贫困地区农村校外青少年教育状况调查

通过对我国十省贫困地区1843名农村校外青少年的问卷调查发现,部分农村青少年完成九年义务教育遇到挑战,要实现国家对农村地区"普九"的既定目标任重而道远;家庭贫困依然是贫困地区农村青少年辍学的主要原因,但厌学是辍学不容忽视的重要因素。     

Parenting styles as predicators of anxiety and depression of in-school adolescents in Nigeria

The study investigates parenting styles as predictors of anxiety and depression in secondary school students in Edo State, Nigeria. It employed a correlation research design. Two hundred and forty students constituted the sample for the study. Parenting Style Scale questionnaire was used to collect data for the study. Linear regression was used to analyse the data. The findings revealed that parenting styles (authoritarian, authoritative and permissive) significantly predict anxiety in adolescent secondary school students in Edo State. However, parenting styles did not significantly predict depression in adolescent secondary school students in Edo State. Based on these findings it was recommended among others that school counsellors should organise seminars and create awareness among parents and students on the influence of these parenting styles on the students and professional counselling intervention programmes were recommended for professional counselling practices.     

School achievement differences among Chinese and Filipino American students: acculturation and the family

The general belief that Asian American adolescents are successful has led researchers to ignore variations in Asian adolescents’ academic success. Using samples of Chinese and Filipino adolescents drawn from the National Longitudinal Study of Adolescent Health, this study examined whether differences between these two groups in acculturation, parent–adolescent attachment, and parental school involvement could account for academic achievement differences. Results revealed that Chinese adolescents generally performed better in school than their Filipino counterparts. Factors that predicted academic achievement were ethnicity, acculturation, and parents’ academic involvement. An interaction was found between ethnicity and acculturation, indicating that acculturation is a predictor of academic performance among Filipino youth but not among Chinese youth. Cultural values in parent–adolescent attachment, acculturation, and parents’ school involvement are discussed.     

Not all school dropouts are the same: Ethnic differences in the relation between reason for leaving school and adolescent substance use

Several national studies have revealed that students choose to drop out of school for a variety of reasons. Moreover, there are ethnic differences in the reasons dropouts give for leaving school. In the present study, the relation between reason for dropping out and substance use was explored in Mexican American and non‐Hispanic White adolescents. The results revealed that for Mexican American adolescents, substance use was highest among those who left school to be with their friends and lowest among those who left for family‐related reasons. Among non‐Hispanic White adolescents, there were no significant differences in substance use as a function of reason for leaving school. For both ethnicities, nearly one‐third of the dropouts reported that their substance use was an important contributor to their decision to leave school early. The theoretical and practical implications of these findings are discussed. Recommendations are made for ways in which the reasons that dropouts give for leaving school can be used to inform school programs. © 2002 John Wiley & Sons.     

课外补习对我国初中生减负的影响研究——基于中国教育追踪调查(CEPS)2015数据分析

学业负担过重是我国教育研究中的热点问题,为此国家不断提出各种减负政策.近几年,我国减负政策聚焦于校外培训机构的治理,因此研究课外补习对我国初中学生学业负担的影响可以为我国更好实施减负政策提供重要参考.基于CEPS2015全国大样本基线调查数据,利用卡方检验、ordinal回归分析和shapley分解法,分析课外补习对我国初中生主观学业负担和客观学业负担的影响差异和影响程度.研究发现:参加课外补习增加学生的客观学业负担,却减轻了学生的主观学业负担;个人因素对学生主观学业负担和校内客观负担的影响程度最大,课外补习影响程度较小,但课外补习对学生校外客观负担的影响程度最大,是造成学生校外客观负担较重的主要原因.政府、学校和家庭应根据课外补习对我国初中生学业负担的影响差异和程度,实施精准减负政策,有效减轻我国初中学生主客观负担.     

中学生心理韧性与学业水平的关系研究

本研究致力于研究心理韧性的地区、性别和年级特点及其与学业水平的关系。采用问卷法对707名学生进行调查。结果表明:(1)在情绪控制、家庭支持、人际协助子量表,个人力、支持力分量表和总量表上均存在显著的地区差异。在人际协助子量表上,女生显著高于男生。在目标专注、积极认知和家庭支持子量表上,存在着显著的年级差异;(2)不同学业水平的学生心理韧性存在显著差异;(3)心理韧性总量表、分量表及其子量表与中学生的学业水平均成显著正相关;(4)积极认知和家庭支持子量表对学业水平有显著的预测性。     

A comprehensive needs assessment to facilitate prevention of school drop out and violence

The present study addresses school violence and school drop out and proposes that the underlying factor of school connectedness/school climate should guide preventive and intervention efforts. Data were gathered from five schools in a small city school district in north Georgia. Group and individual interviews served as the basis for constructing a 78‐item district‐wide survey administered to 304 school employees. Data are presented on individual items from the survey. Principal components analysis revealed five distinct factors: school connectedness/positive school climate, causes of violence, causes of school drop out, interventions for drop out, and interventions for violence. The principal components analysis was the basis for construction of a revised scale. Differences between revised scale scores were noted as a function of whether respondents were from central office, elementary or secondary schools. The five revised scales had correlation ranging from .31 to .59. Implications for research and practice are discussed. © 2002 Wiley Periodicals, Inc.     

Parent involvement and academic outcomes among urban adolescents: examining the role of school engagement

The present study examined the extent to which parent involvement in education was directly and indirectly (via school engagement) related to academic outcomes in an effort to more fully understand the school experiences of urban adolescents. Participants (80% racial/ethnic minority; n = 108) were in grades 6, 7 or 8. In the Fall and subsequent Spring youth completed in-school surveys with items on parental involvement in education, school engagement (affective, behavioural, cognitive engagement) and perceived academic competence. Grades were obtained from official school records. Findings showed that parental involved was positively associated with behavioural and cognitive engagement, which in turn contributed to academic competence and achievement. Results underscore the importance of parental involvement in adolescents’ engagement and academic success and highlight the importance of examining the multiple components of school engagement simultaneously, as we found differential effects for affective, behavioural, and cognitive engagement on academic competence and achievement.     

Involvement in sedentary activities and academic performance in adolescents: differences according to sociodemographic variables / Implicación en actividades sedentarias y rendimiento académico en adolescentes: diferencias según variables sociodemográficas

This study provides a first-time analysis of the differences in the time dedicated each day to different sedentary activities (SA) (productive, technology-based recreation and social activities) and their relation with the academic performance of Spanish adolescents according to sex, school year and socioeconomic status (SES). The sample was made up of 681 participants (50.2% girls), between 12 and 18 years old, who completed self-reported questionnaires. The likelihood of obtaining lower levels of academic success increase in adolescents who spend two or more hours on social SAs and have a lower SES. With boys, this increases further if they spend four or more hours on SAs involving technology-based recreation and two or less hours on productive SAs. In conclusion, adolescents spend a high number of hours carrying out sedentary activities after school. This is something that needs controlling since it may have a detrimental effect on their academic success, especially among adolescent boys.     

A Structural Model of Educational Aspirations

The purpose of this study was to develop and test a model to predict educational aspirations of Canadian adolescents. Participants were a national sample of 4,034 students from grades 8–13 (2,037 males, 1,973 females). Results of a modified structural model included three sets of influences: a) a background factor comprised of parental occupation and education; b) a family involvement factor consisting of parental personal and school-based involvement with adolescents; and c) a personal factor with school marks, school and course perceptions, extracurricular reading and parental educational expectations as indicator measures. Educational aspirations was the main outcome variable. Results indicated that the personal factor had a strong direct influence on educational aspirations ( = 1.17, p < .001, R² = .76). The effects of the background and family involvement factors on educational aspirations were mediated through the personal factor. Additional analyses performed in order to test the relationships obtained in the model, revealed several significant interactions amongst the three predictor factors and educational aspirations. The findings emphasize the importance of efforts to enhance the educational aspirations of adolescents through targeted change of modifiable environmental and personal factors.     

The relationship of school strain to school functioning and self-worth among urban African American early adolescents

Fitting the environment of a school to the developmental needs of early adolescents is particularly important for inner-city African American students who tend to drop out of school in large numbers. The present study examined the person-environment fit in terms of the relation of school strain to self-worth and three indicators of school functioning—scholastic competence, intrinsic motivation, and grade point average—among 102 subjects enrolled in an academic intervention program. Results showed a consistent relation of peer strain to self-worth during the Fall and Spring and strong relations in the Spring of strain associated with teacher relations and school demands to scholastic competence and intrinsic motivation. Furthermore, strain increased during the year, and males experienced greater peer strain than did females. Results are discussed in light of previous research on effective middle schools and the developmental needs of urban African American early adolescents. © 1997 John Wiley & Sons, Inc.     

Longitudinal analysis of Chinese high school student’s stress in school and academic achievement

In previous research, few studies have examined the effects of adolescents’ stress in school on the change rates of their academic achievement. In the present study, we seek to examine the longitudinal relationships between adolescents’ stress in school and the change rates of their academic achievement. The results indicated that for those whose academic achievement significantly declined over time, the students’ stress from teacher–student interaction significantly predicted the change rates of their academic achievement. The findings provided support to the notion that stress was a risk factor in students’ academic development.     

Differences between high and low academic achieving university students in learning and study strategies: a further investigation

The outcome evaluation of Pare-Chocs, a school-based cognitive-behavioural (CB) prevention program for adolescent depression, was conducted with 53 adolescents at risk of school dropout and exhibiting high depressive symptoms using a theory-driven evaluation model. Our results show a significant relationship between the intervention and proximal variables: Experimental-group students presented less cognitive distortions and better problem-solving strategies at post-treatment and follow-up. Greater participation intensity predicts less cognitive distortions and better problem-solving strategies at follow-up. Moreover, less cognitive distortions at post-treatment and follow-up are linked to less depressive symptoms. These promising results encourage future evaluative research on school dropout prevention programs linked with at-risk students’ characteristics. For practitioners, they suggest that the implementation of a CB prevention program for depressive symptoms in school settings could lead to decrease depression risk factors and improve protective factors among youth at risk of school dropout.     

Gender-specific outcomes for sexually abused adolescents

This study examined the gender differences in outcomes related to school performance, suicidal involvement, disordered eating behaviors, sexual risk taking, substance use, and delinquent behaviors of male (n = 370) and female teenagers (n = 2,681) who self-reported a history of sexual abuse. It was found that female adolescents, by and large, engaged in internalizing behaviors and males in externalizing behaviors. Male adolescents were found to be at higher risk than females in poor school performance, delinquent activities, and sexual risk taking. Female adolescents, on the other hand, showed higher risk for suicidal ideation and behavior as well as disordered eating. Females showed more frequent use of alcohol. However, male adolescents exhibited more extreme use of alcohol and more frequent and extreme use of marijuana. Among index female adolescents, protective factors against adverse correlates included a higher emotional attachment to family, being religious or spiritual, presence of both parents at home, and a perception of overall health. Factors that augmented adverse correlates for them included a stressful school environment due to perceived high levels of substance use in and around school, worry of sexual abuse, maternal alcohol consumption, and physical abuse. For male adolescents, maternal education and parental concern appeared to be protective factors.     

School drop out in Bangladesh: Insights using panel data

This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.     

The misallocation of students to academic sets in maths: A study of secondary schools in England

Drawing upon data gathered from 9301 Year 7 students (12–13 years old) from 46 secondary schools in England, this study represents the first larger-scale attempt to compare their actual set allocations in maths with the counterfactual position where their allocation to sets is based solely on their prior attainment at the end of primary school [using their Key Stage 2 (KS2) fine-grained scores in maths]. Through such an analysis, the study found that nearly a third of students (31.2%) had been misallocated to lower or higher sets than their KS2 results would have warranted. Beyond this, school setting practices were found to exacerbate differences in set allocation in relation to gender and ethnicity, but not socioeconomic background. The odds of girls being misallocated to lower sets in maths than their prior attainment would warrant was found to be 1.5 times higher than that for boys. Similarly, the odds of Black students being misallocated to lower sets was 2.4 times higher than for White students, whilst the odds of Asian students being misallocated to lower maths sets was 1.7 times higher than for White students. The article concludes by reflecting on the significant role that setting by attainment in secondary school can play in exacerbating already established patterns of educational inequalities in gender and ethnicity.     

Secondary school students who drop out of school in rural Pakistan: The perspectives of fathers

ABSTRACT

Background: The problem of students dropping out of school is one of the barriers to improving educational outcomes in poor and developing countries.

Purpose: This small scale, in-depth study sought to explore the phenomenon of students who drop out from secondary education, through the perspectives of fathers of such students in a rural district of Pakistan.

Method: Primary data were collected through detailed, individual interviews with 14 fathers whose sons had dropped out from secondary education. The study adopted a framework involving push and pull factors to analyse qualitatively the processes and examine the reasons for dropping out that prevailed inside and outside school.

Findings: The analysis suggested that, from the perspectives of the fathers, family poverty, poor academic performance and issues relating to teachers’ engagement with teaching at school were main factors involved in a student dropping out of school.

Conclusions: The findings from this small scale, detailed analysis of data draw attention to the issues arising from a tension in mainstream teachers’ educational roles in and beyond the school. It further highlights the need for greater investment in secondary education, in order to help to reduce rates of student drop out in the remote rural areas of Pakistan.     

Dimensions of hope in adolescence: Relations to academic functioning and well-being

Hope—a multidimensional positive motivational state—is particularly salient with adolescents in the school setting. Cognitive hope focuses on goal attainment cognitions whereas behavioral hope focuses on actions required for goal attainment. Studies rarely examine the contribution of each type of hope to adolescents’ academic functioning and well-being. The present study examines the contributions of cognitive and behavioral hope to academic functioning (i.e., achievement and school engagement) and well-being (i.e., stress and anxiousness) across adolescence among 5th- through 12th-grade students (n = 643). When modeled concurrently, cognitive hope significantly predicted achievement, school engagement, anxiousness, and stress (high school only); however, aspects of behavioral hope only predicted school engagement. Findings provide evidence regarding the unique contribution of both types of hope in school settings and possible areas for intervention to foster hope in developmentally appropriate ways, depending on the age of the students and outcomes of interest.     

Qualitative review synthesis: the relationship between inattention and academic achievement

Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.

Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.

Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.

Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.

Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed.     

The Influence of Additional Educational Support on Poverty-Stricken Adolescents’ Resilience and Academic Performance

Abstract

Resilience can be viewed as successful adaptation despite challenging or threatening circumstances (e.g. poverty). This article reports on an investigation of which the primary aim was to establish how additional educational support enhances adolescents’ resilience and academic performance. A quantitative approach was followed using two schools. One was a poverty-stricken school where additional educational support was officially offered, while the other school offered normal required tuition and was located in a middle class suburb. In total, 117 Grade 9 and 10 learners participated in the research. The results indicated that resilience related positively to academic performance and to other factors which are associated with academic performance such as teacher-learner relationships, parental involvement and study methods. Additional educational support to poverty-stricken learners resulted in higher resilience and academic achievement. Amongst the variables used in the investigation, additional educational support explained the largest proportion of the variance in academic achievement, followed by resilience and cognitive development.