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Aim: To investigate the influence of gestational age (GA) on the association between completion of the final examination after 10–11 years of basic education and education, financial independence and income in early adulthood. Methods: A nationwide register‐based study including individuals born in Denmark between 1990 and 1992. Completion of the examination was evaluated at age 18 and education, financial independence and income at age 28. Results: Of 165 683 individuals included, 15.7%, 10.8% and 5.5% had low educational level, were not financially independent and had low income. For those who completed the examination odds ratio (OR) ranged from 1.03 at GA = 32–36 weeks to 1.25 at ≤27 weeks for low education, from 1.10 to 0.91 for not being financial independent and from 1.06 to 1.48 for low income. For those who did not complete the examination, OR increased from 7.55 at ≥37 weeks to 15.03 at ≤27 weeks for low education and from 4.68 to 15.31 for not being financial independent. For low income, OR was 2.57 and independent of GA. Conclusion: For individuals who completed the examination, the odds of poor socioeconomic outcomes were independent of GA. Individuals who did not complete the examination had increased odds of poor socioeconomic outcomes, particularly as GA decreased. [ABSTRACT FROM AUTHOR]

This study aims to analyze the impact of racial matching between teacher and student on the academic performance of middle school students in Brazil. The data comes from an educational evaluation survey carried out by the Joaquim Nabuco Foundation – Ministry of Education of Brazil (FUNDAJ 2020), which followed the same cohort of students in the sixth and seventh years of public middle schools, between the years of 2017 and 2018. To address to the potential source of endogeneity, we use FUNDAJ panel data to estimate student fixed effects models, which makes it possible to compare students who have one race-matched and one non-race-matched teacher within the same subject in the two years of data. The results show that, when placed in a situation of racial equality with their Portuguese and Mathematics teachers, Black students will present better grades in both subjects, by about 30% of their average grade. The results also show evidence of heterogeneity, with stronger effects in female students. [ABSTRACT FROM AUTHOR]

Aim Methods Results Conclusion We investigated the associations between motor performance and IQ at 5 years of age and school difficulties and grade point averages (GPAs) at 18 years of age. Additionally, the accuracy of preschool IQ in predicting school difficulties was examined.A nationwide follow‐up study of children born in 1994–1995 who were <28 weeks of gestation or had a birthweight <1000 g. The Danish personal identification number was used to merge data from a national cohort study with population‐based registries. Logistic regression analyses examined the associations between motor performance/IQ and school difficulties. Linear regression analyses and the area under the receiver operator curve (AUC) were used to examine the relationship between IQ and GPAs.The study population comprised 248 children, 37% were classified with school difficulties. Motor performance and IQ were associated with school difficulties. The odds of having school difficulties increased as IQ decreased, and the same pattern was observed for GPAs. IQ predicted school difficulties, with an AUC of 0.80 (confidence interval: 0.74–0.86).Preschool motor performance and IQ were associated with school difficulties. Additionally, IQ was linked to GPAs. As a screening tool, the predictive ability of preschool IQ for academic difficulties was moderate/high in this cohort. [ABSTRACT FROM AUTHOR]

This study analyzed the mediating role that implicit theories of intelligence and academic self-efficacy may play in the relationship between psychopathology and mathematical performance. The sample consisted of 838 students from first and second year of high school. A numerical calculation test was applied, followed by psychopathology self-report scales, implicit theories of intelligence, and academic self-efficacy. Serial multiple mediation models were tested. The results showed a complete mediation of the effect of psychopathology on mathematical performance through implicit theories of intelligence and academic self-efficacy. The effect of entity theories of intelligence on mathematical performance was both direct and through academic self-efficacy, whereas the effect of incremental theories of intelligence was only through academic self-efficacy. Identifying the variables that mediate the relationship in question is crucial to develop targeted interventions to prevent the development of a vicious circle between psychopathology and poor school performance. [ABSTRACT FROM AUTHOR]

Adolescence is a period spans the developmental phase between childhood and adulthood that is marked by intense biological, cognitive, intrapsychic, and interpersonal changes. Adolescence is generally differentiated into three phases: early, middle and late adolescence. All adolescent girls between the age group of 10-17 years coming to OPD or getting admitted in hospital were included in the study after taking informed consent. Adding 10% non-responsive rate, the minimum sample size required for the study is 101. We collected 106 study samples for this study. Among 106 children, 45(42.5%) were having above average school performance, 33(31.1%) had excellent school performance, 27(25.5%) had good school performance. Among 106 study subjects, 45(42.5%) was having 1-3 best friends, 31(29.2%) were having 4-6 best friends, 24(22.6%) were having 7-10 or more friends. 6(5.7%) didn't have any best friends. [ABSTRACT FROM AUTHOR]

Education is essential for socioeconomic security and long-term mental health; however, mental disorders are often detrimental to the educational trajectory. Genetic correlations between mental disorders and educational attainment do not always align with corresponding phenotypic associations, implying heterogeneity in the genetic overlap. We unraveled this heterogeneity by investigating associations between polygenic risk scores for 6 mental disorders and fine-grained school outcomes: school grades in language and mathematics in ninth grade and high school, as well as educational attainment by age 25, using nationwide-representative data from established cohorts (N = 79,489). High polygenic liability of attention-deficit/hyperactivity disorder was associated with lower grades in language and mathematics, whereas high polygenic risk of anorexia nervosa or bipolar disorder was associated with higher grades in language and mathematics. Associations between polygenic risk and school grades were mixed for schizophrenia and major depressive disorder and neutral for autism spectrum disorder. Polygenic risk scores for mental disorders are differentially associated with language and mathematics school grades. [ABSTRACT FROM AUTHOR]

Dating violence is a serious public health issue among adolescents due to the detrimental short- and long-term consequences. The purpose of this study is to examine the relationship between adolescent dating violence (ADV) and adverse health behavioral outcomes related to substance abuse, mental health, and select risky health behaviors such as feeling unsafe, school performance, and inadequate sleep within the state of Florida. This study used data from the 2015 Youth Risk Behavior Survey (YRBS). The high school students represented a weighted total of 542,818 (n = 4301). Logistic regression analyses, stratified by gender, examined the relationship between ADV and health risk behaviors after adjusting for race and grade. Proportions of ADV were as follows: 3.1% of students reported being abused both physically and sexually; 3.4% reported being abused only physically; 3.9% reported being abused only sexually; and 89.6% were uninvolved. ADV was associated with almost all the health risk behavior outcomes studied, with a few exceptions. Experiencing both kinds of abuse held the highest odds ratio among the four mutually exclusive categories of ADV. The findings from this study could be helpful in identifying youths who demonstrate warning signs of ADV abuse and thus could provide opportunities for targeted preventive interventions. [ABSTRACT FROM AUTHOR]

This study aimed to determine the extent of stakeholders' involvement in school programs as correlate to the performance of Barangka Elementary School, District I, Division of Marikina City during the school year 2022-2023. The method of research used was the descriptive correlational type with the survey questionnaire as the data gathering instrument which was answered by the respondents through google forms and hard copy checklist. The respondents of the study were the internal stakeholders composed of one school head, three non- teaching personnel, 11 pupils or officers of the Supreme Pupil Government and 50 teachers and 65 external stakeholders composed of eight barangay officials as representatives of the local government unit, three representatives from the Non-Government Organizations, four representatives from the BES alumni officers, and 50 parents. It was found out that the extent of the stakeholders' involvement in the key school programs as perceived by the internal and external stakeholders was moderate. Likewise, the level of performance of Barangka Elementary School as perceived by the two groups of stakeholder respondents in terms of access was very high and moderate in terms of quality and governance from the internal and external stakeholders. Furthermore, there was a significant correlation between the extent of the internal and external stakeholders' involvement in the school programs and school performance. Based on the findings of the study, an intervention program "Stakeholders Engagement Program" was proposed and developed to improve and strengthen the stakeholder's involvement in school programs. [ABSTRACT FROM AUTHOR]

Elementary‐school students enrolled in a trauma‐informed program participated in a prepost longitudinal study of resilience. The study assesses increases in various components of resilience, the effects of the afterschool program on resilience, and the relationship between resilience and school performance. A shortened version of a reliable resilience survey was developed from Madsen Thompson's Trauma Resilience Scale and administered at students' entry and exit from 3 yearly sessions. The high response rate provided a sample of 103 students, 37 of whom were new students with no ceiling effects. Statistical analysis demonstrated that both contextual and individual resilience increased significantly, with protective components impacting one another. Regression analyses found that the afterschool program supports significantly affected individual resilience increases, and high levels of individual resilience led to increases in school performance. The results suggest that trauma‐informed contextual supports may be useful in increasing young students' well‐being and closing gaps in academic performance. [ABSTRACT FROM AUTHOR]

Introduction: We define cultural capital as a set of assets or resources accumulated over a lifetime through relationships and events in the family environment. We analyze cultural capital under two dimensions: static cultural capital (SCC) and relational cultural capital (RCC). The objective of this study was to verify the effect that cultural capital has on students' academic performance. Method: The research included the participation of 11,795 students who were classified into four levels of cultural capital, in each of the two dimensions: G1-Critical, G2-Low, G3-Medium, and G4-High. Statistical analyses such as ANOVA, Student's t-test and factorial design showed the impact of cultural capital in the combination of the different groups with the subjects of Portuguese and mathematics. Results: The results led us to conclude that: (1) cultural capital, in both dimensions, impacts the students' academic performance, both in Portuguese, F(3,11764) = 9.516, with p < 0.001 and ɳ² = 0.002, F(3,11764) = 42.349, with p < 0.001 and ɳ² = 0.011, and in mathematics, F(3,11764) = 13,728, with p < 0.001 and ɳ² = 0.003, and F(3,11764) = 28.138, with p < 0.001 and ɳ² = 0.007, and; 2. RCC linearly impacts student performance as SCC is increased, F(9,11771) = 1.869, with p = 0.052 and ɳ² = 0.001. Conclusion: (1) cultural capital impacts students' academic performance, but most notably in the Portuguese language discipline. (2) The dimensions of cultural capital behave differently and the excess of SCC, without the presence of RCC, impacts the reduction of medium performance. (3) The RCC linearly impacts student performance as the SCC is increased. [ABSTRACT FROM AUTHOR]

Purpose - Due to the dynamic nature of schools, the Department of Education currently faces significant issues including low teaching quality, teacher shortages, absenteeism, poor school climate, lack of well-trained and motivated instructors, and instability. Total Quality Management (TQM) is often linked to the school environment, teacher satisfaction, and performance, playing a crucial role in improving the quality of education. This paper aims to identify how teacher job satisfaction and school climate influence the relationship between TQM and school performance. Methodology - A total of 346 teachers from Pakistan's highperformance schools and low-performance schools, with diverse positions and wage scales, were chosen as participants in this study using stratified random sampling. Data was collected quantitatively using a survey inquiry and SPSS version 24 was utilized to analyze the data and answers the study questions. The mediation procedure was evaluated using the Sobel test. Findings - Findings showed that the TQM variable has the highest mean value (mean=4.87) compared to the other variables tested, namely job satisfaction, school performance and school climate. According to the study's findings, TQM, job satisfaction, and school climate all have a favourable and significant direct influence on school performance. Additionally, school climate and job satisfaction variables were found to be partial mediators linking TQM and school performance. Significance - This study significantly enhances school quality management through a positive environment and capable human resources. The findings are also anticipated to encourage the Pakistan government to establish organizational management and educational leadership training courses to emphasise the significance of TQM and its most efficient use in the education sector. [ABSTRACT FROM AUTHOR]

The study investigates in various aspects the link between the math homework of the students in the end of secondary classes and their school results. The research data were obtained using the questionnaire-based survey method applied online to a number of 89 secondary school students from a school in Romania with good results in the National Assessment. The data was analyzed using the SPSS program. The results show that, in order to complete their homework in mathematics, 77.5% of the students need help, which they require in school (28.1%) or outside it (49.4). The statistical analysis of these data shows a weak correlation in terms of collaboration between parents and children in order to achieve homework. Gender-based analysis of research data shows that there is no significant difference between boys and girls in relation to homework in mathematics. The results confirm the current trend for students to increasingly seek help from people outside the school. The study presents recommendations for deepening some aspects of the research, among which the identification of the causes that lead to the decrease of students' interest in the activity carried out in the school. The results of the research are valuable in the context of a shortage of research on this topic because they show an equal value of the effect in cases where students receive help in the classroom from the teacher compared to those in which they are helped by other people outside the school to solve the homework in mathematics. [ABSTRACT FROM AUTHOR]

This paper aims to determine the effect of parental education, as an important measure of social origin, on the expectations of 15 year olds to complete higher education in the Netherlands. More importantly, the paper tests specific explanations for this effect. For the empirical analysis, Dutch data from the PISA 2018 survey were used. The results revealed that there is a considerable impact of parental education on the likelihood of expecting to complete higher education in the Netherlands. To a large extent, this social origin effect refers to secondary effects of stratification: students with the same school performance have different expectations regarding higher education that are strongly correlated with their social origin. Parental resources explain only a small part of the direct social origin effect net of school performance. The secondary effects remain largely unexplained after taking parents' economic, cultural and educational resources into account, suggesting that relative risk aversion drives social differentials in educational expectations. [ABSTRACT FROM AUTHOR]

The aim of this study was to examine what kind of school performance and behaviour profiles could be identified among students in the final grade of basic education in the Swedish speaking parts of Finland (N = 1149, grade 9), how these differed in temperament and how temperament could explain profile differences in first language (L1, Swedish) grades, behaviour grades, and results from standardised reading tests. Latent profile analysis revealed three groups of students with distinct L1 performance and behaviour profiles. One profile with good grades in L1 and behaviour, and good test results – one with satisfactory grades in L1, good grades in behaviour, and poor test results – and one with low grades in L1 and behaviour, and relatively good test results. High perseverance and low impulsivity were related to good L1 and behaviour grades. The findings implicate that student's behaviour impact both the assessment of the subject and behaviour. [ABSTRACT FROM AUTHOR]

Atopic dermatitis (AD) is a condition with a multifactorial aetiology that affects the skin. It most often begins at preschool age and involves the skin. The disease's main symptom is intense itching, which occurs especially at night and affects the child's sleep, negatively impacting the quality of life of affected children and, consequently, their families. The difficulty in resting during the night leads to many problems during the day, particularly behavioural disorders and difficulties in paying attention at school, which results in learning impairment. The unexpected symptoms of AD are caused by pathophysiological processes that include many molecular pathways and inflammatory cytokines such as IL-31, IL-1, IL-2, TNF-a, and IL-6. Drawing on a comprehensive review of the literature in PubMed/MedLine, our review offers an in-depth exploration of both the psychosocial impacts of AD and the molecular processes that contribute to this disorder. [ABSTRACT FROM AUTHOR]

Different lines of research have argued that specific groups, such as boys or ethnic minorities, are more prone to develop an anti-school culture than others, leading to group differences in the social acceptance of high performers. Taking an ecological view, we ask to what extent the school context promotes or prevents the emergence of group-specific oppositional cultures. Theoretically, we argue that group-based oppositional cultures become more likely in schools with low socio-economic resources and in schools where socio-economic differences align with demographic attributes. We test our hypotheses based on data from a large-scale, four-wave network panel survey among more than 4000 students in Germany. Applying stochastic actor-oriented models for the coevolution of networks and behavior, we find that group-based oppositional cultures in which students like high performers less are very rare. However, in line with theoretical expectations, the less resourceful a school is, the more boys tend to evaluate high-performing peers less positively than girls do. Moreover, the more ethnic minority boys are socioeconomically disdvantaged in a school, the more they tend to evaluate high performers less positively than majority boys do. • We seek to identify school characteristics that promote gender-based or ethnicity-based oppositional cultures. • We analyze new data from a four-wave network panel survey among more than 4000 students in Germany. • Group-based oppositional cultures in which students like high performers less are rare. • The less resourceful a school is, the more likely boys rate high-performing peers less positively than girls do. • The more ethnic minority and majority boys' SES differs in a school, the more likely they rate high performers differently. [ABSTRACT FROM AUTHOR]

Background: Investigations assessing how oral health status affects school performance and attendance considering individual and community variables are lacking. Aim: To analyze the association of school contextual factors and oral conditions with school performance and absenteeism in early adolescence. Design: This cross‐sectional study was carried out with 593 12‐year‐old students from 20 schools in Passo Fundo, a southern city in Brazil. The caregivers provided sociodemographic information by means of a questionnaire. Oral health status was clinically examined for dental caries and gingival bleeding. Students answered the CPQ11‐14 questionnaire to assess the oral health‐related quality of life (OHRQoL). Information on contextual factors was obtained from the schools' administrators. "School performance" was measured by Portuguese and Mathematic tests' scores, and "school absenteeism" by the number of school days missed. Descriptive statistics was conducted, followed by unadjusted and adjusted multilevel linear regression. Results: At the individual level, low OHRQoL was associated with lower school performance and higher absenteeism. At the contextual level, students from private schools had higher school performance and lower mean of school days missed. Conclusions: The type of school and OHRQoL were associated with school performance and attendance of adolescents. [ABSTRACT FROM AUTHOR]

Purpose – Due to the dynamic nature of schools, the Department of Education currently faces significant issues including low teaching quality, teacher shortages, absenteeism, poor school climate, lack of well-trained and motivated instructors, and instability. Total Quality Management (TQM) is often linked to the school environment, teacher satisfaction, and performance, playing a crucial role in improving the quality of education. This paper aims to identify how teacher job satisfaction and school climate influence the relationship between TQM and school performance. Methodology – A total of 346 teachers from Pakistan’s highperformance schools and low-performance schools, with diverse positions and wage scales, were chosen as participants in this study using stratified random sampling. Data was collected quantitatively using a survey inquiry and SPSS version 24 was utilized to analyze the data and answers the study questions. The mediation procedure was evaluated using the Sobel test. Findings – Findings showed that the TQM variable has the highest mean value (mean=4.87) compared to the other variables tested, namely job satisfaction, school performance and school climate. According to the study’s findings, TQM, job satisfaction, and school climate all have a favourable and significant direct influence on school performance. Additionally, school climate and job satisfaction variables were found to be partial mediators linking TQM and school performance. Significance – This study significantly enhances school quality management through a positive environment and capable human resources. The findings are also anticipated to encourage the Pakistan government to establish organizational management and educational leadership training courses to emphasise the significance of TQM and its most efficient use in the education sector.

The paper describes the results of a study whose main aim was to find the correlation between a pupil’s school grades in Czech language (native), mathematics and physics and pupils' cognitive predispositions to problem solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. The total of 180 pupils from the Czech Republic aged 14–15 took part in this study. The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2, and between the results of pupils assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help to identify the indicators important for the development of problem-solving skills. The research specifically points at the need of developing algebraic thinking, conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning and the abilities of the control of variables.

AbstractThe study investigated the home factors affecting the academic performances of girl children in the Dome cluster of schools. A descriptive survey methodology was employed in this research. Through a multistage sample technique, 197 respondents were randomly selected. The primary data for the study were collected using a closed-ended questionnaire prepared by the researchers. The findings from the data collection were presented in terms of frequencies, percentages, averages, and standard deviations. The study concluded that the girl child at the Dome cluster of school was involved in household chores, fetching water, household income-generating activities, looking after their siblings and food preparation. The study, also, concluded that parents of students at the Dome cluster of school are of high socioeconomic status and highly involved in their academic work. Also, a girl’s academic performance at the Dome cluster of schools is positively influenced by her home environment factors such as access to educational resource, parental involvement in school events, and her family’s socioeconomic level. However, girl child home activity negatively influenced academic performance. It was recommended that authorities may encourage a balanced distribution of household chores, enhance parental involvement in school events and provide additional support for girls from lower socioeconomic backgrounds.

Professional development (PD) programs are considered as essential for improving the teacher quality and performance in schools. Despite introducing several PD programs, the teachers' quality in the public schools is a matter of concern for Pakistan. It has become a challenge for policymakers and school leaders to design PD programs which can be effective for all teachers. PD programs in Pakistan normally undertakes a standard approach without considering the strengths and weaknesses of different groups of teachers which may not address the specific needs of these groups. There is a need of structuring PD programs to make these learning opportunities more effective for teachers. Therefore, the current study evaluates the teacher competencies of different groups of teachers in Pakistan's public schools. For that purpose, the study first identifies three key themes of teacher competencies required in 21st century from extant review of recent literature. Interview guide then is designed based on these key teacher competencies to solicit information from seven principals of public schools. The public schools were selected using the criteria of size of school and principal working experience in that school. Structured interviews been used as a medium for collecting data from the principals. All interviews were recorded and transcribed verbatim. The deductive content analysis approach was used in analyzing the data. The analytical tool used for the coding of themes was the MAXQDA software. The results highlighted certain differences in teacher competencies varying from gender to age. Female teachers and teachers who are younger in general are found to have more competencies compared to male teachers and senior teachers. The results of this study offer vital information for planning and tailoring TPD programs for teachers. These specially designed learning opportunities can be more effective for the professional development of teachers and can foster teachers' competence. [ABSTRACT FROM AUTHOR]

In putatively meritocratic societies, doing well in school is a pivotal precondition for accessing further and higher education, which, in turn, has a pervasive, long-term influence on adulthood development. Yet, doing well in school may also predict "real-life success" outside formal education settings and independent of the educational qualifications that a person attains. Such predictions are likely to become salient during emerging adulthood, a life period characterized by career explorations and social-emotional adjustment. Here, we tested the predictive validity of end-of-compulsory school grades at age 16 years in a U.K.-representative population cohort sample of up to N = 6,488, who were born between 1994 and 1996, for a broad range of occupational, financial, and social-emotional outcomes at age 23. End-of-compulsory school performance accounted for 1%–20% of the variance across occupational, financial, and social-emotional outcomes in emerging adulthood. Educational attainment attenuated these associations only slightly, with school grades at age 16 accounting for variance in emerging adulthood outcomes independent of later educational attainment. We found that school grades were equally predictive for boys' and girls' outcomes. In children from lower family socioeconomic status (SES) backgrounds, school grades were more predictive of their educational attainment, financial attitudes, and anxiety compared to higher SES children, with varying effect sizes (i.e., 0.3%–4.2%). Our findings suggest that school-leaving grades facilitate the successful transition from adolescence to adulthood, independent of educational attainment, and that they might enable children from low-SES families to compensate for some of their background disadvantages. Public Significance Statement: The findings from this study indicate that school grades are important predictors for a wide range of financial, occupational, and social-emotional development in emerging adulthood, independent of an individual's highest educational qualification. In particular, school performance is more predictive of educational attainment for students from under-resourced backgrounds, suggesting that good grades may be a key factor in compensating for family background disadvantages. [ABSTRACT FROM AUTHOR]

Determining which antecedent variables affect employees' work engagement has always been a concern for both managers and researchers. The present study investigated the effect of workplace democracy on teachers' work engagement and explored the mediating role of job satisfaction and the moderating role of school performance. A two-phase sampling-chosen method was used and a total of 1682 elementary and secondary school teachers in China were asked to complete a survey questionnaire. In addition to identifying descriptive statistics and undertaking group difference analysis, PROCESS macro and bootstrapping approaches were applied. It was found that workplace democracy was positively related to teachers' work engagement both directly and indirectly through job satisfaction. Meanwhile, school performance moderated the relationship between workplace democracy and work engagement. Specifically, workplace democracy was more strongly associated with teachers' work engagement in high-performing schools than in low-performing schools. Thus, teachers' work engagement in elementary and secondary schools need to be improved comprehensively through boosting workplace democracy. [ABSTRACT FROM AUTHOR]

This study aimed to determine the conflict management styles of public elementary school heads in the District of Jomalig, Quezon and find its relationship with school performance. The study made use of descriptive quantitative research utilizing correlation technique in determining the relationship of conflict management styles and the school performance. The participants of the study were 50 teachers of the five elementary schools in the District of Jomalig, who responded to a survey questionnaire that was validated by 4 experts whose expertise is in the field of educational management. Major findings in the study lead to the following conclusion most of the respondents is aged 20-29 years old, female and married, bachelor's degree as their highest educational attainment and 0-5 years in service. When it comes to conflict management styles of school heads most of them often used collaborating style. While when it comes to school performance, they performed very good in all domains. Furthermore, there are significant relationship between management and organization and learning and teaching of school performance with conflict management styles in collaborating, accommodating and compromising, while student support and school ethos of school performance had also a significant relationship in collaborating, avoiding, and accommodating style on the other hand student performance had also a significant relationship in collaborating. Based on these results, a Conflict Management Program for Jomalig District was developed. It is recommended that the utilization of the developed conflict management program should be made to test its reliability, also school head should use conflict management style that with high concern for others. Future studies in other locales, school and universities to further validate the results of study. [ABSTRACT FROM AUTHOR]

Many studies have linked quality in early childhood education and care [ECEC] to school performance, but the mechanisms of how ECEC process quality affects children in ways that lead to improved school performance is unclear. In this study on 7431 children in Norway, we test the hypothesis that the relation between process quality in ECEC and later school performance is mediated by early social skills. Process quality was measured at age 5 years along two dimensions: 'pedagogical practices' and 'structured activities', and school performance was measured at age 11 years (5th grade) using mandatory national tests in math, reading, and English. The results show that the indirect effect of pedagogical practices on school outcomes through social skills was small but statistically significant. In contrast, there was no statistically significant indirect effect of structured activities on school performance through social skills. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study is to evaluate differences in school performance, school attendance, quality of life, and physical activity in adolescents with Familial Mediterranean fever (FMF) compared to healthy controls. Methods: One hundred and twenty-nine patients with FMF and 154 healthy controls between 13 and 18 years were included in the study. Demographic, school performance (according to grade point average), school absenteeism, and type and frequency of exercise were recorded. Quality of life was evaluated with the Pediatric Quality of Life Inventory (PedsQL) 4.0. Results: The mean age of FMF patients was 15.1 ± 2.7 years, and 69 patients (53.5%) were female. School performance was significantly higher in the control group compared to FMF patients (P < 0.001). In the control group, there were significantly higher participants who engaged in professional sports (P < 0.001). Patients with FMF had significantly lower self-reported PedsQL scores in school functioning, physical, and psychosocial health domains compared to those in the control group (P = 0.001, P < 0.001, and P = 0.028, respectively). Conclusions: FMF patients demonstrated lower school performance and quality-of-life scores compared to healthy controls. In addition to improving symptoms in chronic diseases, it is important to evaluate and improve the quality of life of patients in routine practice and to ensure psychosocial well-being. [ABSTRACT FROM AUTHOR]

Children in out-of-home care persistently show poorer educational and developmental outcomes than their peers. This study investigates the effect of the comprehensive educational intervention, "LUKoP," in a randomized controlled trial, compared to treatment-as-usual (TAU). Outcome measures included reading and math abilities, IQ and executive function, learning skills, and psychosocial functioning. One hundred foster children (66% female) aged 6–14 (M = 10.5, SD = 2.1) from 80 regular schools participated in the study. We applied a fixed-effects regression analysis. Regardless of group allocation, the children demonstrated significant progress in cognitive development, including IQ (ES = 0.40, p <.001), verbal comprehension (ES = 0.29, p =.02), and perceptual reasoning (ES = 0.60, p <.001) over time. The children who received the LUKoP intervention also had a significant increase in word-reading speed (ES = 0.21, p =.02) and a significant additional gain in IQ (ES = 0.34, p =.02) and verbal comprehension (ES = 0.41, p =.03), compared to TAU. No significant effect was found on the other outcome measures for either the TAU group (ES range = − 0.13 to 0.47, p >.05) or the LUKoP group (ES range = − 0.15 to 0.42, p >.05). We found no compelling evidence that the LUKoP intervention gives overall benefit to academic achievement; however, LUKoP demonstrated a greater effect on cognitive abilities than TAU. The findings and future directions for educational interventions for children in out-of-home care are discussed. [ABSTRACT FROM AUTHOR]

We study the effects of parenting style on students' school performance, assuming that immigrant parents' child-rearing strategies derive from their country of origin. Following Doepke and Zilibotti [2017. Parenting with style: Altruism and paternalism in intergenerational preference transmission. Econometrica, 85(5), 1331–1371. https://do.org/10.3982/ECTA14634], we measure patterns of parenting using data from the World Value and European Value Surveys. We combine these data with Norwegian register data on students' test scores and exam results. Non-authoritarian parenting styles that encourage hard work (authoritativeness) or allow students to develop their independence and imagination (permissiveness) yield the better educational outcomes. [ABSTRACT FROM AUTHOR]

During early adolescence children are increasingly using their smartphones not only throughout the day, but also before or even during the nighttime. Prior research has revealed that children's school performance might suffer because of late-night smartphone use. To gain a further understanding of the consequences of nighttime smartphone use on school performance, this study set out to examine whether children's nighttime smartphone use is associated with children's attentional problems over time and with their achieved and subjective school performance. We tested these associations using a two-wave panel study among children aged 10–14 years and one of their parents (parent-child pairs, N Time2 = 384). The findings revealed that children's nighttime smartphone use was positively related to parent-reported perceptions of children's attentional problems over time which were negatively related to both subjective and achieved school performance. We discuss the implications of these results for the regulation of children's smartphone use at night. [ABSTRACT FROM AUTHOR]

While there is anecdotal evidence and some scientific support for the value of having multiple paths to reach one's life goals, recent work concerning backup plans argues that their mere availability undermines commitment to and performance in the originally chosen path. In this paper, we evaluated this phenomenon amongst college students (N = 345) entering their first term with an already available family-based alternative life path. As expected, entering into college with an available family-based alternative life path led to a decrease in study commitment over the first semester and indirectly predicted lower end-of-semester grades through this reduction in commitment. However, results indicate that this only occurred when students reported experiencing an action crisis at the end of their first semester. If students did not report having an action crisis, an available family-based alternative life path did not influence study commitment and predicted a higher end-of-semester GPA. Ultimately, findings highlight the major role action crisis plays in the influence an alternative life path has on path trajectory. [ABSTRACT FROM AUTHOR]

Aim: To examine the association between infant weight for gestational age and school performance when leaving school at 16 years of age. Methods: Out of 2 525 571 infants born near‐ or at term, between 1 January 1973 and 31 December 2002, identified from the Swedish Medical Birth Register, 65 912 (2.6%) were born small‐for‐gestational age (SGA). Outcomes studied were the risk for the need for education in special school, and the final average grades. Modified Poisson regression analyses and weighted linear regression analyses were performed. Results: An association between SGA and the need for a special school was found, irrespective of restrictions or adjustments (RR between 2.47 and 2.25). SGA was associated with final grades below the 10th and 25th percentile (RR 1.49 and 1.18, respectively). A linear relationship between maternal height and the RR for education in special school (p = 0.005), suggested that SGA is a stronger risk factor among children of tall than of shorter women. Conclusion: SGA increased the risk for poor school performance, and for the need for a special school. We found an association between maternal height and school performance in relation to birthweight, suggesting that maternal height should be considered when estimating the impact of SGA on later outcomes. [ABSTRACT FROM AUTHOR]

Objectives: To examine the association between dental clinical status and school performance and school attendance in the Kingdom of Bahrain (KoB) using a life‐course framework. Methods: This time‐ordered cross‐sectional study included 466 school children in Grade 2 (aged 7–8 years) and their parents in the KoB. Data were collected through parents' self‐administered questionnaires, children's face‐to‐face interviews and dental clinical examinations. Data on children's school performance and school attendance were gathered from parents and school records. Structural equation modelling (SEM) examined the direct and indirect pathways between variables. Results: Children born in families with high socio‐economic status (SES) were less likely to have dental caries and more likely to have better school performance at 7–8 years of age. Dentine caries was directly linked with poor school performance. Treated teeth directly predicted high school performance. The presence of dentine caries mediated the relationship of SES with school performance. Conclusions: Birth and current socio‐economic factors were significant predictors of dental clinical conditions and school performance. Dental caries and fewer treated teeth directly predicted poor school performance. [ABSTRACT FROM AUTHOR]

IntroductionWe define cultural capital as a set of assets or resources accumulated over a lifetime through relationships and events in the family environment. We analyze cultural capital under two dimensions: static cultural capital (SCC) and relational cultural capital (RCC). The objective of this study was to verify the effect that cultural capital has on students' academic performance.MethodThe research included the participation of 11,795 students who were classified into four levels of cultural capital, in each of the two dimensions: G1–Critical, G2–Low, G3–Medium, and G4–High. Statistical analyses such as ANOVA, Student's t-test and factorial design showed the impact of cultural capital in the combination of the different groups with the subjects of Portuguese and mathematics.ResultsThe results led us to conclude that: (1) cultural capital, in both dimensions, impacts the students' academic performance, both in Portuguese, F(3, 11764) = 9.516, with p < 0.001 and η2 = 0.002, F(3, 11764) = 42.349, with p < 0.001 and η2 = 0.011, and in mathematics, F(3, 11764) = 13,728, with p < 0.001 and η2 = 0.003, and F(3, 11764) = 28.138, with p < 0.001 and η2 = 0.007, and; 2. RCC linearly impacts student performance as SCC is increased, F(9, 11771) = 1.869, with p = 0.052 and η2 = 0.001.Conclusion(1) cultural capital impacts students' academic performance, but most notably in the Portuguese language discipline. (2) The dimensions of cultural capital behave differently and the excess of SCC, without the presence of RCC, impacts the reduction of medium performance. (3) The RCC linearly impacts student performance as the SCC is increased.

Este artigo tem o objetivo de avaliar o impacto do programa Cartão Mais Infância Ceará (CMIC) no desempenho escolar, nos exames do Sistema Permanente de Avaliação da Educação Básica do Ceará (SPAECE) de português e matemática de alunos pertencentes a famílias beneficiárias desse programa entre os anos de 2018 e 2019. Para tanto, utiliza-se o método de Diferenças-em-Diferenças em conjunto com o escore de propensão nos moldes propostos por Blundell e Dias (2009), adequado para estruturas de dados de cross sections repetidos. Os resultados indicam que pertencer a uma família beneficiária do CMIC está associado, em média, a um desempenho aproximadamente de 11,63% e 11,52% maior nos exames SPAECE de português e matemática, respectivamente, em relação aos alunos que não pertencem a famílias atingidas pelo programa.

Assessment is an integral component of education. In basic and secondary education in Colombia, these assessment processes are regulated with a training and competency approach. To evaluate competencies through performance, institutions must overcome some conceptual and methodological challenges that will allow them to move from theory to practice. In order to establish a conceptual framework of reference and describe current needs and trends, the review of the topic of performance evaluation was conducted through a qualitative-descriptive approach. To do this, 59 documents were recovered and analyzed from indexed databases (ScIELO, Redalyc, Dialnet, Publindex, Scopus, Ebsco and Google academic), subsequently they were synthesized under a matrix for six units of analysis. The findings show that, although standardized tests contain sufficient methodologies and techniques to evaluate performance, educational institutions do not receive clear and replicable technical guidelines. This fact reveals that it is necessary to qualify and contextualize institutions due to the complexity of the methodologies. Thus, it is necessary to articulate all levels of performance assessment that are regulated in the country, establish objective methodological proposals to construct performance levels and address the particular needs of curricular regulators and institutional contexts.

Based on data from the 2011 TIMSS international survey related to the 2nd year of secondary school of eleven MENA countries, this work aims to identify the characteristics of the educational system that influence the students' academic performance in mathematics in these countries, while highlighting the case of Morocco. The estimation of an empty three-level model, to explain the probability of achieving a score of 400 points or more in mathematics, showed that a significant and non-negligible part (8.04%) of the total variance is due to the differences between the characteristics of the countries. The results of this study showed that, particularly in Morocco, students' academic performance could be improved by providing autonomy to schools to choose the syllabus, by making preschool a obligatory educational cycle and by increasing the volume of time reserved for teaching mathematics.

Successful teaching and learning can only take place in schools when there is positive discipline. Lack of discipline is called indiscipline. Thus, indiscipline can be regarded as any learners’ action that is deemed to be wrong and not generally accepted as proper in a set up or society. This shows that discipline is critical for learners ‘good academic performance. Therefore, this study was conducted to investigate how discipline enables academic performance in Junior Secondary Schools at Katjinakatji Circuit in the Kavango West region, Namibia. The study aimed to determine the causes of indiscipline, assess how discipline enables academic performance and find measures school administrators can use to deal with indiscipline among learners. The study used a mixed research method to collect data from 48 participants comprises of,3 Principals, 15 teachers and 30learnerswho are currently teaching and schooling at the three selected Junior Secondary Schools in the study area. Participants were selected using simple random sampling and purposive sampling methods. Data was collected using questionnaires and interview guides. The study established that negligent parents contributed to indiscipline in the Katjinakatji circuit. Results show that disciplined learners are likely to perform better, unlike indiscipline learners. Measures to be taken by school administrators to ensure discipline are time management, punishment, and reinforcement of school rules and regulations.

This research article correlates the score of the state secondary education exam, Saber 11°, of rural students from Medellín (Colombia), and variables such as gender, economic situation, computer ownership, Internet at home and educational level of the parents. In order to formulate a proposal, student records from 13 educational institutions were analyzed. Quantitative analysis of secondary data was used as a research method, with the support of a registration form as an instrument. It was found that the variables are associated with the score on the Saber 11 test. The need to adapt the rural educational model of Medellín is concluded based on lines of action that consider these variables.

The study investigated the relationship between the implementation of the Basic Education Learning Continuity Plan (BE-LCP) in CALABARZON's local government units (LGUs) and school performance, focusing on curriculum implementation, challenges faced, and coping strategies. It employed a descriptivecausal comparative-correlational design, involving school heads, coordinators, and data collection through questionnaires and retrieval forms. The researchers used a stratified random sampling technique in the selection of the research samples. Moreover, the researchers used different statistical tools in treating the data, including the weighted mean, rank, ANOVA, and Spearman's Rho.BE-LCP implementation involved teacher training, stakeholder alliances, parent involvement, learning space reconfiguration, and technology utilization. Results highlighted teacher-parent collaboration, encouragement for home study spaces, and preference for electronic lesson plans. Schools demonstrated strong leadership networks, localized curriculum, and improved resource management. Performance differences across CALABARZON were noted in leadership, governance, accountability, and resource management, but not in curriculum or instruction. The study found no significant relationship between BE-LCP extent and school performance in leadership, governance, accountability, or resource management. However, a notable relationship existed between curriculum/instruction and collaboration with stakeholders. [ABSTRACT FROM AUTHOR]

Copyright of Scientific Annals of the 'Al. I. Cuza' University, Iasi. Sociology & Social Work / Analele Stiintifice ale Universitatii 'Al. I. Cuza' Iasi Sociologie si Asistenta Sociala is the property of Alexandru Ioan Cuza University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aims/hypothesis: Type 1 diabetes is one of the most common chronic diseases of childhood. It is hypothesised that the metabolic and psychosocial consequences of type 1 diabetes may affect educational outcomes; however, existing literature presents conflicting results. This study aimed to assess whether educational outcomes differ for young people with and without type 1 diabetes in Aotearoa/New Zealand (NZ). Methods: This was a nationwide 9 year birth cohort study of all people born in NZ from 1993 to 2001 using linked administrative data held within the Integrated Data Infrastructure, a national research database containing linked health and non-health data. Educational outcomes of high school attainment, high school attendance and university enrolment were measured from age 13 years until 20 years. Generalised linear regression models with log link and Gaussian distributions were used to compare educational outcomes between those with and those without type 1 diabetes, adjusting for sociodemographic and maternal characteristics. Results: Of the 442,320 children in the birth cohort, type 1 diabetes was identified in 2058 (0.47%) (mean [SD] age of type 1 diabetes diagnosis 7.7 [3.4] years). Educational outcomes were significantly lower for children with type 1 diabetes than for those without type 1 diabetes, including for any high school qualification (RR 0.97 [95% CI 0.95, 0.99]), university entrance-level high school attainment (RR 0.88 [95% CI 0.84, 0.92]), regular high school attendance (RR 0.91 [95% CI 0.85, 0.97]) and university enrolment (RR 0.93 [95% CI 0.88, 0.98]), even after adjusting for sociodemographic and maternal factors. In addition, educational outcomes were substantially lower for those with post type 1 diabetes diagnosis hospitalisations for diabetic ketoacidosis and hypoglycaemia. Conclusions/interpretation: In this whole NZ birth cohort study, type 1 diabetes was associated with lower educational outcomes spanning secondary school and into university enrolment. Ongoing efforts to support students with type 1 diabetes are needed, particularly for those with a greater risk profile. [ABSTRACT FROM AUTHOR]

Objectives: This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF). Methods: Participants included early elementary school children (N = 202, M age = 6.83, SD = 0.96, Male = 53.5%, ADHD-risk = 46.5%). Child assessments of motor competence and teacher and parent reports of school functioning were used. Results: A two-factor model of the BOT2-SF with correlated fine and gross motor factors and correlated residuals best fit the data. Fine and gross motor competence were unique positive predictors of academic performance, after accounting for the effects of ADHD-risk on academic performance. ADHD-risk was the only unique predictor of adaptive school behavior. Conclusion: Findings suggest that assessing for ADHD and motor competence in children demonstrating school functioning problems may better allow for targeted intervention in school. [ABSTRACT FROM AUTHOR]