Sentences with phrase «achievements as adolescents»

Certainly, many of these changes provide opportunities for new and exciting experiences and achievements as adolescents practice adult roles and develop a sense of their independent identity.

Not exact matches

In the infant - toddler years, these take the form of sensitive - responsiveness, which is known to foster attachment security, 1 and mutually - positive parent - child relations, which themselves promote child cooperation, compliance and conscience development.2 In the preschool through adolescent years, authoritative (vs. neglectful) parenting that mixes high levels of warmth and acceptance with firm control and clear and consistent limit - setting fosters prosocial orientation, achievement striving, and positive peer relations.3, 4,5 Across childhood and adolescence, then, parenting that treats the child as an individual, respecting developmentally - appropriate needs for autonomy, and which is not psychologically intrusive / manipulative or harshly coercive contributes to the development of the kinds of psychological and behavioural «outcomes» valued in the western world.

The power of culture - and its effect on student achievement - is evident in adolescents» lesser concentration on academic endeavors as they focus more on television, video games, and excessive employment during the school year.

Drawing on participant observation among, interviews with, and resurveys of the same people surveyed in 1999, she is now examining how the parenting, gender socialization, educational experiences, academic achievement, and academic interests they had as adolescents shape their decisions about work, transnational migration, childbearing, parenting, health habits, and elder care now that they are young adults.

Although the study showed that parents» involvement in school events still had a positive effect on adolescents» achievement, it did not rank as highly as parents conveying the importance of academic performance, relating educational goals to occupational aspirations, and discussing learning strategies.

Our plan is grounded in the following two premises: 1) When purposefully synchronized with one another across multiple forms of media («cross-media»), children's and adolescents» exposure to high quality youth - oriented social and ethical story content, i.e. stories of substance specifically about character development, compassion, and courage (CCC), is a powerful way to promote youth academic achievement and ethical values; 2) Especially if these stories, told and «read» across media, in their various genres (human interest, biography, history and historical fiction, civic engagement, coming of age, social change, spiritual awakening, moral issues, etc.), are «taught» by «educators» (broadly defined) using an «evidence - based» pedagogy that A) makes use of peer to peer, and adult facilitated group discussion and debate as a primary form of instruction, and B) takes advantage of access to the texts of the story that are made available cross-media (narratives, scripts, videos, etc.) to foster students» critical thinking and ethical reflection skills.

Maternal predictors of early adolescent achievement - related outcomes: Adolescent gender as adolescent achievement - related outcomes: Adolescent gender as Adolescent gender as moderator.

Secondly and most importantly, as educators we must offer an alternate vision about teaching and learning, one grounded in well - documented knowledge about how children and adolescents grow and learn, and design ways to assess the achievement of real growth, real learning.

Among the goals of the guidelines are increased educational equity and a narrowing of the achievement gap between students at well - funded and poorly funded schools; enhanced parental and family influence on and engagement with homework practices; and a rebalancing of students» academic lives with their extra-curricular, family and community commitments and their developmental needs as children and adolescents.

A review of twenty studies on the adult lives of antisocial adolescent girls found higher mortality rates, a variety of psychiatric problems, dysfunctional and violent relationships, poor educational achievement, and less stable work histories than among non-delinquent girls.23 Chronic problem behavior during childhood has been linked with alcohol and drug abuse in adulthood, as well as with other mental health problems and disorders, such as emotional disturbance and depression.24 David Hawkins, Richard Catalano, and Janet Miller have shown a similar link between conduct disorder among girls and adult substance abuse.25 Terrie Moffitt and several colleagues found that girls diagnosed with conduct disorder were more likely as adults to suffer from a wide variety of problems than girls without such a diagnosis.26 Among the problems were poorer physical health and more symptoms of mental illness, reliance on social assistance, and victimization by, as well as violence toward, partners.

Other data showed that there is a significant positive correlation between a high level of family intimacy as well as emotional expression and a high level of self - esteem and self achievement of adolescents (Li et al., 2006); the extent of closeness of family members and the parental expectations might affect the self - esteem and self - concept of the college freshmen (Wu and Ye, 2009).

Relationships at school and environmental fit as resources for adolescent engagement and achievement

On the other hand, some studies have shown that family structure affects educational outcomes of children and adolescents besides other characteristics as self - efficacy and achievement orientation which may affect educational outcomes.

Regarding the domain specificity of NCS, 1 results showed a significant four - way interaction between stressors, NCS - achievement, age, and gender (β = −.11, p =.02) in a similar way as with the aggregate NCS: NCS - achievement and depressive symptoms were significantly related in middle to late adolescent boys reporting many stressors (β =.99, p =.001), but not in those reporting few stressors (β =.02, p =.95).

Anxiety disorders are among the most common mental disorders during childhood and adolescence, with a prevalence of 3 — 5 % in school - age children (6 — 12 years) and 10 — 19 % in adolescents (13 — 18 years); 1, 2 and the prevalence of anxiety disorders in this population tends to increase over time.3 Anxiety is the most common psychological symptom reported by children and adolescents; however, presentation varies with age as younger patients often report undifferentiated anxiety symptoms, for example, muscle tension, headache, stomachache or angry outbursts.4 According to the standard diagnostic systems, there are various types of anxiety disorders, for example, generalised anxiety disorder (GAD), social phobias (SOP), social anxiety disorder (SAD), panic disorder (PD), overanxious disorder, separation anxiety, post-traumatic stress disorder (PTSD), obsessive - compulsive disorder (OCD).5 Anxiety disorders in children and adolescents often occur with a number of comorbidities, such as autism spectrum disorders, 6 depressive disorders, 7 conduct disorder, 8 substance abuse9 or suicide - related behaviour.10 Youths with anxiety disorders experience serious impairment in social functioning (eg, poor school achievement; relational problems with family members and peers).11, 12 Childhood and adolescent anxiety disorders can persist despite treatment, 1 and they are associated with later adult psychopathology.13, 14

Asian American adolescents are often depicted as academically successful but psychologically distressed, a pattern known as the achievement / adjustment paradox.