Sentences with phrase «link academic problems»
I am fortunate enough to work in an environment that encourages me to link academic problems to life - struggling questions.
http://www.educationworld.com/ Not exact matches
When left unchecked, aggression in childhood, such as fighting and teasing, has been linked to academic problems, peer rejections, and poor mental health in adulthood.
Physical punishment is associated with a range of mental health problems in children, youth and adults, including depression, unhappiness, anxiety, feelings of hopelessness, use of drugs and alcohol, and general psychological maladjustment.26 — 29 These relationships may be mediated by disruptions in parent — child attachment resulting from pain inflicted by a caregiver, 30,31 by increased levels of cortisol32 or by chemical disruption of the brain's mechanism for regulating stress.33 Researchers are also finding that physical punishment is linked to slower cognitive development and adversely affects academic achievement.34 These findings come from large longitudinal studies that control for a wide range of potential confounders.35 Intriguing results are now emerging from neuroimaging studies, which suggest that physical punishment may reduce the volume of the brain's grey matter in areas associated with performance on the Wechsler Adult Intelligence Scale, third edition (WAIS - III).36 In addition, physical punishment can cause alterations in the dopaminergic regions associated with vulnerability to the abuse of drugs and alcohol.37
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.
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.
Such information is important because the development of social competencies during middle childhood has been linked to adjustment to schooling and academic success, while the failure to develop such competencies can lead to problem behavior that interferes with success in school (Bennett et al. 2003; Carlson et al. 1999; Farrington 1989; Fors, Crepaz, and Hayes 1999; Malecki and Elliot 2002; McCord et al. 2000; Najaka, Gottfredson, and Wilson 2001; O'Donnell, Hawkins, and Abbott 1995; Trzesniewski et al. 2006; Wentzel 1993).»
After visiting the schools, Gustafson reported that all four — each an independent «mom - and - pop» operation with no links to national groups — faced a host of challenges, including strained budgets, low enrollments, curriculum problems, inexperienced staff, weak professional development for teachers, and board members ignorant of testing and other academic essentials.
The American Academy of Pediatrics recommends that children over age 2 years spend ≤ 2 hours per day with screen media, because excessive viewing has been linked to a plethora of physical, academic, and behavioral problems.
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.
Many studies link inept parenting by resident single parents with a variety of negative outcomes among children, including poor academic achievement, emotional problems, conduct problems, low self - esteem, and problems forming and maintaining social relationships.
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.
Despite a lack of clear causal links, academic problems are linked with conduct problems; a comprehensive treatment program is required to assess and address the academic difficulties in conjunction with the behavior problems.
For example, research shows that emotional and behavioural difficulties early in life can be linked to behaviour problems — such as poor academic performance, relationship problems and crime — in adolescence and adulthood.
There is considerable evidence linking secure attachment to social and academic competence and positive developmental outcomes, such as improved communication, problem - solving, social relationships and grades.»
But given evidence to date that links shorter sleep duration with obesity (mentioned above), attention problems, emotional problems, and impaired academic performance (Vriend et al 2013; Li et al 2013), I think we should be concerned.
Traits like self - awareness, self - management, social awareness, responsible decision - making, relationship skills, grit, and a growth mindset have been linked to reduced behavior problems, increased health and wellness, and even significantly improved academic outcomes.
More specifically, some authors (McGrath and Repetti, 2002; Ybrandt, 2008) have found that children's negative academic self - perceptions were linked to subsequent internalizing / externalizing problems, with significant differences depending on age - related factors and gender differences.
Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems.
Fathers» involvement seems to be linked to improved quantitative and verbal skills, improved problem - solving ability and higher academic achievement... How fathers produce these intellectual benefits is not yet clear.
Parent - child interactions affect many different domains of development.41, 42,43 Child - focused, responsive and moderately controlling parenting attitudes have been positively associated with self - esteem, academic achievement, cognitive development and fewer behaviour problems.44, 45 Furthermore, high warmth and contingent responsiveness promote a wide range of positive developmental outcomes.46, 47,48,49 Parental management style and affective involvement may be especially salient for children's prosocial development, self - control and internalization of behaviour standards.41 The quality of parenting has been found to be important for child socialization, 50,51 and parenting variables show direct links with child adjustment.52
These two studies underscore the importance of both academic and cognitive factors for understanding possible developmental pathways linking sleep to adolescent behavior problems and risk - taking.