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PubMed2006

Does home internet use influence the academic performance of low-income children?

HomeNetToo is a longitudinal field study designed to examine the antecedents and consequences of home Internet use in low-income families (http://www.HomeNetToo.org). The study was done between December 2000 and June 2002. Among the consequences considered was children's academic performance. Participants were 140 children, mostly African American (83%), mostly boys (58%), and most living in single-parent households (75%) in which the median annual income was 15,000 (U.S. dollars) or less. Average age was 13.8 years. Ages ranged between 10 and 18 years, Internet use was continuously recorded, and multiple measures of academic performance were obtained during the 16-month trial. Findings indicated that children who used the Internet more had higher scores on standardized tests of reading achievement and higher grade point averages 6 months, 1 year, and 16 months later than did children who used it less. Older children used the Internet more than did younger children, but age had no effect on the nature or the academic performance benefits of Internet use. Implications for the digital "use" divide are discussed.

Black People↗
PubMed1991

An assessment of academic performance and personality.

This study examines whether personality profiles, using personality factors, or clusters of personality factors, are associated with academic success. One hundred and forty medical students of the University of Wales College of Medicine were invited to complete a personality questionnaire (Cattell 16 PF) as they sat their final examinations in June 1988. A total of 129 usable forms were obtained. The students were divided into four groups dependent on their academic performance, which had been monitored throughout the course. The majority (62%) had no academic problems, but 16 (12%) students had serious difficulties, which entailed delaying qualification by at least 6 months. There was no relationship between the scores obtained for the students' first attempt at A-level and their subsequent medical school academic performance. However, students who obtained a degree either before or during their medical course were significantly less likely to have academic problems. Academic success was not associated with any of Cattell's personality factors. This was true of previously reported groups of factors associated with the poor student performance, and regardless of first or second order factors. We conclude that this personality profile is unlikely to be helpful in selecting future intakes of medical students, although a prospective study would be required for a definite answer to this question.

Cattell Personality Factor Questionnaire↗
PubMed2000

Putting the "affirm" into affirmative action: preferential selection and academic performance.

Two studies explored the relation between academic performance and preferential selection. In Study 1, female participants were led to believe that they had been selected to be leaders in a team problem-solving task because of their gender, because of their gender and ability, or at random. Results showed that women who believed they had been selected because of their gender performed significantly worse on a subsequent problem-solving test than women who believed they had been selected at random and women who believed they were selected because of both their gender and their ability. In Study 2, students' suspicion of having benefited from race-based preferences in college admissions was negatively related to their grade point average (GPA). Furthermore, this suspicion partially mediated the GPA gap between academically stigmatized (Black and Latino) and nonstigmatized (Caucasian and Asian) students.

Adult↗
PubMed2005

Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance.

BACKGROUND: In recent decades, two lines of research, phenomenographic and meta-cognitive, have examined students' approaches and epistemological beliefs about learning. To date there has been very little research describing the change in epistemological beliefs in European secondary students, or analysing interrelationships between epistemological beliefs and approaches in order to explain their influence on academic performance. AIMS: The first aim of this investigation is to analyse the change in epistemological beliefs and learning approaches in secondary students as they progress through their studies. The second aim is to examine the effects of epistemological beliefs on learning approaches, and learning approaches on academic performance. SAMPLE: About 1,600 Spanish students, boys and girls, from several secondary schools took part in the study. They were between 12 and 20 years old and their average age was 14.79 years. METHODS: Measures of epistemological beliefs (EQ: Epistemological Questionnaire), learning approaches (LPQ: Learning Process Questionnaire), and academic performance were obtained. Confirmatory factor analysis was used to examine the dimensionality of the EQ and LPQ questionnaires. In order to achieve our two aims, different statistical techniques were used: MANOVA and ANOVA for our first aim, and structural equation modelling for our second aim. RESULTS: Throughout secondary education epistemological beliefs undergo change, becoming more realistic and complex, and deep-approach scores decline significantly. It was shown that, as predicted, epistemological beliefs influenced academic achievement directly, and also indirectly via students' learning approaches. CONCLUSIONS: Our findings point to two conclusions. First, epistemological beliefs and learning approaches change as pupils advance in their studies. Second, the relationship between epistemological beliefs and academic achievement is mediated by approaches to learning.

Achievement↗
PubMed1999

Participation in a premedical summer program for underrepresented-minority students as a predictor of academic performance in the first three years of medical school: two studies.

PURPOSE: To determine whether the performances of underrepresented minority students in the Medical Education and Development Program (MEDP) at the University of North Carolina Chapel Hill (UNC-CH) School of Medicine (a structured, nine-week summer premedical program that simulates the medical school's first year curriculum) predicted their academic performances in the first three years of medical school. METHOD: These two studies looked separately at the predictive value of students' rankings (top quarter or top half) within their MEDP cohorts. The first study involved 165 students who had participated in the MEDP from 1981 to 1990 and who then matriculated at UNC-CH. Using backward elimination logistic regression models, the author determined whether those rankings and other, more traditional academic performance predictors predicted three types of academic difficulty during the first two years of medical school: (1) required participation in summer review; (2) deceleration; and (3) dismissal. The predictive validity of each regression model was assessed by calculating the sensitivity and the positive predictive value. The second study involved 135 students who had participated in the MEDP from 1981 to 1990 and who had finished their third-year clinical clerkships at UNC-CH. Forty-four of those students had taken the National Board of Medical Examiners (NBME) Part II examination. Using Spearman correlations, the Student t test, and the chi-square test, the author determined the simple relationships among MEDP ranking, traditional premedical academic predictors, and third-year clinical performance (as measured by clerkship grades and NBME scores). The author determined the best predictors of third-year clinical performance using stepwise backward-elimination linear regression models. RESULTS: In both studies, a student's ranking within his or her MEDP cohort was the strongest, if not the only, predictor of medical school academic performance. CONCLUSION: These studies suggest that structured summer premedical programs such as UNC-CH's MEDP are quite good at determining whether participants will be able to handle the academic rigors of medical school.

Clinical Clerkship↗
PubMed2000

Academic performance and participation in physical activity by secondary school adolescents.

This study investigated the relationship between adolescents' academic performance and participation in physical activity. 232 boys and girls from Years 8-11 (ages 13-16 years) were randomly selected, and their academic performance was assessed on previous examination scores in English, Mathematics, and Science. Participants were also asked to list all the sports based physical activities in which they normally participated during a typical week and to indicate how many times per week they took part in each activity and the duration of each. Overall, no significant correlations were found, although weak negative correlations were recorded between the amount of time (in minutes) in sport and exercise and English scores for children ages 13, 14, and 16 years. A similar association was also noted for Science scores of children 16 years old.

Adolescent↗
PubMed2005

Self-concept, academic performance and behavioral evaluation of the children of alcoholic parents.

OBJECTIVE: It has been shown that being the child of an alcoholic is a risk factor for the development of alcoholism in adulthood. Due to the suffering caused by living with alcoholic parents, other vulnerabilities appear in such children. Among these are low self-esteem, poor academic performance and behavioral problems. This work aims to comparatively evaluate children of alcoholic parents and children of nonalcoholic parents. METHODS: The study design was quasi-experimental, involving two comparison groups. Two groups of 20 children were selected. The groups consisted of 10- to 12-year-old male and female children. One group comprised children of alcoholic parents, whereas the other comprised children of nonalcoholic parents. The self-concepts of these children were evaluated using the Piers-Harris Children's Self-Concept Scale as well as the Academic Performance Test. Their mothers participated in the study by answering questions related to the behavior of their children on the Rutter A2 scale of Child Behavior. RESULTS: The results showed that the children of alcoholic parents tended to have more negative self-concepts and presented lower academic performance in reading and arithmetic than did children of nonalcoholic parents. Based on the responses given by the mothers, the children of alcoholic parents presented more behavioral problems than did those of nonalcoholic parents. CONCLUSIONS: The results of this study confirm those of other studies and call attention to the need to be aware of the potential vulnerabilities of children of alcoholic parents and, especially, to try to minimize such vulnerabilities, thereby altering the course of psychological suffering that can mark their lives.

Achievement↗
PubMed2006

Associations of adiposity with measured and self-reported academic performance in early adolescence.

OBJECTIVE: To examine the associations of adiposity with measured and self-reported academic performance independently of demographics and physical activity among U.S. adolescents. RESEARCH METHODS AND PROCEDURES: We surveyed 666 students 11 to 14 years old from seven middle schools in Los Angeles, CA. Weight and height were measured. Actual grade point average was obtained from school records. Self-reported school grades and physical activity time were measured by questionnaire. Adiposity measures included BMI, BMI percentile (> or =85th percentile defined as at-risk-of-overweight), and percentage body fat (bioimpedance). RESULTS: After adjusting for gender, ethnicity, age, and physical activity time, overweight at-risk status, BMI, and percentage body fat were negatively related to only self-reported (p < 0.01) but not measured grades. Level of moderate-to-vigorous physical activity time was negatively related to measured and self-reported grades, independently of adiposity (p < 0.01). DISCUSSION: To our knowledge, this is the first study to examine both body mass and body fat in relation to measured and self-reported school grades. Adiposity did not relate to actual academic performance in a sample of predominantly Latino and Asian-American adolescents. The use of measured vs. self-reported academic outcomes may represent different constructs and influence study conclusions. Cultural factors may also play a role in our findings, but this requires further study.

Achievement↗
PubMed2000

Academic performance and perceived validity of grades: an additional case for self-enhancement.

The authors investigated the role of academic self-esteem and academic performance in U.S. college students' perceptions of the validity of their grades (overall grade point average [GPA]). A sample of 208 (80 male, 128 female) college students completed a survey that included an academic self-esteem scale and a measure of the perceived validity of grades. The authors assessed academic performance level by the participants' actual overall GPAs. The results of a hierarchical multiple regression analysis supported the weak form of self-enhancement theory (J. S. Shrauger, 1975). Thus, regardless of their self-esteem levels, the students with higher GPAs, compared with those with lower GPAs, tended to see the overall GPA as a more valid indicator of academic ability.

Achievement↗
PubMed2005

Smoking during pregnancy: association with childhood temperament, behavior, and academic performance.

OBJECTIVE: This study investigated the association between maternal smoking during pregnancy and ratings of offspring's temperament, behavior, and academic performance at various developmental periods in childhood. METHODS: Multivariate analyses of a birth cohort examined the outcomes for children on measures of temperament, behavior, and academic performance in infancy (6 months), at age 5, and at age 12. RESULTS: When controlling for maternal psychiatric hospitalization, psychological distress during pregnancy, hospitalization for accidents, socioeconomic status, age, and symptoms of upper respiratory infection and nausea, a range of associations between maternal smoking and child outcomes were observed at different ages studied. CONCLUSION: Despite widespread warning regarding smoking cessation during pregnancy, the literature base on the longer-term effects beyond the neonatal and infant period is less available. This is one of the first studies to investigate the association between maternal smoking during pregnancy and child outcomes at several stages of development. The results provide evidence for the lasting effects of smoking during pregnancy on the development of the child.

Achievement↗
PubMed2002

Association of sleep and academic performance.

Poor school performance by adolescent students has been attributed in part to insufficient sleep. It is recognized that a number of factors lead to diminished total sleep time and chief among these are early school start times and sleep phase delay in adolescence. Political initiatives are gaining momentum across the United States to require later school start times with the intent of increasing total sleep time and consequently improving school performance. Later school start times come with significant costs and impact other activities of families and communities. The decision to implement later school start times cannot be made lightly and deserves support of well-performed research on the impact of these changes. A study evaluating the association of academic performance and total sleep time was performed in middle school and high school students in a suburban Maryland school system. Preliminary results of this study show no correlation of total sleep time with academic performance. Before mandating costly changes in school schedules, it would be useful to perform further research to determine the effects of increasing sleep time on the behaviors of adolescent students.

Achievement↗
PubMedDate not supplied

An ecological analysis of after-school program participation and the development of academic performance and motivational attributes for disadvantaged children.

This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 patterns of care: ASP care, parent care, combined parent/self-sibling care, and combined other-adult/self-sibling care. Aspects of academic performance and motivational attributes were significantly higher (p<.05) at the end of the school year for children in ASP care compared with those in the 3 alternative patterns of care. Differences were marked for children rated as highly engaged in ASP activities.

Child↗
PubMed1986

Otitis media in early childhood and its relationship to later verbal and academic performance.

The relationship between the occurrence of otitis media with effusion during the first 3 years of life and subsequent verbal and academic performance was examined in 61 socioeconomically disadvantaged children who attended a research day-care program. Study children were participants in a longitudinal study of child development in which the number of episodes of otitis media and duration of each otitis episode were reported prospectively from infancy. The incidence of otitis media was highest during the first 2 years of life. Bilateral otitis media accounted for 66% of the days with otitis media with effusion. Standardized tests of intelligence and academic performance were administered to the children when they were 3 1/2 to 6 years of age. No evidence of associations between measures of early childhood otitis media experience and these measures of verbal or academic functioning was found in this study population.

Achievement↗
PubMed1978

Tactile-perceptual functioning and academic performance in brain-impaired and unimpaired children.

The purpose of this study was to determine whether tactile perception is a useful predictor of academic performance. 50 control and 42 brain-impaired (epileptic) children were examined. Both groups showed a strong relationship between tactile perceptual integrity and academic achievement. Analyses of extreme groups indicated that academic performance is clearly ordered by tactile perceptual skill not only for children with documented brain impairment but also for a normal control group as well. The implications for additions to the traditional cognitively oriented psychological test battery were discussed.

Achievement↗
PubMed2003

Learning- and grade-orientation, sex, and prediction of self-reported academic performance.

148 undergraduate students completed the LOGO-II scale, a measure of educational orientation, i.e., learning-oriented and grade-oriented attitudes and behaviors, and were asked to report their current and expected grades, as well as their self-assessed academic skill. Generally, learning orientation was positively correlated with academic performance, but grade orientation was negatively correlated with performance. Learning orientation and grade orientation predicted academic performance for men but not women. Implications of these findings, including the possibility of encouraging students to assume a more learning-oriented approach to their education, are discussed.

Adolescent↗
PubMed1993

Relationships of interns' performances to their self-assessments of their preparedness for internship and to their academic performances in medical school.

This study addressed the questions of whether medical students' cumulative grade-point averages (GPAs) correlate with the performance assessments (overall and in specific areas of competency) that they receive as interns from their internship program directors, and whether the students' self-assessments of preparedness for internship correlate with their internship directors' overall assessments. A questionnaire to assess interns' competencies was developed and sent to the directors of the internship programs of the 283 1990 and 1991 graduates of the Medical College of Georgia School of Medicine who consented to participate in the study (82% of the graduates). Eighty percent of the program directors responded. A similar questionnaire was sent to all 342 of the 1990 and 1991 graduates; 38% provided self-assessments of their competencies and also stated their views on how well prepared they were for their internships. Considering the classes as a group, the mean ratings of the interns' overall competencies by the program directors ranged from 3.7 to 4.3 on a five-point Likert scale (1, unsatisfactory, to 5, outstanding), whereas the interns' ratings of how well they were prepared for their internships (that is, their sense of overall competency) were somewhat lower, ranging from 3.4 to 4.0. The correlations of GPAs with the specific areas of competencies ranged from .28 to .51. The correlation between the mean ratings of the program directors and the mean self-ratings of the interns was .58. The data support the conclusions that medical school academic performance relates significantly to performance in internship and that interns do not rate themselves as highly as their program directors do.

Achievement↗
PubMed1996

Students' academic performance in nursing as a function of student and faculty learning style congruency.

The purposes of this study were to identify learning styles of traditional baccalaureate nursing students, registered nurse baccalaureate students, baccalaureate nursing students holding a previous non-nursing degree, and nursing educators and to determine the effects of teacher/student learning style congruency on academic performance, when controlled for students' previous academic achievement. Kolb's Learning Style Inventory and a Descriptive Data Questionnaire were administered to 334 nursing students and their respective nurse educators from two nursing schools in Mississippi. Learning style scores were computed and faculty and student learning style congruency was described as: 1) matched on both abstract-concrete and active-reflective dimensions; 2) matched on only the abstract-concrete dimension; 3) matched on only the active-reflective dimension; or 4) not matched on either dimension. There were no significant differences in learning style among the three groups of nursing students, and learning style congruency between student and faculty did not appear to significantly affect academic performance of students.

Achievement↗
PubMed2004

School-based health centers and academic performance: research, challenges, and recommendations.

School-based health centers (SBHCs) provide physical and mental health services on school campuses to improve student health status, and thereby potentially facilitate student academic success. With a growing emphasis on school accountability and the simultaneous dwindling of resources at the federal, state, and local levels, SBHCs face increasing pressures from school administrators and funders to document their impact on student academic achievement. This article reviews the methods, findings, and limitations of studies that have examined the relationship between SBHCs and academic performance. It also describes methodological challenges of conducting and interpreting such research, and discusses factors and intermediate variables that influence student academic performance. Recommendations are offered for SBHC researchers, evaluators, and service providers in response to the pressure they are facing to document the effect of SBHC services on academic outcomes.

Educational Status↗