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PubMed1997

The academic achievement of adolescents from immigrant families: the roles of family background, attitudes, and behavior.

The goal of this study was to determine the relative impact of family background, parental attitudes, peer support, and adolescents' own attitudes and behaviors on the academic achievement of students from immigrant families. Approximately 1,100 adolescents with Latino, East Asian, Filipino, and European backgrounds reported on their own academic attitudes and behaviors as well as those of their parents and peers. In addition, students' course grades were obtained from their official school records. Results indicated that first and second generation students received higher grades in mathematics and English than their peers from native families. Only a small portion of their success could be attributed to their socioeconomic background; a more significant correlate of their achievement was a strong emphasis on education that was shared by the students, their parents, and their peers. These demographic and psychosocial factors were also important in understanding the variation in academic performance among the immigrant students themselves.

Achievement↗
PubMed1989

Comparisons of conduct and affective disordered youth: a psychometric investigation of responses to the Children's Depression Inventory.

Scores on the Children's Depression Inventory (CDI) for 103 affective and 125 conduct disordered psychiatric inpatients aged 6-17 were subjected to cluster analysis of variables using average linkage (with arccosine transformation) as a means of investigating differences in CDI response patterns between the two groups. Both vertical (hierarchical) and horizontal (nested) clusters were examined. The investigation indicated hierarchical clusters for the affective disordered group dealing with sadness and isolation, a negative self-image, and self-loathing. For the conduct disordered group, clusters centered hierarchically around a defeated attitude, being upset, not having fun anymore and not wanting to be with other people, and difficulty with academic performance.

Adolescent↗
PubMed1992

A follow-up study of high-functioning autistic children.

Fifty-eight high-functioning autistic children were assessed during preschool and early school years and followed over a period of 8 years. Early and current psychometric and language tests, parent interviews concerning autistic symptomatology, and direct observations were examined as predictors of the Vineland Adaptive Behavior Scales and scores on standardized achievement tests. Verbal skills emerged as the strongest predictor of social-adaptive functioning. Clear, positive relationships also emerged between intellectual functioning, and academic attainment. Early non-verbal IQ also showed a positive relationship with outcome. Academic performance appeared considerably stronger than in earlier studies.

Achievement↗
PubMed2005

Teacher-mediated intervention after disaster: a controlled three-year follow-up of children's functioning.

BACKGROUND: Child survivors of a catastrophic earthquake in Turkey were evaluated three and a half years after the event, and three years after a sub-group participated in a teacher-mediated intervention developed by the authors. The goal of this follow-up study was to determine the long-term effectiveness of the original intervention. METHODS: Subjects who participated in the intervention were compared with a control group of children similar in terms of demographics, risk and exposure. All children were evaluated in terms of posttraumatic, grief and dissociative symptomatology, as well as adaptive functioning (academic performance, social behavior and general conduct). RESULTS: The severity of post-traumatic, grief and dissociative symptoms of the two groups was comparable. Teachers blind to group assignment rated participating children significantly higher than the control group in terms of adaptive functioning. CONCLUSIONS: Early post-disaster intervention addressing children and their educational milieu provides children with significant symptomatic reduction, allowing the mobilization of adaptive coping, thereby enhancing their overall functioning as observed in school.

Adaptation, Psychological↗
PubMed2005

Improved estimates of the benefits of breastfeeding using sibling comparisons to reduce selection bias.

OBJECTIVE: Better measurement of the health and cognitive benefits of breastfeeding by using sibling comparisons to reduce sample selection bias. DATA: We use data on the breastfeeding history, physical and emotional health, academic performance, cognitive ability, and demographic characteristics of 16,903 adolescents from the first (1994) wave of the National Longitudinal Study of Adolescent Health. The sample includes 2,734 sibling pairs. STUDY DESIGN: We examine the relationship between breastfeeding history and 15 indicators of physical health, emotional health, and cognitive ability, using ordinary least squares and logit regression. For each indicator, we estimate, in addition to the usual between-family model, a within-family model to see whether differences in siblings' outcomes are associated with differences in the siblings' breastfeeding histories. PRINCIPAL FINDINGS: Nearly all of the correlations found in the between-family model become statistically insignificant in the within-family model. The notable exception is a persistent positive correlation between breastfeeding and cognitive ability. These findings hold whether breastfeeding is measured in terms of duration or as a Yes/No variable. CONCLUSIONS: This study provides persuasive evidence of a causal connection between breastfeeding and intelligence. However, it also suggests that nonexperimental studies of breastfeeding overstate some of its other long-term benefits, even if controls are included for race, ethnicity, income, and education.

Adolescent↗
PubMed2006

Learning disorders in epilepsy.

Learning disorders (LD) are disorders interfering with academic performance or with daily living activities requiring reading, writing, or mathematical abilities in subjects with a normal intelligence quotient. The prevalence of LD in the general population has been found to be 2-10% and reading disorders are the most frequent subtype. Epilepsy is one of the commonest neurological disorders in childhood with an estimated prevalence in 4-5/1,000. Epilepsy is considered to be idiopathic or cryptogenic in approximately two-thirds of cases. LD are more common in people with epilepsy than in the general population: about 25% of patients with epilepsy are said to have LD. Various psychosocial, medication-related, and epilepsy-related factors may be associated with LD in epilepsy. LD can be either permanent or state-dependent. Permanent LD are caused by a brain lesion and/or a stable brain dysfunction. In contrast, state-dependent LD are potentially reversible and treatable; they are caused by epilepsy-related factors. If allowed to persist for a long period, a state-dependent LD may become permanent.

Adolescent↗
PubMedDate not supplied

Alcohol use patterns of first-year medical students: II. Psychosocial characteristics associated with drinking level.

Psychosocial characteristics that identified first-year medical students who drank more or less alcohol than their peers were examined. Subjects were 116 freshman medical students (96% of one class) who completed questionnaires about alcohol use, mood, personality, social relationships, and parental alcohol abuse on the first day of school, and 106 (88% of the class) who responded to the same questionnaires in April of the first year. Heavier drinking students (i.e., the upper 25% of the sample) were more likely to be male and single, to have drunk heavily prior to medical school, to come from larger social networks which include fewer relatives, and to demonstrate a lower interpersonal orientation. Mood, academic performance, and parental alcohol abuse were not associated with drinking level. The heaviest drinkers in this sample appear to be precisely those individuals who are most impervious to peer or other social influences.

Achievement↗
PubMed2004

The importance of parents and other caregivers to the resilience of high-risk adolescents.

Relationships between 43 high-risk adolescents and their caregivers were examined qualitatively. Parents and other formal and informal caregivers such as youth workers and foster parents were found to exert a large influence on the behaviors that bolster mental health among high-risk youth marginalized by poverty, social stigma, personal and physical characteristics, ethnicity, and poor social or academic performance. Participants' accounts of their intergenerational relationships with caregivers showed that teenagers seek close relationships with adults in order to negotiate for powerful self-constructions as resilient. High-risk teens say they want the adults in their lives to serve as an audience in front of whom they can perform the identities they construct both inside and outside their homes. This pattern was evident even among youth who presented as being more peer-than family-oriented. The implications of these findings to interventions with caregivers and teens is discussed.

Adolescent↗
PubMed1984

Learning disabilities among Nairobi school children.

Four hundred and forty-one school children studying in local primary schools were referred during 1980-1981 to the Psychological Assessment Clinic in Nairobi (Kenya) for poor academic performance. The most frequent cause for the learning difficulties of these children was mental retardation. In one third, emotional disorders were responsible for their learning difficulties. Currently, even mentally retarded children are admitted into the existing educational system and are unable to cope. Recommendations for the future are made.

Adolescent↗
PubMed2006

Dental school admissions in Ireland: can current selection criteria predict success?

INTRODUCTION: Entry into university education in Ireland, including dental school, is based solely on academic performance in the Leaving Certificate Examination, held at the end of formal school education. The aim of this investigation was to examine the suitability of this process for the selection of dental students in Ireland. MATERIALS AND METHODS: Information for all dental students who entered the dental degree programme immediately following completion of the Leaving Certificate Examination at the National University of Ireland, Cork, during the years 1997-1999 was retrieved. Information was collected relating to gender, the number of times the student had attempted the Leaving Certificate Examination, their performance in this examination, the total number of marks awarded to each student at the end of the First and Final Dental Examinations, and their performance in individual modules. RESULTS: Whilst there was a significant relationship between performance in the Leaving Certificate Examination and the First Dental Examination (correlation coefficient = 0.22, P < 0.05), this relationship could only explain 12% of the variation within the performance of students in this examination. There was no relationship between performance in the Leaving Certificate and the Final Dental Examination (correlation coefficient = 0.09, P > 0.05). There was a significant correlation between performance in the Leaving Certificate Examination and performance in seven of the 55 programme modules, all of which were pre-clinical modules, and of which five were related to basic sciences. CONCLUSIONS: Based on the limitations of this study, the current selection process for dental students in Ireland seems to be of limited value.

Clinical Competence↗
PubMed2004

Associations between classroom CO2 concentrations and student attendance in Washington and Idaho.

UNLABELLED: Student attendance in American public schools is a critical factor in securing limited operational funding. Student and teacher attendance influence academic performance. Limited data exist on indoor air and environmental quality (IEQ) in schools, and how IEQ affects attendance, health, or performance. This study explored the association of student absence with measures of indoor minus outdoor carbon dioxide concentration (dCO(2)). Absence and dCO(2) data were collected from 409 traditional and 25 portable classrooms from 22 schools located in six school districts in the states of Washington and Idaho. Study classrooms had individual heating, ventilation, and air conditioning (HVAC) systems, except two classrooms without mechanical ventilation. Classroom attributes, student attendance and school-level ethnicity, gender, and socioeconomic status (SES) were included in multivariate modeling. Forty-five percent of classrooms studied had short-term indoor CO(2) concentrations above 1000 p.p.m. A 1000 p.p.m. increase in dCO(2) was associated (P < 0.05) with a 0.5-0.9% decrease in annual average daily attendance (ADA), corresponding to a relative 10-20% increase in student absence. Annual ADA was 2% higher (P < 0.0001) in traditional than in portable classrooms. PRACTICAL IMPLICATIONS: This study provides motivation for larger school studies to investigate associations of student attendance, and occupant health and student performance, with longer term indoor minus outdoor CO(2) concentrations and more accurately measured ventilation rates. If our findings are confirmed, improving classroom ventilation should be considered a practical means of reducing student absence. Adequate or enhanced ventilation may be achieved, for example, with educational training programs for teachers and facilities staff on ventilation system operation and maintenance. Also, technological interventions such as improved automated control systems could provide continuous ventilation during occupied times, regardless of occupant thermal comfort demands.

Absenteeism↗
PubMed1990

Nursing students with learning disabilities: guidelines for fostering success.

Learning disabilities can be devastating for the nursing student, interfering with academic performance and with success on the NCLEX-RN. Within the past five to ten years, college educators are seeing an increasing number of students with learning disabilities diagnosed in the 1970s, who are now ready for higher education. This phenomenon is becoming apparent as well in schools of nursing in the United States. This article describes the problem, gives characteristics by which the student with a learning disability can be identified, and suggests methods for assisting the student to achieve success in school and on the national licensing examination following graduation.

Humans↗
PubMed1978

Children of alcoholic parents: a neglected issue.

Little attention has been focused on the children of alcoholic families, and the few studies that have been conducted indicate that these children are at grave risk for developing long-lasting psychosocial and educational problems. Their self-esteem suffers as a result of constant conflict, inconsistency, and role confusion in the home, and it is also known that academic performance and the ability to develop positive peer relationships are also greatly affected. In an effort to determine the scope of this problem, 51 Iowa school nurses attending an Annual School Nurse Conference were queried about: a) their awareness of the problem, b) who should be responsible for intervening with these children, and c) what the role of the school nurse is in working with these youngsters. Based on their responses as well as findings in the literature, suggestions regarding appropriate nursing interventions are offered.

Adolescent↗
PubMed1988

Simple procedures for comprehensive vision screening.

Visual problems can cause poor academic performance or inappropriate behavior. This article explains simple, easily administered procedures to determine if students have problems with acuity, accommodation, binocularity, or eye movements. The evaluator can use vision screening in conjunction with associated learning or behavior problems to initiate referral to the family vision care specialist.

Accommodation, Ocular↗
PubMed1998

Curriculum integration in nutrition and mathematics.

Today's school-aged children face a multitude of health issues that affect their well-being and academic performance. Partnerships have developed between health and education agencies to help American children succeed at math and science and to prepare them to make healthful, lifelong decisions. Curriculum integration provides a framework for children to apply knowledge from several disciplines and to use this knowledge to solve real-life problems at work and at play. Goals for instruction focus on the needs not only of the individual but also of society. Nutrition science and mathematics form a natural partnership. Nutrition science incorporates numerous mathematical concepts and procedures such as sorting, classifying, statistics, probability, estimation, and rates and proportion. In preparation for participation in a global and technological society that will require citizens to be quantitative thinkers, educators must endeavor to assist all children in becoming adults who are mathematically literate and competent.

Adolescent↗
PubMed2002

Self-reported school difficulties and tobacco use among fourth- to seventh-grade students.

This study examined the relationship between academic and behavioral difficulties at school, and tobacco use in students. Participants included 1,219 students in fourth to seventh grade at the time of enrollment. Interviews were repeated eight months later with 85% of baseline participants. Telephone interviews assessed use of cigarettes, cigars, and chewing tobacco; students also were asked if they liked school, how often they got in trouble at school, and how well they were doing in school. At baseline, students reporting school difficulties were 1.4-5.6 times more likely to report a lifetime history of cigarette, cigar, and chewing tobacco use relative to students who did not report these difficulties. Average to below-average academic performance at baseline was predictive of new cigarette use at the eight-month follow-up (Relative Risk = 3.35; 95% Confidence Interval = [1.36, 8.22]). Self-reported school difficulties are associated with lifetime use of all major forms of tobacco and are predictive of future cigarette use in fourth- to seventh-grade students.

Adolescent↗
PubMed2005

Associations among risk factors, individual resources, and indices of school-related asthma morbidity in urban, school-aged children: a pilot study.

This paper presents a conceptual model including examples of risk and resource factors associated with indices of school-related asthma morbidity (eg, missed sleep, participation in activities, school absences) in a group of urban, school-aged children with asthma from ethnic minority backgrounds. Specifically, the current longitudinal study examines relations between a contextual risk factor (ie, family life stressors), an asthma-related risk factor (ie, asthma symptoms), individual resources (ie, attention, children's problem-solving beliefs, and self-esteem), and aspects of asthma morbidity that have been shown to have an impact on children's academic performance. Participants of the study included 31 mother-child dyads from low-income, inner-city neighborhoods. Results of hierarchical regression analyses revealed that after controlling for risk factors (ie, asthma symptoms and family life stressors) at baseline, children's individual characteristics (ie, children's problem-solving beliefs and self-esteem) functioned as resource factors for some indices of asthma-related functioning (school absences, participation in activities, and missed sleep) at follow-up (1 year later). Results suggest that contextual and individual risk and resource factors should be further explored in studies including larger samples of urban children with asthma in order to help guide the development of preventive interventions in school-based and health care settings.

Adolescent↗
PubMed2006

School connectedness in the health behavior in school-aged children study: the role of student, school, and school neighborhood characteristics.

School connectedness includes liking school and positive relations with teachers and peers. School connectedness is associated with a variety of positive health outcomes. The goal of this study was to identify characteristics of students, schools, and school neighborhoods that are related to school connectedness. In the Health Behavior in School-Aged Children (HBSC) Study, school connectedness was reported by 13,207 students (grades 6-10) in 340 schools. HBSC measured a variety of student characteristics. Characteristics of schools were culled from data maintained by Quality Education Data, and school neighborhood characteristics were derived from the 2000 decennial census. Associations between connectedness and student, school, and school neighborhood characteristics were estimated using hierarchical linear models. Characteristics of students, schools, and school neighborhoods were associated with school connectedness. Connectedness was greater among younger students, females, students with better academic performance and greater extracurricular involvement, students with greater self-rated physical attractiveness, students with more friends, students from 2-parent families, and students whose parents were more involved with school. Connectedness was greater in smaller schools, more racially homogeneous schools, and schools with more students from relatively wealthy households. School connectedness was higher in neighborhoods with a greater percentage of non-US citizens. As the percent of renters in the neighborhood increased beyond 20%, school connectedness tended to decrease. The findings point to possible strategies for fostering school connectedness.

Adolescent↗