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Emotional intelligence has been associated with academic achievement, which entails that improving emotional intelligence could lead to better academic achievement. However, the mechanisms of this relationship are not well known. This paper focuses on assessing relevant factors associated with academic achievement (emotional well-being, motivation, and learning strategies) as potential mediators of this link. A cross-sectional study with a sample of 96 high school students was conducted. They were assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test, the Psychological Well-being Questionnaire, the Learning Strategies and Motivation Questionnaire, and their final grades. Results of a serial mediation analysis revealed that emotional intelligence is not directly associated with academic achievement but through mediating factors. Serial indirect effects show that emotionally intelligent students have higher levels of emotional well-being, which predicts better learning strategies and is, in turn, associated with academic achievement. Emotional intelligence also predicts greater motivation and better learning strategies (without the mediation of emotional well-being), which is ultimately also associated with academic achievement. Theoretical and instructional implications are discussed.

This paper investigated how vocabulary knowledge is an essential variable for academic achievement during the post-COVID-19 era in Grade 10 learners. Among many variables of poor performance in Grade 10 is inadequate vocabulary in First Additional Language. This paper is underpinned by Vygotsky’s socio-cultural theory which advocates that language learning occurs through interaction with more knowledgeable others. The present study is quantitative, in which a vocabulary size test (VST) and a productive vocabulary test (PVLT) were administered to 84 conveniently selected participants. This paper revealed that learners have very limited vocabulary knowledge and this affects academic achievement. In addition, COVID- 19 worsened the situation since social interactions were limited, thereby impeding language development. The authors argue that in order for post-COVID-19 learners to cope in the academic world, strengthening vocabulary knowledge is key to equipping these learners with the required skills to cope with virtual learning. Some of the essential skills for learners to learn online include reading, writing, listening and speaking skills. These skills would assist learners in communicating their needs, discussing solutions and expressing themselves when the need arises. This paper recommends using explicit vocabulary instruction to improve learners’ academic achievement in the post-COVID-19 era. The Department of Basic Education should train teachers on how to design fun vocabulary activities online. For instance, quizzes, the Frayer model and other virtual word activities.

This study examined the role of formative feedback in the teaching and learning of Physical Sciences. Several scholars have recognised the pedagogical value of formative feedback in science education. However, there is a need for significant improvement in the quality of formative feedback provided by teachers in science classrooms. The empirical investigation explored the nature of formative feedback, pedagogical challenges, and pedagogical practices employed by teachers when implementing formative assessment in Physical Sciences classrooms. The study is underpinned by the Assessment for Formative Purposes Cycle as the underlying theoretical framework. We utilised the interpretive paradigm and a qualitative approach, specifically employing phenomenology as a means of inquiry. The empirical investigation involved 12 Grade 10 Physical Sciences teachers selected purposively from Inkosi Sambane Circuit Schools, under UMkhanyakude District, KwaZulu-Natal, South Africa. Data were collected through semi-structured interviews and classroom observations, and thematic analysis was used to analyse the data. The findings revealed that meaningful formative feedback could have been enhanced by addressing contextual factors such as overcrowding and lack of resources in Physical Sciences classrooms. While teachers valued the quality of formative feedback, they expressed concern about learners' inability to utilise formative feedback to improve their learning. This paper recommends providing teachers with the necessary training to effectively utilise formative feedback and enhance learners' academic achievement in Physical Sciences.

Abstract Background Dietary habits are crucial for maintaining overall health and have been shown to impact academic performance. However, little research has been conducted on the specific eating, drinking, and smoking habits during the exam period and their effect on academic performance. Therefore, this study aimed to investigate dietary and smoking habits and their relationship with academic performance among medical students at Damascus University. Findings from this study can inform interventions to improve both dietary habits and academic performance. Methods A cross-sectional design was used to investigate the association between dietary habits during the exam period and academic performance among 608 medical students. Data were collected using a self-administered paper-based questionnaire that was randomly distributed across multiple classes. The statistical analysis employed Spearman’s rank correlation and multiple linear regression to examine the relationship between the different amounts of diet behaviour during the exams and the reported average students’ grades from the last two semesters. The regression model was adjusted for age, sex, residency type, and residency partners. Results In both Spearman's rank correlation and multiple linear regression analyses, we observed consistent negative associations between specific dietary habits and self-reported average grades. These included daily consumption of tea (B = -0.334, p = 0.022), instant coffee (B = -0.682, p = 0.001), and weekly fast food consumption (B = -0.583, p = 0.038). Notably, traditional coffee was found to be significant in the Spearman analysis but did not exhibit significance in the regression analysis. Furthermore, the regression analysis revealed a negative association between water pipe consumption and academic performance (B = -0.700, p = 0.049). No significant association was observed between other dietary habits, cigarette smoking, and academic performance. Conclusions The study highlights a negative, but weak, association between academic achievement and specific dietary habits during the exam period. However, further longitudinal studies are needed to establish causal relationships. Additionally, the study suggests exploring the impact of other habits such as study and sleeping habits, which may have a more significant impact on academic achievement.

This paper sheds light on the Cognitive Academic Language Learning Approach (CALLA) principles, to diagnose Doctoral students’ difficulties, and to underline the possibility of adopting the CALLA model to monitor and enhance Doctoral students’ academic writing. The study’s main objectives are to spotlight on the cognitive strategies students need to use on the one hand and suggest the application of the model’s modules, namely the appropriate learning strategies, development of academic language and a related curriculum to their specialty and research field on the other hand. To reach these objectives, a mixed qualitative and quantitative research design is selected. Preliminary results showed that the CALLA model’s phases were partly used by a wide range of students. Additionally, to promote their academic and scientific writing skills, content-based instruction can be adjusted using this model. Résumé Cet article met en lumière les principes de l'approche cognitive de l'apprentissage du langage académique (CALLA) dans l’optique de diagnostiquer les difficultés des doctorants et souligner la possibilité d'adopter le modèle CALLA pour suivre et développer l'écriture académique des doctorants. Les principaux objectifs de l'étude sont, d'une part, de mettre en lumière les stratégies cognitives que les étudiants doivent utiliser et, d'autre part, de suggérer l'application des modules du modèle, à savoir les stratégies d'apprentissage appropriées, le développement du langage académique et un programme d'études lié à leur spécialité et à leur domaine de recherche. Pour atteindre ces objectifs, un modèle de recherche mixte, qualitatif et quantitatif, est sélectionné. Les résultats préliminaires ont montré que les phases du modèle CALLA sont partiellement utilisées par un large éventail d'étudiants. En revanche, pour développer leurs compétences en rédaction académique et scientifique, l'enseignement basé sur le contenu peut être adapté à l'aide de ce modèle.

Fostering student engagement to acquire knowledge and achieve academic performance requires understanding how students engage in learning and its influence on academic achievement. This provides valuable insights that help improve learning experiences and outcomes. The paper relies on a mixed methods approach by expanding the traditional dimensions of student engagement and by employing a machine learning framework to identify which specific dimension of student engagement exhibits the main impact on student academic achievement. A questionnaire-based survey is conducted for the period 2020-2021 among a cohort of Romanian students. The outcomes of this preliminary exploratory analysis are further embedded into a machine learning framework by performing a LASSO regression. The findings reveal that the most relevant dimensions of student engagement, during remote education, that contribute the most to outcomes were represented by the behavioural, social, cognitive, and emotional engagement dimensions. Furthermore, the switch to online education appeared to have inverted the positive relationship between social and cognitive engagement and academic achievement. Despite the inherent challenges, the student’s interest in class participation and homework completion was stimulated, and they managed to adapt without difficulty to study independently.

Abstract Background To develop the skills needed in health care teams, training communication and teamwork skills are important in medical education. Small group collaborative learning is one of the methods utilized in such trainings, and peer evaluation is suggested to be useful in reinforcing the effectiveness of group learning activities. In Mie University Faculty of Medicine, group work consisting of book review sessions of liberal arts education in the first grade and problem-based learning (PBL) sessions in preclinical years were conducted using the same peer evaluation system that included three domains: degree of prior learning, contribution to group discussion, and cooperative attitude. This study was conducted to determine the relationships among behaviors during group work and the academic achievement of medical students. Methods With the data from a cohort of medical students in three consecutive academic years (n = 340), peer evaluation scores in groupworks of book review sessions, those in PBL sessions and paper test scores of preclinical years were analyzed. The correlations were analyzed with Spearman’s correlation coefficient, and the respective scores were compared by using the Wilcoxon signed-ranked test. Results Significant correlations were observed among the evaluation scores of respective domains in group work and paper test scores. The degree of prior learning had the strongest relationship among the three domains (rs = 0.355, p

Gender stereotypes, which structure social relationships and develop very early in individuals’ socialization experiences, also contribute to the construction of male and female identities. This school habitus, which translates into gendered behaviors, is operationalized in this paper in terms of social skills, which are related to academic and professional success. Drawing on a quantitative survey of 26 social skills and associated behaviors, this work interrogates the influence of family and school socialization on the development of these social skills. This work also provides explanations of school achievement differences, by focusing more specifically on the influence of gender, depending on pupils’ social class and on teachers’ gender. According to the analysis, social skills are indeed sensitive to the “sex” variable, with a differentiated effect depending on pupils’ social background. Teachers’ perceptions of student achievement also varie according to different variables. This paper additionally reveals the complexity of the mechanisms involved, between the social determination of behavior, teacher judgment and gender stereotypes.

This paper uses data from the 2018 College Graduates Employment Survey in a province in central China to investigate whether there is a fellow effect (a special kind of peer effect) among groups of college students in colleges and universities. It was found that a group of fellows with higher academic achievement would have a significant positive effect on individual students’ achievement; conversely, it would have a significant negative effect on individual student’s achievement. To avoid endogeneity problems, this paper conducted a two-stage regression analysis using the average education level of the parents of the fellow as an instrumental variable; to ensure the robustness of the findings, this paper used the fellow sample at the municipal level for the regression. The analysis of heterogeneity found that the effect of good grades in the fellow had a greater impact on the individual academic performance of girls compared to boys; in terms of geography, the effect of fellow showed a decreasing trend from eastern to central and western China; in terms of major categories, the effect of fellow also showed a greater difference between humanities majors and social science majors.

Abstract Background and Objective Before and after the fandom, the pattern of education has difficulty in accepting the requirements of the MZ generation with very intense changes. Individual differences between students and different educational environments have more difficulties with the addition of practical subjects than general students. In this study of the purpose, after coronavirus disease‐19 (COVID‐19), the change in demand was described for the factors that influence the motivation necessary in current beauty education for diversity in education methods of MZ generation. Methods These thesis studies are literature reviews, and for this purpose, a narrative review approach was used. A total of 200–300 references were selected and reviewed, and a total of papers were finally selected as of 2010–2022 using the PRISMA flow diagram. Results With the emergence of diversity in education, online education is showing its power. In beauty education, the need for education of practical subjects has emerged and is the basis for providing more skilled skills in the field. This review paper conducted a comprehensive study on the motivational factors that will be the basis for the improved academic achievement of the MZ generation on the changes in education after COVID‐19. Conclusion This literature review revealed the needs of the subjects of K‐education to be seen after the post‐COVID era and the factors of learning motivation required in the beauty distance education of the MZ generation. In addition, the global status of K‐beauty workers has confirmed that new changes with beauty and intelligence are being born as well as simple technical, and it is expected to be used as an important material for beauty distance education.

With the popularity of Internet technology, reading has developed in the direction of digitalization and mobileization. And entering the metaverse era, both the subject and object of reading may be redefined, presenting a new developmental pattern. This process brings a crisis to reading, such as the fragmentation of reading, the obstruction of reading needs, and the replacement of classical reading. However, reading is still an important way for college students to acquire new knowledge, broaden their horizons and improve their skills. The existence of reading crises inevitably affects the academic achievement of college students. Therefore, from the perspective of university management, this paper conducts regression analysis on 1,155 effective samples of colleges and universities in Anhui Province, extracts the factors that affect college students’ reading engagement, and further explores the relationship between college students’ reading engagement and academic achievement. The study concluded that: (1) in terms of family reading culture, students who grow up in families with good family reading culture perform better in reading engagement. The amount of family books, family reading education and family reading atmosphere all have significant positive effects on reading time and reflective reading strategies of college students. (2) In the cultivation of reading habits in colleges and universities, the course-driven mechanism and the atmosphere stimulating mechanism have a significant positive effect on students’ reading time. The course-driven mechanism, resource supporting mechanism and atmosphere stimulating mechanism have a significant positive effect on the critical reading strategy of college students. (3) In terms of reading time, it is only found that the reading time spent on paper books has a significant positive effect on college students’ academic achievement and professional quality. (4) In terms of reading strategies, the replicative reading strategy only has a significant positive effect on the improvement of college students’ academic achievement and professional quality. The critical reading strategy has a significant positive effect on the professional quality, general ability and career planning ability of college students.

With the continuous development and progress of society and the continuous improvement of educational concepts, the contradiction between physical exercise and the academic achievement of young people still always exists. In this paper, through the construction and identification of the association between smart sports and smart education in colleges and universities, we obtain the components of smart sports in colleges and universities and explore the intrinsic connection between physical exercise performance and academic achievement by analyzing the components of smart sports in colleges and universities. Literature quality was assessed by using an adapted quantitative research quality assessment tool and Meta-analysis method using Review Manager software to search six domestic and international databases to obtain a total of 3,128 documents, and 12 were finally included. The results showed that the percentage of high-quality research literature in this field was relatively low, and the 12 included high-quality literature contained a total of 3846 subjects, and the total effect size of physical activity on academic performance Z = 2.83 (SMD = 0.15, 95% CI = [0.05, 0.27]). The forest plot result shift to the right side highlights the positive impact of physical activity on academic achievement.

In this paper, the principles, algorithms and different linear regression models are sorted out and finalized to determine the multiple linear regression model suitable for this study. The different types of regression are synthesized through the elastic net algorithm. Based on the multiple linear regression model, students’ performance in language, mathematics and English was used as the dependent variable Y on behalf of academic performance, and five sports such as physical education and hygiene were used as the independent variable X, to carry out an empirical study on 3,800 students. From this, it was concluded that the contribution rates affecting language achievement were sports attitude, environment, and hygiene in the order of coefficients of 0.548, 0.312, and −0.266. In contrast, exercise habit [B=−0.032, t=−1.574, P=0.116] and sports knowledge [B=0.027, t=1.561, P=0.119] did not pass the test of significance. The contribution of influencing math achievement was in the order of sports environment and attitude with coefficients of 0.402 and 0.327, which were positively correlated with math achievement Y2. The contribution rate affecting English achievement is in the order of sports hygiene, sports attitude and exercise habit, and their coefficients are 0.398, 0.295 and 0.124, all of which are positively correlated with English achievement Y3.

The overarching goal of this study was to look into the effects of academic self-efficacy and academic motivation on student long-term engagement and academic achievement. This study also sought to investigate the role of learning agility as a mediator in the relationship between academic self-efficacy and academic motivation. This study examined the impact of student sustainable engagement on student academic achievement as part of our model. A questionnaire technique was used to collect data from 325 music education students studying at various music training institutions in China. The data were analyzed using the Smart-PLS software and a structural equation modeling (SEM) technique. Academic self-efficacy and academic motivation were found to have a positive and significant relationship with student long-term engagement. The academic motivation was also found to have a positive relationship with student long-term engagement. Furthermore, learning agility was found to mediate the relationship between academic self-efficacy and student sustainable engagement. Furthermore, learning agility mediated the relationship between academic motivation and long-term student engagement. Furthermore, student sustainable engagement has a significant and positive relationship with student academic achievement. This paper made a valuable theoretical contribution by investigating the impact of academic self-efficacy and academic motivation on student sustainable engagement, as well as the impact of student sustainable engagement on student academic achievement. Furthermore, this study added to the body of knowledge by investigating the relationship through the lens of cognitive learning theory. In terms of practical implications, this paper would undoubtedly assist educational institutions in maintaining a fair and just learning environment that encourages students to be engaged and perform well. Future research can include other constructs to gain a better understanding of the factors that influence students’ academic engagement and achievement.

Abstract The increased popularity of flipped classroom in higher education warrants more thorough investigation of the pedagogical format’s effects on student learning. This paper utilizes two iterations of a randomized field experiment to study the effects of flipped classroom on student learning specifically focusing on heterogeneous treatment effects across the important classroom-level factor of teachers. The empirical setting is an undergraduate macroeconomics course with 933 students and 11 teachers. Our findings show a positive yet insignificant average effect of flipped classroom on both pass rate and final exam grades. We further find substantial shifts in the ranking of the participating teachers’ effectiveness when comparing traditional and flipped classroom conditions, which suggests that the most successful teacher in a traditional teaching environment is not necessarily the most successful teacher in a flipped classroom environment.

Purpose: This study aims to determine the influence of project-based collaborative and participatory learning on student achievement and recognition, especially at the Faculty of Computer Science, University of Narotama (Unnar). Design/methodology/approach: The model is carried out by involving the Information Systems and Informatics Engineering Study Program. It analyzes the relationship between the variables associated with the learning model. Findings: The results showed a significant effect of collaborative and participatory learning on educational accomplishments and understanding. Originality/value: This paper is original Paper type: Research paper

Abstract This paper goes beyond the most popular perspective of family social capital among existing research and examines the effect of peer social capital on adolescent academic achievement. Using the official data from a Chinese university and taking into account the endogeneity problems, this paper finds that peer academic performance has a significant effect on human capital accumulation among university students. We have different findings, however, from research abroad. First, peer social capital has an indirect rather than a direct effect. Second, the influence of initial randomly assigned peers tends to increase over time. However, this increase of influence is only present among peers from similar social class backgrounds. Among peers from different backgrounds, the influence remains almost unchanged. In addition to this, the influence of peer social capital is not significantly different among students from different social class backgrounds.

Due to the COVID-19 pandemic, students worldwide have experienced fundamental changes to their learning. Schools had to shift to distance education as part of the effort to stop the spread of the virus. Although distance learning undoubtedly resulted in challenges for all students, there is much concern that it exacerbated existing educational inequalities and led to disadvantages – particularly for students who were already struggling academically and lacking support from family and school. The aim of this paper was to investigate the possible impact of family and child characteristics, school performance prior to lockdown, and support at home and from school during lockdown in coping with self-regulated distance learning during times of COVID-19. The paper draws on data from a two-wave longitudinal study surveying 155 lower secondary school students aged 13–14years from a rural-alpine region in Austria. Data were collected 1year before the start of the pandemic and directly after schools had returned to in-class teaching after the first lockdown. Our findings support the notion that distance learning poses a substantial risk for exacerbating existing educational disadvantages. They show that coping with out-of-school learning was especially challenging for students with low academic achievement and learning motivation prior to the pandemic. Furthermore, findings demonstrate that the support from parents and teachers foster students’ capabilities to cope with the self-regulatory demands connected with distance learning. Although the importance of competencies for self-regulated learning became particularly evident in the context of the pandemic, from our findings, it can be concluded that in the future, schools should strengthen their investment in promoting competencies for self-regulated learning. Self-regulation must be recognized as an essential educational skill for academic achievement and life-long learning.

Background. The theoretical basis of the study was the resource approach (Morosanova 2014, 2017), in which the conscious self-regulation of learning activity is understood as a meta-resource, of students allowing them to consciously and independently set learning goals and manage their achievement. This approach made it possible to create models of direct and mediate contributions of self-regulation and school engagement not only to the academic performance, but also to other motivational and personal competencies. Objective. Our study is aimed to investigate the impact of conscious self-regulation, school engagement, motivation, and personality on academic achievement, while taking into account the effects of mediation. Design. A quantitative research design was applied, using data collected from more than 1524 students from the 5th to 11th grades in Russian schools and applying Structural Equation Modelling (SEM). Results. The results allowed us to construct a statistical model of predictors of students' academic achievement. The model was verified on the total sample, as well as samples differing in gender and age. The results show that conscious self-regulation is central to non-cognitive predictors of academic achievement. For the first time, a study has revealed and described the reciprocal relationship between self-regulation, academic motivation, school engagement, and academic performance. The resulting model demonstrates that behavioral and cognitive engagement make a significant contribution to academic performance, while emotional and social engagement do not find significant links with it, although they determine other areas of school life. Conclusion. Our paper investigates the nature and strength of the effects of major non-cognitive predictors of academic achievement. The study results substantiated the resource role of conscious self-regulation not only for students’ academic performance, but also for their academic motivation, school engagement, and attitude toward learning. The predictor model of academic achievement we developed will provide a foundation for combining existing heterogeneous concepts into a single integrated model and clarify the contradictions between them.

The role of parents in students learning pathways is the subject of many studies that analyze the correlation with academic achievement considering the weight of several variables, including the socio-cultural background of the family. This paper focuses on theoretical and methodological aspects of this educational field and presents some activities to promote the role of parents in children’s language education, within the European project NEW ABC. Starting from the various tools used in the research-action project, we will identify some productive areas of collaboration with the foreign families, especially in a task of enhancement of plurilingualism.

While infusion of technology into schools has been one of the top priorities of the education reform agenda across the world, findings from many large-scale international assessments indicate that students’ use of information and communication technology (ICT) has mixed effects on their academic achievements. In this paper, we argue that these ambivalent findings were due to the oversight of the indirect effects of ICT use mediated by other ICT-related variables. We employed multilevel structural equation modelling to unfold the relationship between students’ ICT use and their academic achievements based on PISA 2015 data. The results indicated that students’ autonomy in ICT use and students’ interest in ICT use were found to have significant positive direct effects on students’ academic achievements at both within-school and between-school levels. These two variables played a significant role in mediating the indirect effects of ICT use outside school for schoolwork and ICT resources on students’ academic achievements. On the contrary, ICT resources and ICT use at school exerted either no direct effect or a negative direct effect on students’ academic achievements and students’ perceived autonomy related to ICT use, suggesting that mere provision and use of ICT resources in school did not necessarily guarantee success in student performance. At the school level, school’s transformational leadership and collaborative climate helped promote students’ autonomy in ICT use.

Collaborative study groups provide crucial learning opportunities for undergraduate students in STEM learning contexts. In this paper, we use a concurrent, nested mixed method design toward two primary aims: (a) to examine whether an instructional module about study groups could increase undergraduate students’ use of study groups and (b) to identify supports or incentives that could be used in future research to better encourage students’ use of study groups. Participating undergraduate students (n = 220), who were enrolled in an introductory anatomy and physiology course, were randomly assigned to an instructional module, either about the use of collaborative study groups (i.e., treatment condition) or about how to study effectively on their own (i.e., independent studying comparison condition). All students reported the extent to which they studied collaboratively before and after completing the randomly assigned module (i.e., at pretest and posttest). At the end of the study, students responded to an open-ended prompt asking what could encourage them to use study groups. Quantitative analysis of pretest to posttest changes on the extent to which students reported using study groups revealed no statistically significant condition differences between the two instructional modules. Qualitative thematic analysis of students’ open-ended prompt responses revealed a set of seven themes that emerged from the data about the supports or incentives students wanted that could be leveraged to design future innovations to promote students’ use of collaborative study groups. Follow-up analyses were also conducted to delineate patterns across the supports or incentives requested and further guide recommendations for future research.

The paper sought to find out whether gender influences the use of emerging technologies among higher education students at the University of Cape Coast. A data set of 357 respondents was used. It was found that more than half of the respondents were accustomed to the use of emerging technologies which translated in the improvement of their understanding of unclear concepts in their learning. However, the study showed no statistically significant difference in students’ academic performance and their use of emerging technologies. The respondents indicated that they learn best when emerging technologies are available during the learning period (p = 0.017). Further, there was improvement in performance when respondents use emerging technologies to enhance learning. This study concludes that one should be circumspect when using emerging technologies in learning as they can contribute positively and negatively depending on the nature of usage.

The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading activities.

Educational achievement is one of the key indicators of labour market success, yet previous research shows that in many countries, children from immigrant backgrounds struggle to match their native peers in terms of achievement. Despite high educational aspirations, migrant parents may struggle to "convert" their social and cultural capital to support their children’s achievement in their country of destination. Ireland is an interesting case study as there was substantial and rapid immigration of a diverse group of migrants, many of whom were European, to a school system that was predominantly White, Catholic, Irish and English-speaking. Drawing on the extensive literature on academic achievement of immigrant children and youth, this paper explores the academic achievement of 9-year-old immigrant children in a ‘new immigration country’, just after the peak of inward migration. The results show that unlike in many ‘old’ immigrant- receiving countries, the immigrant "penalty" in achievement in Ireland is modest, with social and cultural capital playing a salient role in English reading achievement, particularly for East Europeans, for whom the gap is greatest. Understanding the patterns of linguistic integration for recent migrant children may help us understand these processes in the case of subsequent movements of children and their families in Europe.

The teaching and assessment of soft skills such as ethical behaviour remains a challenge to dental schools. This paper aims to attempt to help the description and retrospective evaluation of a history of dentistry and medical ethics course in the dentistry curriculum of Cyprus Health and Social Sciences University.

Goal of this paper was to determine differences between deaf and hard of hearing (DHH) students in motivation for academic achievement and compared to hearing students. Sample was comprised of 94 students averaging 16.5 ± 1.34 years of age. Sample was divided into three groups (deaf, hard of hearing and hearing students). For examination, we used the following: Great Inventory of Achievement Motivation, measuring instrument for assessing students’ motivation for academic achievement, that is comprised of five subtests i.e. 13 areas of measurement (Suzic, 2006). For difference testing t-test was used along with analysis of variance (ANOVA). T-test determined statistically significant difference in areas of “self-efficacy “, “engagement”, “control” and “non-conformism”. Deaf and hard of hearing students displayed less motivation on these parameters than their hearing counterparts. In the area of “valuing academic achievements” DHH students together displayed, better motivation than their hearing counterparts and difference was statistically significant. With Analysis of Variance i.e. with additional Tukey test, we have determined that statistically significant difference is present only when comparing deaf and hearing students, but not when comparing hard of hearing and hearing students.

Positive student–teacher engagement that fosters independent and supported learning is the fulcrum for academic success. This paper investigates stakeholder opinions on the intrinsic importance of a democratic student–teacher relationship and autonomous learning in mediating students’ academic progress in Zimbabwean secondary schools. This case study’s qualitative data was gathered through interviews and focus groups. We used Foucault’s theory of power relations and the self-determination theory of motivation to frame our findings. The 40 participants from two secondary schools were general teachers (n = 12), guidance and counseling teachers (n = 2), educational psychologists (n = 2), and form 5 students (n = 24), selected through purposive sampling techniques. The data were analyzed using the thematic content analysis approach. Findings revealed participants’ perceptions that democratic student–teacher relationships and autonomous learning opportunities may serve as a panacea to enhance students’ participation, motivation, and overall academic performance. The study recommends in-service training to teachers regarding policies, directives, and public acts that inform and educate on how student–teacher relationships may be enhanced to foster autonomous learning. Future longitudinal studies could investigate the long-term effects of positive student–teacher engagement and teacher-supported autonomous learning on student academic achievement.

This paper examines the relationship between creativity, creative self-efficacy, creative problem-solving, general self-efficacy, growth mindset and academic achievement. Creative self-efficacy, and a growth mindset have been identified as critical factors in students’ academic achievement. The underlying research premise is that students who use creative-based approaches including the ability to look at various solutions, tolerate ambiguity, and apply creative problem-solving approaches, produce higher creativity self-efficacy scores and are better equipped to face and overcome current academic and future career challenges. The study took place at the University of the Virgin Islands (UVI), a learner-centered, primarily undergraduate Historically Black University. It primarily serves the needs of the United States Virgin Islands population. Elements of creativity–and innovation–are infused throughout UVI and stated explicitly in its strategic plans. UVI encourages creativity and students’ growth mindset to prepare students for future STEM and other academic success. Funding: This work was supported by the National Science Foundation under NSF Grant No. 1644940 and 1623126. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Schools offer a unique environment to influence children’s physical activity (PA) levels positively. This study aims to systematically review the evidence surrounding how PA affects academic performance by analysing how the frequency, intensity, time, and type of PA mediate academic performance outcomes. This review was conducted using the PRISMA framework. Keyword searches were conducted in Science Direct, PubMed, and SPORTDiscus. Children that were obese, typically developing, typical weight, disabled, with a developmental disability, from a low socio-economic background, or an ethnic minority were included. A total of 19 studies were included, with a total of 6788 participants, a mean age of 9.3 years (50.2% boys, and 49.8% girls). Overall, 63.2% were nondisabled, while 36.8% were diagnosed with a disability. Two authors met, reviewed papers with regard to the inclusion criteria, and agreed on outputs to be included. Evidence suggests that associations between PA and academic performance were primarily positive or nonsignificant. PA levels of 90 min plus per week were associated with improved academic performance, as was PA performed at moderate to vigorous intensity. The optimal duration of PA was 30–60 min per session, whilst various sports induced positive academic effects. Importantly, findings support that PA does not have a deleterious effect on academic performance but can enhance it.

Abstract Objective Although children from language backgrounds other than English (LBOTE) may be disadvantaged in English-reliant exams, they outperform children from an English language background (ELB) on many Australian National Assessment Program–Literacy and Numeracy (NAPLAN) assessments. Maternal alcohol and tobacco use during pregnancy and/or breastfeeding have been associated with poorer cognitive and academic performance. Using data from the Growing Up in Australia Study, this paper aimed to identify demographic, lifestyle, and prenatal and perinatal risk differences related to maternal tobacco and alcohol use between LBOTE and ELB groups, as a first step in trying to understand the academic performance differences. Results Only data from breastfed babies was included in the current analyses. Although LBOTE children were disadvantaged in several demographic areas, their NAPLAN performance was the same or superior to ELB children across all Grade 3 and 5 NAPLAN assessments. The LBOTE group were, however, breastfed for longer, and their mothers smoked fewer cigarettes and drank less alcohol on fewer occasions throughout their pregnancy. The LBOTE mothers also had lower or less risky patterns of alcohol consumption while breastfeeding. The longer breastfeeding duration of LBOTE children combined with lower maternal use of alcohol and cigarettes during pregnancy and/or breastfeeding may partially contribute to their exceptional NAPLAN performance.

隨著行動網路普及，人與人之間的通訊變得更加便利，也造成人們高度依賴手機。然而，手機使用失去控制已對健康造成嚴重危害，如成癮等。孩子的行為控制經常依賴於父母教養方式，尤其是華人父母在教養孩子方面與歐美國家的父母相比，會更加關注地自己的子女。這代表華人父母更關注於孩子的學業和生活，並形成更多按照父母親意志且欠缺獨立思考的媽寶，這將可能激起或停止孩子的手機成癮問題。本研究針對技術型高中學生進行問卷調查，有效問卷共290份，並對數據進行結構方程模式的驗證性因素分析。本研究採用生態系統理論，由AMOS 20建模，並從數據分析的結果進行分析。本研究發現：一、生活媽寶行為覺知與課業媽寶行為覺知對學業成就動機呈現負向影響；二、學業成就動機對手機成癮呈現負向影響；三、生活媽寶行為覺知與課業媽寶行為覺知對手機成癮呈現正向影響；四、生活媽寶行為覺知與課業媽寶行為覺知經由學業成就動機對手機成癮有正向的間接影響。研究結果證明，過分依賴父母的技術型高中學生有較低的學業成就動機，並無法控制手機的使用，因此造成手機成癮。換言之，父母應避免過多的日常生活與學業控制，以減少孩子手機使用的需求性。 Background and Purpose of Research Adolescents use their smartphones for various purposes, for example, following distance/online learning, especially during the COVID-19 pandemic, staying in touch with friends, having fun using social media tools. According to the social ecological model, risk behaviors, like substance consumption, are regarded as behavior problems. Relatively, etiology is derived of youths’ embeddedness surrounded by their social networks, mainly throughout sensitive development periods (Bishop et al., 2020). Given the prevalence of smartphone addiction among young students, previous studies have explored the relationships between smartphone addiction and students’ learning and indicated there is negative outcomes of smartphone resulting from overuse of mobile phones, including poor sleep quality. However, there some antecedents of smartphone addiction which has not extendedly studied, for example, parenting style, thus, the present study aimed to explore the correlates between parenting styles, academic achievement and smartphone addiction. Parenting that reflects a combination of support and behavioral control has been linked to numerous indices of academic well-being and live functioning from early childhood through adolescence. In regarding the term helicopter parenting indicated that parents involve hovering behaviors and are potentially over-involved in the lives of their child or in their academic work (Padilla-Walker & Nelson, 2012). But empirical research has not adequately used these two construct from other controlling parenting practices to predict children’s smartphone addiction, thus, the present study applied two types of helicopter parenting: live hovering and academic hovering of parenting for of emerging adults, to explain the prediction of children’s smartphone addiction. According to Bronfenbrenner (1979) micro ecological system that discusses the association between person-process-content (PPC), who described “person-process-context model” (PPCM) that occurs variability in development procedure as considered in this paper as a functional context (mobile phone usage), person (parenting styles) and process (academic achievement). Not only has cultural ecology be likely to pursue its complications in issues originating from social and cultural topics, but intricate schools of understanding of culture-nature relationship have developed for certain risk behavior. For example, helicopter parenting is more obvious in Chinese families than Western ones, even though the parents want their children to grow up to be independent and think for themselves. Particularly, Chinese parents are more concerned about their children’s schoolwork when they are teenagers, which leads to increased helicopter parenting problems, exacerbating issues such as lack of independence, lack of control, and not knowing how to self-manage smartphone use, which can in turn lead to smartphone addiction. If parents are in constant hovering of their children’s lives or schoolwork, children develop dependent behaviors. Some studies have indicated that a child’s dependent behaviors result in lower motivation to learn and reduced academic achievement. In line with this, drawn on PPCM to understanding the role of academic hovering and live hovering affect participants’ smartphone addiction mediated by academic achievement, hypotheses are proposed as follows. Hypotheses • (1) Live hovering has a negative effect on academic achievement. • (2) Academic hovering has a negative effect on academic achievement. • (3) Academic achievement has a negative effect on smartphone addiction. • (4) Live hovering has a positive effect on smartphone addiction. • (5) Academic hovering has a positive effect on smartphone addiction. Methodology Questionnaire was designed by adapting and translated from previous researched and gave to domain experts to ensure the content validity. Afterward, a purposive sampling was adapted in this study, a total of 400 questionnaires were distributed to 4 vocational senior high schools located in Taipei City. 354 of which were collected, resulting in a questionnaire collection rate of 88.5%. After 64 invalid questionnaires were excluded, 290 valid questionnaires remained, resulting in a valid questionnaire collection rate of 81.92%. Factor analysis was conducted on the valid questionnaires. Results First, helicopter parenting, live and academic hovering had a negative association with academic achievement, with an explanatory power of 20.8%. Second, academic achievement had a negative association with smartphone addiction, with an explanatory power of 38.6%. Third, helicopter parenting had a negative association with smartphone addiction. Fourth, academic hovering had a negative association with smartphone addiction mediated by academic achievement, with an explanatory power of 20.8%. The results of the study thus indicate that young people who are not independent in life or schoolwork tend to rely on their parents, are less able to control their smartphone use, and are more likely to develop smartphone addiction. By contrast, young people who are independent in life and schoolwork and do not need to rely on their parents have control over their smartphone use and are less likely to develop smartphone addiction. Conclusions and Recommendations The results of this study demonstrate that if vocational senior high school students are overly dependent on their parents in life or schoolwork, they may have lower academic achievement and therefore, they are not motivated to achieve strong academic results and will not restrain their desire to spend time on using smartphone, resulting in a tendency toward smartphone addiction. However, when vocational senior high school students do not have to rely on their parents to a great extent in life or schoolwork, they are able to act independently, attain high academic achievement, determine what they want to achieve, and arrange how they will accomplish their goals. Therefore, they have the ability to control the time they spend using their phones and will not develop smartphone addiction. This study suggests that parents should let their children learn to be independent and autonomous, which should help to effectively reduce the problem of smartphone addiction. Finally, conducting this study highlighted possibilities for future research. Some studies suggest that fathers and mothers do not necessarily share the same parenting style, and hence, it is suggested that in a questionnaire survey, the hovering styles of fathers and mothers could be differentiated and then analyzed through a differential analysis. In addition, some smartphone use can be designed with time of use to control using time (e.g., Chinese government limited the hours for children to use smartphone). However, how is the effect of the regulation to students’ smartphone addiction should be further studied.

The paper presents results of a study on the relationship between the features of volitional regulation and academic performance in university students of different years and areas of training.The study compared students (year 1 to 4) of ‘Psychology’ (n=133) and ‘State and Municipal Administration’ (n=201) programmes.The following methods were used: the Action Control Scale by J.Kuhl; the questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior (developed by G.S.Nikiforov, V.K.Vasilyev and S.V.Virsov); the Dembo-Rubinstein self-esteem scale (modified by V.A.Ivannikov and E.V. Eidman, 1990); the Purpose in Life Test (by D.A.Leontiev).The arithmetic mean of all examination marks received by the student during the current academic year was used as an indicator of academic performance.It is shown that in junior students of the management programme the indicator of academic performance positively correlates with the indicators of the Action Control Scale (p

Childhood trauma can have long-term adverse effects on an individual throughout childhood and into adulthood. For pupils with a traumatic experience, school can be a very challenging environment and an unpleasant experience. Problems with: concentration, ability to sit still and calmly follow classes, self-regulation skills, as well as difficulties in establishing and maintaining relationships with peers and adults are expected for traumatized school-age children. All of the above can lead to low educational achievement. In this article, the emphasis is on children and young people whose chronic traumatic experience is happening at home environment. Research indicates that the importance of teaching and other school staff is very significant in recognizing the presence of childhood trauma in the classroom, because the earlier the trauma is recognized, the sooner help can be provided to the child. Therefore, the aim of this paper is to present contemporary theoretical knowledge and explain why school practice should be trauma informed. Adverse childhood experiences and trauma will be explained, also will be presented by which parameters teaching and non-teaching staff can recognize traumatized pupils in their classrooms, acquiring competencies for recognizing signs of traumatization and understanding what challenges traumatization poses to children and their ability to learn. In addition, it is important to raise awareness and recognize that trauma has consequences for those adults who work with traumatized children.

If a student’s goal is academic achievement and he/she makes an effort to achieve it, he/she will become involved in classroom activities because they are a means for him/her to achieve that goal. Motivation, as an influence that brings about, directs and sustains an activity, is very important for learning. The aim of this paper is to point out the relationship between motivation to learn and academic achievement of deaf and hard of hearing students and to emphasise the importance of appropriate involvement of parents and teachers in the teaching process and the development of motivation in these students. Variables that correlate with academic achievement are presented. Views of the author are stated, which are based on research results and practice, according to which it appears that deaf and hard of hearing students usually have poorer academic achievement than their hearing peers, as well as a lower level of motivation to learn. It can be concluded that the development of interest and motivation to learn is not paid sufficient attention by both deaf and hard of hearing students themselves and their environment (parents and teachers). Where parents and teachers have high expectations of students and take into account all their personal characteristics and other factors, and where parents and teachers are appropriately involved in the teaching process, deaf and hard of hearing students show high levels of interest and motivation to learn and attain better academic achievement.

A correlational survey research design was utilized to investigate self-regulated Learning (SRL) and teacher-student interaction factors that had been realized to have contributive roles in EFL learners' academic success. A sample of 218 EFL learners (male = 102 and female = 116) was drawn with the aid of a prior sample size calculator for the structural equation models from 645 students. They were within the age range of 18-45 and were enrolled at Islamic Azad University, Tabriz Branch. The structural equation model (SEM) hypothesis testing procedure revealed that the teacher-student interaction directly and significantly influenced learners' academic accomplishments. Likewise, the obtained results indicate that the impact of the teacher-student interaction on EFL learners' academic achievement is mediated by the effects of SRL. Correspondingly, the obtained results indicate that the theorized model fits the data. The causal contribution of psychological factors, consisting of the teacher-student interaction and SRL, to EFL learners’ academic achievement was validated. The findings of this exploratory research have certain implications for classroom practice which are elaborated in detail in this paper.

We aimed basically, through this paper, to investigate the extent to which academic achievement may contribute to developing the students’ intercultural effectiveness. To attain such an aim, we selected the intercultural effectiveness scale as the research tool. It was addressed to sixty third year students of English in the Department of English at Constantine University, divided into two groups according to their high or low academic achievement in English for measuring particular capacities and skills viewed as indispensable components in a culturally diverse environment. The analysis of the data gathered has showed that students with high academic achievement are more interculturally effective than students with low academic achievement.

A substantial share of college students experience housing insecurity and too many students leave higher education before earning a credential. Both of these experiences are more common among students from low-income families who often lack adequate resources. While prior conceptual and qualitative investigations suggest that housing insecurity is associated with poorer student outcomes, this relationship has not been tested due to quantitative data limitations. In this paper, I use data from a state-wide longitudinal study of students from low-income families to conduct the first empirical test of the relationship between housing insecurity early in college and later college achievement and attainment. Findings show that housing insecurity is a statistically significant predictor of academic success, net of background factors. Specifically, housing insecurity is associated with an 8 to 12 percentage-point reduction in the probability of later degree attainment or enrollment. In the short-term, housing insecurity is also associated with lower mean GPA, a lower probability of obtaining at least a 2.0 GPA, and a higher probability of enrolling part-time rather than full-time, indicating that housing insecurity affects students’ college academic experiences in multiple ways. Efforts to promote college attainment should be expanded to consider students’ housing security. There are likely several points in time and multiple ways that higher education institutions, nonprofit agencies, and policymakers can intervene to promote secure housing and college success.

Recently, teachers’ and language learners’ emotional status has received special attention among researchers. They argued that learners’ emotioncy level might affect every aspect of language teaching process; therefore, the present study reviewed the impact of EFL students’ emotioncy level on their motivation and academic achievement. Reviewing the literature revealed that there are different classifications for learners’ emotioncy level. However, studies showed that the most prominent classification of learners’ feeling is positive or negative. No matter positive or negative, the main responsibility of teachers in these situations is finding an appropriate way to control these feeling. The paper concludes with some pedagogical implications to control emotioncy in the classroom.

Multidimensional scaling (MDS) was used as an alternate multivariate procedure for investigating intelligence and academic achievement test score correlations. Correlation coefficients among Wechsler Intelligence Scale for Children, Fifth Edition (WISC-5) and Wechsler Individual Achievement Test, Third Edition (WIAT-III) validity sample scores and among Kaufman Assessment Battery for Children, Second Edition (KABC-II) and Kaufman Test of Educational Achievement, Second Edition (KTEA-2) co-norming sample scores were analyzed using multidimensional scaling (MDS). Three-dimensional MDS configurations were the best fit for interpretation in both datasets. Subtests were more clearly organized by CHC ability and academic domain instead of complexity. Auditory-linguistic, figural-visual, reading-writing, and quantitative-numeric regions were visible in all models. Results were mostly similar across different grade levels. Additional analysis with WISC-V and WIAT-III tests showed that content (verbal, numeric, figural) and response process facets (verbal, manual, paper-pencil) were also useful in explaining test locations. Two implications from this study are that caution may be needed when interpreting fluency scores across academic areas, and MDS provides more empirically based validity evidence regarding content and response mode processes.

Some researchers and policymakers advocate a stronger focus on fostering socio-emotional skills in the hope of helping students to succeed academically, especially those who are socially disadvantaged. Others have cautioned that this might increase, rather than reduce, social inequality because personality traits conducive to achievement are themselves unevenly distributed in disfavor of socially disadvantaged students. Our paper contributes to this debate. Analyzing representative, large-scale data on 9,300 ninth graders from the German National Educational Panel Study (NEPS) and using the Big Five personality traits as a measure of socio-emotional skills, we cast light on two related yet distinct aspects of social inequality in socio-emotional skills: First, do levels of personality traits conducive to achievement vary as a function of students' parental socioeconomic status (pSES)? Second, do the returns to personality traits in terms of trait–achievement relations vary as function of pSES? Results showed that differences in Big Five traits between students with different pSES were small (0.04 ≤ |r| ≤ 0.09), especially when compared with pSES-related differences in cognitive skills (fluid intelligence) and sex-related differences in personality. The returns to Conscientiousness—the personality trait most relevant to achievement—in terms of its relations to academic achievement were higher in higher- vs. lower-SES students. Trait–achievement relations did not vary as a function of pSES for the other Big Five traits. Overall, both types of inequality were limited in magnitude. We discuss the implications of these findings for policy and practice and delineate directions for further research.

Introduction The main purpose of all educational systems is to learn the maximum concepts of emission sources, and especially from teachers. Regarding the importance of social presence and interaction in increasing students’ learning and universities’ tendency to virtual education, the present study attempts to investigate the relationship between aforementioned variables such as social presence, interaction and students’ academic achievement. Literature review indicates that one of the big differences between online learning systems with on-campus ones are in the rate of students' social presence. The rate of social presence in virtual environments is less that face to face classes. Researchers and experts in this field are trying to decrease the gap between these two systems by increasing the interactivity level of students by using a variety of methods. The main purpose of this paper is to find differences between these two mentioned systems according to their rate of students' social presence and their interactivity. Comparing these variables according to students' demographic information and academic achievement is the other purpose of this paper. Materials and Methods The study method is descriptive and correlational. Statistical population includes students of online courses and on-campus students at University of Isfahan in 2011-2012 academic year. Sample includes 85 online students and 150 on-campus students, who were selected randomly. For gathering data, Chih-Hsiung (2001) Social Presence Inventory and a researcher-made questionnaire were used. Data obtained from this study were analyzed by using SPSS software. Discussions of Results & Conclusions The obtained results indicate that there is a significant and positive relationship between students’ interaction and their social presence in both groups. The rate of students' interaction and social presence of on-campus students is more than online course users and students in both groups prefer on-campus method rather than online one. There is only significant positive relationship between online students’ interaction with their previous academic achievement. Examination between interaction and gender show that there are differences between male and female students only with regard to educational environments. In the on-campus case, there is not a difference between girls and boys but in online environment, girls are more active than boys. Comparing students’ interactions according to academic fields indicate that there are differences between students in terms of academic disciplines: students of Executive Management and Marketing are more interactive students of Library Sciences. Overall, with regard to the results of the present study and the literature review, there are differences between students of online learning and on-campus students regarding social presence and interaction. The type and rate of the interaction is different in both groups according to demographic factors. According to results recommendations are made for policy makers and other educational planners.

Introduction The main purpose of all educational systems is to learn the maximum concepts of emission sources, and especially from teachers. Regarding the importance of social presence and interaction in increasing studentsâ learning and universitiesâ tendency to virtual education, the present study attempts to investigate the relationship between aforementioned variables such as social presence, interaction and studentsâ academic achievement. Literature review indicates that one of the big differences between online learning systems with on-campus ones are in the rate of students' social presence. The rate of social presence in virtual environments is less that face to face classes. Researchers and experts in this field are trying to decrease the gap between these two systems by increasing the interactivity level of students by using a variety of methods. The main purpose of this paper is to find differences between these two mentioned systems according to their rate of students' social presence and their interactivity. Comparing these variables according to students' demographic information and academic achievement is the other purpose of this paper. Materials and Methods The study method is descriptive and correlational. Statistical population includes students of online courses and on-campus students at University of Isfahan in 2011-2012 academic year. Sample includes 85 online students and 150 on-campus students, who were selected randomly. For gathering data, Chih-Hsiung (2001) Social Presence Inventory and a researcher-made questionnaire were used. Data obtained from this study were analyzed by using SPSS software. Discussions of Results & Conclusions The obtained results indicate that there is a significant and positive relationship between studentsâ interaction and their social presence in both groups. The rate of students' interaction and social presence of on-campus students is more than online course users and students in both groups prefer on-campus method rather than online one. There is only significant positive relationship between online studentsâ interaction with their previous academic achievement. Examination between interaction and gender show that there are differences between male and female students only with regard to educational environments. In the on-campus case, there is not a difference between girls and boys but in online environment, girls are more active than boys. Comparing studentsâ interactions according to academic fields indicate that there are differences between students in terms of academic disciplines: students of Executive Management and Marketing are more interactive students of Library Sciences. Overall, with regard to the results of the present study and the literature review, there are differences between students of online learning and on-campus students regarding social presence and interaction. The type and rate of the interaction is different in both groups according to demographic factors. According to results recommendations are made for policy makers and other educational planners.

The main purpose of this paper was to determine the beliefs of students, teachers and parents about the internal factors of academic achievement and to verify whether their beliefs vary. In this paper the beliefs about the internal factors of academic achievement: personality traits, intellectual ability, language competence, interest in the subject and locus of control are thematised. The sample included 516 students from grades 5, 7 and 9 of 12 different basic schools in central Slovenia, 408 of their parents and 195 teachers. Amongst the broad range of personality traits in the survey questionnaire, parents selected openness and conscientiousness as the most important traits for academic success, while students selected openness and extroversion, and teachers selected agreeableness and emotional stability. In the opinion of the participants in the research, amongst other internal factors of academic success emphasised, those that have the greatest influence on academic achievement are interest in the subject and internal locus of control, while students’ intellectual ability and language competence are attributed slightly less importance. Beliefs regarding the individual factors of academic achievement vary between the groups of participants. In the future, it would be sensible to encourage students, teachers and parents to reflect on the meaning of the individual factors of academic achievement, and especially to speak with them about the factors on which each respective group can exert an influence in order to improve students’ academic achievement.

Educational research has linked parental participation in children’s schooling with a wide range of children’s academic outcomes. Parental involvement involves time and resource commitment towards children’s academic performance. This paper extracts data from a cross-sectional survey involving 2,669 grade six students attending public and private primary schools serving households located in Iganga–Mayuge health and demographic surveillance system in rural Eastern Uganda. The paper adopts two of the six types of parental involvement detailed in the Epstein parental involvement framework. This paper hypothesises that parental participation through parenting and communication types of involvement will give children an advantage towards academic achievement. Using a regression model and controlling for individual, school and household covariates, the results indicate that a unit increase in parental participation through parenting and communication types of involvement significantly increases students’ numeracy scores by 6 and 15 percentage points, respectively. Similarly, a unit increase in parental participation through parenting and communication types of involvement significantly increases students’ literacy scores, by 6 and 12 percentage points, respectively. This implies that parental participation plays a pivotal role in motivating children to improve their academic grades. For students to reap maximum benefits in an education system, the learning should not be solely left to the student–teacher relationship but should be extended to include active parental involvement among other education stakeholders.

Youth with a history of traumatic or non-traumatic acquired brain injury are at increased risk for long-lasting cognitive, emotional, behavioral, social, and physical sequelae post-injury. Such sequelae have great potential to negatively impact this population’s academic functioning. Consistently, poorer academic achievement and elevated need for educational supports have been well-documented among youth with a history of acquired brain injury. The current paper reviews the literature on neuropsychological, psychiatric, and academic outcomes of pediatric acquired brain injury. A discussion of special education law as it applies to this patient population, ongoing limitations within the field, and a proposal of solutions are also included.

Despite the lasting interest towards the relationship between intelligence and creativity, comparably less attention is paid to its age-related changes. Our paper considers the organization of fluid intelligence and psychometric indicators of creativity and is based on the experimental data obtained for children aged 11 (n = 99) and for young adults (n = 77). We used two figural and verbal tasks with and without time limit. We found that the age-related differences in creativity are dependent on the context and the type of testing. The young adults were different from the children, having higher indicators of verbal and figurative creativity, except for the originality of the drawings created within the Incomplete Figures test, and having considerably higher test results for fluid intelligence. These age-related differences, together with the discovered closer relationship between the creativity indicators in the young adults group compared to the children, might suggest insufficient contribution of the components of the executive control of information selection (inhibition, shifting, and updating), which had not fully formed in eleven-year-olds. The comparison of the various indicators of creativity suggests that the most complex task for the children was the composition of an original sentence by joining nouns from various semantic categories.

In the past two decades, a growing number of early childhood interventions that aim to improve school readiness have also targeted children's executive function (EF), building on the theory that promoting EF skills in preschool may play a key role in reducing the substantial gaps in school readiness and later achievement associated with family income. Despite the expansion of school readiness interventions across preschool, research evidence is mixed regarding what works to promote EF development and the impact of these interventions on children's EF skills, and subsequently, their academic and behavioral outcomes. This paper reviews four intervention approaches designed to support school readiness that may also improve children's EF skills by: (a) encouraging adaptive classroom behaviors, (b) improving social-emotional learning, (c) promoting play and direct training of EF skills, and (d) improving cognitive skills related to EF. We describe program effects from rigorous trials testing these approaches, including summarizing the takeaways from four large-scale intervention research studies conducted by the authors, involving over 5,000 children. We conclude by exploring open questions for the field and future directions for research and intervention program development and refinement.

Physical education belongs to the compulsory courses at many universities around the world. While many studies focused on the benefits of physical activity among elementary school pupils or high school students, the literature has been more silent on its effects in higher education. In this paper, we aim to determine what is the relationship between physical activity and academic achievement of university students. The research is based on a sample of 159 students at Master degree level studying at the Faculty of Business Administration, University of Economics, Prague. The results suggest that aerobic exercise has a positive effect on study results, but only among female students. No effects of anaerobic exercise have been found. Study achievement is also negatively influenced by the students’ age. The results are in line with prior studies which, however, focused predominantly on pupils and high school students.

This paper analyses the contextualised determinants affecting the academic achievement of secondary school students in Mauritius. A mixed methodology was used to understand the effect of the determinants on students’ achievement considering the academic progression of learners from one point (CPE: Examination marking the end of primary schooling) to another (NG9A: Checkpoint assessment after three years of secondary schooling). The first phase had a non-positivist epistemological stand using the qualitative method of ‘focus group discussion’ to identify the determinants and then validate the TIMSS questionnaire. The second phase had a post-positivist epistemological stand where an amended version of the standardised international questionnaire TIMSS was administered to collect data from a sample of 600 students. The primary data were analysed to produce a Linear Multiple Regression Model. The findings reveal that 90.1% achievement can be explained by the variables of school leadership, student, socio-economic factor, and teacher (R square = 0.9.1; p < 0.05). The model shows that school leadership has a higher positive correlation on (?=0.419) students’ achievement followed by student factor (?= 0.227), tuition teacher (?= 0.154), school teacher (?= 0.117) and socioeconomic status (?= 0.048).