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Research in recent decades examining the correlates of educational outcomes highlights the role of religiosity in students' academic progress and achievements. An increasing number of recent studies in the field of education confirm this hypothesis, the one of the positive influences of religiosity on behavior and attitudes with a positive effect on the achievement of educational goals and academic results. As such, denominational schools are also under the attention of many researchers who observe differences between these religious schools and other, non-religiously affiliated schools. The sociological literature even speaks of a „religious school effect”, inspired by the original idea of the „Catholic school effect”, stressing that beyond the impact of individual religiosity on school outcomes, mediated mainly by attitudinal and psychosociological effects, there are also moderators at the institutional level resulting from the specificity of denominational schools. In the present study we test these two hypotheses simultaneously by modeling the learning averages of a large sample of 8th graders in Bihor County, Romania, using simple linear regression. Our results confirm what we have already found in previous studies, namely that personal religiosity has a positive effect on learning outcomes, while a separate effect at the institutional level cannot be shown.

Research in recent decades examining the correlates of educational outcomes highlights the role of religiosity in students’ academic progress and achievements. An increasing number of recent studies in the field of education confirm this hypothesis, the one of the positive influences of religiosity on behavior and attitudes with a positive effect on the achievement of educational goals and academic results. As such, denominational schools are also under the attention of many researchers who observe differences between these religious schools and other, non-religiously affiliated schools. The sociological literature even speaks of a „religious school effect”, inspired by the original idea of the „Catholic school effect”, stressing that beyond the impact of individual religiosity on school outcomes, mediated mainly by attitudinal and psychosociological effects, there are also moderators at the institutional level resulting from the specificity of denominational schools. In the present study we test these two hypotheses simultaneously by modeling the learning averages of a large sample of 8th graders in Bihor County, Romania, using simple linear regression. Our results confirm what we have already found in previous studies, namely that personal religiosity has a positive effect on learning outcomes, while a separate effect at the institutional level cannot be shown. [ABSTRACT FROM AUTHOR]

The concept of chemical bonding and related concepts are essential topics for the fundamental understanding of chemistry courses by secondary school students. Because of the abstraction aspect, students find it difficult to understand this topic. The aim of this study is to improve students' motivation, engagement, interaction and school results by integrating interactive simulations into the teaching-learning process of chemical bonding concepts. The study was conducted in a secondary school in the Kingdom of Morocco, with a sample of 56 students in the qualifying secondary education cycle. The sample was divided into an experimental group and a control group. The experimental group is taught using more molecular models PhET simulations, while the control group follows the traditional teaching method. Using a quantitative research method with a pre- and post-test design, and an observation grid measuring students' motivation, engagement and interaction before and after the integration of interactive simulations. The data were then analysed using the IBM SPSS 25 program. The results showed that students in the experimental group working with PhET interactive simulations scored significantly higher (p<.01) than students in the control group after the post-test, thus the study showed that there is a positive correlation between students' motivation, engagement, and interaction and their school results during instruction using PhET computer simulations combined with molecular models. Therefore, the results of this study suggest that the teaching-learning of chemistry topics related to chemical bonding can be enhanced using PhET interactive simulations combined with molecular models. This research highlights the usefulness of integrating interactive simulations into the chemistry teaching-learning process. [ABSTRACT FROM AUTHOR]

This study aimed to explore the possible moderating role of emotional regulation in the relationship between problem-solving ability, visuomotor precision and visuospatial integration on the one hand and school results on the other in pupils with ADHD. A total of 241 pupils with ADHD (study group) and 207 children without ADHD (control group) were included in our research. Specific tests for the evaluation of the problem-solving ability, visuomotor precision, visuospatial integration, and emotional regulation were applied. The results showed that emotional regulation is a significant moderator of the relationship between school results and problem-solving ability, visuomotor precision, visuospatial integration, and working memory. There are statistically significant differences depending on emotional regulation, visuomotor precision, visuospatial integration, problem-solving ability and working memory in terms of school results of students with ADHD compared to children without this diagnosis. These results can be used in the development of intervention programs. [ABSTRACT FROM AUTHOR]

Acute lymphoblastic leukemia (ALL) constitutes approximately 25% of pediatric cancers, and with contemporary protocols, the 5-year survival rate is over 90%. Despite improved survival, neurocognitive impairments from treatment raise concerns. This registry study aimed to explore the impact of ALL treatment on educational outcomes from school year nine in Swedish children. A population-based cohort of 503 children diagnosed with ALL from 1990 to 2010 was identified from the Swedish Childhood Cancer Registry and matched with five controls each. Assessed variables were delayed graduation, high school eligibility, total merit value, school grades in Swedish, English, mathematics, and physical education, and results in national tests. Analyses were performed between cases and controls and by sex, age at diagnosis, and risk group. Our results showed that, compared to controls, cases had higher odds for delayed graduation, poorer results in physical education, and higher rates of absence in national tests in English and mathematics. Children in the standard-risk group (treated with first-line chemotherapy only) exhibited similar results to matched controls whereas children in the high-risk group (treated with cranial irradiation, hematological stem cell transplantation, or/and for ALL relapse and thus likely received also radiotherapy) had lower total merit value compared to controls. We conclude that Swedish children diagnosed with ALL between the years 1990-2010 mainly exhibited comparable educational outcomes to controls, although children in the high-risk group had lower results. These findings highlight the importance of evaluating especially children with high-risk ALL in order to identify those requiring educational support and for designing targeted interventions., (© 2024 The Author(s). International Journal of Cancer published by John Wiley & Sons Ltd on behalf of UICC.)

Education is an important area of training the individual’s personality for a better individual life, contributes to the well-being of society by developing a set of skills that can be applied throughout life, can trigger the emergence of innovative ideas that benefit society as a whole. Lack of education creates problems such as domestic violence, poor health and especially low living standards. That is why without a good education, a better society cannot be formed. The quality of education is given by all the characteristics of the education system. One of the indicators that can highlight the quality of education is represented by the students’ school results. Therefore, the emphasis is on students’ results and the added value of the school. „Education is increasingly becoming a public service, a provider of quality, which is evaluated and self-evaluated as an organization, based on standards and whose management must ensure the satisfaction of customer requirements, in terms of efficiency and maximizing added value ( Preda & Diaconescu, 2013, p.5). Quality in the educational environment is a mirror of performance in knowledge-based educational institutions that tend to be compatible with education systems around the world. And lack of education is a root cause of poverty.

Despite the increasing scientific attention given to hate speech, there is a lack of empirical studies examining the effect of hate speech among secondary school students and its association with academic achievement. The objective of this research is to assess the associations between online and offline hate speech based on gender, religion, ethnic affiliation, and academic achievement. The results suggest that hate speech is not spread evenly across the distribution of students, but rather is concentrated primarily among students with lower academic performance, both online and offline. More specifically, hate speech based on gender and ethnicity was found to have significant and negative associations with educational outcomes when it occurred online. In contrast, hate speech based on religion also had a significant and negative associations with educational outcomes when it occurred offline. It is worth noting that a student's ability to connect to the internet from his or her own phone is positively associated with better school results, while presence on social networks is negatively associated with these results. These results may be helpful considering policies to improve healthy school environments in the future. • This research explores the associations between online and offline hate speech and academic achievement. • Hate speech is found to be concentrated primarily among students with lower academic performance, both online and offline. • Hate speech based on gender and ethnicity shows significant and negative associations with educational outcomes. • Hate speech based on religion also exhibits significant and negative associations with educational outcomes. • These findings provide important insights for developing policies aimed at improving healthy school environments. [ABSTRACT FROM AUTHOR]

This study aimed to explore the possible moderating role of emotional regulation in the relationship between problem-solving ability, visuomotor precision and visuospatial integration on the one hand and school results on the other in pupils with ADHD. A total of 241 pupils with ADHD (study group) and 207 children without ADHD (control group) were included in our research. Specific tests for the evaluation of the problem-solving ability, visuomotor precision, visuospatial integration, and emotional regulation were applied. The results showed that emotional regulation is a significant moderator of the relationship between school results and problem-solving ability, visuomotor precision, visuospatial integration, and working memory. There are statistically significant differences depending on emotional regulation, visuomotor precision, visuospatial integration, problem-solving ability and working memory in terms of school results of students with ADHD compared to children without this diagnosis. These results can be used in the development of intervention programs.

In this article, we investigate the extent to which housing conditions are associated with school results for children living in Norway. We link individual exam results of students from three national exams in the 5th, 8th and 10th grades for all children living in Norway in the years 2015–2017, to a number of official national datasets including a novel housing register that has information on key housing characteristics for all households in Norway. We also use a newly released noise register, which estimates noise exposure for every address in Norway. Our results show that living in a crowded home, in rented accommodation, being exposed to high levels of noise and residential mobility is associated with poorer exam results. This negative correlation is stronger for older children. However, further testing suggests that we can no longer rule out that the negative association between renting and overcrowding is driven by unobserved cofounders. Residential mobility and noise pollution, on the other hand, remain negative even after controlling for omitted variable bias. [ABSTRACT FROM AUTHOR]

Studies in sociology of education in recent decades have consistently found an advantage for students in denominational schools - those with religious subordination - in terms of educational performance, compared with those in secular schools. Although in Romania a large part of the students from pre-university education attend confessional schools this advantage has not been investigated for the Romanian case. Taking advantage of the increased validity of the Romanian baccalaureate exam, following the measures from 2011-2012 and the availability of the statistical data regarding the schools in Oradea (Bihor county), we checked whether the hypothesis of such an advantage is confirmed in the Romanian case. Applying bivariate analyzes by type of schools (secular vs. confessional) and by types of tracks of the net pass rates (from the total of the graduates) we find that, although the promotion rates are higher for denominational schools, the support for the hypothesis of an advantage of denominational schools is fragile as much of the difference can be attributed to the academic orientation of denominational schools and to the fact that they succeed, probably, in selecting students with better educational skills.

The objective of this study was to investigate the differences in the volume and intensity of physical activity (PA) between girls and boys with different levels of academic achievement (AA) throughout individual segments of a school day. In all, 136 girls and 76 boys aged 16-19 participated in the study. Girls and boys in individual classes were divided into groups based on AA as determined by their most recently issued school grades. We used ActiTrainer accelerometers to measure the volume and intensity of PA and heart rates. Girls with worse AA engaged in more PA than girls with better AA during the time periods before school, after school, and throughout the day. No significant difference was observed among boys, regardless of their AA. Significant differences in PA, volume, and intensity were not confirmed by heart rate monitoring. The highest step count per hour of accelerometer monitoring was seen among boys with better AA (1467 steps⋅h-1) and girls with worse AA (1364 steps⋅h-1) during the time period before school. To promote a lifestyle that includes PA for adolescents, girls with better AA and boys with worse AA should be closely monitored during school and extracurricular programs. [ABSTRACT FROM AUTHOR]

School success is an educational goal that has as a starting point a good adaptation in the academic environment, includes obtaining school results attesting to the acquisition of knowledge and skills appropriate to the level of schooling and, in the long run, can be the premise for success in life. Regarding this paper, for a kaleidoscopic image and as comprehensive as possible of the factors that favor the achievement of good school results, we tried to capture the opinion of those involved in the educational act: students, their parents or legal representatives, teachers and representatives of local authorities, specialists of social assistance services within town halls or local councilors with responsibilities in the field of education. [ABSTRACT FROM AUTHOR]

The present article proposes to analize data and information on the size of the phenomenon of "children left alone at home" to the "portrait" of the family / community where the children are vulnerable, marginalized and / or excluded because of the migration of their parents and the practices implemented in the identification, monitoring and assessing children in this situation with the aim of proposing recommendations for development and improvement, all combined with the analysis of the legislative provisions on the issues and a opinions and the impact of the media and the general public in Romania. At the same time, a review of emigrants' motivations, a short history of the phenomenon, and the importance of relatives who remain the only support for these children is made. The complexity of the phenomenon derives from a series of aspects related to the economic and economic situation social problems of the Romanians, the difficulties and challenges of an expanding society economic growth that still leaves very large gaps between the different strata of society. [ABSTRACT FROM AUTHOR]

The valid measurement of children's life satisfaction is key for subsequent analysis and policy recommendations. It has been demonstrated that individuals use different scales in (self-)reports which leads to misleading results. In this study we focus on the analysis of life satisfaction self-reports among children with differences in the following characteristics: family, school, and free-time activities. Using the anchoring vignette method, we analyze differences in response scale usage among the groups and the impact of these differences on the comparison of life satisfaction among the groups. Our sample (N = 3737) is a representative sample of 5th graders (11 year-olds) in the Czech Republic. After adjustment for differential scale usage, children's life satisfaction is significantly positively related to being female, having a father at home, having good school grades, spending time with friends and the level of education they expect to attain. It is significantly negatively linked to preparing for hard admission exams and time spent playing computer games. The adjustment for response scale differences substantially changes the comparison of different groups. The most significant change is for gender – after correction girls' life satisfaction is significantly higher while before correction it is the opposite. Before adjustment the differences between some groups are underestimated – children with excellent grades, living with their father and spending at least some time with friends have a higher level of life satisfaction after adjustment in comparison to other children. We recommend examining the differences in scale usage among different cultures, countries and groups in children's life satisfaction research. [ABSTRACT FROM AUTHOR]

Technology advances exponentially, and with it, education is faced with a great challenge: to prepare the next generation for the world of tomorrow, for professions that do not yet exist, for technologies that have not yet been discovered, with teaching resources now in place and with knowledge held today. Undoubtedly, computer-assisted training has become a very important element of modern pedagogy. In this paper we intend to present the experimental results of the implementation of computer-assisted training in primary education, at the third grade, experiment conducted within a Romanian elementary school. The stage of the formative intervention aimed at transforming the classical lessons into interactive activities, to increase the interest in the learned content and, last but not least, to improve quality of the school results for the elementary third grade students. [ABSTRACT FROM AUTHOR]

The present study explores the relationship between participation in mother tongue instruction (MTI), students' reading comprehension, and their overall school results. The study expands on the results of an earlier study, which found that Somali-Swedish speaking students who had attended Somali MTI for several years, performed better on reading comprehension in Somali, than Somali-Swedish speaking students of the same ages, who had not taken Somali MTI (Ganuza & Hedman 2017a). The present study revisits the results of 36 participants in the earlier study, and explores the relationship between their scores on reading comprehension and their grades at the end of 6th or 7th grade; in MTI, Swedish as a second language, Mathematics, and overall grade points. Most importantly, the results show consistent positive correlations between participants' reading comprehension in Somali and their school results. This correlation is also stronger and more comprehensive than the one found between their reading comprehension in Swedish and their school results. In the paper, we argue that these results indirectly point to a positive relationship between MTI and students' school results, which, if confirmed by future studies, is quite remarkable considering the limited teaching time allotted to MTI and its' marginalized position in the Swedish school system. [ABSTRACT FROM AUTHOR]

The study draws attention on the issues concerning the relationship between the motivation of the 12th grade pupils to continue their studies in higher education and their school results. In order to accomplish this desideratum, three high-schools belonging to the rural area of Timi? County were included in the study. The method of investigation employed a survey containing closed and semi-open questions. The survey was applied to a number of 159 graduating high-school pupils. The conclusions have shown that the intrinsic motivational aspects correlate in a positive way with school results. The research offers openness to specialists in school and career counselling, who work in the field of pre-university education within the rural area. [ABSTRACT FROM AUTHOR]

One of the thorniest issues of the linguistic policies in North-Western Transylvania was the establishment of linguistic arrangements in the mandatory education system. Supported also by arguments which refer to the equal opportunity rule, native language education for ethnic minority children, concerning especially the Hungarian language, has flourished both in mixed schools, and in schools that are segregated in terms of the teaching language. This article assesses the effects that the various linguistic contexts in which a Hungarian teenager in the region studies can have on his/her performance in school, compared to the performance of his/her colleagues who study in Romanian. I start from two hypotheses: linguistic shortcoming and opposition culture. The hierarchical linear regression modeling of the average of school results scores in the seventh grade, on a sample of over 3 700 pupils in the eighth grade in Bihor County, indicates a significant and systematic disadvantage of Hungarian pupils, although small as an absolute value, irrespective of the linguistic arrangement. Moreover, both the linguistic disadvantage thesis and the opposition culture model can be supported, although the results are not conclusive from this point of view.

In the present study I start from considering the family and school as social systems and the pupil from a four-dimensional perspective. The influence of the relations inside the family is realized according to the symmetrical relations pointed out by Cattell and the relating triangles shown by Benedek. The relations at school through which the pupil is gaining academic and social skills have been represented according to Păun. Adolescence is a period of personality reorganization for every individual. The work hypothesis of this study is: if the adolescent pupil’s parents (mother, father or both) migrate, then modifications will occur at several levels. As a conclusion we can draw the need for the establishment of assistance centers for the pupils, parents, teachers and authorities.

The aim of this paper is to examine relations of the school results and family characteristics of the students in the primary school with behaviour disorders. This paper begins with the hypothesis which shows that students with bad school results have very poor family characteristics compared to students with better school results. The sample consisted of 112 students from 6 primary schools, within the municipality of Tuzla. Chi-square test showed three variables statistically important: mother's education, father's education, and socio-economic conditions in the family. The achieved results have shown that the educational inferiority of the parents and the poor socio-economic situation of the family have big influence on the school results.

This study proposes to identify a relation between the school results on one hand and the emotional intelligence on the other hand and revealing the possible differences between male teenagers, respectively female teenagers regarding the level of emotional intelligence. As methodology, the Test for emotional intelligence (version for children) was applied, and the school results of students were quantified in the average grade at the semester's end. The subject's lot is formed of teenagers, students in schools within the Counties of Timiş, Caraş, Mehedinţi, Gorj and Hunedoara. The obtained results reveal the existence of a positive correlation, statistically considerable, between the school results of students and their emotional intelligence. At the same time, we observe major statistic differences at the level of emotional intelligence between teenagers of female and male gender. [ABSTRACT FROM AUTHOR]

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In this paper we test two alternative explanations for the decline in school performance in the case of children living without one of their natural parents: that a non-intact family structure has a negative effect on educational performance either through the decline in material resources accessible to the student, or due the lack of maternal/paternal control and support. We investigated the relationship of academic achievement with family structure in the case of 2093 students in grades 8-12 learning in schools from Oradea, Romania. Results show that male children tend to protect Romanian families from disruption, which is in line with the theory. However the proportion of teenagers living in non-intact families from the sample is much higher than expected at country-level, probably because of the specific nature of the sample. Bivariate tests show that Grade Point Average, parental control and support and living conditions have all lower averages in non-intact families leaving the causal mechanism of lowered academic performance unclear. Successive tobit regressions show that the poorer results of students living in families in which at least one of the natural parents is missing can be attributed mostly to the more deprived material, cultural and educational living conditions of children in non-intact families. Lower parental control and support is only a covariate of the other dimensions of analysis. Romanian children living in incomplete families and with financial problems need special attention from the school in order to diminish threat towards their academic performances. [ABSTRACT FROM AUTHOR]

The aim of this article is to highlight the situation of the migrant children from former Yugoslavia in primary school in Slovenia. Contemporary school presents teachers with new and relatively high demands which should contribute towards democratisation of relationships and social justice in school. From the aspect of learning outcomes, teachers are required to offer differentiated and individualised lessons which should enable students to acquire as high levels of knowledge as possible. From the developmental aspect, they are required to include all students who should with maximum assistance achieve at least minimal levels of knowledge. Thus, the teacher is expected to be willing to build a class community of individuals who show solidarity and responsibility towards each other, who are able to show respect for and acceptance of difference, and are thus developing their skill to constructively participate in a society of different human beings. We asked ourselves to what extent teachers felt responsible for the migrant children school results and their social inclusion in the class. In regards to the first question, we asked a representative sample of primary school teachers whether factors such as the child’s traits, the situation in the class and the situation at home affect the migrant child’s level of school achievement, and if so, to what extent. In regards to the second question, we tried to establish the role of the child’s parents, the child himself, the other children and their parents, and the teacher in the migrant child’s social inclusion in the class. Results of our study show that Slovenian teachers feel considerably less responsible for achievements of migrant children than for the achievements of other children, and, furthermore, do not feel responsible for migrant children’s successful inclusion in the class. The question therefore is where this feeling of irresponsibility towards migrant children felt by teachers comes from. For this reason, it is necessary to pay utmost attention to making teachers aware of their key role in implementing moral and educational goals of education as well as teaching them to be more sensitive to the real problems of migrant children and to be better prepared for intercultural education.

Abstract: This paper aims at explaining the academic performance of a sample of children starting their first year at public schools in Montevideo, Uruguay, during 1999. We are mainly interested in the effect of pre-school education on the children''s academic results. Previous probit and OLS estimations suggested that pre-school education has a positive impact on short and long term school performance. However, these results could be biased because a rather strong endogeinity of the pre-school education variable. We solved the problem by bivariate probit and treatment effects estimations. The results confirmed the bias and suggest that our previous estimations underestimated the positive effect of pre-school educations. Thus, we found fairly strong empirical evidence to suggest that having pre-school education has a short term positive effect on these children''s results in the first year at school, and the long-term effect, after six years, seems to be somewhat weaker but is still positive. We also found several other factors connected with schools and with households that might lie behind children''s short-term and long-term performance. It is important to note that, in the long-run, we found that a variable reflecting the general performance of the school had a strong effect on the academic performance after six year. [Copyright &y& Elsevier]

In the present study I start from considering the family and school as social systems and the pupil from a four-dimensional perspective. The influence of the relations inside the family is realized according to the symmetrical relations pointed out by Cattell and the relating triangles shown by Benedek. The relations at school through which the pupil is gaining academic and social skills have been represented according to Paun. Adolescence is a period of personality reorganization for every individual. The work hypothesis of this study is: if the adolescent pupil's parents (mother, father or both) migrate, then modifications will occur at several levels. As a conclusion we can draw the need for the establishment of assistance centers for the pupils, parents, teachers and authorities. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine if there was a statistically significant difference in the effects of Step by step and the classical primary-school programs. The methods used ar thee method of theoretical analysis and the descriptive-analytical survey, and the instruments used are a questionnaire about general information, and self-efficiency questionnaire, and the quality of children's friendships questionnaire. The research sample consisted of 118 primary school students from "Mesa Selimovic" school in Zenica. Comparative analysis of multiple research variables has shown that there is no statistically significant difference in the effects of Step by step and classical primary-school programs. Statistically significant difference was found in only two variables: 1. relationship with parents (students who follow the step by step program have significantly better relationship with their parents than the students who follow the classical programs), 2. academic self-efficiency (students who attend classical program classes showed better results on the scale of academic self-efficiency than the students following the step by step program). [ABSTRACT FROM AUTHOR]

Long- versus short-term orientation, a national value dimension originally found by Bond among students in 23 countries, became Hofstede's (1991) fifth dimension of national cultures. Recent analyses by Minkov (2007) of World Values Survey data, collected from representative samples of national populations, allow the calculation of a new version of this dimension, this time across 93 countries. National scores on the dimension correlate with certain family values, with school results, with business values, with environmental values and, under favorable historical conditions, with economic growth. In 1988 the dimension scores led to a prediction of China's economic success. The new scores allow new predictions for economic developments in different parts of the world. [ABSTRACT FROM AUTHOR]

To determine the psycho-educational support needed by first year high school students in a private university in Mexico City, the results of the pedagogical and psychological areas of the entrance exam taken by 113 pupils (42% male and 58% female) were assessed and compared to their academic results during the first school semester. The results of the study indicated that in the pedagogical area 21% of the students need tutoring support for better academic results in high school, but they demand different levels of attention, according to the individual and thought structure difficulties they manifest. In the psychological aspect, the emotional and interpersonal relationships areas require attention be- cause teenagers reflect insecurity, difficulty in managing and expressing their emotions, dependency from authorities and difficulty to adequately interact with their mates. [ABSTRACT FROM AUTHOR]

The aim of this paper is to examine relations of the school results and family characteristics of the students in the primary school with behaviour disorders. This paper begins with the hypothesis which shows that students with bad school results have very poor family characteristics compared to students with better school results. The sample consisted of 112 students from 6 primary schools, within the municipality of Tuzla. Chi-square test showed three variables statistically important: mother's education, father's education, and socioeconomic conditions in the family. The achieved results have shown that the educational inferiority of the parents and the poor socio-economic situation of the family have big influence on the school results. [ABSTRACT FROM AUTHOR]