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At least 1,207 records · Page 67Linked to original sources
PubMed1998

The use of alcohol by Miami's adolescent public school students 1992: peers, risk-taking, and availability as central forces.

This analysis examines the use of alcohol by 535 adolescents in Dade County Public Schools during 1992. Statistically significant factors which tend to increase the probability of alcohol use by adolescents include: the fact that their friends drink, their awareness of the risks associated with the use of alcohol, and their ease in obtaining alcohol. Hence, the typical adolescent who uses alcohol seems to be a risk-taker, who may enjoy the dangers involved with alcohol use; friends are also users of alcohol. Not significantly related to alcohol use are a number of other variables, including family-related variables (whether adolescents live with their mothers, fathers, or alone; and whether someone in the family has a problem with drugs or alcohol). Similarly, early cigarette smoking did not serve as a gateway to later alcohol use. Religion, gender, race, academic performance, and extracurricular school activities (athletics, music, school clubs, and other activities) were all unrelated to the use of alcohol by adolescents. Although the typical adolescent who consumed alcohol was older (in grades 9 through 12), this was not a significant variable.

Adolescent↗
PubMed1976

Instructional control of sleep reduction.

Nightly sleep of 8 college students was gradually reduced from baseline levels by instructions implemented in a multiple baseline, changing criterion design. The reduction phases were 5%, 15%, and 30% decreases. Performance, academic, and sleepiness measures were collected. Consistent reductions occurred for all subjects from mean daily sleep times of 7.71 to 6.20 hr. per night, a 20% decrease. No negative side-effects were observed and subjects reported they enjoyed the additional free time afforded by reducing their sleep.

Achievement↗
PubMed1987

Generating probable consequences.

A study was conducted to examine some of the factors that influence peoples' generation of likely consequences associated with a major hypothetical life event, involving the loss of the function of one of one's own limbs. The design included four limbs involving two inclusion relations, thumb-hand and foot-leg, and two viewpoints involving consequences for one-self or for others. The results indicated that subjects generate more numerous consequences for primary than for secondary consequences, more for short-term consequences than for medium- or long-term ones, more for an inclusive limb than for an included limb (e.g., hand vs thumb), and more pertaining to one-self than to others. Individual differences in the generation of consequences were not associated with prior experience involving functional loss of the limbs tested or with general differences in academic performance. The results permit inference about some of the mental processes that accompany consequence generation.

Adaptation, Psychological↗
PubMed1988

Effect of educational kinesiology on static balance of learning disabled students.

Educational Kinesiology is a movement-based program designed to enhance academic performance and may also influence performance of motor skills. The purpose of this study was to determine whether the Educational Kinesiology techniques of repatterning and/or integration movements affected static balance of 60 learning disabled students, ranging in age from 7 to 11 yr. Subjects were matched on age and sex and assigned to one of three groups: control, movement, or repatterned. Children in the repatterned group received a 10-min. individual session of combined arm and leg movements coordinated with eye-placements prior to the start of the 6-wk. program. Both treatment groups then participated in a movement program for 5 min. twice a day, 5 days a week for 6 wk. The control group received no exposure to these special techniques. Static balance was pretested and posttested in each group using the Modified Stork Stand test. A one-way analysis of variance indicated a significant difference between groups. A Scheffé post hoc test showed that the repatterned group improved more than the movement group, who in turn improved more than the control group.

Child↗
PubMed1993

Final comments on Hudesman, Page, and Rautiainen's (1992) subliminal psychodynamic activation experiment.

Hudesman, et al.'s (1992) contention that their finding shows that subliminal psychodynamic activation (SPA) improved academic performance is questioned. That experiment lacked controls outlined by Fudin in 1986 which are needed to support the assumption that a positive SPA outcome is effected because the meaning of an entire experimental message is encoded. In 1993 Hudesman and Page argued that Gustafson and Källmén's 1991 results, obtained with such controls, indicated that the controls do not have to be used in subsequent SPA experiments. The 1990 results of Greenberg and of Kothera, Fudin, and Nicastro, however, do not support those of Gustafson and Källmén. From a different perspective, it is argued that good experimental controls are needed in all SPA experiments because they increase internal validity. Given that Hudesman, et al.'s subjects scored in a limited range on the mathematics portion of the 1978 CUNY Skills Assessment Test, the implication that their result can be generalized to all subjects is questioned.

Educational Status↗
PubMed2001

Relationship between language skills and academic achievement in first grade.

The ability of scores on the Early Prevention of School Failure battery to predict Stanford Achievement Test scores was examined. Participants included 280 first-grade students who were administered the battery at the beginning of kindergarten and the Stanford Achievement Test at the end of first grade. Principal factor analysis based on the oblique rotation exhibited simple structure between scores on the Peabody Picture Vocabulary Test-Revised, the Preschool Language Scale, and the Stanford Achievement Test (verbal or language factor), with the Draw-A-Man test and the Developmental Test of Visual-Motor Integration-Revised loading on a separate factor (motor factor). Results suggest that language-based skills were highly associated with later academic performance in school-aged children.

Achievement↗
PubMed2002

Attention deficits in children with sickle cell disease.

Previous research has suggested that children with sickle cell disease may exhibit cognitive deficits even in the absence of direct cerebrovascular involvement (stroke). This study was designed to assess specific attentional deficits in children with sickle cell disease. 12 children with sickle cell disease (Hb SS) with a prior history of stroke, 14 children with sickle cell disease (Hb SS) without evidence of stroke, and 13 similar aged siblings (Hb AA or Hb AS) were compared on measures of attention, intellectual functioning, achievement, and adaptive functioning. Significant differences were found between children with sickle cell disease (with or without stroke) and healthy controls on a timed test of visual scanning, the Coding subtest of the Wechsler Intelligence Scale for Children-Revised, and subtests of Reading, Arithmetic, and Spelling from the Wide Range Achievement Test-Revised. The differences between children with sickle cell disease and their healthy siblings appear to be the result of strokes rather than sickle cell disease itself as children with sickle cell disease without strokes did not significantly differ from controls. Implications for the effects of sickle cell disease and stroke on academic performance are discussed.

Adolescent↗
PubMed1991

Self-regulated learning and achievement by middle-school children.

The relationship of self-regulated learning to the achievement test scores of 62 Grade 6 students was studied. Generally, the metacognitive and affective variables correlated significantly with teachers' grades and standardized test scores in mathematics, reading, and science. Planning and self-assessment significantly predicted the six measures of achievement. Step-wise multiple regression analyses using the metacognitive and affective variables largely indicate that students' and teachers' perceptions of scholastic ability and planning appear to be the most salient factors in predicting academic performance. The locus of control dimension had no utility in predicting classroom grades and performance on standardized measures of achievement. The implications of the findings for teaching and learning are discussed.

Achievement↗
PubMed1994

Meeting affective needs of at-risk adolescents.

This study examined an intervention that addressed affective needs of 27 adolescents, 13 to 19 years old, who attended an alternative school, thereby improving their academic performance. No control interventions were employed.

Acting Out↗
PubMed2000

Evaluation of a networked self-testing program.

The use of a computerized, multiple-choice test bank to present practice and assessment tests on a network was evaluated with 46 men and 119 women from a first-year class in psychology. A correlation of .65 (p < .001) between scores on a traditional paper-and-pencil test and scores on a computerized test provided some validity for the computerized assessment. Regression analysis showed that ability (previous academic performance) and motivation (number of practice tests taken) accounted for 73% of the explained variance in computerized test scores. Sex differences did not enter the regression equation significantly.

Adolescent↗
PubMed2000

Relations between hope and graduate students' coping strategies for studying and examination-taking.

In 1998, Onwuegbuzie reported a negative relationship between scores on hope and anxiety about statistics among graduate students who were enrolled in statistics classes. In 1999, Snyder posited that hope theory provides a useful framework for assessing students' coping strategies. In support of the utility of hope theory for identifying students with debilitating test-related anxieties, lower scores on the Pathways and Agency subscales which assess hope were related to 87 graduate students' problematic coping strategies for studying and taking statistics examinations. After a brief review of other recent data linking hope to academic performance at both public school and college levels, further research seems appropriate.

Achievement↗
PubMed2003

Are students' perceptions of parental acceptance of academic dishonesty associated with its occurrence?

The study explored the association between the perceptions 175 Chilean business students held about their parents' acceptance of academic dishonesty and their self-reports of academic dishonesty. Regressing scores for parental acceptance onto self-reported academic dishonesty indicated it accounted for a small (2.2%) but significant amount of variance beyond demographic and academic performance variables. Effect size analysis based on structure coefficients indicated that parental acceptance was the second best predictor in the equation, suggesting that parental acceptance is a correlate that merits further study.

Adult↗
PubMed1985

The univariate and multivariate relationships among environmental, sociocultural, biological, and developmental variables and the identification of learning disabled children.

Multivariate techniques were used to study the relationships among environmental, sociocultural, biological, and developmental variables, and their ability to discriminate between learning disabled (LD) and regular education students. Univariate analyses were employed to identify variables that were included in a discriminant analysis. Through this combination of analyses, variables that might be considered as risk factors were isolated. Variables which contributed to the separation of LD children from those not placed in special education were developmental delays, baby's length at birth, and sex of child. Developmental delays and serious illness of the child were variables most contributing to the separation of LD from low achieving children. While not increasing the accuracy of classification, these antecedent variables appear to predict probability of LD placement as accurately as academic performance or clinical decision, thus allowing early intervention rather than procedures used after learning problems have been identified.

Body Height↗
PubMed1976

Drug abuse in junior high school populations.

Illegal drug use in a population of 3,807 junior high school students in a suburban area appeared strongly correlated with family instability, student personal problems, and low academic performance. Use of tranquilizers, amphetamines, and sedatives was often motivated by attempts at self-medication to reduce painful feelings. Over 14% of illegal users took an overdose with about half of them intentional. Illegal users and nonusers agreed that drug education programs and the threat of legal penalties had little influence in their decisions about drugs.

Adolescent↗
PubMed1987

The use of vignette analysis of dangerous driving situations involving alcohol to differentiate adolescent DWI offenders and high school drivers.

Adolescent drivers are commonly involved in a variety of dangerous driving situations involving alcohol and drug use. Both situational and personality factors contribute to the adolescent DWI phenomenon. Little is known about young drivers' ability to analyze common potentially dangerous alcohol-involved driving situations, or in what respects differing patterns of analysis differentiate adolescent drivers at risk for DWI. Three groups of adolescent drivers (N = 153) completed an analysis of vignettes questionnaire to assess their decision-making skills and attitudes with respect to drinking and driving. The three comparison groups consisted of high school drivers, young DWI offenders, and juvenile offenders without DWI citations. Subjects were demographically similar except for academic performance, employment, family intactness, car ownership, and drug and alcohol use, with DWI offenders and non-DWI offenders showing significant differences in these measures (p less than .001). Situation analysis showed that adolescent DWI offenders more often than controls drink prior to driving (p less than .001), associate alcohol with many social events and dating (p less than .001), become angry when questioned about driving ability (p less than .001), play drinking games (p = .1), drive fast to resolve stress (p = .001), are less likely to recruit parents when faced with driving intoxicated (p less than .001), and a number of other situational characteristics indicating differential risk between groups for DWI. In many cases, other juvenile offenders matched responses of DWI offenders. Important aspects of these findings are discussed in the context of intervention strategies and the use of vignette analysis as one tool to identify high-risk adolescent drivers for DWI.

Adolescent↗
PubMed1995

Gender differences in early life risk factors for substance use/abuse: a study of an African-American sample.

Gender differences in risk and protective factors for substance use/abuse in early adulthood were studied. Comprehensive systematic data on African-American males (N = 318) and females (N = 322), from birth to 7 years of age, were available from the National Collaborative Perinatal Study. These subjects were retrieved for assessment at average age 24. There are more differences between males and females than there are similarities in regard to the early childhood variables that predict substance use in early adulthood. However, high activity and intensity of response during infancy (measured at 8 months of age) was found to predict later substance use for both males and females. This type of behavior is considered by use to be a trait of temperament and to suggest the possibility of a genetic predisposition. More risk factors were found for female than for males. The risk factors for females were primarily of two types: 1) Related to experiences with mother and with the family environment; and 2) Poor levels of intellectual functioning and academic performance, and abnormal mental status.

Adult↗
PubMed1986

Drinking and driving among high school students.

A questionnaire survey of high school students conducted in 1983 provided information on their self-reported drinking and driving practices. By age 15 the majority reported drinking alcoholic beverages. By age 17 half or more of the males and one-third of the females reported driving after drinking at least once in the past month. About one-quarter of the students estimated that six or more cans of beer would be required to make someone an unsafe driver. Reported frequency of driving after drinking was associated with less time spent on homework and poorer academic performance, working part time, greater participation in social activities, less perceived parental influence regarding their travel, owning a car, driving high mileage, speeding, and having crashes and violations.

Achievement↗