Sentences with phrase «decreasing students academic performance»

Not exact matches

«We found that the majority of students were being jet - lagged by their class times, which correlated very strongly with decreased academic performance,» said study co-lead author Benjamin Smarr, a postdoctoral fellow who studies circadian rhythm disruptions in the lab of UC Berkeley psychology professor Lance Kriegsfeld.

Scholarly articles published by over 20 researchers in Monographs, titled «The Relation of Childhood Physical Activity to Brain Health, Cognition and Scholastic Achievement» indicate that while physical activity in schools has diminished in part because of a growing emphasis on student performance and academic testing, decreased physical activity is actually related to decreased academic performance.

... poor academic performance in middle school and even elementary school can decrease a student's motivation in high school, which can lead to failing courses and skipping school,... [and] dropping out.

Initial findings suggest that students who regularly employ these strategies in their study routines decreased the anxiety around and the perceived need to «cram» for exams through improved preparedness that effected modest improved academic performance.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).

Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL skills, attitudes, positive social behavior, and academic performance while finding decreases in conduct problems, emotional distress, and drug use.

Previous research examining the affect of allocating time during the school day to physical education programs showed similar results, demonstrating that [some] decreased time spent in academic programs did not adversely affect the academic performance of the students.

The available empirical evidence on these private school choice programs makes it clear they positively affect the academic performance of participating students, while doing so at a lower cost than public schools and benefitting public school students, decreasing segregation, and improving civic values and practices.

With PAIRIN, those soft skills defined by Yong Zhao as «the new survival skills,» allow educators to specifically target behavior and mindset development among their students that leads to increased academic performance, fewer dropouts, and decreased behavioral issues.

The Comer Process was piloted in two schools, and longitudinal research showed that it contributed to two changes in student achievement: grades and academic performance increased, and behavior issues decreased.

For example, a meta - analysis of school - based and afterschool SEL programs found that participation improved elementary and middle school students» test scores by an average of 11 to 17 percentile points, decreased conduct problems, and increased students» problem - solving skills.17 Similarly, a meta - analysis of school - based SEL programs for students in kindergarten through 12th grade found that participation improved students» academic performance by 11 percentile points, reduced their anxiety and stress, and increased their prosocial behavior.18 These programs were successful in all geographic locations, including urban, suburban, and rural school environments.19

«Research shows that serving students fresh fruits and vegetables, whole grains, low - fat dairy, and lean meats improves academic performance, decreases visits to the nurse, and positively impacts classroom behavior.»

Positive school climate, for example, correlates with decreased substance abuse, student absenteeism, and suspension rates, in addition to improved academic performance.57 Indeed, higher - performing schools have better organizational health.

If measured in proficiency rates, even if all schools succeed in closing the achievement gap, the «real» gap (i.e. gap in test scores between groups of students) are most likely to remain because closing the achievement gap simply means that more students are moving towards proficiency, not that the gap in academic performances between two groups of students is decreasing (Dahlin & Cronin, 2010).

For example, the results of a meta - analysis of 562 American studies conducted by Hembree (1988) showed that test anxiety significantly decreased students» academic performance in elementary school through college.

(Browning, 2000; Potter, 1999; Esquivel) Studies have repeatedly demonstrated that a students perception of being part of the school community (being connected to school) decreases the incidence of socially risky behavior (such as emotional distress and suicidal thoughts / attempts, cigarette, alcohol and marijuana use; violent behavior) and increases academic performance.

Follow - up outcomes (6 months to 18 years after students participated in SEL programs) demonstrate SEL's enhancement of positive youth development, including positive increases in SEL skills, attitudes, positive social behavior, and academic performance while finding decreases in conduct problems, emotional distress, and drug use.

This meta - analysis of social and emotional learning interventions (including 213 school - based SEL programs and 270,000 students from rural, suburban and urban areas) showed that social and emotional learning interventions had the following effects on students ages 5 - 18: decreased emotional distress such as anxiety and depression, improved social and emotional skills (e.g., self - awareness, self - management, etc.), improved attitudes about self, others, and school (including higher academic motivation, stronger bonding with school and teachers, and more positive attitudes about school), improvement in prosocial school and classroom behavior (e.g., following classroom rules), decreased classroom misbehavior and aggression, and improved academic performance (e.g. standardized achievement test scores).