Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
77
result(s) for
"Academic achievement Social aspects United States Longitudinal studies."
Sort by:
Screen time and early adolescent mental health, academic, and social outcomes in 9- and 10- year old children: Utilizing the Adolescent Brain Cognitive Development ℠ (ABCD) Study
In a technology-driven society, screens are being used more than ever. The high rate of electronic media use among children and adolescents begs the question: is screen time harming our youth? The current study draws from a nationwide sample of 11,875 participants in the United States, aged 9 to 10 years, from the Adolescent Brain Cognitive Development Study (ABCD Study®). We investigate relationships between screen time and mental health, behavioral problems, academic performance, sleep habits, and peer relationships by conducting a series of correlation and regression analyses, controlling for SES and race/ethnicity. We find that more screen time is moderately associated with worse mental health, increased behavioral problems, decreased academic performance, and poorer sleep, but heightened quality of peer relationships. However, effect sizes associated with screen time and the various outcomes were modest; SES was more strongly associated with each outcome measure. Our analyses do not establish causality and the small effect sizes observed suggest that increased screen time is unlikely to be directly harmful to 9-and-10-year-old children.
Journal Article
Lead contamination of public drinking water and academic achievements among children in Massachusetts: a panel study
Background
Public drinking water can be an important source exposure to lead, which can affect children’s cognitive development and academic performance. Few studies have looked at the impact of lead exposures from community water supplies or their impact on school achievements. We examined the association between annual community water lead levels (WLLs) and children’s academic performances at the school district level.
Methods
We matched the 90th percentile WLLs with the grade 3–8 standardized test scores from the Stanford Education Data Archive on Geographic School Districts by geographic location and year. We used multivariate linear regression and adjusted for urbanicity, race, socioeconomic characteristics, school district, grade, and year. We also explored potential effect measure modifications and lag effects.
Results
After adjusting for potential confounders, a 5 μg/L increase in 90th percentile WLLs in a GSD was associated with a 0.00684 [0.00021, 0.01348] standard deviation decrease in the average math test score in the same year. No association was found for English Language Arts.
Conclusions
We found an association between the annual fluctuation of WLLs and math test scores in Massachusetts school districts, after adjusting for confounding by urbanicity, race, socioeconomic factors, school district, grade, and year. The implications of a detectable effect of WLLs on academic performance even at the modest levels evident in MA are significant and timely. Persistent efforts should be made to further reduce lead in drinking water.
Journal Article
Graduate grade inflation at a U.S. research-intensive university: A 22-year longitudinal analysis
The phenomenon of grade inflation has been studied extensively at high school and undergraduate levels, yet little is known about its occurrence in graduate education. This study bridges this gap by examining graduate grade inflation using data from one U.S. research intensive university, covering two decades of admissions across 75 master’s programs ( N = 24,815) and 78 doctoral programs ( N = 15,701). Relying on both linear and ordinal multilevel models, we investigated the presence of grade inflation and potential variations by degree level and individual academic programs at the program level. Our findings provide preliminary evidence for the presence of graduate grade inflation and suggest that the magnitudes differ across individual academic programs. There is also evidence showing that the trend of grade inflation significantly differed across master’s and doctoral programs. This apparent inflation undermines the signaling value of grades for employers and admission decisions in the labor market and academic selection, as well as for research, feedback, and learning purposes. Future research should replicate our findings using multi-institutional samples and examine drivers of graduate grade inflation to more accurately estimate its magnitude.
Journal Article
The Role of Parents' Control in Early Adolescents' Psychological Functioning: A Longitudinal Investigation in the United States and China
This research compared the effects over time of parents' control and autonomy support on children's functioning in the United States and China. American and Chinese (N = 806) seventh graders (mean age = 12.73 years) participated in a 6-month longitudinal study. Children reported on their parents' psychological control, psychological autonomy support, behavioral control, and their own emotional and academic functioning. Children's grades were obtained. Supporting cultural similarities, in both countries over time, parents' psychological control predicted children's dampened emotional functioning, parents' psychological autonomy support predicted children's enhanced emotional and academic functioning, and parents' behavioral control predicted children's enhanced academic functioning. Supporting cultural differences, the beneficial effects of parents' psychological autonomy support were generally stronger in the United States than in China.
Journal Article
Retrospective survey of youth sports participation: Development and assessment of reliability using school records
Many youths participate in sports, and it is of interest to understand the impact of youth sports participation on later-life outcomes. However, prospective studies take a long time to complete and retrospective studies may be more practical and time-efficient to address some questions. We pilot a retrospective survey of youth sports participation and examine agreement between respondent’s self-reported participation with high school records in a sample of 84 adults who graduated from high school between 1948 and 2018. The percent agreement between our survey and the school resources for individual sports ranged between 91.5% and 100%. These findings provide preliminary evidence for the reliability of retrospective self-report of youth sports participation. This survey may serve as an efficient approach for evaluating relationships between involvement in youth sports and health outcomes later in adulthood.
Journal Article
Socioeconomic Position and Health: The Differential Effects of Education versus Income on the Onset versus Progression of Health Problems
This article seeks to elucidate the relationship between socioeconomic position and health by showing how different facets of socioeconomic position (education and income) affect different stages (onset vs. progression) of health problems. The biomedical literature has generally treated socioeconomic position as a unitary construct. Likewise, the social science literature has tended to treat health as a unitary construct. To advance our understanding of the relationship between socioeconomic position and health, and ultimately to foster appropriate policies and practices to improve population health, a more nuanced approach is required—one that differentiates theoretically and empirically among dimensions of both socioeconomic position and health. Using data from the Americans' Changing Lives Study (1986 through 2001/2002), we show that education is more predictive than income of the onset of both functional limitations and chronic conditions, while income is more strongly associated than education with the progression of both.
Journal Article
Uncertainty in Early Occupational Aspirations: Role Exploration or Aimlessness?
Many youth in the United States lack clear occupational aspirations. This uncertainty in achievement ambitions may benefit socio-economic attainment if it signifies “role exploration,” characterized by career development, continued education and enduring partnerships. By contrast, uncertainty may diminish attainment if it instead leads to “aimlessness,” involving prolonged education without the acquisition of a degree, residential dependence and frequent job changes. We use nationally representative data from the National Education Longitudinal Study to examine how uncertainty in occupational aspirations in adolescence (age 16) affects wage attainments in young adulthood (age 26). Results suggest that youth with undecided career ambitions earn significantly lower hourly wages in young adulthood than youth with more certain aspirations, supporting the view that uncertainty heightens the risk of labor-market problems.
Journal Article
Promoting Educational Resiliency in Youth with Incarcerated Parents: The Impact of Parental Incarceration, School Characteristics, and Connectedness on School Outcomes
The United States has the highest incarceration rate in the world, and as a result, one of the largest populations of incarcerated parents. Growing evidence suggests that the incarceration of a parent may be associated with a number of risk factors in adolescence, including school drop out. Taking a developmental ecological approach, this study used multilevel modeling to examine the association of parental incarceration on truancy, academic achievement, and lifetime educational attainment using the National Longitudinal Survey of Adolescent Health (48.3 % female; 46 % minority status). Individual characteristics, such as school and family connectedness, and school characteristics, such as school size and mental health services, were examined to determine whether they significantly reduced the risk associated with parental incarceration. Our results revealed small but significant risks associated with parental incarceration for all outcomes, above and beyond individual and school level characteristics. Family and school connectedness were identified as potential compensatory factors, regardless of parental incarceration history, for academic achievement and truancy. School connectedness did not reduce the risk associated with parental incarceration when examining highest level of education. This study describes the school related risks associated with parental incarceration, while revealing potential areas for school-based prevention and intervention for adolescents.
Journal Article
Educational Differences in Age-Related Patterns of Disease: Reconsidering the Cumulative Disadvantage and Age-as-Leveler Hypotheses
Some studies suggest that the relationship between education and health strengthens with age (cumulative disadvantage hypothesis), while other studies find that it weakens (age-as-leveler hypothesis). This research addresses this inconsistency by differentiating individual-level changes in health from those occurring at the aggregate level due to selective mortality. Using retrospective and prospective data from a nationally representative sample of U.S. adults, I examine educational differences in age-specific rates of disease prevalence, incidence, and survival. At the aggregate level, I find that educational differences in disease prevalence are largest at mid-life and then decline. At the individual level, however, disease incidence and mortality increase with age at a greater rate for less-educated persons compared to the well educated. These findings suggest that the cumulative disadvantage hypothesis explains how education affects the health of individuals with increasing age, whereas the leveling hypothesis describes the aggregated by-product of these educational disparities in health decline.
Journal Article