Family Socialization Practices and Their Effects on the Internalization of Educational Values for Asian and White American Adolescents

Based on the theories of internalization and the self, this article examines effective family socialization practices of Asian and White Americans. The results indicated that parental support for autonomy and adolescents' perceived competence while studying favorably affected Asian Americans' internalization of their cultural values relevant to education and academic success. In contrast, for White Americans, these internalization factors did not have a substantial effect on adolescents' school performance. Moreover, for Asian Americans, parents' attitudes had stronger effects on adolescents' school performance in comparison to White American adolescents, whose teacher-awarded grades were attributed to their own academic aspirations. Differences in family socialization practices between Asian and White Americans are discussed within a context of underlying cultural frameworks that promote adolescents' school performance.     

The effect of school performance upon marriage and long-term reproductive success in 10,000 Swedish males and females born 1915–1929

Humans are an exceptionally intelligent species, and the selective pressures which may have shaped these advanced cognitive powers are therefore of interest. This study investigates the fitness consequences of pre-reproductive school performance in a Swedish population-based cohort of 5244 males and 4863 females born 1915-1929. School performance was measured at around age 10 using three variables: mean school marks, being promoted/held back in school, and recognised learning difficulties. Our primary outcomes were probability of ever marrying, total number of children and total number of grandchildren. In males (but not females), poorer school performance predicted fewer children and grandchildren. This was primarily mediated via probability of marriage; mortality and fertility within marriage were not important mediating pathways. The effect of school performance upon marriage in males was independent of early-life social and biological characteristics, including birth weight for gestational age, preterm birth, family composition, and family socioeconomic position. The effect of school performance upon the probability of marriage in males was, however, largely mediated by adult socioeconomic position. This suggests that in general sexual selection for cognitive abilities per se did not play a major role in either males or females in this cohort. Adult socioeconomic position did not, however, fully explain the marriage disadvantage in males or (at marginal significance) females with particularly poor school performance. We conclude that school performance can affect long-term reproductive success. In this population, however, the effect is confined to males and is largely mediated by the increased probability of marriage which comes with their greater socioeconomic success.     

A followup study of the academic attainment and classroom behavior of children with elevated dentine lead levels

To investigate the impact of low-level lead exposure on children's behavior within a natural setting, we assessed the school performance of a sample of 141 elementary school children classified according to dentine lead level. Twenty-two children had “elevated” levels (≥20 parts per million), 71 had “midrange” levels (10.0–19.9 parts per million), and 48 had “low” levels (<10 parts per million). Four types of outcome data were collected: (1) scores on a standardized group intelligence test, (2) teachers' ratings, (3) incidence of academic failure (assignment to remedial aid, grade retention), and (4) observations of classroom behavior. In general, higher dentine lead levels were associated with less favorable school performance, with most covariance-adjustedp-values in the range of 0.05–0.15. The incidence of grade retention was the outcome most strongly related to lead level. The pattern of results suggests a consistent, though weak relationship between children's dentine lead levels and elementary school performance.     

School start times matter,eveningness does not

ABSTRACT

Morningness–Eveningness (M–E) has been associated with school performance when school activities are arranged early in the morning. This study aims to evaluate this association in 224 adolescents of a secondary school in Montevideo, Uruguay, attending either morning or afternoon shifts. Students’ socio-demographic characteristics and performance indicators were similar across shifts, while afternoon-shift students exhibited later circadian preferences. After controlling for socio-demographic and other educational variables, eveningness was associated with lower grades only in morning-shift students. Our study suggests that eveningness influence on school performance is contingent on the temporal arrangement of scholar activities.     

School Performance: A Matter of Health or Socio-Economic Background? Findings from the PIAMA Birth Cohort Study

Background

Performance in primary school is a determinant of children’s educational attainment and their socio-economic position and health inequalities in adulthood. We examined the relationship between five common childhood health conditions (asthma symptoms, eczema, general health, frequent respiratory infections, and overweight), health related school absence and family socio-economic status on children’s school performance.

Methods

We used data from 1,865 children in the Dutch PIAMA birth cohort study. School performance was measured as the teacher’s assessment of a suitable secondary school level for the child, and the child’s score on a standardized achievement test (Cito Test). Both school performance indicators were standardised using Z-scores. Childhood health was indicated by eczema, asthma symptoms, general health, frequent respiratory infections, overweight, and health related school absence. Children’s health conditions were reported repeatedly between the age of one to eleven. School absenteeism was reported at age eleven. Highest attained educational level of the mother and father indicated family socio-economic status. We used linear regression models with heteroskedasticity-robust standard errors for our analyses with adjustment for sex of the child.

Results

The health indicators used in our study were not associated with children’s school performance, independently from parental educational level, with the exception of asthma symptoms (-0.03 z-score / -0.04 z-score with Cito Test score after adjusting for respectively maternal and paternal education) and missing more than 5 schooldays due to illness (-0.18 z-score with Cito Test score and -0.17 z-score with school level assessment after adjustment for paternal education). The effect estimates for these health indicators were much smaller though than the effect estimates for parental education, which was strongly associated with children’s school performance.

Conclusion

Children’s school performance was affected only slightly by a number of common childhood health problems, but was strongly associated with parental education.     

Academic performance in Hawaii

Abstract

Differences among census tracts in academic performance are estimated and related by path analysis to social class, race, and school characteristics in the only American state without local autonomous school districts. Contrary to the Coleman Report, school has a significant effect and race does not, but social class is the major cause of census tract difference in academic performance. Without appropriate data on family resemblance, a genetic component in class structure cannot be delineated.     

Classroom Education and the Development of Units of Verbal Thinking: Interpreting the Results of Comparative Experimental Studies of People Who Did or Did Not Attend School

Abstract

This article discusses the performance of adults who did and did not attend school in experiments involving the definition of concepts, the finding of word-pair similarities, classification, and language objectivation. Most of the differences described correspond to the differences between every day and scientific concepts identified by L.S. Vygotsky. The existing data are insufficient to determine whether all the qualitative differences listed by Vygotsky exist between units of verbal thinking in those who did and did not attend school. In some cases, the thinking of people who did not attend school exhibits features that, according to Vygotsky, should emerge only in school with the assimilation of scientific knowledge (language objectivation and the “super-empirical” connections between concepts).     

Overweight and school performance among primary school children: the PIAMA birth cohort study

The aim of this study was to assess the association between overweight and school performance among primary school children prospectively and including a broad range of potential confounding factors. In addition it was investigated what factors mediate this association. For this purpose, data of 2,159 12-year-old children who participated in the Prevention and Incidence of Asthma and Mite Allergy (PIAMA) birth cohort study were used. Two indicators of school performance were parental reported when children were 12 years of age and included (i): the score on a standardized achievement test that Dutch children have to complete at the end of their primary education (Cito)-test and (ii): the teacher's advice regarding a child's potential performance level in secondary education. Children's height and weight were measured by a trained research assistant at the age of 8 and by their parents at the age of 12. Overweight was defined using age and gender specific cut-off points. Multivariate regression analyses were performed to assess the association between overweight and school performance. Besides, both confounder and mediation analyses were conducted. Results showed lower Cito-test scores and lower teacher's school-level advice among overweight children. These associations were no longer significant when adjusting for parental educational level, skipping breakfast, and screen time. This study found no independent association between overweight and school performance among primary school children. Results showed strong confounding by parental educational level.     

Is Participation in Organized Leisure-Time Activities Associated with School Performance in Adolescence?

BackgroundOrganized leisure-time activities (OLTA) have been identified as a context suitable for improvement of school performance. This study aimed to assess the associations between participation in OLTA and school engagement, school-related stress, academic achievement and whether these associations differ by specific pattern of OLTA participation, gender and age. Furthermore, it assessed whether OLTA participants are more likely to acquire support for schoolwork from outside the family.MethodsThe sample concerned 10,483 adolescents (49.2% boys) aged 11, 13 and 15 from the Health Behaviour in School-aged Children data collection in 2014 in the Czech Republic. Logistic regressions adjusted for gender and age were used to analyse the associations between participation in OLTA and four education-related outcomes.ResultsParticipation in OLTA was associated with higher school engagement, lower levels of school-related stress and better academic achievement regardless of gender and age. The strongest associations were observed for adolescents involved in various types of OLTA concurrently, with odds ratios ranging from 1.34 (95% confidence interval (CI) 1.17–1.54) for lower school-related stress to 1.97 (95% CI 1.73–2.25) for above-average academic achievement. OLTA participants were also more likely to have a non-familial person to help them with schoolwork, though this association was weaker in 15-year-olds.ConclusionYouth involvement in OLTA is linked to general better school performance and attachment to school. Adolescents participating in more activities at the same time have the best school performance.     

Prospective survey of performance of medical students during preclinical years.

The performance during the preclinical course of 517 students who had applied to this medical school for admission in 1981 and who had been accepted by the school or by another British medical school was analysed in relation to variables measured at the time of application to find factors that predicted success in the preclinical course, whether students chose to take an intercalated degree, and the class achieved in the intercalated degree. Thirty one of the 507 students who entered medical school withdrew from the course or failed their examinations; these students were particularly likely not to have an A level in a biological science. O level grades were of minimal predictive value for performance during the preclinical course. A level grades discriminated between successful and unsuccessful students but had too low a specificity or sensitivity to be of use in individual prediction. Mature entrants performed better overall than school leavers. Background variables accounted for only 14.2% of the variance in performance, implying that motivation and personality may be more important in determining performance. The 80 students who chose to take an intercalated degree were more likely to be men and not to be mature entrants; for a further 50 students intercalated degrees were obligatory. Performance in the intercalated degree related to performance during the preclinical course and to assessments made at the selection interview but not to achievement at O or A level.     

Linking Student Performance in Massachusetts Elementary Schools with the “Greenness” of School Surroundings Using Remote Sensing

Various studies have reported the physical and mental health benefits from exposure to “green” neighborhoods, such as proximity to neighborhoods with trees and vegetation. However, no studies have explicitly assessed the association between exposure to “green” surroundings and cognitive function in terms of student academic performance. This study investigated the association between the “greenness” of the area surrounding a Massachusetts public elementary school and the academic achievement of the school’s student body based on standardized tests with an ecological setting. Researchers used the composite school-based performance scores generated by the Massachusetts Comprehensive Assessment System (MCAS) to measure the percentage of 3^rd-grade students (the first year of standardized testing for 8–9 years-old children in public school), who scored “Above Proficient” (AP) in English and Mathematics tests (Note: Individual student scores are not publically available). The MCAS results are comparable year to year thanks to an equating process. Researchers included test results from 2006 through 2012 in 905 public schools and adjusted for differences between schools in the final analysis according to race, gender, English as a second language (proxy for ethnicity and language facility), parent income, student-teacher ratio, and school attendance. Surrounding greenness of each school was measured using satellite images converted into the Normalized Difference Vegetation Index (NDVI) in March, July and October of each year according to a 250-meter, 500-meter, 1,000-meter, and 2000-meter circular buffer around each school. Spatial Generalized Linear Mixed Models (GLMMs) estimated the impacts of surrounding greenness on school-based performance. Overall the study results supported a relationship between the “greenness” of the school area and the school-wide academic performance. Interestingly, the results showed a consistently positive significant association between the greenness of the school in the Spring (when most Massachusetts students take the MCAS tests) and school-wide performance on both English and Math tests, even after adjustment for socio-economic factors and urban residency.     

'He is the one who is providing you with everything so whatever he says is what you do': A Qualitative Study on Factors Affecting Secondary Schoolgirls’ Dropout in Rural Western Kenya

Education is an effective way to improve girls’ self-worth, health, and productivity; however there remains a gender gap between girls’ and boys’ completion of school. The literature around factors influencing girls’ decision to stay in school is limited. Seven focus group discussions took place among 79 girls in forms 2 to 4 at secondary schools in rural western Kenya, to examine their views on why girls absent themselves or dropout from school. Data were analysed thematically. Lack of resources, sexual relationships with boyfriends, and menstrual care problems were reported to lead directly to dropout or school absence. These were tied to girls increased vulnerability to pregnancy, poor performance in school, and punishments, which further increase school absence and risk of dropout. Poverty, unmet essential needs, coercive sexual relationships, and an inequitable school environment collude to counter girls’ resolve to complete their schooling. Lack of resources drive girls to have sex with boyfriends or men who provide them with essentials their family cannot afford, such as sanitary pads and transport to school. While these improve quality of their school life, this dynamic increases their exposure to sexual risk, pregnancy, punishment, and dropout. Evaluation of interventions to ameliorate these challenges is warranted, including provision of pocket money to address their needs.     

Ethnic Minority Students in the Netherlands from a Cultural-Ecological Perspective

Ethnic minority students in the Netherlands have substantial educational disadvantages compared with Dutch students. Equally striking are the differences in school performance among the various ethnic minority groups. In this article, the educational position of ethnic minority students in the Netherlands is explored from a cultural-ecological perspective. The article concludes that cultural as well as educational differences between schools and parents have an impact on the school performance of ethnic minority students and that Ogbu's typology needs to be reconsidered.     

School Performance and the Risk of Suicidal Thoughts in Young Adults: Population-Based Study

Although low school performance is related to attempted and completed suicide, its relationship with suicidal thoughts has been less clear. We conducted a population-based study including 10081 individuals aged 18–29 years in Stockholm, Sweden, and found a clear positive gradient in the risk of lifetime suicidal thoughts with decreasing levels of compulsory school leaving grades. This relationship was somewhat attenuated but remained significant in multivariate models accounting for family background, severe adult psychopathology and adult socioeconomic conditions. School failure is associated with an increased risk of experiencing suicidal thoughts and may also increase the tendency of acting upon them.     

Relative Age Effects in Dutch Adolescents: Concurrent and Prospective Analyses

The literature on relative age position effects is rather inconsistent. In this study we examined intra-classroom age position (or relative age) effects on Dutch adolescents’ school progress and performance (as rated by teachers), physical development, temperamental development (fear and frustration), and depressive symptoms, all adjusted for age at the time of measurement. Data were derived from three waves of Tracking Adolescents'' Individuals Lives Survey (TRAILS) of 2230 Dutch adolescents (baseline mean age 11.1, SD = 0.6, 51% girls). Albeit relative age predicted school progress (grade retention ORs = 0.83 for each month, skipped grade OR = 1.47, both p<.001), our key observation is the absence of substantial developmental differences as a result of relative age position in Dutch adolescents with a normative school trajectory, in contrast to most literature. For adolescents who had repeated a grade inverse relative age effects were observed, in terms of physical development and school performance, as well as on depressive symptoms, favoring the relatively young. Cross-cultural differences in relative age effect may be partly explained by the decision threshold for grade retention.     

Correlation between morningness-eveningness and final school leaving exams

Pupils shift their time of day preferences from morningness to eveningness during the age of puberty. Therefore, early school start times may have a negative influence on school functioning, adolescent health and on grade point average. Here, we show that morningness - eveningness influences school performance as measured by the final school leaving/university entrance certificate. One hundred and thirty-two university students aged between 20 and 22 years participated in our study. We found a highly significant positive correlation between the average grading of the final exam and the morningness score, suggesting that pupils with morning preferences performed better in school achievement. Evening types seem at a serious disadvantage because the final exams are used for university entrance decisions.     

Is Working Memory Training Effective? A Study in a School Setting

We tested the effectiveness of an intensive, on average 17-session, adaptive and computerized working-memory training program for improving performance on untrained, paper and pencil working memory tasks, standardized school achievement tasks, and teacher ratings of classroom behavior. Third-grade children received either a computerized working memory training for about 30 minutes per session (n = 156) or participated in regular classroom activities (n = 126). Results indicated strong gains in the training task. Further, pretest and posttest transfer measures of working memory and school achievement, as well as teacher ratings, showed substantial correlations with training task performance, suggesting that the training task captured abilities that were relevant for the transfer tasks. However, effect sizes of training-specific transfer gains were very small and not consistent across tasks. These results raise questions about the benefits of intensive working-memory training programs within a regular school context.     

DIASPORIC GENERATIONS. MEMORY,POLITICS AND NATION AMONG CUBANS IN SPAIN

Both national and international studies of education often show that the performance of immigrant students is substantially lower than that of non-immigrant students. This article investigates the contribution of socio-economic, sociocultural and school factors to the relative performance of first- and second-generation immigrant students in twenty countries using data from the OECD's 2000 Program for International Student Assessment. In most countries, socio-economic factors substantially account for the weaker performance of immigrant students, whereas sociocultural factors contribute little and school factors are important in only a limited number of instances. Altogether, these factors account for the bulk of the difference in achievement between immigrant and non-immigrant students in almost all the countries examined.     

Impact of Adolescent Childbearing on Families and Younger Sibling: Effects that Increase Younger Siblings' Risk for Early Pregnancy

To better inform educational policies for Latino students, this study explores the relations between Latino students' conceptions of their futures and their risk status for school dropout. Using the theory of possible selves, the study examines students' hoped-for, expected, and feared selves, the power of those selves to predict risk status for school dropout, and the content of their specificity and ideological beliefs. Four hundred fifteen ninth grade Latino students were surveyed, 30 who also participated in interviews. Results indicated that Latino students' possible selves differed significantly, with hoped-for selves representing the highest levels of educational and occupational attainment. Although hoped-for and expected selves did not predict students' academic performance, feared selves did. The interviews indicated that the specificity and ideological beliefs housed within possible selves might be integral to the mechanisms through which those selves influence academic performance. The implications of the study's findings for school reform policies, specifically those advocating standardized assessments, are discussed.     

Attentional performance, age and scholastic achievement in healthy children

Background

Attentional processes in children play a critical role in daily school demands and accomplishments. Studies on the association of attentional processes with school achievement and age in healthy school children are scarce. The aim of the present study was to identify correlations between dimensions of attentional performance, scholastic achievement and age.

Methodology/Principal Findings

An extensive testing battery was used to assess a wide range of attentional dimensions. A principal component analysis revealed three factors that are related to attentional performance (distractibility, lapses of attention, cognitive speed). Age was negatively associated with distractibility, lapses of attention and cognitive speed, indicating that distractibility and lapses of attention decreased with age in healthy children and resulted in lower cognitive speed.

Conclusions/Significance

Attentional processes in healthy children should be measured in relation to distractibility, lapses of attention and cognitive speed.