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Results for “Academic Performance”

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At least 307 records · Page 17Linked to original sources
PubMed1986

Home predictors of young adolescents' school behavior and academic performance.

The purpose of the present study was to examine the relation between home variables and young adolescents' school behavior/performance. 46 mother-father-adolescent triads (ages 11.5 years to 14.9 years) served as participants. Home factors included the adolescents' relation with each parent as well as a measure of each parent's personal adjustment and perception of conflict in the marriage. School measures consisted of grades and a teacher-completed assessment of internalizing and externalizing problems demonstrated by the adolescent. The results indicated that externalizing problems were related to the mother's depression level, the adolescent's relationship with the mother, and the adolescent's relationship with the father. The first 2 variables (maternal depression and mother-adolescent relation) entered into a multiple regression equation with sex of adolescent and accounted for 35% of the variance in externalizing problems. The relationship with the father was related to school grades and, in a multiple regression, combined with birth order of the adolescent to account for 15% of the variance. The results were discussed in terms of the importance of considering not only the mother-child relationship when examining cross-setting influences in the school but also the mother's personal adjustment and the father's relationship with the child.

Achievement↗
PubMed2005

Self-discipline outdoes IQ in predicting academic performance of adolescents.

In a longitudinal study of 140 eighth-grade students, self-discipline measured by self-report, parent report, teacher report, and monetary choice questionnaires in the fall predicted final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring. In a replication with 164 eighth graders, a behavioral delay-of-gratification task, a questionnaire on study habits, and a group-administered IQ test were added. Self-discipline measured in the fall accounted for more than twice as much variance as IQ in final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely), and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline.

Achievement↗
PubMed1995

Cognitive function and academic performance in children with neurofibromatosis type 1.

The authors evaluated 51 consecutive children with NF1 (aged eight to 16 years) to determine the frequency of intelectual impairment and learning disability due to NF1 alone, the profile of learning disabilities and the effect of clinical variables. 40 children completed the full assessment protocol. There was no support for a profile of predominantly visuoperceptual deficits in the NF1 population. There was no discrepancy between verbal and performance IQ, and the deficits in function were wide ranging. Clinical variables such as age, sex, socio-economic status, disease severity, macrocephaly and family history of NF1 were not associated with cognitive deficits. These results emphasise the need for developmental evaluation to be included in the routine assessment of children with NF1.

Adolescent↗