of Pediatrics, Charles R Drew University of Medicine and Science, Los Angeles, CA 90059, USA; 5Departments of Family Medicine, University of California, Los Angeles (UCLA), Los Angeles, CA 90095, USACorrespondence: Shervin Assari Department of Family MedicineCharles R Drew University of Medicine and Science, Los Angeles, CA, USAEmail assari@umich.eduBackground: Recent research on Marginalization-related Diminished Returns (MDRs) has documented weaker boosting effects of parental educational attainment on educational outcomes of Black than White students. Such MDRs of parental education seem to contribute to the Black-White achievement gap. Given that Blacks are more likely than Whites to attend urban schools, there is a need to study if these MDRs can be replicated at both urban and suburban schools.Aim: To test the contribution of diminished returns of parental educational attainment on the Black-White achievement gap in urban and suburban American high schools.Methods: A cross-sectional study that used baseline Education Longitudinal Study (ELS-2002) data, a nationally representative study of 10th grade adolescents in the United States. This study analyzed 8315 youths who were either non-Hispanic White (n = 6539, 78.6%) or non-Hispanic Black (n = 1776, 21.4%) who were attending either suburban (n = 5188, 62.4%) or urban (n = 3127, 37.6%) schools. The outcome was standard math and reading grades. The independent variable was parental educational attainment. Gender, parental marital status, and school characteristics (% free lunch and relationship quality with the teacher) were the confounders. Race/ethnicity was the effect of modifier. School urbanity was the strata. Linear regression was used for data analysis.Results: In urban and suburban schools, higher parental educational attainment was associated with higher math and reading test scores. In urban and suburban schools, Black students had considerably lower reading and math scores than White students. At urban but not suburban schools, significant interactions were found between race (Non-Hispanic Black) and parental education attainment (years of schooling) on reading and math scores, suggested that the protective effect of parental education on students’ reading and math scores (ie school achievement) is smaller for Non-Hispanic Black relative to Non-Hispanic White youth only in urban but not sub-urban schools.Conclusion: Diminished returns of parental education (MDRs) contribute to the racial achievement gap in urban but not suburban American high schools. This result is important given Black students are more likely to attend urban schools than White students. As MDRs are not universal and depend on context, future research should study contextual characteristics of urban schools that contribute to MDRs.Keywords: population groups, socioeconomic status, youth, adolescents, education, academic gap, school achievement

Education has been suggested to be possibly the most consistent, robust, and durable method available for raising intelligence, but little is known about the genetic and environmental interplay underlying this association. Therefore, we investigated how school achievement, as measured by grade point average in lower secondary school at 15 years of age, moderated intelligence variation in young adulthood. The sample consisted of all Danish male twin pairs who had left lower secondary school since 2002 and appeared, typically at age 18, before a draft board through 2015 (N = 2660). Shared environmental variance unique to intelligence (10% of total variance) was found to be greater among individuals with poor school achievement. However, school achievement did not moderate the genetic influences or the non-shared environmental influences on intelligence. We discuss the implications of this in light of the constraints imposed by the statistical models we used.