Academic Performance and Behavioral Patterns

Identifying the factors that influence academic performance is an essential part of educational research. Previous studies have documented the importance of personality traits, class attendance, and social network structure. Because most of these analyses were based on a single behavioral aspect and/or small sample sizes, there is currently no quantification of the interplay of these factors. Here, we study the academic performance among a cohort of 538 undergraduate students forming a single, densely connected social network. Our work is based on data collected using smartphones, which the students used as their primary phones for two years. The availability of multi-channel data from a single population allows us to directly compare the explanatory power of individual and social characteristics. We find that the most informative indicators of performance are based on social ties and that network indicators result in better model performance than individual characteristics (including both personality and class attendance). We confirm earlier findings that class attendance is the most important predictor among individual characteristics. Finally, our results suggest the presence of strong homophily and/or peer effects among university students

Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting

This study describes the academic, social, and behavioral performance of elementary and secondary students with emotional and behavioral disorders (EBD) receiving services in a self-contained school for students with serious behavior problems, with an emphasis on how school adjustment and problem behavior patterns predict academic performance. Results revealed that elementary and secondary group scores were well below the 25th percentile on reading, math, and written expression measures. Further, a seven variable model representing academic, social, and behavioral domains was able to differentiate between age groups explaining 54% of the variance and correctly classifying 78.26% (n = 18) of the elementary students and 84.21% (n = 16) of the secondary students. Findings also suggested that behavioral variables (e.g., school adjustment, externalizing, and internalizing) were predictive of broad reading and broad written expression scores, with school adjustment (a protective factor) accounting for the most variance in the three-variable model. Limitations and recommendations for future research are addressed

RELATIONSHIPS BETWEEN COGNITIVE ABILITIES AND PATTERNS OF CHILDREN’S CLASSROOM BEHAVIOR AT AGE NINE

Teacher reports are often used to indicate how well children perform in school and help clinicians identify behavioral problems, such as inattentiveness (Charach et al., 2009). However, various factors may have an effect on teacher ratings of children’s behavior, which can have downstream effects on children’s academic achievement (Teisl et al., 2001). Given teachers play a large role in identifying at-risk youth, it is important to understand how their reports of children’s behavior are associated with childhood outcomes such as cognitive development, which is closely tied to academic achievement (Metcalfe et al., 2013). The present study aimed to identify patterns of children’s behavior based on teacher report data, as well as test whether these patterns were associated with five domains of cognitive functioning. We hypothesized that there would be one low-risk pattern of behavior that would include children exhibiting low levels of behavioral issues, and moderate- to high-risk patterns that would include children with varying degrees of behavioral issues. We expected that children with greater performance across the cognitive domains would be more likely to exhibit the low-risk pattern of behavior compared to the moderate- and high-risk patterns of behavioral issues. Analyses were performed with data from wave 5 of the Future of Families and Child Wellbeing study (N=2063). Latent class analysis revealed seven classes, with one low-risk class and six classes of varying risk level. Better performance on reading comprehension and mathematics assessments was associated with a greater likelihood of belonging to the low-risk class, even when controlling for significant demographic constructs. The present study suggests that teachers’ reports of children’s problematic classroom behavior may be useful for identifying children at risk for poor academic outcomes, leading to early intervention

Relación Entre Prácticas Parentales Y El Nivel De Asertividad, Agresividad Y Rendimiento Académico En Adolescentes

The behaviors that parents use to educate their adolescent children can influence various aspects of their psychosocial performance, either by promoting the development of behavioral skills or by associating with behavioral problems, aggressiveness or depressive and anxious symptoms. The objective of the study was to know the relationship of parental practices with the level of assertiveness, aggressiveness and academic performance in a sample of young Mexican adolescents. Participated 565 students of a Mexican public secondary, with an average age of 13.01 years. Two instruments, the Parental Practice Scale for Adolescents (Andrade & Betancourt, 2008) and the Assertive Behavior Scale (Michelson & Wood, 1982) were applied individually, in addition, the students' average school grades were obtained. Mean scores indicated aggressive behavior patterns throughout the sample, significantly higher in males (p <.05). The maternal practices of Communication, Autonomy, and Behavioral Control correlated with the level of assertiveness in the young, and with their school average; both indicators, significantly higher in adolescent females compared to males. Paternal practices correlated with the level of assertiveness and aggressiveness in males

Mediating role of internalizing and externalizing behaviors between temperamental effortful control and academic performance: evidence from Pakistan

determining his academic performance. Present study investigated some of those factors from multiple perspective approach including a student himself and the parent of students of 3rd, 4th and 5th grade in public schools of Pakistan. An approach of selfregulation named as temperamental effortful control (EC) was considered as independent variable and internalizing/externalizing behaviors were proposed to be mediating variables between relationship of EC and academic performance. Present research was divided in phases. Firstly, psychometric properties were established for the already translated measures from Pakistan by the help of pilot testing, which was completed for all the translated measures of internalizing, externalizing behaviors and temperamental effortful control. Secondly, main study was conducted by collecting data from target population of 3rd, 4th and 5th grade students through purposive sampling. Data for each student was completed based on two dimensional units; parent of the student completed questionnaire about child’s temperamental effortful control and internalizing behavioral patterns while student himself completed a self-report on externalizing behaviors. The concept of academic performance was measured through secondary data of student’s school results in four commonly taught subjects (English, Science, Mathematics and Urdu) to 3rd, 4th and 5th standard classes in public schools with one similar course outline. Validity and reliability of measures were significant, Further hypotheses were tested in main study. Results suggested a significant positive relationship of temperamental effortful control and academic performance (English, Science, Mathematics and Urdu). Internalizing and externalizing behavioral patterns appeared to act as a significant mediator between Temperamental effortful control and academic performance