Sentences with phrase «between academic problems»

Not exact matches

There were problems shuttling faculty between the two campuses and developing academic calendars that didn't conflict.

Research has shown links between cyberbullying and low self esteem, academic problems, depression, and in some highly publicized cases - suicide.

Research has shown links between cyber bullying and low self - esteem, academic problems, depression, and in some highly - publicized cases — suicide.

Links have been found between high e-game usage and increased BMI, depression, vision problems, sleep deprivation, poor academic achievement, musculoskeletal health issues and markers for cardio - metabolic disorders.

Given support and encouragement I believe that sidestepping across academic spheres can provide new perspectives to subjects, new approaches to problems, and has the potential to build bridges between disciplines.

In the process, it will take a stab — again, a small one — at the deep, underlying problem in the academic labor market: the severe, perennial imbalance between the number of would - be researchers coming out of the nation's universities and the number of career positions available to them.

As for the challenges I face through my job, they often have to do with the discrepancy between the interests of industrialists and academics, the first being preoccupied with short - term issues while the others are turned on by longer - term problems.

No significant link was found between the classroom environment in the fall and students» academic engagement in the spring; however, in classrooms with more positive environments, youth with social and behavioral problems were more academically engaged.

Other studies have noted the link between early attention problems and academic achievement.

The conflict between the public's belief in teaching and the academic belief in research makes the central problem of the university unique; there's no other great social institution afflicted by such a radical division between public expectations and professional goals.

But the discrepancy between years of budget increases and years of mediocre academic outcomes did not deter New York State Supreme Court Judge Leland DeGrasse from deciding that the problem could be solved by an annual addition of $ 5.6 billion.

The passports are part of a new project to address the academic problems of the more than 10,000 Puerto Rican high - school students who transfer between the two school systems each year.

The 2014 letter declares that «Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance... decreased academic achievement... increased likelihood of dropping out; substance abuse; and involvement with juvenile justice systems.»

Emerging research shows that getting students to buy in to their school can improve trust between students and staff, reduce behavior problems, and increase academic engagement.

Differences between these theoretical explanations are important in order to show how the main academic writings nowadays are upcoming to the problem of clear jeopardizing of fundamental rights through legal documents and jurisprudence.

This creates opportunities for deeper or more authentic learning than traditional «skill and drill» instruction, because community - based learning draws on students» prior knowledge and experiences, engages them in problem - or project - based instruction, and helps them see the connections between academic content and real - world contexts.

Studies have suggested a correlation between exclusionary discipline policies and practices and an array of serious educational, economic, and social problems, including school avoidance and diminished educational engagement; 9 decreased academic achievement; 10 increased behavior problems; 11 increased likelihood of dropping out; 12 substance abuse; 13 and involvement with juvenile justice systems.14

According to New City's website, the school was founded in 2006 in response to a persistent community problem in Asheville of an academic «achievement gap» between white and African - American students.

In fact, a systematic process for promoting SEL is the common element among schools that report an increase in academic achievement, improved relationship quality between teachers and students, and a decrease in problem behaviors.

The difference between the (more theoretical) academic and (more empirical) engineering mindset is part of the problem, as you write.

Its mission is to «bridge the gap between academic research and public policy problems, to advance an understanding of the economics of public policy.»

It is this disconnect between the public message about the simple need to take action on climate change, and in contrast what is understood by academics / professionals in the field regarding the complexity of the problem, that could turn into a major headache.

«The Law Society's problem is that it has not struck a convincing balance between professional self - interest and public interest,» the academic reflects.

The problem with exchanges is that the usually work best between similar institutions where the jobs and benefits are similar, which is why they are a feature of academic work.

Recent theoretical work suggests that bullying might arise out of early cognitive deficits — including language problems, imperfect causal understanding, and poor inhibitory control — that lead to decreased competence with peers, which over time develops into bullying.14, 15 A small number of studies provide circumstantial evidence that such a hypothesis might have merit7: 1 study found a link between poor early cognitive stimulation and (broadly defined) inappropriate school behavior, 16 and another found cognitive stimulation at age 3 years to be protective against symptoms of attention - deficit disorder at age 7 years.17 A study of Greek children found that academic self - efficacy and deficits in social cognition were related to bullying behavior.18 A large US national survey found that those who perceive themselves as having average or below - average academic achievement (as opposed to very good achievement) are 50 % to 80 % more likely to be bullies.8 Yet these studies are based on cross-sectional surveys, with the variables all measured at a single point in time.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

Arroyo and Eth (1996) have similarly observed contrasting symptom profiles between Latin American and South East Asian refugee children, where the former display more prevalent academic and conduct problems.

This tendency to manifest disorders of a psychosocial nature is consistent with Rousseau, Drapeau and Corin (1996) who found a positive association between learning difficulties, academic achievement and emotional problems in South East Asian and Central American refugee children in the US.

Attention - deficit hyperactivity disorder (ADHD) affects 3 % — 5 % of children and young people under 18 years old.1 The core symptoms include inattention, impulsivity and hyperactivity leading to significant impairments in academic and social function and increased risk of substance misuse, unemployment, criminality and mental health problems.2 3 Early treatment is crucial to improve symptoms and reduce the burden on the family and wider social and healthcare systems.4 With the increasing rates of diagnosis of ADHD, spending on ADHD medication has increased sevenfold between 1998 and 2005,5 and expenditure on medication treatment costs in the UK is now estimated at # 78 million per year.5 6 This has placed increasing financial burden on health services and highlighted the need for more efficient and cost - effective services to diagnose and treat the condition.

Statistical analyses revealed a single self - regulation factor for this high neonatal risk sample, and this self - regulation factor mediated associations between early sociodemographic risk and mothers» ratings of academic competence and externalizing problems.

A 1989 study by Allison and Furstenburg found greater distress, delinquency, problem behavior, and academic difficulties in children whose parents separated between infancy and age five.

To sum up, existing literature highlighted the strong relationship between low self - concept in academic domains and increased risk of developing behavioral problems.

The main purpose of this one - year longitudinal study was to examine the moderating effects of academic achievement on relations between shyness - sensitivity and later internalizing problems in Chinese children.

Previous research has found a strong correlation between children's academic self - concept and their behavioral problems.

Existing literature has shown strong relationships between academic self - concept and students» behavioral problems (e.g., Harter, 1993; Keiley et al., 2003; Marsh and O'Mara, 2008; Rockhill et al., 2009; Lee and Stone, 2012).

Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems.

Children from dissolved families generally have more internalizing and externalizing problems, lower academic achievements and poorer social adjustment, compared with children from intact families (Frisco et al. [2007]; Størksen et al. [2006]; Sun and Li [2002]-RRB-, and the negative association between parental divorce and adjustment persist into adulthood (Amato and Sobolewski [2001]; Størksen et al. [2007]-RRB-.

Accordingly, the current study examined relations between CVE, conduct problems, and oppositional behaviors, and whether academic performance moderated these effects.

Meta - analyses of studies conducted between 1950 and 1999 indicated that children from divorced homes function more poorly than children from continuously married parents across a variety of domains, including academic achievement, social relations and conduct problems (Amato, 2001).

After adjusting for a broad range of confounder variables, the associations between parent - rated hyperactivity / inattention and conduct problems measured at age 3 and academic outcomes at age 16 (national General Certificate of Secondary Education (GCSE) examination results) were investigated (n = 11640).

When children are exposed to ongoing conflict between their parents, they are at significant risk for social, academic and mental health problems, and may experience more difficulty with their own intimate relationships in the long term.

The relationship between executive function abilities, adaptive behavior, and academic achievement in children with externalizing behavior problems