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Education-related variables are positively associated with intelligence in both causal directions, but little is known about the associations' underlying genetically and environmentally intertwined processes and many 'third variables' are probably involved too. In this study, we investigated how school achievement, measured by grade point average (GPA), moderated intelligence test score variation in young adulthood in broadly representative samples from the U.S. state of Minnesota, Denmark, and Germany, attempting to improve both understanding of the importance of environmental contexts and the limitations of currently available modelling techniques to help remedy them. School achievement was positively associated with intelligence test scores in all three contexts, but it moderated variances differently, even within the two cohorts comprising the Minnesota sample. One Minnesota cohort and the German sample suggested that shared environmental variance was larger among individuals with extreme GPAs, while the Danish sample suggested that this was only true among individuals with low GPAs. In contrast to these observations, the other Minnesota cohort suggested that genetic and non-shared environmental variances were greater among individuals with high GPAs. These observations indicated that underlying individual developmental processes and population-level impacts differed. However, our statistical models did not capture these differences clearly. The ways in which they failed all suggested the model limitations involve an inability to address degrees to which environmental constraints restrain social movements that are confounded with individual variations in capacities to move within society. [ABSTRACT FROM AUTHOR]

This study investigates the primary factors influencing school achievement during the COVID-19 pandemic from students' perspectives. The pandemic exacerbated educational inequalities, emphasizing the essential role of teacher effectiveness in boosting student achievement and the significant impact of remote learning challenges. Using focus groups with 74 Portuguese students, this study explores how teacher quality, student engagement, and personal effort contribute to academic success. Results reveal that students credit their success to effective teachers but take personal responsibility for poor performance. Despite literature suggesting the importance of educational leadership, students perceived daily interactions with teachers as more influential. The transition to online learning posed significant challenges, including access to materials and technical issues, which affected student engagement and well-being. Students expressed the need for better workload management and varied assessment methods. [ABSTRACT FROM AUTHOR]

In the era of the mobile Internet, online groups, which often serve as a primary form of communication and socialization and provide support within personal networks, have become an important cyberspace for adolescents. While the prevalence of being kicked out from online groups is relatively high, the influence of such online exclusion and its underlying mechanisms have been less studied. This study examined the relationship between being kicked out (BKO) from WhatsApp groups and students' school achievement was explored. Valid participants were 858 students (M age = 14.01 years, SD age = 2.23) from middle schools and high schools. A negative relationship was found between BKO and students' grade point average. Fear of missing out, problematic social media use, and internalizing symptoms played mediating roles in this association. This study may provide valuable insights for programs aimed at improving students' academic performance and well-being. [ABSTRACT FROM AUTHOR]

Background: Childhood is a period marked by dynamic growth. Evidence of the association between childhood linear growth and school achievement comes mostly from cross-sectional data. We assessed associations between birth length, childhood linear growth velocities, and stunting with school achievement. Methods: Newborns were recruited into the Ethiopian infant Anthropometry and Body Composition (iABC) birth cohort and followed from birth to 10 years. Velocities from 0 to 6 years were computed using linear spline mixed effect modelling. Stunting (height-for-age < -2 z-scores) was assessed at the ages of 1, 2, 4, 5, and 6 years. School achievement was measured by having a high (≥ 80%) combined high math, English, and science (MES) score and being at appropriate grade-for-age. Logistic regression models assessed associations between birth length, linear growth velocities and stunting with school achievement. Results: Children's mean age was 9.8 years (standard deviation, SD 1.0, range 7–12 years). A 1 SD greater birth length increased the odds of achieving a high MES combined score by 1.42 (95% CI: 0.99, 2.03). A 1 SD increase in linear growth velocity from 6 to 24 months increased the odds of being in the appropriate grade-for-age by 1.66 (95% CI: 1.14, 2.43). Stunting at ages 4 and 6 years was associated with lower odds of achieving a high MES combined score: 0.43 (95% CI: 0.20, 0.93) and 0.31 (95% CI: 0.11, 0.89), respectively. Faster post-natal linear growth was not associated with school achievement. Conclusion: Greater birth length and higher growth velocity from 6 to 24 months were associated with higher school achievement and being in the appropriate grade-for-age, respectively. Children who experienced growth failure were less likely to achieve a high MES score. Interventions aimed at improving school achievement should address maternal and fetal nutrition and health, and monitor post-natal growth. [ABSTRACT FROM AUTHOR]

Abstract: This study examined the school achievement and attitudes of Czech and Slovak secondary school students (n = 572; age: 17-19) towards motivation in economic subjects. The aim was to analyse the factors of students’ motivation, their relations with selected teacher’s competences, and students’ school achievement with regard to their gender. The data were obtained by using a questionnaire and analyzed by Mann-Whitney U-test, Pearson, and Spearman correlation coefficients. Girls performed better than boys in all the subjects analysed. At the same time, for all factors of motivation with significant gender differences, their motivation was stronger compared to boys. School achievement and attitudes towards selected motivation factors are correlated. Some factors motivating boys with better achievement motivate girls with worse achievement.

AbstractThere is emerging evidence of an association between physical activity and school functioning, but the nature of the association in late adolescence is uncertain. This study investigates the association between self-reported physical activity and register-based school achievement and school absence in 7,730 Norwegian adolescents aged 16–18. There was a graded positive association between physical activity and school achievement, and a graded negative association between physical activity and school absence. The association was strongest at lower levels until reaching a point of saturation at four days of physical activity, indicating the importance of promoting physical activity for the least active adolescents. [ABSTRACT FROM AUTHOR]

Background: In the past decades, there has been a growing concern to understand why boys struggle in school. One of the turning points in students' educational trajectories likely to exacerbate boys' academic difficulties is students' enrolment in private or enriched school programmes, as boys are underrepresented in such programmes. Method: To better understand this gender imbalance, our research draws on a longitudinal design to examine whether grade 6 students' externalizing behaviours, school engagement and school grades in mathematics and language arts relate to secondary school programme attendance, among a sample size of 577 students (277 boys). Results: Path analysis showed that only language arts grades predicted enrolment in private or selective public programmes and contributed to boys' underrepresentation in these programmes. Conclusions: Such findings have important implications for understanding boys' underachievement and low persistence in school as well as to guide interventions to promote gender and overall educational equity in school. [ABSTRACT FROM AUTHOR]

Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students' academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children's mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement. [ABSTRACT FROM AUTHOR]

Background/Objectives: Physical activity is an important protective factor throughout life. However, little research has observed the associations between the practice of physical activity and academic success longitudinally, and none have done so with a pan-Canadian sample. This article aims to examine the prospective associations between active leisure in middle childhood and academic achievement in emerging adulthood, for both boys and girls, beyond several family factors. Methods: Participants are 2775 children from the National Longitudinal Study on Children and Youth (NLSCY) aged between 12 and 20 years. Active leisure was self-reported by children at age 12 years regarding their weekly organized sport, artistic sport, and unstructured physical activity participation outside of school hours. Academic success was measured by self-reported school average at age 18 years and the obtention of high school diploma at age 20 years. Results: Girls who engaged in more organized or artistic sports at age 12 years had better academic results at age 18 years (respectively β = −0.082, p < 0.01; β = −0.228, p < 0.001). Both boys and girls who partook in more organized sports at age 12 years were more likely to graduate from high school by age 20 years (respectively β = −0.146, p < 0.001; β = −0.071, p < 0.05). However, girls who engaged in more unstructured physical activity at age 12 years had lower academic achievement at age 18 years (β = 0.077, p < 0.001). Conclusions: Policy makers should aim to reduce the many barriers to an active lifestyle in childhood. Parents should be encouraged to lead their children to go play outside with friends to allow them to fully reap the benefits of an active lifestyle from a young age. [ABSTRACT FROM AUTHOR]

Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied on inferences about dimensional properties of attributions, and not on students' perceptions of them. This study innovates by directly assessing these perceptions to identify students' attributional profiles. 410 French elementary students were randomly assigned to a success or a failure condition and reported their perceptions of their attribution on the locus of causality, stability, and controllability dimensions. Latent profiles analyses (LPA) identified three attributional profiles for both students in the failure condition ('Hopeless', 'Negligent' and 'Unsure'), and the success condition ('Competent', 'Industrious', and 'Dependent'). LPA also revealed associations between certain profiles and cognitive, emotional and behavioural outcomes, highlighting the relevance of combining direct assessment of causal dimensions and LPA when studying attributions for success and failure and their consequences. [ABSTRACT FROM AUTHOR]

Implicit and explicit self‐esteem are not commonly measured in the same children. Using a cross‐sectional design, data from 354 Croatian children (184 girls) in Grade 1 (Mage = 7.55 years) and Grade 5 (Mage = 11.58 years) were collected in Spring 2019. All children completed explicit and implicit self‐esteem measures; math and language grades were obtained. For the explicit measure, older children showed lower self‐esteem than younger children, and girls showed lower self‐esteem than boys. For the implicit measure, there were no age effects, and girls showed higher self‐esteem than boys. Although both types of self‐esteem were positively associated with academic achievement, implicit self‐esteem was associated more strongly with language than with math achievement. Discussion is provided about why self‐esteem relates to academic achievement during childhood. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Economía (Universidad Autónoma de Yucatán) is the property of Universidad Autonoma de Yucatan, Facultad de Economia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examined the school achievement and attitudes of Czech and Slovak secondary school students (n = 572; age: 17-19) towards motivation in economic subjects. The aim was to analyse the factors of students’ motivation, their relations with selected teacher’s competences, and students’ school achievement with regard to their gender. The data were obtained by using a questionnaire and analyzed by Mann-Whitney U-test, Pearson, and Spearman correlation coefficients. Girls performed better than boys in all the subjects analysed. At the same time, for all factors of motivation with significant gender differences, their motivation was stronger compared to boys. School achievement and attitudes towards selected motivation factors are correlated. Some factors motivating boys with better achievement motivate girls with worse achievement. [ABSTRACT FROM AUTHOR]

Purpose: Foster children may be at risk for challenges in different developmental domains. In this study we investigated 48 Norwegian foster children's executive functioning, school achievement, and adjustment at age 8 years compared with 37 children in a comparison group, as well as associations between executive functioning and school achievement and adjustment. Method: Using multiple informants, children's executive functioning was investigated by using the Behavior Rating Inventory of Executive Functioning, and the Child Behavior Checklist was used to investigate school achievement and adjustment. Results: Significant group differences in executive functioning were identified regardless of informant. Children in the foster group were also rated significantly lower on school achievement and adjustment by their caregivers and teachers. In both groups, associations between executive functioning and school achievement and adjustment were mostly moderate to large. Discussion: In line with previous research, foster children in the present study showed more problems with EF than non-foster placed children with, for example, impulse control and emotion regulation. Foster children's struggles with EF, as well as struggles in the school setting is of concern, and early identification of such problems should be prioritized. Implications: The knowledge from this study can help social workers and other practitioners to tailor their help to foster children in the Norwegian child welfare services. [ABSTRACT FROM AUTHOR]

The paper focuses on finding the relationships between the frequency of experiencing positive and negative emotional states, students' subjective evaluation of the subjects of mathematics, Slovak language and literature, English language, civics and physical education in terms of their popularity, difficulty and importance, and school achievement in these subjects. The research population consisted of 168 (100%) pupils second and third-year pupils of a secondary vocational school in Žilina. The research included: the Subjective Emotional Habitual Well-being Questionnaire (Džuka, Dalbert, 2002) and the Attitudes to Learning Subjects Questionnaire for Pupils (Hrabal, Pavelková, 2010). The most important results of the research revealed that the teaching subject of mathematics was rated the worst in all the surveyed items. Pupils perceived mathematics as the least favourite subject, the most challenging, the least important. They had the worst average school achievement in it, experienced the most negative and least frequently positive emotional state of all the subjects studied. English was the most significant teaching subject. Physical education was the most popular subject taught to the students. Pupils' attitudes towards the subjects taught did not change much over time, being stable and unambiguous. Only the subject of mathematics, which current pupils perceived to be less popular and less important than in the past, showed a change. We found a high correlation between the frequency of experiencing a positive state of mind and the popularity of the assessed teaching subjects in mathematics and physical education. [ABSTRACT FROM AUTHOR]

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: Assessing rates of neurodevelopmental problems (NDPs) in 11‐year‐old children and possible association with other health complaints and school performance. Methods: In‐school study of 11‐year‐old children as an add‐on assessment to the 4th grade regular health check‐up, comprising a structured physical neurodevelopmental examination, neuropsychological assessment, behavioural ratings, maternal interview, review of medical records and academic achievements. Results: Out of 348 children recruited from eight schools, 223 (64%) participated. Any physical condition was found in 102/222 (46%), most commonly atopy (18%). One in five had a BMI z‐score >2 standard deviations over the reference mean. One or more NDP was found in 86/221 (40%) children. The number of failed national tests correlated positively with NDP severity rated with the clinical global impression severity instrument (Spearman's r = 0.41, p < 0.001). The majority of participants with failed national tests, also had co‐occurring health complaints (≥2 of: stomach or extremity ache, headache, difficulties sleeping, internalising symptoms or obesity) and NDPs. Conclusion: Health complaints, physical conditions and NDPs are very common in 11‐year‐old children and warrant adequately staffed, thoroughly equipped school healthcare services. [ABSTRACT FROM AUTHOR]

Background/Objectives: Physical activity is an important protective factor throughout life. However, little research has observed the associations between the practice of physical activity and academic success longitudinally, and none have done so with a pan-Canadian sample. This article aims to examine the prospective associations between active leisure in middle childhood and academic achievement in emerging adulthood, for both boys and girls, beyond several family factors. Methods: Participants are 2775 children from the National Longitudinal Study on Children and Youth (NLSCY) aged between 12 and 20 years. Active leisure was self-reported by children at age 12 years regarding their weekly organized sport, artistic sport, and unstructured physical activity participation outside of school hours. Academic success was measured by self-reported school average at age 18 years and the obtention of high school diploma at age 20 years. Results: Girls who engaged in more organized or artistic sports at age 12 years had better academic results at age 18 years (respectively β = −0.082, p < 0.01; β = −0.228, p < 0.001). Both boys and girls who partook in more organized sports at age 12 years were more likely to graduate from high school by age 20 years (respectively β = −0.146, p < 0.001; β = −0.071, p < 0.05). However, girls who engaged in more unstructured physical activity at age 12 years had lower academic achievement at age 18 years (β = 0.077, p < 0.001). Conclusions: Policy makers should aim to reduce the many barriers to an active lifestyle in childhood. Parents should be encouraged to lead their children to go play outside with friends to allow them to fully reap the benefits of an active lifestyle from a young age.

Today’s generation of young people is immersed in the virtual world, which increasingly leads to a negative trend - socially isolated individuals. Recently, there has been an accelerated development of social networks that have changed the way of communication and interaction between people, which has had a special impact on young people. There are multiple attempts to reduce the time spent on social networks because of the countless consequences that arise: anxiety, depression, irritability, restlessness, frequent mood swings. Therefore, the main problem was to examine the relationship between virtual behavior on social networks with adolescent anxiety while the goal was to assess the virtual behavior of young people in relation to gender and school success as well as the relationship of virtual behavior on social networks with anxiety in raising awareness of the importance of prevention and adolescent mental health care. The research was conducted among 215 high school students, ages 15 to 19 years from the Tuzla Canton, Bosnia and Herzegovina. There were 117 male (54.42%) and 98 (45.58%) female participants. The questionnaire used to analyze virtual behavior on social networks (VPDM) is divided into six subscales (DM addiction, alienation, socializing, negative attitude, self-presentation, and virtual self). The Anxiety Rating Scale (AT 29) was used to assess anxiety. The findings show that all facets of virtual conduct on social networks are associated with anxiety. When it comes to gender differences in the examined aspects of virtual behavior, the results show that girls achieve statistically significantly higher results on the dimensions of dependence on social networks and virtual alienation compared to boys, while these gender differences did not prove to be statistically significant on other aspects of virtual behavior. In addition, with the exception of virtual alienation, the study discovered a negative relationship between academic success and features of virtual behavior. The results indicate that in order to make more rational use of social networks, strategies are needed for preventive action, the preservation of the mental health of young people and improvement of their school achievement.

Aim: To investigate the association between gestational age (GA) and grade point averages by domains of language and mathematics at the end of lower secondary education. Methods: A nationwide register‐based study including all Danish children born in 1992–1997 who completed lower secondary education. Grades were evaluated by GA. Domain‐specific differences in grades were investigated, and academic profiles were made. Results: The study population comprised 319 796 children. For language, only minor differences in grades were observed. The grades in mathematics ranged from 7.02 (95% confidence interval [CI]: 7.00–7.04) at GA = 40 weeks to 5.86 (95% CI: 5.61–6.11) at GA <28 weeks. Grade differences showed lower grades in mathematics, compared to language, below GA 33–35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. Average/high grades within both domains represented the predominant academic profile, constituting 68.8% at GA 39–41 weeks and 56.6% at GA <28 weeks. Conclusion: Only in mathematics decreasing GA was associated with lower grades. Increased mathematical difficulties were found below GA 33–35 weeks. The academic profile of mathematical difficulties was more prevalent among GA <32 weeks. However, the absolute differences in grades were small, and the predominant academic profile was average/high grades within both domains across all GA. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Department of Pedagogy / Zbornik Odseka za Pedagogiju is the property of Faculty of Philosophy, University of Novi Sad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on insights from earlier research, it was found that the quality of school life can be a factor in the prevention of peer violence among students, which was the basis for the selection of this research problem. The aim of this study was to examine the attitudes of elementary and high school students about the quality of school life and to establish whether the quality of school life is statistically significantly associated with peer violence. The research methods used were the method of theoretical analysis and the descriptive-analytical survey method, while the techniques of questioning and scaling were employed. The research instruments included the Sociodemographic Variables Questionnaire, the Quality of School Life Questionnaire (Ainley & Bourke, 1992; Leonard, 2002) and the Peer Violence Scale (Rimac et al., 2012). The research sample consisted of 300 elementary and 300 high school students, selected by a random sampling method. The research results showed that there is a statistically significant correlation between the quality of school life and experienced as well as committed peer violence: the higher quality of school life is, the less experienced and committed peer violence is. It was concluded that the results of the research can be the basis for the creation and implementation of preventive socio-pedagogical programs for the improvement of student quality of school life and the prevention of peer violence in elementary and high school, and the creation of professional training programs for teachers to enhance the quality of school life. [ABSTRACT FROM AUTHOR]

Parents can have a significant impact on student progress, but it is unclear whether generally influential forms of parental involvement can be identified or if they have a differential impact. Our research focuses on the impact of different forms of parental involvement (at-home and in-school involvement) on primary and high school students’ academic performance, and we also examine the differences between low- and high-status families. Our quantitative research analyzed data from all students that were in Grade 6 and Grade 10 in Hungary in 2019, and we conducted analysis using the Hungarian National Competency Assessment database (n = 183.366). We examined how parental involvement affects children’s mathematics and reading achievements. The results of our research were as follows: (1) Parental involvement type impacts student achievement. Home-based PI has a negative effect, while teacher–parent conferences and discussing school events have a positive effect. (2) The link between parental involvement and student achievement is weaker for higher-status families compared to lower-status families. Based on our results, the generalizability of the positive impact of parental involvement can be questioned because not all forms of it have a favorable effect on student achievement.

Purpose: We examined oral health behaviour and its association with school achievement among Finnish adolescents.Materials and Methods: This study is part of the Finnish national School Health Promotion study (SHP). The study population comprised a representative sample of Finnish 15-year-olds (N = 45,877). A questionnaire inquired about the respondents' school achievements and health habits (toothbrushing, smoking), background factors (age, gender, school type, family structure), and their parents' background factors (education, smoking). Chi-square tests and logistic regression models were used in the statistical analyses.Results: Better school achievements were associated with better oral health behaviour: 73.1% of students with the highest mean grades (9-10) brushed their teeth twice daily, compared to 33.8% of those with the lowest mean grade (6.9 or less). The lowest mean grade was associated with brushing less than twice daily, especially among boys (odds ratios (OR) = 4.1; 95% CI 3.6-4.7) when compared to those with the highest mean grade, but also among girls (OR = 2.3; 95% CI 2.1-2.7). Smoking among boys was associated with poor oral hygiene (OR = 1.3; 95% CI 1.2-1.4).Conclusion: School success is strongly associated with oral health behaviour among adolescents. Preventive treatment should be targeted especially at boys with poor school achievement and smoking behaviour. [ABSTRACT FROM AUTHOR]

Low academic achievement has been shown to lead to higher disengagement from school, the main acculturative arena for immigrant-origin youth. Therefore, we tested the hypothesis that their disengagement from school will lead over time to lower involvement with the national culture and higher involvement with the ethnic culture. To test this hypothesis, we examined developmental cascades linking academic achievement to school engagement and spreading to national and ethnic acculturation, in a three-wave longitudinal study of immigrant adolescents in Greece. Cross-lagged analyses revealed that lower academic achievement cascaded over time to decreases in school engagement, which in turn cascaded to decreases in national, and increases in ethnic, involvement. School engagement fully longitudinally mediated the effects of academic achievement on both national and ethnic involvement. All cross-lagged effects in the reverse direction were non-significant. The results highlight the importance of schools in immigrant-origin youth's involvement with the national culture. [ABSTRACT FROM AUTHOR]

Achievement goals play an important role in activating and sustaining students' ongoing motivation, emotional well-being, and achievement attainment over time. However, little is known empirically about the sustained effects of achievement goal profiles on students' subsequent school achievement, especially for early adolescents during the educational transition. Based on 1764 German students (Mage = 10.47, SD = 0.56; 50.6% female) who participated in a 3-year longitudinal study from Grade 4 to Grade 6, the present research aimed to examine the role of students' achievement goal profiles in the final year of elementary school in predicting their school achievement one year and two years after the transition to secondary school. Results of regression models showed that endorsing a mastery-oriented profile (vs. a high multiple profile or a low mastery profile) at the end of elementary school predicted higher German grades one year and two years after the transition to secondary school even after controlling for their prior achievement and basic cognitive abilities. Moreover, the sustained beneficial effects of a mastery-oriented profile (vs. a low mastery profile) on students' achievement gains can be explained by their higher joy of learning. These results indicate that a mastery-oriented profile in elementary school can be considered an important personal factor that facilitates students' smooth sailing after the transition to secondary school. [ABSTRACT FROM AUTHOR]

This study explores differences in school achievement levels regarding leadership and work culture in public elementary schools in Pekanbaru. This study took a population of public elementary schools comprising achieving and non-achieving schools with 58 samples of teachers and staff. This study compares the achievements of elementary schools consisting of the National Student Art Contest Festival, the National Student Sports Olympiad, and the National Science Olympiad. The variables measured are moral leadership, change leadership, and work culture in schools using a questionnaire instrument, quantitative approach design survey type (Creswell & Creswell, 2018), and school achievement is used on documentation with comparative descriptive analysis. The results of the study found that moral leadership, change leadership, and work culture differed significantly Sig.(2-tailed) 0.0017, 0.027, and 0.015< 0.05 in of high-achieving schools and non-achieving. The analysis shows that the application of moral leadership, change leadership, and work culture in high-achieving schools is betterthan non-achieving schools. The implication is that schools need to apply moral leadership, change leadership and work culture properly. [ABSTRACT FROM AUTHOR]

In the educational context, one of the main goals is to reduce the disparities among students, generally at the national level, to allow all individuals to achieve a similar cultural background. Using data from a large-scale standardised test administered by INVALSI (National Institute for the Evaluation of the Educational System), this paper offers a first longitudinal analysis of the performance in the maths test of a cohort of students enrolled in 2013/2014 at grade 8 and observed up to grade 13. The aim is to identify those obstacles that undermine students' learning to help adopt informed educational actions. Specific features of these data are their hierarchical structure and the presence of not vertically scaled scores. Two approaches have been followed for their analysis: growth models and growth percentiles. Coherently with the literature, our results suggest the presence of a gender gap, a significant impact of the type of school, and of social-cultural background. Differently from previous research on the INVALSI data, we evaluate these time-invariant covariates' effects on students' performance over different school cycles. [ABSTRACT FROM AUTHOR]

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.

The aim of this study was to construct and validate a new instrument for assessing high-school students’ learning styles. The instrument consists of 7 dimensions that measure a person’s approach to learning through 52 items. A total of 801 pupils took part in the study, 160 of which were gifted scholarship students. Results confirm sound psychometric properties and validity of the scale. Exploratory factor analysis identified 7 factors that explain 46% of the total variance: Time management, Individuality, Relating ideas, Deep meaning, Strategies, Abstractness and Motivation. Confirmatory factor analysis confirms the basic factor structure while highlighting room for improvement. The scale significantly contributed to the prediction of general academic achievement and grades in specific subjects. Discriminant analysis demonstrated the instrument’s ability to differentiate between gifted students and the general student population with an 82.4% success rate. We conclude that our instrument can be used to assess the klearning styles of students and can serve as a useful tool for predicting individual academic achievement

Copyright of Revista Internacional de Estudios en Educación is the property of Revista Internacional de Estudios en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to examine psychological factors that may contribute to explain the link between maternal education and children's school achievement. As explanatory factors, mothers' self-transcendence values (i.e., altruism, tolerance, and social responsibility), maternal restrictive control, and children's behavior regulation were studied as part of an integrative framework. The sample consisted of 167 Chilean fourth graders (age: M = 10.16; SD = 0.42), their mothers, and their teachers. Mediation analyses using a bootstrapping method confirmed the proposed integrative model, revealing a triple indirect effect, indicating that mothers' self-transcendence values, maternal restrictive control, and children's behavior regulation mediated the positive relation between maternal education and children's school achievement, even after controlling for intelligence, age, and gender. Mothers with lower levels of education reported lower self-transcendence values and used more restrictive control. Further, children of mothers who often used maternal restrictive control showed lower behavior regulation and poorer school achievement. Thus, the results of this intracultural study contribute to a better understanding of the relation between maternal education and children's school achievement. Implications of these findings for further research are addressed. Highlights: Advancement of the understanding of psychological mechanisms underlying the positive relation between maternal education and children's school achievement. Indirect effect of mother's self-transcendence values, maternal restrictive control, and children's behavior regulation on the relation between maternal education and children's school achievement. Integrative model emphasizes the importance of maternal SES and values as well as parenting practices when understanding and predicting children's outcomes. [ABSTRACT FROM AUTHOR]

In this study, we examine the associations of Multiple Autonomy Support Attunement (MASA) (corresponding to configurations of (in)consistent perceived multiple autonomy support regarding parents, teachers, and mentors) with perceived competence in learning and native language and math grades, among rural adolescents. A total of 448 ninth graders (M = 14.71; SD =.90; 58.03% girls) from The Azores Islands, a Portuguese mostly rural and isolated area participated in this study. Using Latent Class Analysis (LCA), a three-class solution for MASA presented the best fit and was more interpretable. Multivariate Analysis of Variance showed that unattuned MASA, due to low teacher support, was the most recurrent MASA configuration. While less recurrent, high MASA was associated with improvements in all educational outcomes. The effect of high MASA on improving educational outcomes among these youths was above and beyond, and more systematic, than factors that typically play a central role in rural educational trajectories, such as SES and gender. Our study shows the need to further articulate rural students' social ecology features with the usual explanations for rural education failure. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Copyright of Teaching Innovations / Inovacije u Nastavi is the property of University of Belgrade, Faculty of Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Students of Turkish heritage are overrepresented in basic secondary vocational schools and underrepresented in university-track academic secondary schools in Germany. Macro-level studies analyzing this achievement gap generally focus on the effects of family resources, institutional practices, and discrimination. Yet, the impact of macro-level factors, such as the effects of institutional mechanisms on students' identities, remains relatively unquestioned. Drawing on the ethnicization framework and utilizing in-depth interviews and ethnography, this study examines the social consciousness of a group of male Turkish descent students in German secondary school tracks. The study analyzes the relationship between social consciousness and the broader educational context, suggesting that this relationship involves ethnicized oppositional elements stemming not from culture but from class and ethnic stratifications affirmed and lived out in German schools on a daily basis. [ABSTRACT FROM AUTHOR]

At the beginning of primary school, young children need to adapt academically, socially, and emotionally to their new school environment. Enjoying going to school and becoming socially integrated are important preconditions for successful learning. However, children from disadvantaged families have fewer resources and receive less support, and such deficits can result in lower attainment, negative emotions, and lower well-being. In recent years, interest in emotions and well-being in school has grown in educational research. However, studies analyzing the affective characteristics of disadvantaged students, especially in primary school, are still scarce. In this study, we analyzed reciprocal relationships between school enjoyment, social integration, and achievement using cross-lagged structural equation modeling (Grades 1 and 2), while controlling for family background and sex. We used data from the National Educational Panel Study in Germany (NEPS; N = 4,986). Results showed positive effects of school enjoyment on achievement and social integration on school enjoyment. Additionally, a better home learning environment had positive effects on school enjoyment and social integration in Grade 1. Effects of socioeconomic and migration background on school enjoyment and social integration were not significant. Our results show no evidence that educationally disadvantaged students are additionally disadvantaged in their school enjoyment or social integration at the beginning of primary school. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

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.

Abstract 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.

Both theory of mind (ToM) and executive functioning have been related to children's academic abilities. In a longitudinal study with 112 children, we investigated the influence of these two abilities on children's math and reading performance at 7 years of age. We found that math performance was predicted by concurrent working memory as well as by preschool numerical abilities and ToM. Reading performance was predicted by concurrent working memory and verbal IQ at 6 years. This corroborates earlier research demonstrating the importance of executive functioning (working memory) and ToM for later academic abilities. We argue that ToM may be an important developmental precursor of math performance because both require an understanding of representations. [ABSTRACT FROM AUTHOR]

Objectives: The present study examined the factorial structure and reliability of the Portuguese version of the Child and Adolescence Mindful Measure (CAMM) in a sample of pre-teens. We also studied its predictive validity by testing a mediation model assessing the indirect association between CAMM and school achievement via executive functions. Methods: Our main and cross-validation samples were composed by 205 and 176 fourth graders, respectively. Participants completed the Portuguese CAMM and performed behavioral tasks, which provided indicators for the following executive functions: working memory, inhibitory control, and cognitive flexibility. Students' school achievement was measured through their grades in the subjects of Portuguese and Mathematics. Using the R system for statistical computing, we conducted confirmatory factor analyses and structural equation modeling analyses. Results: Results showed good reliability and a very good fit of a unidimensional model, despite the removal of two items. Structural equation modeling analyses revealed a positive association between CAMM and school achievement, fully mediated by executive functions. This is in line with previous findings suggesting that students who are more open to and aware of the ongoing experience may display better executive functioning and, in turn, achieve better results in school. Conclusions: Overall, our results provided further evidence supporting the validity of the 8-item CAMM to assess mindfulness in Portuguese pre-teens. [ABSTRACT FROM AUTHOR]

This study is embedded in the theoretical framework of the engine model of positive schooling. Accordingly, relations were investigated between students' endogenous input variables (i.e., character strengths), process variables (i.e., school satisfaction, enjoyment of learning, and academic self-efficacy), and school achievement as an outcome variable. A sample of 300 students (between 10 and 17 years of age) completed web-based self-report measures for all key variables. Specific character strengths (e.g., love of learning, zest, hope, perseverance, and perspective) were substantially positively related to school satisfaction, enjoyment of learning, academic self-efficacy, and/or school achievement. Exploratory mediation analyses supported the basic assumption that processes (i.e., school satisfaction, enjoyment of learning, and academic self-efficacy) mediate the relations between character strengths as input variables and school achievement as an outcome variable. The findings underline the benefit of studying inputs, processes, and outcomes simultaneously to better understand the interplay among relevant variables in the context of positive schooling. [ABSTRACT FROM AUTHOR]

The goal of the current study was to explore the relations between the Big Five personality traits and school achievements of children in the fourth grade of primary school. Participants were (n = 157) children (aged 9-11 years) attending public primary school in Poland. Children completed a self-description inventory for the Big Five and teachers evaluated current school achievements of children for mathematics and Polish language. The obtained results indicated that neuroticism and openness to experiences were significantly associated with school achievements. Moreover, the relationship between the Big Five and school achievements was moderated by gender in that a) agreeableness as well as the Big Five sub-scales of inferiority and helping behaviour were negatively associated with school achievements only among girls, and b) the openness to experience sub-scale of problem solver was positively associated with school achievements only among boys. The results suggest that the relationship between the Big Five personality traits and school achievements may depend on gender. [ABSTRACT FROM AUTHOR]

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