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1.
Codas ; 32(1): e20180144, 2020.
Artigo em Português, Inglês | MEDLINE | ID: mdl-32049150

RESUMO

PURPOSE: This study investigated the effect of music education on the repertoire of school skills in children submitted and not to music education. METHODS: The study sample was composed of 80 children aged 8-12 years, of both genders, divided into two groups: 40 students submitted to music education (experimental) and 40 students not submitted to music education (control). Data were collected using the Social Skills Rating System (SSRS-BR) and the School Performance Test (SPT) questionnaire. The results were submitted to statistical analysis (paired sample t-test and repeated measures ANOVA) at a 5% significance level. RESULTS: Results showed statistically significant difference between the groups, evidencing improvement in school performance and academic competence in the children submitted to music education. CONCLUSION: The benefit brought by musical learning associated with different areas of education and health is of great relevance, representing an effective strategy in inclusive practice and promotion of physical and mental health in children.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Aprendizagem/fisiologia , Música , Brasil , Criança , Desenvolvimento Infantil/fisiologia , Avaliação Educacional , Feminino , Humanos , Masculino , Instituições Acadêmicas , Estudantes
3.
PLoS One ; 15(1): e0227343, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-31999699

RESUMO

Educational success measured by retention leading to graduation is an essential component of any academic institution. As such, identifying the factors that contribute significantly to success and addressing those factors that result in poor performances are important exercises. By success, we mean obtaining a semester GPA of 3.0 or better and a GPA of 2.0 or better. We identified these factors and related challenges through analytical models based on student performance. A large dataset obtained from a large state university over three consecutive semesters was utilized. At each semester, GPAs were nested within students and students were taking classes from multiple instructors and pursuing a specific major. Thus, we used multiple membership multiple classification (MMMC) Bayesian logistic regression models with random effects for instructors and majors to model success. The complexity of the analysis due to multiple membership modeling and a large number of random effects necessitated the use of Bayesian analysis. These Bayesian models identified factors affecting academic performance of college students while accounting for university instructors and majors as random effects. In particular, the models adjust for residency status, academic level, number of classes, student athletes, and disability residence services. Instructors and majors accounted for a significant proportion of students' academic success, and served as key indicators of retention and graduation rates. They are embedded within the processes of university recruitment and competition for the best students.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Avaliação Educacional/estatística & dados numéricos , Modelos Logísticos , Estudantes/estatística & dados numéricos , Sucesso Acadêmico , Logro , Adulto , Teorema de Bayes , Feminino , Humanos , Masculino , Análise Multivariada , Adulto Jovem
4.
Indoor Air ; 30(1): 31-39, 2020 01.
Artigo em Inglês | MEDLINE | ID: mdl-31541483

RESUMO

It is difficult to evaluate long-term ventilation and indoor-outdoor temperature variation on-site in the birth residence so as to investigate their associations with learning capacity from childhood through adolescence. Here, we conducted a questionnaire-based retrospective cohort study in ten schools from two northeast China cities with warm summers and severe cold winters when residences had very low air exchange rates. Scores for Chinese, Mathematics, and English in the final exams of the summer semester in June 2018 were collected to evaluate learning capacity. We surveyed 6238 students aged 14.7 (SD: 2.1) years old. Using the 2nd quarter (April-May-June) birth as reference, 4th quarter (October-November-December) birth consistently was significantly associated with lower scores in Chinese in bivariate (ß, 95%CI: -3.2, -4.3 to -2.0) and multivariate (-1.8, -2.4 to -0.8) linear regression analyses. Stratified sub-analyses showed significant associations for male (-2.4, -3.7 to -1.1), urban (-2.4, -3.4 to -1.4), and primary students (-2.9, -4.5 to -1.4). Since household ventilation and indoor-outdoor temperature variation had great differences between the 2nd and 4th quarter of year, our results suggest that these two factors in the birth residence could be associated with learning capacity in childhood, especially for male and primary students in northeast China.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Exposição Ambiental/estatística & dados numéricos , Temperatura , Ventilação/estatística & dados numéricos , Adolescente , Fatores Etários , Poluição do Ar em Ambientes Fechados/estatística & dados numéricos , Criança , Pré-Escolar , China , Cronologia como Assunto , Humanos , Aprendizagem , Parto , Características de Residência/estatística & dados numéricos , Estudos Retrospectivos , Instituições Acadêmicas
5.
Artigo em Inglês | MEDLINE | ID: mdl-31546851

RESUMO

Adolescents' academic performance and the way it is related to their subjective wellbeing are issues of great interest across educational systems. The purpose of this study was to ascertain how satisfaction with high school subjects can predict school satisfaction and academic performance in Mexican students. The sample consisted of 457 high school students in the Baja California and Nuevo León states in Mexico (247 boys, 210 girls); their mean age being 14.10 (SD = 0.84). We used a questionnaire featuring a subject satisfaction scale, an intrinsic school satisfaction scale, and one related to academic grades. We used descriptive analyses, correlations, and structural regression models. In terms of results, the high satisfaction and academic performance levels in physical education, Spanish and English are worth highlighting. Geography and history are the most relevant predictors of academic grades, while Spanish predicts school satisfaction and physical education predicts boredom. In conclusion, satisfaction with mathematics, Spanish, and English are strong predictors of satisfaction (SATF), and the latter in turn predicts Mexican high school students' academic performance.


Assuntos
Desempenho Acadêmico/psicologia , Currículo , Satisfação Pessoal , Estudantes/psicologia , Desempenho Acadêmico/estatística & dados numéricos , Adolescente , Feminino , Humanos , Masculino , México , Instituições Acadêmicas , Estudantes/estatística & dados numéricos , Inquéritos e Questionários
6.
Rev. Hosp. Ital. B. Aires (2004) ; 39(3): 86-93, sept. 2019. graf., tab.
Artigo em Espanhol | LILACS | ID: biblio-1048273

RESUMO

Introducción: en el proceso de enseñanza-aprendizaje existen múltiples conflictos al momento de seleccionar el tipo de evaluación que debería aplicarse a estudiantes de Medicina. Nuestro objetivo es comparar diferencias en la media de notas de tres modalidades de examen (oral, escrito para desarrollar y preguntas de opción múltiple) para así determinar cómo estas podrían afectar el desempeño de los estudiantes de Medicina en el campo de la Farmacología. Material y métodos: estudio cuasi experimental con una intervención no aleatorizada en una muestra por conveniencia de estudiantes de Medicina. A fin de evaluar diferencias en la media de notas se hizo un análisis ANOVA para muestras pareadas y luego los correspondientes tests de T para muestras pareadas. Resultados: enrolamos inicialmente a 36 estudiantes; 7 fueron excluidos (4 por ausencia y 3 por abandono), y se obtuvieron 29 participantes. La media de notas del examen oral y la de preguntas de opción múltiple fueron ambas significativamente superiores a la del examen escrito para desarrollar (oral vs. escrito: diferencia 1,8 puntos; IC 95% 0,8 a 2,7; p < 0,01; opción múltiple vs. escrito: diferencia 2,1 puntos; IC 95% 1,4 a 2,9; p < 0,01). No hubo diferencias estadísticamente significativas entre las notas medias del examen oral y del examen de preguntas de opción múltiple (p = 0,37). Conclusión: los estudiantes de Medicina obtienen peores notas en el examen escrito para desarrollar en Farmacología, en relación con los exámenes oral y de preguntas de opción múltiple. Esto posiblemente se asocie al hecho de que aquella modalidad es menos frecuentemente empleada en la carrera de Medicina. (AU)


Introduction: in the teaching-learning process, there are many problems in the selection of the most suitable type of exam for evaluating medical students. Our target was to compare differences in the average grade of medical students upon taking three different types of exam (oral, written, and multiple-choice questions) to determine how these different types of exam may affect the performance of medical students in the area of Pharmacology. Material and methods: we conducted a quasi experimental study by applying a non-randomized intervention to a convenience sample of medical students. To evaluate differences in the average grades among three groups, an ANOVA analysis was applied followed by paired T-tests. Results: we initially enrolled 36 students; 7 were excluded (4 were absent and 3 abandoned the intervention), arriving at a total sum of 29 participants. The average grades of the oral exam and multiple-choice questions were both significantly higher than the written exam (oral vs. written: difference 1.8 points; 95%CI 0.8 to 2.7, p < 0.01; multiple-choice vs. written: difference 2.1 points, 95%CI 1.4 to 2.9, p < 0.01). There were no significant differences between the average grades on the oral exam and the multiple-choice exam (p = 0.37). Conclusion: medical students have worse grades on written exams in Pharmacology, as compared to oral and multiple-choice exams. This could possibly be associated with the fact that this type of exam is less frequently applied in Medical School. (AU)


Assuntos
Humanos , Masculino , Feminino , Adulto , Adulto Jovem , Farmacologia/educação , Avaliação Educacional/estatística & dados numéricos , Habilidades para Realização de Testes/estatística & dados numéricos , Estudantes de Medicina/estatística & dados numéricos , Ensino/educação , Questões de Prova , Desempenho Acadêmico/estatística & dados numéricos , Aprendizagem
7.
Nurse Educ Pract ; 39: 61-66, 2019 Aug.
Artigo em Inglês | MEDLINE | ID: mdl-31401337

RESUMO

Retention and the academic success of nursing students remains a high priority in Australian and global higher education. This study examines an embedded academic support strategy, provided by Professional Communication Academic Literacy (PCAL) support staff, and undergraduate Bachelor of Nursing student uptake of the support. It reports on the profile of those who sought support, and the relationships between student support, retention and academic performance. A total of 11 290 PCAL consultations were recorded during a 17-month period from January 2016, with these consultations initiated by 2827 individual students. Among the undergraduate nursing students (n = 4472), those who sought PCAL support were over 7 times more likely (Adjusted Odds Ratio: 7.81, 95% CI: 6.18 to 9.86) to continue in the nursing program, taking into consideration age and enrolment category of students. Among students who continued or are continuing in the program, those who did not seek PCAL support had a lower grade point average (GPA) (mean: 3.9) compared to those who sought PCAL support between 1 and 3 times (mean: 4.3), and those who sought PCAL support on more than 3 occasions had the highest GPA (mean: 4.4), suggesting that frequency of consultations influenced academic success and retention.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Alfabetização , Estudantes de Enfermagem/estatística & dados numéricos , Adulto , Austrália , Diversidade Cultural , Bacharelado em Enfermagem , Feminino , Humanos , Masculino , Evasão Escolar/estatística & dados numéricos
8.
Artigo em Inglês | MEDLINE | ID: mdl-31394722

RESUMO

Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. OBJECTIVES: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. METHODOLOGY: 615 secondary school students between the ages of 14 and 19 participated (M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. CONCLUSIONS: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Inteligência Emocional , Estilo de Vida Saudável , Motivação , Educação Física e Treinamento/estatística & dados numéricos , Resiliência Psicológica , Adolescente , Feminino , Humanos , Masculino , Espanha
9.
Salud Publica Mex ; 61(4): 495-503, 2019.
Artigo em Espanhol | MEDLINE | ID: mdl-31314216

RESUMO

OBJECTIVE: To assess the performance of medical schools (FEM) by analyzing the results of their applicants in the Examen Nacional para Aspirantes a Residencias Médicas (ENARM). MATERIALS AND METHODS: Five performance criteria, two official and three created on purpose, were calculated from the ENARM-2016 and -2017 official databases to assess FEM performance. RESULTS: In 2016 and 2017, applicants registered from 112 and 115 FEM, respectively. Depending on the performance criteria, the FEM in the first place obtained 5 to 20 points more than the one placed second, and 23 to 98 points more than the FEM in the last place. Approximately 25% applicants were classified as "knowledge-deficient," and about 80% of these originated from less than one third of the FEM. CONCLUSIONS: The ENARM results provide information on the performance of the FEM. Approximately one of every four applicants obtained scores lower than the approval threshold of any specialty.


Assuntos
Desempenho Acadêmico/normas , Internato e Residência , Faculdades de Medicina/normas , Desempenho Acadêmico/estatística & dados numéricos , Adulto , Bases de Dados Factuais , Medicina de Família e Comunidade/educação , Feminino , Medicina Geral/educação , Humanos , Modelos Lineares , Masculino , México , Qualidade da Assistência à Saúde , Faculdades de Medicina/estatística & dados numéricos , Fatores Sexuais
10.
J Behav Addict ; 8(2): 335-342, 2019 Jun 01.
Artigo em Inglês | MEDLINE | ID: mdl-31257917

RESUMO

BACKGROUND: This study sought to examine the occurrence of the problematic use of smartphones in a university sample and associated physical and mental health correlates, including potential relationships with risky sexual practices. METHODS: A 156-item anonymous online survey was distributed via e-mail to a sample of 9,449 university students. In addition to problematic smartphone usage, current use of alcohol and drugs, psychological and physical status, and academic performance were assessed. RESULTS: A total of 31,425 participants were included in the analysis, of whom 20.1% reported problematic smartphone use. Problematic use of smartphones was associated with lower grade point averages and with alcohol use disorder symptoms. It was also significantly associated with impulsivity (Barratt scale and ADHD) and elevated occurrence of PTSD, anxiety, and depression. Finally, those with current problems with smartphone use were significantly more sexually active. CONCLUSIONS: Problematic use of smartphones is common and has public health importance due to these demonstrable associations with alcohol use, certain mental health diagnoses (especially ADHD, anxiety, depression, and PTSD), and worse scholastic performance. Clinicians should enquire about excessive smartphone use as it may be associated with a range of mental health issues. Research is needed to address longitudinal associations.


Assuntos
Desempenho Acadêmico/psicologia , Consumo de Bebidas Alcoólicas/epidemiologia , Comportamento Aditivo/epidemiologia , Comportamento Impulsivo , Transtornos Mentais/epidemiologia , Smartphone/estatística & dados numéricos , Desempenho Acadêmico/estatística & dados numéricos , Adulto , Consumo de Bebidas Alcoólicas/psicologia , Comportamento Aditivo/psicologia , Comorbidade , Feminino , Humanos , Masculino , Transtornos Mentais/psicologia , Meio-Oeste dos Estados Unidos/epidemiologia , Fatores de Risco , Assunção de Riscos , Estudantes/psicologia , Estudantes/estatística & dados numéricos , Universidades , Sexo sem Proteção/psicologia , Sexo sem Proteção/estatística & dados numéricos , Adulto Jovem
11.
Sleep Health ; 5(3): 273-279, 2019 06.
Artigo em Inglês | MEDLINE | ID: mdl-31208710

RESUMO

PURPOSE: Insomnia symptoms are common in adolescents. This study examined the associations of insomnia symptoms with school performance among adolescents in Shanghai, China. METHODS: A total of 4966 adolescents aged 11-20 years participated in a cross-sectional survey during November of 2009. The Adolescent Sleep Disturbance Questionnaire was used to examine insomnia symptoms, and the Teacher School Achievement Form was applied to evaluate adolescents' school performance. RESULTS: The results demonstrated that, after adjusting for possible confounders, all 3 dimensions of insomnia symptoms were associated with adolescents' school performance. Difficulty falling asleep problem was associated with poor attention and concentration (odds ratio [OR] = 1.30, 95% confidence interval [CI] 1.11-1.52, P = .001), academic frustration (OR = 1.24, 95% CI: 1.06-1.45, P = .007), and poor school relationships (OR = 1.26, 95% CI: 1.08-1.48, P = .003); maintaining sleep problem was associated with poor attention and concentration (OR = 1.25, 95% CI: 1.06-1.46, P = .007) and poor interest and motivation (OR = 1.22, 95% CI: 1.04-1.44, P = .017); and reinitiating sleep problem was related to poor interest and motivation (OR = 1.20, 95% CI: 1.00-1.45, P = .048). Coexisting insomnia symptoms were associated with poorer school performance, especially in maintaining attention and concentration. CONCLUSIONS: The findings of this study highlight the importance of sleep in the social and cognitive development of adolescents.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Distúrbios do Início e da Manutenção do Sono/epidemiologia , Adolescente , Criança , China/epidemiologia , Estudos Transversais , Feminino , Humanos , Masculino , Inquéritos e Questionários , Adulto Jovem
12.
Nurse Educ Today ; 80: 34-39, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31228659

RESUMO

AIMS: To examine the usefulness of the annotated exemplar as an academic support strategy, and explore the characteristics of students who were more likely to engage with this academic support tool. Additionally, to identify if there was any influence on the academic performance in the assessment activity among those who engaged with the annotated exemplar. BACKGROUND: Annotated exemplars have the potential to target students en masse and provide meaningful, task specific comments that guide students prior to assessment submission. Effective strategies to support student learning are needed as nursing students are increasingly entering tertiary studies from non-traditional backgrounds. DESIGN: A cohort study was used to collect administrative data, academic grades and annotated exemplar usage statistics. SETTING: A large multi-campus university in NSW, Australia during Spring semester 2016. PARTICIPANTS: Second year undergraduate students enrolled in a single unit in the Bachelor of Nursing Program. METHODS: Quantitative data related to marks, grades and usage information; and demographic data and contact details were extracted from the online learning management system and student electronic records. RESULTS: Of the 1120 students enrolled in the unit, 49.5% of students engaged with the annotated exemplar. Students more likely to engage with the tool were older, female, born outside of Australia and had higher hit rates on the online learning management site. Of those who engaged with the annotated exemplar, there was no demonstrated increase in assessment mark. CONCLUSION: To improve student performance it is essential that feedback is engaging and effective. While, in this study, use of the annotated exemplar was not reflected in student marks, it is unclear how students may have performed without access to the exemplar. Further research is required to explore the reasons why students did not engage with the annotated exemplar and, for those who did, why the intervention did not impact on assessment mark.


Assuntos
Desempenho Acadêmico/normas , Bacharelado em Enfermagem/estatística & dados numéricos , Estudantes de Enfermagem/estatística & dados numéricos , Desempenho Acadêmico/estatística & dados numéricos , Adulto , Estudos de Coortes , Bacharelado em Enfermagem/métodos , Avaliação Educacional/métodos , Avaliação Educacional/estatística & dados numéricos , Retroalimentação , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , New South Wales , Pesquisa Qualitativa
13.
Rev. Fund. Educ. Méd. (Ed. impr.) ; 22(3): 109-113, mayo-jun. 2019. tab
Artigo em Espanhol | IBECS | ID: ibc-183065

RESUMO

Introducción: En estudios de ciencias de la salud es muy habitual el uso de pruebas de elección múltiple y pruebas de ensayo, cada una de ellas adecuadas para evaluar diversos niveles de objetivos educativos y ambas con ciertas ventajas e inconvenientes. Objetivos: Determinar la relación entre resultados en ambas pruebas en estudiantes de los grados de Biología Humana y de Medicina de la Universitat Pompeu Fabra, indagar posibles diferencias en función de la longitud de las pruebas de ensayo y conocer posibles diferencias de rendimiento académico en ambas pruebas. Materiales y métodos: Se seleccionaron las calificaciones en las pruebas de elección múltiple y en las pruebas de ensayo en 12 asignaturas de los dos grados estudiados y se calcularon los coeficientes de correlación de Pearson entre ambas calificaciones. También, en cada asignatura, se compararon los resultados en ambos tipos de pruebas. Resultados: En todos los casos se dieron correlaciones positivas y significativas independientemente de la longitud de las pruebas de ensayo. Así mismo, en siete asignaturas existieron diferencias significativas entre las calificaciones de ambas pruebas, siendo en cinco casos favorables a las pruebas de ensayo. Conclusiones: A pesar de la alta relación entre las calificaciones en ambas pruebas, se recomienda seguir usando los dos tipos por permitir evaluar niveles cognitivos diferentes. Se destaca la necesidad de una correcta elaboración de las pruebas


Introduction: In health sciences studies, multiple choice and essay questions are habitual and each of them suitable for evaluating different levels of educational objectives and with certain advantages and disadvantages. Aims: To determine the relationship between scores in both tests in students of Human Biology and Medicine degrees of the Pompeu Fabra University, to investigate possible differences depending on the number of the questions, and to know possible differences in academic achievement in both tests. Materials and methods: Scores in the multiple choice questions and the essay questions tests of 12 subjects of the two grades were selected and the Pearson correlation coefficients were calculated between both scores. Also, in each subject, scores in both types of tests were compared. Results: In all cases positive and significant correlations were given regardless of the number of questions of the essay tests. Likewise, in seven subjects there were significant differences between the scores of both tests being in five cases favourable to the essay tests. Conclusions: Despite the high relationship between the scores in the two tests, it is recommended to continue using multiple choice questions and essay questions for allowing assessing different cognitive levels. The need for proper and fair preparation of the tests is recommended


Assuntos
Humanos , Biologia/educação , Educação Médica , Desempenho Acadêmico/tendências , Disciplinas das Ciências Biológicas/educação , Desempenho Acadêmico/estatística & dados numéricos , Escala Fujita-Pearson
14.
BMC Med Educ ; 19(1): 159, 2019 May 22.
Artigo em Inglês | MEDLINE | ID: mdl-31113431

RESUMO

BACKGROUND: Whether graduate entrants to medical school perform better academically than undergraduate entrants remains controversial. Differences in the discipline backgrounds of graduates may, at least in part, have accounted for differences in the results of comparative studies reported to date. This study aimed to address the dual issues of whether academic performance and progression rates were different between GE and UG students and the extent to which the discipline background of GE students may underpin any differences observed. METHODS: Relative academic performance as well as indicators of student progression (supplementary examinations, repeat years, leave of absence, withdrawal from the programme) were compared between graduate entrants (GE) (N = 410) and both school leaver entrants (SLE) (N = 865) and non-standard entrants (some prior tertiary education) (NSE) (N = 148) who combined for the final 4 yr. of a 6 yr. MBBS undergraduate programme in 8 consecutive cohorts from 2006 to 2013 in Western Australia. RESULTS: Examination scores were generally at or very close to a distinction grade or higher across all groups. Higher mean examination scores were seen for GE versus both SLE and NSE in the first 2 years with no significant differences in the final 2 years. GE from biological science / science backgrounds (N = 241) or physical science backgrounds (N = 26) performed the same as SLE and NSE throughout the programme. GE with a health / allied health background (N = 91), however, performed better throughout. They also performed better when compared to their GE counterparts from a humanities (N = 32) or a biological science / science background. GE had increased odds of withdrawing when compared to SLE (OR 2.50, 95% CI 1.30, 4.79, P = 0.006), but not compared to NSE. NSE had increased odds of repeating at least one level when compared to either GE (OR 2.74, 95% CI 1.21, 6.21, P = 0.016) or SLE (OR 4.10, 95% CI 1.93, 8.70, P < 0.001). There were no differences by entry category in the odds of sitting at least one supplementary examination during the programme. There was an increase in the odds of taking at least one leave of absence in both SLE (OR 2.55, 95% CI 1.79, 3.63, P < 0.001) and NSE (OR 2.47, 95% CI 1.50, 4.07, P < 0.001) compared to GE. CONCLUSIONS: Better academic performance by GE compared to SLE and NSE was predominantly due to higher scores for GE with a health / allied health background. GE were also less likely to have impeded progress during the course.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Faculdades de Medicina , Estudantes de Medicina/estatística & dados numéricos , Adulto , Austrália , Teste de Admissão Acadêmica , Educação de Graduação em Medicina , Avaliação Educacional , Feminino , Humanos , Masculino , Critérios de Admissão Escolar
15.
J Med Syst ; 43(6): 162, 2019 Apr 30.
Artigo em Inglês | MEDLINE | ID: mdl-31037484

RESUMO

Data mining offers strong techniques for different sectors involving education. In the education field the research is developing rapidly increasing due to huge number of student's information which can be used to invent valuable pattern pertaining learning behavior of students. The institutions of education can utilize educational data mining to examine the performance of students which can support the institution in recognizing the student's performance. In data mining classification is a familiar technique that has been implemented widely to find the performance of students. In this study a new prediction algorithm for evaluating student's performance in academia has been developed based on both classification and clustering techniques and been ested on a real time basis with student dataset of various academic disciplines of higher educational institutions in Kerala, India. The result proves that the hybrid algorithm combining clustering and classification approaches yields results that are far superior in terms of achieving accuracy in prediction of academic performance of the students.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Mineração de Dados/métodos , Máquina de Vetores de Suporte , Universidades/estatística & dados numéricos , Comportamento , Árvores de Decisões , Humanos , Índia , Bloqueio Interatrial , Fatores Sexuais
16.
Dev Sci ; 22(5): e12855, 2019 09.
Artigo em Inglês | MEDLINE | ID: mdl-31077512

RESUMO

The current longitudinal study is the first comparative investigation across low- and middle-income countries (LMICs) to test the hypothesis that harsher and less affectionate maternal parenting (child age 14 years, on average) statistically mediates the prediction from prior household chaos and neighborhood danger (at 13 years) to subsequent adolescent maladjustment (externalizing, internalizing, and school performance problems at 15 years). The sample included 511 urban families in six LMICs: China, Colombia, Jordan, Kenya, the Philippines, and Thailand. Multigroup structural equation modeling showed consistent associations between chaos, danger, affectionate and harsh parenting, and adolescent adjustment problems. There was some support for the hypothesis, with nearly all countries showing a modest indirect effect of maternal hostility (but not affection) for adolescent externalizing, internalizing, and scholastic problems. Results provide further evidence that chaotic home and dangerous neighborhood environments increase risk for adolescent maladjustment in LMIC contexts, via harsher maternal parenting.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Comportamento Infantil/psicologia , Comportamento Materno/psicologia , Relações Mãe-Filho/psicologia , Poder Familiar/psicologia , Adolescente , Criança , China , Países em Desenvolvimento , Feminino , Humanos , Estudos Longitudinais , Masculino , Pobreza/psicologia , Características de Residência
17.
J Youth Adolesc ; 48(7): 1327-1341, 2019 Jul.
Artigo em Inglês | MEDLINE | ID: mdl-31124037

RESUMO

Previous research repeatedly observed associations between academic achievement and substance use during adolescence. However, the simple frequency of substance use was not differentiated from the emergence of substance use related problems, such as abuse and dependence. This study presents autoregressive cross-lagged models describing inter-relations between academic achievement, frequency of substance use, and substance use related problems among a sample of 1034 seventh graders (46% female; 83% White North Americans; Mage = 12.64 years, SDage = 0.65) who participated in a four-year longitudinal study. The stability of measurement structure of frequency of substance use and substance use related problems was supported. Higher frequency of substance use and substance use related problems did not predict lower academic achievement. A higher academic achievement predicted a later increase in frequency of substance use and substance use related problems in boys, whereas a higher academic achievement predicted a lower frequency of substance use in girls. Although substance use related problems were mainly predicted by frequency of substance use, substance use can remain, nonetheless, non-problematic during adolescence.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Sucesso Acadêmico , Transtornos Relacionados ao Uso de Substâncias/epidemiologia , Desempenho Acadêmico/psicologia , Adolescente , Comportamento do Adolescente/psicologia , Intoxicação Alcoólica/epidemiologia , Escolaridade , Feminino , Humanos , Estudos Longitudinais , Masculino , Fatores Socioeconômicos , Transtornos Relacionados ao Uso de Substâncias/psicologia
18.
Sch Psychol ; 34(5): 479-491, 2019 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-31045408

RESUMO

Because academic, behavioral, and social difficulties are highly prevalent among U.S. high school students, teacher report is a critical component of comprehensive screening and assessment of adolescents. Currently available teacher questionnaires have limited utility in high school settings because of time demands and lesser opportunity to observe a wide variety of student behaviors relative to elementary school teachers. The School Functioning Scale (SFS) is a 9-item measure designed to efficiently obtain teacher perceptions of specific indicators of student performance across academic, behavior, and social functioning. Online SFS ratings were collected for 799 9th through 12th grade high school students (50% female) from 400 teachers (63.7% female). Teachers also reported each student's subject grades and percentage of assignments completed within the past month. Exploratory and confirmatory factor analyses indicated a general factor and three-factor structure for the SFS: academic, behavior, and social factors. The general factor demonstrated adequate levels of internal consistency and evidence of convergent validity. Findings regarding the group factors less robust. The factor structure was consistent across age, gender, and ethnicity groups. Normative data along with suggested cut-points for screening and assessment purposes are provided. Findings support the potential use of SFS teacher ratings for multimethod assessment and, possibly, screening and treatment evaluation. (PsycINFO Database Record (c) 2019 APA, all rights reserved).


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Comportamento do Adolescente , Comportamento Problema , Psicometria/estatística & dados numéricos , Instituições Acadêmicas/estatística & dados numéricos , Comportamento Social , Estudantes/estatística & dados numéricos , Adolescente , Feminino , Humanos , Masculino , Professores Escolares
20.
Environ Health Prev Med ; 24(1): 22, 2019 Apr 09.
Artigo em Inglês | MEDLINE | ID: mdl-30967112

RESUMO

BACKGROUND: Health and education are closely linked. However, few studies have explored the correlates of children's academic performance in Japan. We aimed to investigate comprehensively the associations of low academic performance among school children with lifestyles, parental smoke, and socioeconomic status. METHODS: In 2016, children aged 6 to 13 years from the Super Diet Education School Project were surveyed using questionnaires. The survey explored the lifestyles and subjective academic performance of 1663 children and asked their parents about parental smoke and subjective socioeconomic status. Academic performance and socioeconomic status were divided into three levels. Then, we defined subjective academic performance in the lower two levels as low academic performance. The odds ratios (OR) were analyzed by logistic regression analysis. RESULTS: Among all participants, 299 (18.0%) children reported low academic performance. In general, low academic performance was significantly associated with late wakeup time (OR = 1.36 for 6:30 to < 7 a.m. and OR = 2.48 for ≥ 7 a.m.), screen time ≥ 2 h (OR = 1.35), studying at home < 1 h (OR = 1.82), paternal smoke (OR = 1.47), maternal smoke (OR = 1.87), and low socioeconomic status (OR = 1.48). Analyses stratified by grade showed stronger associations between academic performance and socioeconomic status in senior (OR = 1.62 for middle, OR = 1.52 for low in grades 4 to 6) than in junior children (OR = 1.15 for middle, OR = 1.38 for low in grades 1 to 3). CONCLUSIONS: Children's lifestyles, parental smoke, and socioeconomic status were significantly associated with low academic performance among Japanese children. Parents and health care providers should take these findings into consideration to prevent children from having low academic performance.


Assuntos
Desempenho Acadêmico/estatística & dados numéricos , Estilo de Vida , Pais , Fumaça/efeitos adversos , Classe Social , Adolescente , Criança , Estudos Transversais , Feminino , Inquéritos Epidemiológicos , Humanos , Japão , Masculino , Fatores de Risco , Serviços de Saúde Escolar/estatística & dados numéricos
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