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PubMed1992

Effects of caffeine, time of day and user history on study-related performance.

The individual and interactive effects of caffeine, time of day and history of caffeine consumption on several study-related tasks were investigated in 25 subjects (6 males, 19 females). Performance was measured on short term memory (STM), mental arithmetic (MA), reading comprehension, serial search (SS) and verbal reasoning (VR). Subjects attended eight experimental sessions, at four times of day (0100, 0700, 1300 and 1900 hours), after ingesting caffeine (4 mg/kg) or placebo. Subjects were assigned to a low, moderate or high user group on the basis of a caffeine consumption questionnaire. Reading comprehension was affected by time of day, while caffeine improved performance on all mental speed-related tasks. High caffeine users performed more poorly than other groups on the verbal reasoning task. Several interactions between the three independent variables were observed on a number of tasks, supporting the contention that different processes underlying various types of cognitive performance are differentially, and often jointly, affected by caffeine, time of day and user history. Implications of caffeine usage on academic performance were discussed.

Adult↗
PubMed1986

Does television affect learning and school performance?

Television is ubiquitous in American households and is becoming a pervasive force in the growth and development of American children. More time is spent watching television than in formal classroom instruction. Early studies, which failed to control for IQ and socioeconomic status, showed variable effects of heavy viewing on school performance. Later, better controlled studies have consistently demonstrated a significant deleterious effect of more than 1 or 2 h/day on academic performance, particularly reading scores. Innovative school programs that teach children how to watch television critically and appropriate management strategies for parents are discussed.

Achievement↗
PubMedDate not supplied

Evaluation of the impact of migraine and episodic tension-type headache on the quality of life and performance of a university student population.

OBJECTIVE: To determine the prevalence of migraine and episodic tension-type headache (ETTH) among university students as well as its impact on academic performance and quality of life. BACKGROUND: Headache is a very common symptom in clinical practice. The reduced capacities due to migraine can be profound, and more studies are needed to evaluate, in particular, school performance. Few studies have been conducted to evaluate the impact of tension-type headache on work productivity, quality of life, and the impact of headache on school performance. METHODS: A total of 1022 students were interviewed. Two questionnaires were utilized, a standard one that permitted a diagnosis of migraine or ETTH according to the criteria of the International Headache Society and a second one consisting of a battery of tests on quality of life. RESULTS: A total of 256 students (25%) had migraine and 336 (32.9%) reported ETTH. When in pain, migraineurs demonstrated a 62.7% decrease in productivity while studying, compared with a 24.4% decrease in those with ETTH. Fifty percent of migraineurs tried to study despite the pain, compared with 53.2% of those with ETTH. With respect to all other items tested, there was a significantly higher impairment in the presence of migraine than in the presence of ETTH and in the presence of the latter compared with a control situation. CONCLUSIONS: The present study confirms the profound impact of headache on the performance of university students, with this impact much more evident among migraineurs but also important among students with ETTH.

Achievement↗
PubMed1993

Paternal involvement, maternal employment, and adolescents' academic achievement: an 11-year follow-up.

An 11-year follow-up study explored the effects of paternal involvement in child rearing and maternal employment in prior years on grades and educational expectations of a group of white, middle-class adolescents from intact families. Past maternal employment was found to be a more powerful predictor of children's academic performance and expectations than was amount of father involvement. Part-time maternal employment appeared to be optimal for children's academic expectations.

Adolescent↗
PubMed1994

Performance on the National Board of Medical Examiners. Part I Examination by men and women of different race and ethnicity.

OBJECTIVE: To investigate the performance of men and women from various racial and ethnic backgrounds on the National Board of Medical Examiners Part I examination, controlling for any differences in measures of educational background and academic performance before entering medical school. DESIGN: A retrospective analysis of existing records from the National Board of Medical Examiners and the Association of American Medical Colleges. SETTING: National Board of Medical Examiners. PARTICIPANTS: All students taking the June administration of Part I for the first time in 1986, 1987, or 1988 and who were 2 years from graduation from an accredited medical school. METHODS: Multiple regression methods were used to estimate Part I examination group differences in performance that would be expected if all students entered medical school with similar Medical College Admission Test scores, undergraduate grade point averages, and other prematriculation measures. MAIN OUTCOME MEASURE: Performance on the Part I examination. RESULTS: There were substantial differences in performance, with white students scoring highest, followed by Asian/Pacific Islanders, Hispanics, and blacks; within all racial and ethnic categories, women scored lower than men. Controlling for dissimilarities in academic background greatly reduced Part I differences among most racial and ethnic groups, except Asian/Pacific Islander men; unexplained differences remained between men and women. Results were consistent for the 3 years examined. CONCLUSIONS: The results of this study do not imply that physician performance varies among racial and ethnic groups or between men and women; no written examination can measure all the abilities that may be desirable to assess. Validity research investigating reasons for the reported gender and racial and ethnic differences in performance on the National Board examinations should be continued.

Achievement↗
PubMed1981

Differences in social skills performance between institutionalized juvenile male offenders and a comparable group of boys without offence records.

Eighteen institutionalized young male offenders and 18 boys without criminal records, comparable in terms of age, academic performance and social background, were videotaped during a five-minute standardized interview with a previously unknown adult. The videotapes were then subjected to a behavioural analysis of 13 responses which had previously been suggested to be important social skill components. The tapes were also shown to six independent judges who rated each tape in terms of social skills performance, social anxiety, friendliness, and employability. The offender group was found to differ significantly from the non-offender group in terms of the level of eye-contact, head movements, amount spoken, fiddling movements, and gross body movements. The offender group was also rated in significantly less favourably terms on the scales of social skills performance, social anxiety, and employability, compared to the non-offender groups. No significant difference was found in terms of friendliness ratings. Correlation analyses between the specific behavioural measures and the subjective rating scales revealed statistically significant associations between six of the 13 behavioural measures and one or more of the subjective rating scales. The provides some indication of the type of responses important in determining the impression made by adolescent male in an interview situation.

Adolescent↗
PubMed2002

Competency-based student self-assessment on a surgery rotation.

BACKGROUND: Although self-assessment is an essential component of self-directed adult learning, few data exist regarding the ability of medical students to perform this important task. Therefore, the purpose of this study was to evaluate the ability of medical students to perform self-assessment during a third-year surgery clerkship. METHODS: Sixty-eight (34 male, 34 female) third-year medical students assessed their progress at the midpoint of an 8-week surgery clerkship using an 11-item, competency-based evaluation. Students compared perceptions of their performance with a faculty member's assessment using the identical evaluation form. RESULTS: Male students tended to overestimate their midclerkship performance compared with faculty formative and summative evaluations (3.31 +/- 0.03 vs 3.23 +/- 0.03 and 3.28 +/- 0.03) although this did not reach statistical significance. Female students significantly underestimated their midclerkship performance compared with faculty formative and summative evaluations (3.06 +/- 0.03 vs 3.40 +/- 0.03 and 3.45 +/- 0.03, P < 0.05 vs faculty evaluations). Preclerkship academic performance (first- and second-year grade point averages and NBME Part 1 scores) was not predictive of student self-assessment. Finally, women statistically outperformed men on the surgery clerkship (86.6% +/- 0.75 vs 83.2% +/- 1.20, P < 0.05 vs male students). CONCLUSIONS: Female students tend to underestimate their midclerkship performance compared with male students on a surgery rotation. Despite lower self-assessment, female students actually outperform male students. Women may underreport their capabilities when compared with men as a result of gender differences in socialization. These gender differences in self-assessment may be important to recognize when faculty provide feedback to students.

Adult↗
PubMed2005

[The role of community-based public health services in child and adolescent health in Germany].

Children and adolescents increasingly show health-related problems which may not be considered as diseases to be treated but nevertheless severely affect academic performance and social behaviour. Regarding the consequences, e.g. from the PISA study, the significance of health problems and their negative impact on academic success are still not sufficiently taken into account. The tasks of paediatric public health services include: (1) health promotion in schools and kindergartens, (2) preventive and other medical checkups in kindergartens and schools to detect the individual needs of children and adolescents for support, (3) reducing the risk of long-term damage in handicapped or retarded children and adolescents by seeking out these children where necessary, and (4) advising the political decision makers by reporting on the population's health and social situation. The main aim is to provide children with special needs with what they need in order to prevent them, especially those whose parents cannot ensure this support themselves, developing a deeper disturbance, or to make sure that these young people are able to participate in social life and to integrate into society in spite of health problems or handicaps. To achieve these goals and to improve the health of children and adolescents, a community-based paediatric public health service has to cooperate with other institutions such as youth authorities, social welfare, education authorities, schools and other local institutions with an input into the health of children and adolescents.

Adolescent↗
PubMed2003

Barriers to higher education for individuals with psychiatric disabilities.

To study barriers to higher education, this qualitative study explored the college experiences of 35 people with psychiatric disabilities. Academic performance was related to psychiatric symptoms which subsequently led to college attrition. However, many research participants showed remarkable persistence in pursuit of academic goals. Campus-based support services were rarely utilized. Implications for psychiatric rehabilitation practice are discussed.

Adult↗
PubMed1994

Causal attribution and affective response as mediated by task performance and self-acceptance.

Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.

Adult↗
PubMed2002

Predictors and consequences of aggressive-withdrawn problem profiles in early grade school.

Identified first-grade children who exhibited 4 different behavior problem profiles from an initial sample of 754: aggressive-withdrawn (n = 63.8%) aggressive only (n = 165, 22%), withdrawn only (n = 94, 12%), and nonproblem (n = 432, 57%). Group comparisons revealed that children who became aggressive-withdrawn in first grade exhibited deficits in attention and social skills in kindergarten. Furthermore, these kindergarten deficits contributed to the emergence of their aggressive-withdrawn behavior problems in first grade, after accounting for kindergarten levels of aggressive and withdrawn behaviors. In later grades, aggressive-withdrawn first-grade children were more likely than children in any other group to demonstrate poor peer relations and poor academic performance. In addition, kindergarten skill deficits added to first-grade aggressive and withdrawn behavior problems to predict third-grade social and academic adjustment difficulties. The results document the key role of early inattention and social skill deficits in the prediction of aggressive-withdrawn problem profiles, validate the significance of this problem profile at school entry, and identify potential developmental mechanisms that have implications for preventive interventions.

Achievement↗
PubMed1998

Integrating biostatistics and experimental physiology: students' perceptions and future scope.

The use of biostatistics in experimental physiology is recognised by researchers. However, there has been no concerted attempt to integrate biostatistics into the undergraduate experimental physiology programme. This paper describes one such initiative. The student's response to the exercise was largely positive; it enabled them to describe and interpret data more effectively and understand the experiments more completely. The attitudes of the students to the exercise and their performance at a statistics examination at the end of the exercise was determined by a number of parameters, including prior statistical knowledge, general academic performance and the extent to which they liked mathematics. However, even those students who disliked mathematics indicated that they appreciated the value of the exercise. The results indicate the need to integrate biostatistics into the undergraduate physiology course.

Biometry↗
PubMedDate not supplied

Parenting style of Chinese fathers in Hong Kong: correlates with children's school-related performance.

This study investigates parenting styles among Chinese fathers in Hong Kong as perceived by their school-age children. Four parenting styles, namely inductive, indulgent, indifferent, and dictatorial parenting, are assessed using the Parent Behavior Report (1988). Data were collected through a questionnaire survey on a sample of 1011 Primary Three to Five Chinese students from six schools in Hong Kong and 471 fathers. Findings show that among Chinese fathers, the least common parenting style is inductive, while the other three styles are of similar occurrence. Chi-square analysis shows no significant association between children's grade level and father's parenting style. However, there is a significant association with gender, with fathers more likely to be perceived as dictatorial with boys and indulgent with girls. The effect of paternal styles on children's school-related performance is also examined. MANOVA results show that significant differences are found among children of the four paternal style groups with respect to academic performance, interest in school work, aspiration for education, involvement in extracurricular activities, and efficacy for self-regulated learning. Post-hoc tests reveal that children's performance is similar between the groups with indulgent and inductive fathers, and between children of indifferent and dictatorial fathers, with the former groups performing better than the latter in general. Findings are discussed with regard to research on parenting style and paternal behavior, as well as understanding the roles of fathers in Chinese families in the socio-cultural context in Hong Kong.

Adolescent↗
PubMed1995

Depressed mood in Chinese children: relations with school performance and family environment.

A sample of primary school children in Shanghai, People's Republic of China, participated in this 2-year longitudinal project. Information on the family environment, children's social functioning, academic achievement, and depression was collected from multiple sources. The mean depression scores in the Chinese children was found to be similar to those found for children in the West. Depression was positively associated with aggressive-disruptive behavior and negatively associated with social competence. School social and academic difficulties were concurrently and positively correlated with depression. Moreover, social adjustment problems at age 8 were associated with depression at age 10. Academic difficulties were predictive of later depression only for children from families in which the mother was rejecting and parents had a conflictual relationship. Finally, decline in social and academic performance was related to depressed affect.

Child↗
PubMed1995

[Hemoglobin and nutrient concentration in middle-class adolescents. Relationship with school performance].

Concentrations of hemoglobin and serum nutrients that participate in the erythropoiesis (iron, folic acid and vitamin B12) were studied in 213 adolescents (112 male, 101 female) belonging to a medium income group that assisted at a private secondary educational institution. The purpose of the present work was to observe the hematologic and nutrient status in this group and its relationship with the academic achievement. The level of academic performance was determined using the Final mean grades (0 to 20 points scale) and the Academic Achievement index (A.A.I.) calculated as the ratio of approved courses over the total. A high prevalence of iron (16.6%) and folate (14.2%) deficiency was found in the total group with predominance in the female adolescents. It was noted a relationship between anemic men and A.A.I. (p < 0.05) and no other difference was observed between individuals with nutritional deficiency and their academic achievement. Therefore, when it was established as cut-off point 20 micrograms/L for ferritin, a good correlation was found between iron status and academic achievement index (r = 0.411, p < 0.01). The hematologic and biochemical data were correlated with academic parameters. A positive correlation was obtained between A.A.I. and hemoglobin, total iron binding capacity (TIBC) in males. When using Final mean grades, a positive correlation was shown with folic acid (males) and vitamin B12 (females). This work reveals a high incidence of iron and folate deficiency, specially in the female adolescent group. These findings may be due to a inadequate dietary intake combined with an increase of nutritional requirements and probably parasitic infestation. These factors may contribute to an impairement of the academic achievement. It will be important the assessment of iron and folate status of the adolescent for the normal and integral development of his cognitive and psychomotor functions.

Adolescent↗
PubMed1985

Fifteen-year follow-up of a behavioral history of attention deficit disorder.

A 15-year longitudinal study of 369 children originally classified in second grade as exhibiting or not exhibiting behaviors commonly associated with attention deficit disorder was made. Diagnostic data were collected on these children in second, fourth, and fifth grades and subsequent school performance was evaluated after ninth and twelfth grades. Interviews were conducted 3 years after their graduation from high school. The ninth and twelfth grade records reveal that those who had previously been identified as showing behavior related to attention deficit disorder later performed significantly more poorly in school and had poorer social adjustment. Interviews in early adulthood continued to reveal differences in outcome between normal subjects and those earlier classified as having attention deficit disorder. Many of these differences could not be directly attributed to poor academic performance. A subgroup of students who were rated favorably by their elementary school teachers were found to perform better during high school than other members of the normal group in academic areas, but they generally did not differ from normal subjects in nonacademic areas.

Achievement↗
PubMed2002

Predictive factors of manual dexterity and cognitive performance at 17 years: a 10-year longitudinal study in a rural area of France.

Studies of predictive factors of manual dexterity in adolescents and young adults are lacking. The present longitudinal study reports the relationship between cognitive and behavioural assessments at age 7 years and the schooling, cognitive performance, and manual dexterity at age 17 years. The participants were 65 schoolchildren, 30 boys and 35 girls, from a rural area in France. Assessment at age 7 years included the McCarthy scales and questionnaires measuring the behavior of the child, completed by the mother, the teacher, and the assessing psychologist. Assessment at age 17 years included schooling situation (whether they were in high school or not), cognitive testing (WAIS-R, Trail Making, Verbal Fluency, Cancel H, Stroop, Memory Assessment Scales), and manual dexterity testing (dynamometer, Finger Tapping, Santa Ana Test, Purdue Pegboard). After controlling for effects of parental education and IQ, a negative teachers' rating of children's behaviour and abilities in first-grade (7 years) was correlated with early cessation of schooling, but also, unexpectedly, with higher scores for manual dexterity at 17 years. Manual dexterity was not related to cognitive performance at 17 years. It is suggested that the relationship between manual and cognitive performance varies during development. Although manual exploratory behaviour is an important correlate of early cognitive development, manual dexterity is probably not related to later academic performance.

Achievement↗
PubMed1999

Head circumference in ELBW babies is associated with learning difficulties and cognition but not ADHD in the school-aged child.

This study examines whether a small head circumference (HC) and low head-circumference growth velocity (HGV) during the first year of life predict consequences at school age in learning, cognition, and concentration. A total of 124 extremely-low-birthweight (ELBW) infants (birthweight 500 to 999 g) born between 1977 and 1986 were eligible for follow-up at the corrected ages of 4, 8, and 12 months and 2, 4, and 6 years. Infants were categorized as having a small HC (< 3% or 3 to 10%) on the basis of the 1990 British growth data which allowed standardized z-scores to be calculated for HC, independent of gestation and corrected age. HGV measurements were calculated using differences in the HC z-scores. In 1995, parents of 87 children agreed to participate in a study of learning and attention at school age. Attention-deficit-hyperactivity disorder (ADHD) was assessed using the Du Paul Rating Scale. Academic performances were based on a teacher questionnaire dealing with aspects of reading, writing, mathematics, and spelling. A child was considered to have a learning difficulty if academic problems were present in at least one of these four areas. Intellectual ability was assessed using the McCarthy Scale at 6 years. HC < 3% and 3 to 10% at 8 months' corrected age was strongly associated with school-aged learning problems (P=0.004), with a moderate specificity (70%), positive predictive value (PPV) (67%), and sensitivity (67%). HGV < or = 10% from birth to 4 months was also associated with learning problems at school age (P=0.01) with a higher specificity (98%) and PPV (88%) but lower sensitivity (20%). A logistic regression analysis was performed with the risk for learning difficulties at 8 months as the dependent variable. Sex, gestation, birthweight, multiple births, and a history of intraventricular hemorrhage did not substantially alter the unadjusted odds ratio (4.7; 95% CI 1.9 to 13.6). Maternal age and education did not confound the relation. No association was found between HC or HGV and ADHD. HC < 3% at 4 months (P<0.02), 8 months (P=0.02), and 12 months (P=0.04), and HGV between birth and 4 months (P<0.01) were significantly associated with low cognitive ability at 6 years.

Attention Deficit Disorder with Hyperactivity↗