Hearing loss is a significant barrier to academic achievement,with hearing-impaired(HI)individuals often facing challenges in speech recognition,language development,and social interactions.Lip-reading,a crucial skill...Hearing loss is a significant barrier to academic achievement,with hearing-impaired(HI)individuals often facing challenges in speech recognition,language development,and social interactions.Lip-reading,a crucial skill for HI individuals,is essential for effective communication and learning.However,the COVID-19 pandemic has exacerbated the challenges faced by HI individuals,with the face masks hindering lip-reading.This literature review explores the relationship between hearing loss and academic achievement,highlighting the importance of lip-reading and the potential of artificial intelligence(AI)techniques in mitigating these challenges.The introduction of Voice-to-Text(VtT)technology,which provides real-time text captions,can significantly improve speech recognition and academic performance for HI students.AI models,such as Hidden Markov models and Transformer models,can enhance the accuracy and robustness of VtT technology in diverse educational settings.Furthermore,VtT technology can facilitate better teacher-student interactions,provide transcripts of lectures and classroom discussions,and bridge the gap in standardized testing performance between HI and hearing students.While challenges and limitations exist,the successful implementation of VtT technology can promote inclusive education and enhance academic achievement.Future research directions include popularizing VtT technology,addressing technological barriers,and customizing VtT systems to cater to individual needs.展开更多
As the focus on academic achievement has increased,physical activity(PA) opportunities in schools have decreased in the United States.In an attempt to discover how the decline in PA may affect academic achievement,res...As the focus on academic achievement has increased,physical activity(PA) opportunities in schools have decreased in the United States.In an attempt to discover how the decline in PA may affect academic achievement,researchers have been studying the effects of PA on cognition and academic achievement in children for more than 50 years.This review takes a historical perspective on the science of PA and academic achievement prior to and during the past 5 years.A total of 125 published articles were included and reviewed.Fifty-three of these articles were published in the past 5 years.In recent years,the overall quality of the studies has increased,but the results continue to be inconsistent.Many use cross-sectional designs and the methods vary substantially.The majority of conclusions show a positive effect of PA on constructs related to academic achievement.Future studies should use strong study designs to examine the types and doses of PA needed to produce improvements in academic achievement.展开更多
Background:Few studies have investigated associations between academic achievement and meeting recommendations from the 24-hour(24-h)movement guidelines.The specific guidelines associated with the most benefit academi...Background:Few studies have investigated associations between academic achievement and meeting recommendations from the 24-hour(24-h)movement guidelines.The specific guidelines associated with the most benefit academic achievement are unknown.Utilizing both self-report and objective movement data,this study examined associations between academic achievement and meeting individual recommendations and combinations of recommendations from the 24-h movement guidelines(sleep,physical activity,and screen time).Methods:Data from CheckPoint,a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children,were used.Movement behaviors were measured using 24-h wrist-worn accelerometry(GENEActiv(Activinsights,Kimbolton,UK))and were selfreported by children using the Multimedia Activity Recall for Children and Adolescents.Academic achievement was measured using a nationally administered standardized test in literacy and numeracy.Analysis of covariance,with t tests with sequential Bonferroni adjustments,was used to compare academic achievement with all possible combinations of meeting recommendations,adjusting for demographic confounders.Two models were considered:guideline compliance assessed by self-report(n=1270,mean age=11.99 years,52%males)and by accelerometry(for moderate-to-vigorous intensity physical activity(MVPA)and sleep))and self-report(screen time)in combination(n=927,mean age=11.97 years,52%males).Results:Literacy achievement significantly differed based on self-report(F_((7,1258))=3.08,p=0.003)and accelerometer derived(F_((7,915))=2.40,p=0.02)guideline compliance.Numeracy achievement significantly differed based on self-report(F_((7,1258))=2.92,p=0.005)but not accelerometer derived guideline compliance(F_((7,915))=0.80,p=0.58).When assessed by self-report,children who met all guidelines(t_((334))=-4.05,p=0.0001)or met the screen time and sleep guidelines in combination(t_((125))=-5.02,p<0.001)had superior literacy achievement.Meeting the self-report MVPA guideline in any combination was associated with higher numeracy scores(p<0.05).Post-hoc analyses showed no differences in academic achievement for any category of accelerometer derived guideline compliance.Conclusion:The findings suggest that limiting recreational screen time is important for literacy achievement and that encouraging compliance with the MVPA guideline is important for numeracy achievement.展开更多
Language learning is a complex process for many reasons. First, it is closely related to linguistics. Second, language is social as it occurs within certain social contexts. And finally, it is individual. Personal cha...Language learning is a complex process for many reasons. First, it is closely related to linguistics. Second, language is social as it occurs within certain social contexts. And finally, it is individual. Personal characteristics such as experience, gender and age, attitude and aptitude, motivation, beliefs, self-confidence, and anxiety greatly influence language learning. Among these variables, motivation is considered to be one of the most important factors affecting the success of second or foreign language learning. However, the relationship between motivation and educational achievement is not quite clear. In the current literature, motivation is regarded as socially constructed, therefore as dynamic rather than static. Little research has been conducted on the motivation of Vietnamese students studying English as a compulsory curriculum component rather than as a major from a socio-cultural perspective. Understanding the relationship between student motivation and academic achievement as well as the socio-cultural factors that affect students＇ motivation will be an important contribution to motivation theory. Therefore, the situation requires longitudinal and in-depth research into student motivation, the factors affecting it during the learning process, and the relationship between student motivation and academic achievement. A mixed method approach has been chosen to meet the needs of the study. It is believed that insights in these areas will help address the issue of motivation at the Police University.展开更多
Taiwan government has been executing the educational reform programs for more than two decades. However, the so-called between-class ability grouping which is prohibited by Taiwan government is still found in many pla...Taiwan government has been executing the educational reform programs for more than two decades. However, the so-called between-class ability grouping which is prohibited by Taiwan government is still found in many places; and Taiwan＇s cram schools are even more popular and diversified than before. The authors argue that, in addition to individual＇s socio-economic background, regional characteristics and school attributes also play important roles. Bringing these two factors back in, the causal relationships among ability grouping, cram schooling, and student academic achievement can be analyzed more accurately. Using data from Taiwan Education Panel Survey, the authors＇ empirical results show that, first of all, in more urbanized area, between-class ability grouping is less popular but cram school participation is wider spread these years. Secondly, the effects of family backgrounds on students＇ cram school participation are not as critical as they were before. Thirdly, between-class ability grouping and students＇ performance are positively associated but the internal mechanism still needs further investigation.展开更多
BACKGROUND Assessing academic productivity allows academic departments to identify the strengths of their scholarly contribution and provides an opportunity to evaluate areas for improvement.AIM To provide objective b...BACKGROUND Assessing academic productivity allows academic departments to identify the strengths of their scholarly contribution and provides an opportunity to evaluate areas for improvement.AIM To provide objective benchmarks for departments seeking to enhance academic productivity and identify those with significant improvement in recent past.METHODS Our study retrospectively analyzed a cohort of orthopaedic faculty at United States-based academic orthopaedic programs.5502 full-time orthopaedic faculty representing 178 programs were included in analysis.Variables included for analysis were National Institutes of Health funding(2014-2018),leadership positions in orthopaedic societies(2018),editorial board positions of top orthopaedic journals(2018),total number of publications and Hirsch-index.A weighted algorithm was used to calculate a cumulative score for each academic program.This study was performed at a large,United States medical school.RESULTS All 178 programs included in analysis were evaluated using the comprehensive weighted algorithm.The five institutions with the highest cumulative score,in decreasing order,were:Washington University in St.Louis,the Hospital for Special Surgery,Sidney Kimmel Medical College(SKMC)at Thomas Jefferson University,the University of California,San Francisco(UCSF)and Massachusetts General Hospital(MGH)/Brigham and Women’s/Harvard.The five institutions with the highest score per capita,in decreasing order,were:Mayo Clinic(Rochester),Washington University in St.Louis,Rush University,Virginia Commonwealth University(VCU)and MGH/Brigham and Women’s/Harvard.The five academic programs that had the largest improvement in cumulative score from 2013 to 2018,in decreasing order,were:VCU,SKMC at Thomas Jefferson University,UCSF,MGH/Brigham and Women’s/Harvard,and Brown University.CONCLUSION This algorithm can provide orthopaedic departments a means to assess academic productivity,monitor progress,and identify areas for improvement as they seek to expand their academic contributions to the orthopaedic community.展开更多
Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control cover...Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.展开更多
The majority of extant research studies have established that high school students’athletic participation is positively associated with several educational outcomes,including academic performance.However,the effect o...The majority of extant research studies have established that high school students’athletic participation is positively associated with several educational outcomes,including academic performance.However,the effect of long-term athletic participation on academic performance remains unclear.Using a longitudinal data of 220 students from a high school in eastern Massachusetts of the United States,this study has revealed that athletic participants in this school started with a statistically significant higher GPA than non-participants in the first year of study,and have continued to be higher in the following two years,lag behind significantly,however,in academic achievement growth from their nonparticipation counterparts.The results of the study call for thoughtful decision-making regarding sports programs and athletic policies,proper guidance and adequate support for athletes and an optimal sport-academic culture in American high schools.展开更多
The most important way to realize the educational function of museums is to use the transmission of cultural relics information.However,there are some problems in this kind of information transmission.The most promine...The most important way to realize the educational function of museums is to use the transmission of cultural relics information.However,there are some problems in this kind of information transmission.The most prominent problem is that the collection information"output"by the museum to the audience is too simple,and scholars are concerned about the collection.It is difficult for research to be“imported”into museum exhibitions in time,and then cannot be transformed into rich and colorful educational resources,resulting in a disconnectbetween academics and exhibitions and a waste of educational resources.Under the new situation of more diversified audience interests and demands,museums need to build a bridge between scholars and audiences,and combine the museum’s survey information of the audience withaudience feedback to improve the educational function of the museum,so as to promote the development of museum education in a better direction.展开更多
The study intended to determine the relationship between locus of control and academic achievement of secondary school students. Some students have been observed to achieve higher while some achieve lower even after b...The study intended to determine the relationship between locus of control and academic achievement of secondary school students. Some students have been observed to achieve higher while some achieve lower even after being exposed to the same subject matter by the same instructor. The objective of the study was to determine if locus of control correlated with academic achievement of students as moderated by gender and school-type. The study was anchored on attribution theory. The study adopted a correlational research design. A total of 388 SS3 students in Aba Education zone were selected using purposive and simple random sampling techniques. Instruments for data collection were an adopted LOC scale and students’ exam scores in Mathematics, English and CRS. To determine the reliability of the instrument, Kuder-Richardson reliability test (KR-20) was employed and an overall coefficient of 0.76 was obtained for LOC scale. Data were analyzed using Pearson Product Moment Correlation Coefficient. Results showed significant relationship between locus of control and academic achievement of male students. Results also showed significant relationship between locus of control and academic achievement of public school students. Based on the findings, it was recommended that school authority should encourage good performance by rewarding students with excellent performance, because when good behaviour is rewarded, the individual is motivated to do better. Also, government <span>should also provide the schools with necessary infrastructures that would make</span> teaching and learning very interesting.展开更多
Social-emotional competence plays a significant role in promoting positive development among adolescents,reducing problem behaviors,and enhancing academic achievement.However,the specific mechanism through which socia...Social-emotional competence plays a significant role in promoting positive development among adolescents,reducing problem behaviors,and enhancing academic achievement.However,the specific mechanism through which social-emotional competence affects academic achievement remains unclear.This study analyzed data from 539 elementary school students and found that social-emotional competence could predict academic achievement,with academic emotions,learning strategies,and student-teacher relationships serving as mediating factors between social-emotional competence and academic achievement.The research findings suggest that it is important for schools to value and foster the social-emotional competence of elementary school students while integrating social-emotional learning programs to enhance their academic emotions and learning strategies.Furthermore,it is necessary for teachers to establish positive student teacher relationships and provide supportive environments for their students.展开更多
Educational expectations,which reflect the anticipations of individuals,parents,or teachers regarding the future educational achievements of learners,play a pivotal role in both academic achievement and personal devel...Educational expectations,which reflect the anticipations of individuals,parents,or teachers regarding the future educational achievements of learners,play a pivotal role in both academic achievement and personal development.The prevalent discrepancies in educational expectations between parents and children have been overlooked in numerous studies despite their potential to result in suboptimal individual behavior.This study investigated the impact and operational mechanisms of parent-child discrepancies in educational expectations on adolescent academic achievement,utilizing data from the China Education Panel Survey of the 2014-2015 academic year.Additionally,ordinary least squares regression,propensity score matching,and Bootstrap test for mediation analysis were employed.The research underscored that parent-child discrepancies in educational expectations had a significant negative impact on the academic achievement of adolescents.Specifically,the upward-biased parent-child discrepancies in educational expectations,characterized by extremely high aspirations for children to become talented individuals,were unreasonable and had a significant negative impact on academic achievement.Meanwhile,no significant relationship was observed between downward biased parent-child discrepancies in educational expectations and academic achievement.Psychological stress,academic burdens,and negative emotions mediated the relationship between upward-biased parent-child discrepancies in educational expectations and academic achievement to some extent.Furthermore,male students were more susceptible to the adverse effects of upward-biased parent-child discrepancies in educational expectations on academic achievement than female students.Based on these findings,several countermeasures and suggestions were proposed,including establishing reasonable educational expectations and enhancing parent-child communication.展开更多
As a pivotal intermediary stage between compulsory education and higher education,high school education plays a key role in the Chinese education system.The capability of high school students to cultivate motivational...As a pivotal intermediary stage between compulsory education and higher education,high school education plays a key role in the Chinese education system.The capability of high school students to cultivate motivational beliefs exerts a substantial impact on their subsequent academic development.This study employed a cross-lagged analysis to examine the longitudinal interrelation among self-concept,interest value,and effort cost of 694 Chinese high school students over three semesters from grade 11 to grade 12,and the impact on their academic achievement.In mathematics,there was a negative predictive correlation between self-concept and effort cost.Additionally,the negative prediction of perceived effort cost in the second semester of grade 11 on interest value in the first semester of grade 12 appeared to be significant.In English,the developmental trajectory was relatively independent,and only self-concept in the first semester of grade 11 negatively predicted effort cost in the second semester of grade 11.In both subjects,self-concept positively predicted academic achievement,whereas effort cost negatively predicted academic achievement.Latent interaction analysis further revealed a significant interaction effect between self-concept and effort cost on academic achievement in mathematics.The findings clarified the significance of students’learning motivation influencing their academic achievement.In the meantime,the developmental trajectories of high school students’learning motivation were dynamic and demonstrated a clear domain-specificity pattern.展开更多
This essay studies various family-related factors that influence a child’s academic achievement in school in P.R. China. The factors are illustrated under three categories: the family’s social class and education, e...This essay studies various family-related factors that influence a child’s academic achievement in school in P.R. China. The factors are illustrated under three categories: the family’s social class and education, early home environment and family material condition. The author discusses the relevant factors by way of relating the knowledge of social environment to his own experiences as a student and then teacher in China. The essay closes with a discussion directing the public’s attention to the concern about home-related factors influencing a child’s academic achievements in school.展开更多
According to the sample survey on 6050 students in Shanghai,there is a low correlation between schoolwork burden and academic achievements.Moreover,schoolwork burden seems to even have some negative effects on test pe...According to the sample survey on 6050 students in Shanghai,there is a low correlation between schoolwork burden and academic achievements.Moreover,schoolwork burden seems to even have some negative effects on test performances.Therefore,it is suggested further studies be conducted regarding ways for students to make the best use of their study time in the hope that examination-oriented teaching could be changed toward the educational system with multi-standards and multi-developments so that heavy burden of schoolwork could thus be alleviated.展开更多
This paper intends to find out a series of efficient methods to improve success of students about academic achievements by adjusting teaches＇ expectation .by presenting several factors that deserve consideration in a...This paper intends to find out a series of efficient methods to improve success of students about academic achievements by adjusting teaches＇ expectation .by presenting several factors that deserve consideration in analyzing teacher expectant, we further set forth teachers＇ expectation effect on success of students and give some suggestion for teachers.展开更多
The study aims to recognize how efficiently Educational DataMining(EDM)integrates into Artificial Intelligence(AI)to develop skills for predicting students’performance.The study used a survey questionnaire and collec...The study aims to recognize how efficiently Educational DataMining(EDM)integrates into Artificial Intelligence(AI)to develop skills for predicting students’performance.The study used a survey questionnaire and collected data from 300 undergraduate students of Al Neelain University.The first step’s initial population placements were created using Particle Swarm Optimization(PSO).Then,using adaptive feature space search,Educational Grey Wolf Optimization(EGWO)was employed to choose the optimal attribute combination.The second stage uses the SVMclassifier to forecast classification accuracy.Different classifiers were utilized to evaluate the performance of students.According to the results,it was revealed that AI could forecast the final grades of students with an accuracy rate of 97%on the test dataset.Furthermore,the present study showed that successful students could be selected by the Decision Tree model with an efficiency rate of 87.50%and could be categorized as having equal information ratio gain after the semester.While the random forest provided an accuracy of 28%.These findings indicate the higher accuracy rate in the results when these models were implemented on the data set which provides significantly accurate results as compared to a linear regression model with accuracy(12%).The study concluded that the methodology used in this study can prove to be helpful for students and teachers in upgrading academic performance,reducing chances of failure,and taking appropriate steps at the right time to raise the standards of education.The study also motivates academics to assess and discover EDM at several other universities.展开更多
Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partners...Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partnerships on children’s academic achievement.Utilizing county-based survey data and employing an ordered probit model with interaction effects for dependent variables,this study discovered a trend:Children associated with improved school conditions and teachers with higher professional titles tended to attain higher academic achievement.Moreover,teachers’behaviors in family-school-community partnerships that extend beyond classroom instruction indicated both direct and indirect positive effects on children’s academic achievement,narrowing the gap in academic achievement between students in rural schools with teachers of lower professional titles and those in more advantaged schools with high professional titles.In the context of developing a high-quality education system and achieving quality compulsory education in a balanced manner,it is essential to consider children’s academic achievement within a broader educational framework that extends beyond conventional classroom instruction.It is recommended that teachers’professional competence in family-school-community partnerships be integrated into the guidelines for teacher professional development.For educational policies aimed at fostering a high-quality education system,it is beneficial to extend the investment both for“hard assets”in funds and“soft assets”in teachers’expertise.Such strategies could lead to an overall improvement in children's academic achievement.展开更多
In light of the“double reduction”policy,the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the ...In light of the“double reduction”policy,the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the framework of evidence-based education.This longitudinal study investigated how various dimensions of parental involvement in education correlates to school-age children’s academic achievement while examining the moderating effect of family socioeconomic status(SES).As observed,three dimensions of parental involvement in education had respective predictive effects on school-age children’s academic achievement:(1)Personal involvement positively predicted academic achievement,with stronger involvement leading to improved outcomes;(2)cognitive involvement demonstrated an inverted U-shaped correlation with academic achievement,indicating diminishing returns when the involvement was excessive;(3)behavioral involvement exhibited an insignificant predictive effect on academic achievement.Moreover,the personal involvement of lower SES parents showed a strong predictive effect,proving the specificity of the moderating effect of family SES.The findings shed light on policy making,enhancing effective parental involvement in education,and promoting high-quality family education development.展开更多
The International English Language Testing System(IELTS) is one of the most widely used language proficiency test inthe world. In the IELTS academic module, the writing test is a significant part to assess examinees&#...The International English Language Testing System(IELTS) is one of the most widely used language proficiency test inthe world. In the IELTS academic module, the writing test is a significant part to assess examinees' writing ability on the ground ofthe university academic level. Since the IELTS academic writing test measures test-takers' academic writing competency and pre-pares them for the university study, it is necessary to figure out the extent this test could be beneficial to test-takers for future uni-versity learning. This paper aims to provide a critical review of the IELTS writing test, dawning on"principles of test assessment"introduced by Brown and Abeywickrama(2010), and focusing particularly on the predictive validity, authenticity, and washback.展开更多
文摘Hearing loss is a significant barrier to academic achievement,with hearing-impaired(HI)individuals often facing challenges in speech recognition,language development,and social interactions.Lip-reading,a crucial skill for HI individuals,is essential for effective communication and learning.However,the COVID-19 pandemic has exacerbated the challenges faced by HI individuals,with the face masks hindering lip-reading.This literature review explores the relationship between hearing loss and academic achievement,highlighting the importance of lip-reading and the potential of artificial intelligence(AI)techniques in mitigating these challenges.The introduction of Voice-to-Text(VtT)technology,which provides real-time text captions,can significantly improve speech recognition and academic performance for HI students.AI models,such as Hidden Markov models and Transformer models,can enhance the accuracy and robustness of VtT technology in diverse educational settings.Furthermore,VtT technology can facilitate better teacher-student interactions,provide transcripts of lectures and classroom discussions,and bridge the gap in standardized testing performance between HI and hearing students.While challenges and limitations exist,the successful implementation of VtT technology can promote inclusive education and enhance academic achievement.Future research directions include popularizing VtT technology,addressing technological barriers,and customizing VtT systems to cater to individual needs.
文摘As the focus on academic achievement has increased,physical activity(PA) opportunities in schools have decreased in the United States.In an attempt to discover how the decline in PA may affect academic achievement,researchers have been studying the effects of PA on cognition and academic achievement in children for more than 50 years.This review takes a historical perspective on the science of PA and academic achievement prior to and during the past 5 years.A total of 125 published articles were included and reviewed.Fifty-three of these articles were published in the past 5 years.In recent years,the overall quality of the studies has increased,but the results continue to be inconsistent.Many use cross-sectional designs and the methods vary substantially.The majority of conclusions show a positive effect of PA on constructs related to academic achievement.Future studies should use strong study designs to examine the types and doses of PA needed to produce improvements in academic achievement.
基金supported by the National Health and Medical Research Council(NHMRC)project grants(1041352 and 1109355)a Royal Children’s Hospital Foundation grant(2014-241)+8 种基金the Murdoch Children’s Research Institute(MCRI)the University of Melbournea National Heart Foundation of Australia grant(100660)Financial Markets Foundation for Children grants(2014-055 and 2016-310)Research at the MCRI is supported by the Victorian Government’s Operational Infrastructure Support Programsupported by a Career Development Fellowship from the NHMRC(APP1125913)funded by an NHMRC project grant APP1143379(2018-2022)supported by an NHMRC early career fellowship(APP1162166)a Heart Foundation postgraduate fellowship(102084).
文摘Background:Few studies have investigated associations between academic achievement and meeting recommendations from the 24-hour(24-h)movement guidelines.The specific guidelines associated with the most benefit academic achievement are unknown.Utilizing both self-report and objective movement data,this study examined associations between academic achievement and meeting individual recommendations and combinations of recommendations from the 24-h movement guidelines(sleep,physical activity,and screen time).Methods:Data from CheckPoint,a cross-sectional study nested between Waves 6 and 7 of the Longitudinal Study of Australian Children,were used.Movement behaviors were measured using 24-h wrist-worn accelerometry(GENEActiv(Activinsights,Kimbolton,UK))and were selfreported by children using the Multimedia Activity Recall for Children and Adolescents.Academic achievement was measured using a nationally administered standardized test in literacy and numeracy.Analysis of covariance,with t tests with sequential Bonferroni adjustments,was used to compare academic achievement with all possible combinations of meeting recommendations,adjusting for demographic confounders.Two models were considered:guideline compliance assessed by self-report(n=1270,mean age=11.99 years,52%males)and by accelerometry(for moderate-to-vigorous intensity physical activity(MVPA)and sleep))and self-report(screen time)in combination(n=927,mean age=11.97 years,52%males).Results:Literacy achievement significantly differed based on self-report(F_((7,1258))=3.08,p=0.003)and accelerometer derived(F_((7,915))=2.40,p=0.02)guideline compliance.Numeracy achievement significantly differed based on self-report(F_((7,1258))=2.92,p=0.005)but not accelerometer derived guideline compliance(F_((7,915))=0.80,p=0.58).When assessed by self-report,children who met all guidelines(t_((334))=-4.05,p=0.0001)or met the screen time and sleep guidelines in combination(t_((125))=-5.02,p<0.001)had superior literacy achievement.Meeting the self-report MVPA guideline in any combination was associated with higher numeracy scores(p<0.05).Post-hoc analyses showed no differences in academic achievement for any category of accelerometer derived guideline compliance.Conclusion:The findings suggest that limiting recreational screen time is important for literacy achievement and that encouraging compliance with the MVPA guideline is important for numeracy achievement.
文摘Language learning is a complex process for many reasons. First, it is closely related to linguistics. Second, language is social as it occurs within certain social contexts. And finally, it is individual. Personal characteristics such as experience, gender and age, attitude and aptitude, motivation, beliefs, self-confidence, and anxiety greatly influence language learning. Among these variables, motivation is considered to be one of the most important factors affecting the success of second or foreign language learning. However, the relationship between motivation and educational achievement is not quite clear. In the current literature, motivation is regarded as socially constructed, therefore as dynamic rather than static. Little research has been conducted on the motivation of Vietnamese students studying English as a compulsory curriculum component rather than as a major from a socio-cultural perspective. Understanding the relationship between student motivation and academic achievement as well as the socio-cultural factors that affect students＇ motivation will be an important contribution to motivation theory. Therefore, the situation requires longitudinal and in-depth research into student motivation, the factors affecting it during the learning process, and the relationship between student motivation and academic achievement. A mixed method approach has been chosen to meet the needs of the study. It is believed that insights in these areas will help address the issue of motivation at the Police University.
文摘Taiwan government has been executing the educational reform programs for more than two decades. However, the so-called between-class ability grouping which is prohibited by Taiwan government is still found in many places; and Taiwan＇s cram schools are even more popular and diversified than before. The authors argue that, in addition to individual＇s socio-economic background, regional characteristics and school attributes also play important roles. Bringing these two factors back in, the causal relationships among ability grouping, cram schooling, and student academic achievement can be analyzed more accurately. Using data from Taiwan Education Panel Survey, the authors＇ empirical results show that, first of all, in more urbanized area, between-class ability grouping is less popular but cram school participation is wider spread these years. Secondly, the effects of family backgrounds on students＇ cram school participation are not as critical as they were before. Thirdly, between-class ability grouping and students＇ performance are positively associated but the internal mechanism still needs further investigation.
文摘BACKGROUND Assessing academic productivity allows academic departments to identify the strengths of their scholarly contribution and provides an opportunity to evaluate areas for improvement.AIM To provide objective benchmarks for departments seeking to enhance academic productivity and identify those with significant improvement in recent past.METHODS Our study retrospectively analyzed a cohort of orthopaedic faculty at United States-based academic orthopaedic programs.5502 full-time orthopaedic faculty representing 178 programs were included in analysis.Variables included for analysis were National Institutes of Health funding(2014-2018),leadership positions in orthopaedic societies(2018),editorial board positions of top orthopaedic journals(2018),total number of publications and Hirsch-index.A weighted algorithm was used to calculate a cumulative score for each academic program.This study was performed at a large,United States medical school.RESULTS All 178 programs included in analysis were evaluated using the comprehensive weighted algorithm.The five institutions with the highest cumulative score,in decreasing order,were:Washington University in St.Louis,the Hospital for Special Surgery,Sidney Kimmel Medical College(SKMC)at Thomas Jefferson University,the University of California,San Francisco(UCSF)and Massachusetts General Hospital(MGH)/Brigham and Women’s/Harvard.The five institutions with the highest score per capita,in decreasing order,were:Mayo Clinic(Rochester),Washington University in St.Louis,Rush University,Virginia Commonwealth University(VCU)and MGH/Brigham and Women’s/Harvard.The five academic programs that had the largest improvement in cumulative score from 2013 to 2018,in decreasing order,were:VCU,SKMC at Thomas Jefferson University,UCSF,MGH/Brigham and Women’s/Harvard,and Brown University.CONCLUSION This algorithm can provide orthopaedic departments a means to assess academic productivity,monitor progress,and identify areas for improvement as they seek to expand their academic contributions to the orthopaedic community.
文摘Effortful control (EC) is a temperamental self-regulatory capacity, defined as the efficiency of executive attention [1], which is related to individual differences in self-regulation. Although effortful control covers some dispositional self-regulatory abilities important to cope with social demands of successful adaptation to school, such as attention regulation, individual differences in EC have recently been associated with school functioning through academic achievement including the efficient use of learning-related behaviors, which have been found to be a necessary precursor of learning and they refer to a set of children’s behaviors that involve organizational skills and appropriate habits of study. Therefore, the aim of this study is to review the literature on EC’s relationship to academic achievement via learning-related behaviors, which reflect the use of metacognitive control processes in kindergarten and elementary school students. The findings indicate that EC affects academic achievement through the facilitation of the efficient use of metacognitive control processes.
文摘The majority of extant research studies have established that high school students’athletic participation is positively associated with several educational outcomes,including academic performance.However,the effect of long-term athletic participation on academic performance remains unclear.Using a longitudinal data of 220 students from a high school in eastern Massachusetts of the United States,this study has revealed that athletic participants in this school started with a statistically significant higher GPA than non-participants in the first year of study,and have continued to be higher in the following two years,lag behind significantly,however,in academic achievement growth from their nonparticipation counterparts.The results of the study call for thoughtful decision-making regarding sports programs and athletic policies,proper guidance and adequate support for athletes and an optimal sport-academic culture in American high schools.
文摘The most important way to realize the educational function of museums is to use the transmission of cultural relics information.However,there are some problems in this kind of information transmission.The most prominent problem is that the collection information"output"by the museum to the audience is too simple,and scholars are concerned about the collection.It is difficult for research to be“imported”into museum exhibitions in time,and then cannot be transformed into rich and colorful educational resources,resulting in a disconnectbetween academics and exhibitions and a waste of educational resources.Under the new situation of more diversified audience interests and demands,museums need to build a bridge between scholars and audiences,and combine the museum’s survey information of the audience withaudience feedback to improve the educational function of the museum,so as to promote the development of museum education in a better direction.
文摘The study intended to determine the relationship between locus of control and academic achievement of secondary school students. Some students have been observed to achieve higher while some achieve lower even after being exposed to the same subject matter by the same instructor. The objective of the study was to determine if locus of control correlated with academic achievement of students as moderated by gender and school-type. The study was anchored on attribution theory. The study adopted a correlational research design. A total of 388 SS3 students in Aba Education zone were selected using purposive and simple random sampling techniques. Instruments for data collection were an adopted LOC scale and students’ exam scores in Mathematics, English and CRS. To determine the reliability of the instrument, Kuder-Richardson reliability test (KR-20) was employed and an overall coefficient of 0.76 was obtained for LOC scale. Data were analyzed using Pearson Product Moment Correlation Coefficient. Results showed significant relationship between locus of control and academic achievement of male students. Results also showed significant relationship between locus of control and academic achievement of public school students. Based on the findings, it was recommended that school authority should encourage good performance by rewarding students with excellent performance, because when good behaviour is rewarded, the individual is motivated to do better. Also, government <span>should also provide the schools with necessary infrastructures that would make</span> teaching and learning very interesting.
基金funded by the general program in education studies of the National Social Science Fund of China,“The Neural Mechanisms of Music’s Influence on Moral Judgment and Its Educational Implications”(No.BEA200115).
文摘Social-emotional competence plays a significant role in promoting positive development among adolescents,reducing problem behaviors,and enhancing academic achievement.However,the specific mechanism through which social-emotional competence affects academic achievement remains unclear.This study analyzed data from 539 elementary school students and found that social-emotional competence could predict academic achievement,with academic emotions,learning strategies,and student-teacher relationships serving as mediating factors between social-emotional competence and academic achievement.The research findings suggest that it is important for schools to value and foster the social-emotional competence of elementary school students while integrating social-emotional learning programs to enhance their academic emotions and learning strategies.Furthermore,it is necessary for teachers to establish positive student teacher relationships and provide supportive environments for their students.
基金funded by the general project of the National Education Sciences Planning Project of the 13th Five-Year Plan in 2020,“Research on the Optimization of Educational Resource Allocation in China from the Perspective of Connotative Development in the New Era”(No.BFA20071).
文摘Educational expectations,which reflect the anticipations of individuals,parents,or teachers regarding the future educational achievements of learners,play a pivotal role in both academic achievement and personal development.The prevalent discrepancies in educational expectations between parents and children have been overlooked in numerous studies despite their potential to result in suboptimal individual behavior.This study investigated the impact and operational mechanisms of parent-child discrepancies in educational expectations on adolescent academic achievement,utilizing data from the China Education Panel Survey of the 2014-2015 academic year.Additionally,ordinary least squares regression,propensity score matching,and Bootstrap test for mediation analysis were employed.The research underscored that parent-child discrepancies in educational expectations had a significant negative impact on the academic achievement of adolescents.Specifically,the upward-biased parent-child discrepancies in educational expectations,characterized by extremely high aspirations for children to become talented individuals,were unreasonable and had a significant negative impact on academic achievement.Meanwhile,no significant relationship was observed between downward biased parent-child discrepancies in educational expectations and academic achievement.Psychological stress,academic burdens,and negative emotions mediated the relationship between upward-biased parent-child discrepancies in educational expectations and academic achievement to some extent.Furthermore,male students were more susceptible to the adverse effects of upward-biased parent-child discrepancies in educational expectations on academic achievement than female students.Based on these findings,several countermeasures and suggestions were proposed,including establishing reasonable educational expectations and enhancing parent-child communication.
基金funded by the general program of the National Natural Science Foundation of China,“The Impact of Intrinsic and Extrinsic Motivations on Adolescent Learning:Insights into Behavioral and Neural Mechanisms”(No.62177045)。
文摘As a pivotal intermediary stage between compulsory education and higher education,high school education plays a key role in the Chinese education system.The capability of high school students to cultivate motivational beliefs exerts a substantial impact on their subsequent academic development.This study employed a cross-lagged analysis to examine the longitudinal interrelation among self-concept,interest value,and effort cost of 694 Chinese high school students over three semesters from grade 11 to grade 12,and the impact on their academic achievement.In mathematics,there was a negative predictive correlation between self-concept and effort cost.Additionally,the negative prediction of perceived effort cost in the second semester of grade 11 on interest value in the first semester of grade 12 appeared to be significant.In English,the developmental trajectory was relatively independent,and only self-concept in the first semester of grade 11 negatively predicted effort cost in the second semester of grade 11.In both subjects,self-concept positively predicted academic achievement,whereas effort cost negatively predicted academic achievement.Latent interaction analysis further revealed a significant interaction effect between self-concept and effort cost on academic achievement in mathematics.The findings clarified the significance of students’learning motivation influencing their academic achievement.In the meantime,the developmental trajectories of high school students’learning motivation were dynamic and demonstrated a clear domain-specificity pattern.
文摘This essay studies various family-related factors that influence a child’s academic achievement in school in P.R. China. The factors are illustrated under three categories: the family’s social class and education, early home environment and family material condition. The author discusses the relevant factors by way of relating the knowledge of social environment to his own experiences as a student and then teacher in China. The essay closes with a discussion directing the public’s attention to the concern about home-related factors influencing a child’s academic achievements in school.
文摘According to the sample survey on 6050 students in Shanghai,there is a low correlation between schoolwork burden and academic achievements.Moreover,schoolwork burden seems to even have some negative effects on test performances.Therefore,it is suggested further studies be conducted regarding ways for students to make the best use of their study time in the hope that examination-oriented teaching could be changed toward the educational system with multi-standards and multi-developments so that heavy burden of schoolwork could thus be alleviated.
文摘This paper intends to find out a series of efficient methods to improve success of students about academic achievements by adjusting teaches＇ expectation .by presenting several factors that deserve consideration in analyzing teacher expectant, we further set forth teachers＇ expectation effect on success of students and give some suggestion for teachers.
基金supported via funding from Prince Sattam bin Abdulaziz University Project Number(PSAU/2024/R/1445).
文摘The study aims to recognize how efficiently Educational DataMining(EDM)integrates into Artificial Intelligence(AI)to develop skills for predicting students’performance.The study used a survey questionnaire and collected data from 300 undergraduate students of Al Neelain University.The first step’s initial population placements were created using Particle Swarm Optimization(PSO).Then,using adaptive feature space search,Educational Grey Wolf Optimization(EGWO)was employed to choose the optimal attribute combination.The second stage uses the SVMclassifier to forecast classification accuracy.Different classifiers were utilized to evaluate the performance of students.According to the results,it was revealed that AI could forecast the final grades of students with an accuracy rate of 97%on the test dataset.Furthermore,the present study showed that successful students could be selected by the Decision Tree model with an efficiency rate of 87.50%and could be categorized as having equal information ratio gain after the semester.While the random forest provided an accuracy of 28%.These findings indicate the higher accuracy rate in the results when these models were implemented on the data set which provides significantly accurate results as compared to a linear regression model with accuracy(12%).The study concluded that the methodology used in this study can prove to be helpful for students and teachers in upgrading academic performance,reducing chances of failure,and taking appropriate steps at the right time to raise the standards of education.The study also motivates academics to assess and discover EDM at several other universities.
基金funded by the Teacher Education Research Fund of Northeast Normal University(No.JSJY20180302)the Jilin Provincial Educational Science Planning Project(No.GH150012).
文摘Teachers are essential in China’s national strategy of carrying out the fundamental task of fostering virtue through education.This study examined the impact of teachers’behaviors in family-school-community partnerships on children’s academic achievement.Utilizing county-based survey data and employing an ordered probit model with interaction effects for dependent variables,this study discovered a trend:Children associated with improved school conditions and teachers with higher professional titles tended to attain higher academic achievement.Moreover,teachers’behaviors in family-school-community partnerships that extend beyond classroom instruction indicated both direct and indirect positive effects on children’s academic achievement,narrowing the gap in academic achievement between students in rural schools with teachers of lower professional titles and those in more advantaged schools with high professional titles.In the context of developing a high-quality education system and achieving quality compulsory education in a balanced manner,it is essential to consider children’s academic achievement within a broader educational framework that extends beyond conventional classroom instruction.It is recommended that teachers’professional competence in family-school-community partnerships be integrated into the guidelines for teacher professional development.For educational policies aimed at fostering a high-quality education system,it is beneficial to extend the investment both for“hard assets”in funds and“soft assets”in teachers’expertise.Such strategies could lead to an overall improvement in children's academic achievement.
基金funded by the key program of the Beijing Social Science Fund 2021,“Current Situation and Early Warning on Mental Health Risk Factors of School-Age Children in Beijing”(No.21JYA003).
文摘In light of the“double reduction”policy,the question of whether increased parental involvement in education is beneficial or detrimental constitutes a scientific issue that needs to be urgently addressed within the framework of evidence-based education.This longitudinal study investigated how various dimensions of parental involvement in education correlates to school-age children’s academic achievement while examining the moderating effect of family socioeconomic status(SES).As observed,three dimensions of parental involvement in education had respective predictive effects on school-age children’s academic achievement:(1)Personal involvement positively predicted academic achievement,with stronger involvement leading to improved outcomes;(2)cognitive involvement demonstrated an inverted U-shaped correlation with academic achievement,indicating diminishing returns when the involvement was excessive;(3)behavioral involvement exhibited an insignificant predictive effect on academic achievement.Moreover,the personal involvement of lower SES parents showed a strong predictive effect,proving the specificity of the moderating effect of family SES.The findings shed light on policy making,enhancing effective parental involvement in education,and promoting high-quality family education development.
文摘The International English Language Testing System(IELTS) is one of the most widely used language proficiency test inthe world. In the IELTS academic module, the writing test is a significant part to assess examinees' writing ability on the ground ofthe university academic level. Since the IELTS academic writing test measures test-takers' academic writing competency and pre-pares them for the university study, it is necessary to figure out the extent this test could be beneficial to test-takers for future uni-versity learning. This paper aims to provide a critical review of the IELTS writing test, dawning on"principles of test assessment"introduced by Brown and Abeywickrama(2010), and focusing particularly on the predictive validity, authenticity, and washback.
