#educational achievement

[trendynewsnow]

The Rise of Female Authors and the Decline of Male Representation in Literature

Shifts in Literary Landscape: The Rise of Female Authors Over the past two decades, literary fiction has increasingly become a domain predominantly occupied by women, both as authors and as readers. A striking statistic from 2004 reveals that the New York Times fiction best-seller list featured an equal representation of men and women among its authors. Fast forward to the current year, and the…

The Rise of Female Authors and the Decline of Male Representation in Literature

[rahulrainbow]

WHICH OLYMPIAD IS BEST OR AUTHENTIC AT SCHOOL LEVELS?

Which Olympiad Is Best Or Authentic At School Levels? Recently, the 64th International Mathematical Olympiad (IMO) 2023 held at Chiba, Japan (July 2-13, 2023). Here, the six-member Indian team secured 2 Gold, 2 Silver and 2 Bronze medals. . India’s rank is 9th out of 112 countries. Homi Bhabha Centre for Science Education, Mumbai (HBCSE) is core organisation for participation in International…

View On WordPress

[mhoreyes]

Assignment 7: Research Plan

TITLE: The Association Between Adolescent’s Parental Relationships and Educational Achievement

AUTHOR: Mikaela Reyes

  INTRODUCTION

            Factors rooted in familial relationships, including family structures and parental relationships, have been said to be correlated to children’s academic achievement. (Vahedi, M. & Nikdel, H., 2014; Christenson, S., Rounds, T. & Gorney, D., 1992; Astone, N., Mclanahan, S., 1991). Parental relationships, specifically, has been said to be positively linked to academic achievement in adolescents, regardless of the measures or definitions of the two variables. (Spera, C., 2005; Wilder, S., 2014). The implication that there is a positive influence of the parent-child relationship on children’s academics has led several educators to consider it as an important factor for alleviating problems in education. (Chen, M. & Fang, X., 2001).

            Some aspects of involvement, however seem to have greater associations to achievement than others. (Desimone, L., 2010). According to Chen and Fang (2001), home supervision has the weakest relationship while parental aspiration or expectation has the strongest. Other family factors used are parent expectations about school, parental involvement in social life, and discipline methods enforced. (Christenson, S., Rounds, T. & Gorney, D., 1992). Achievement also varies, depending on variable measures used. The relationships seem stronger when achievement is measured by grades than if measured by other factors. (Barnard, W., 2004.). Relationships are said to exist, but intensity seems to vary based on types of assessments and variables used to measure these relations. (Wilder, S., 2014).

This study will examine adolescents from “The National Longitudinal Study of Adolescent to Adult Health” (Add Health). The objectives of this investigation will involve 1) examining the association between both school and non-school related parental relationships and adolescents’ educational achievement; and 2) comparing the differences between the correlations of different types of parental relationships (school related and non-school related) to educational attainment. Types of parental relationships will include discipline given to children in terms of decision-making, interaction in social life, interaction in school-related activities, academic expectations and perceived closeness of the relationship.

  METHODS Sample

The sample comes from the first wave of “The National Longitudinal Study of Adolescent to Adult Health” (Add Health), a nationally representative study of adolescents between grades 7 and 12 from schools in the United States taken in the years 1994 to 1995. The sample included 27,000 adolescents of which 471 were disabled, 1,083 were African Americans from well-educated families, 334 were Chinese, 450 were Cuban and 437 were Puerto Rican. Add Health includes longitudinal survey data on subjects’ social, economic, psychological and physical well-being with contextual data on peer groups, romantic relationships, friendships, school, family, neighborhood and community. The sample was specifically taken from the adolescent in-home interviews subsection.

  Procedures

Four in-home interviews were conducted over 14 years beginning the 1994 to 1995 school year. These were taken in 4 waves, however not all respondents were located and re-interviewed. Wave I, which was where the samples and variables were taken from for this study, includes the first home-interviews and parents’ responses on a family and relationship questionnaire. Qualified adolescents were asked to complete a survey using several modes of data collection such as audio computer-assisted self-interviews (ACASI), record abstracts, computer-assisted personal interviews (CAPI), computer-assisted self-interviews (CASI), computer-assisted telephone interviews (CATI), coded on-site observations, cognitive assessment tests, face-to-face interviews, paper and pencil interviews (PAPI), self-enumerated questionnaires, on-site questionnaires and telephone interviews. School information was also gathered from administrators (via telephone) and neighborhood information was collected from existing archives.

  Measures

Parental relations was assessed using the “Section 16: Relations with Parents” codebook, wherein respondents were asked about various aspects of their relationship with their parents or parental figures. Questions relating to parental relations were chosen and were categorized into five different categories, with the first four (referring to those stated below) evaluated with yes or no questions and the last evaluated on a five-point scale from 1 (strongly disagree) to 5 (strongly agree). Decision making freedom evaluates how much freedom parents give their children in the everyday choices they make (i.e. “Do your parents let you make your own decisions about the people you hang around with?”). Feelings of closeness measured perceived closeness of the relationship between parent and child (i.e. “How close do you feel to your {MOTHER/ADOPTIVEMOTHER/ STEPMOTHER/FOSTER MOTHER/etc.}?”). Interaction with parents assessed how often the parents of the respondents interacted with the children in a number of different activities (i.e. “Have you gone shopping with your {MOTHER/ADOPTIVE MOTHER/STEPMOTHER/ FOSTER MOTHER/etc.} in the past 4 weeks?”). Interactions about school referred to how often respondents’ parents interacted with them concerning school-related activities (i.e. “Have you talked about your school work or grades with your {MOTHER/ADOPTIVE MOTHER/STEPMOTHER/ FOSTER MOTHER/etc.} in the past 4 weeks?”). Lastly, school expectations evaluated the student’s perceived disappointment of their parents if they were to drop out of school early (i.e. “On a scale of 1 to 5, where 1 is low and 5 is high, how disappointed would she be if you did not graduate from high school?”).

Educational attainment was assessed using the “Section 5: Academics and Education” codebook, which gathers data on the progress of respondents’ schooling. These were evaluated on two fronts: grades (on a four-point scale with 4 having the lowest letter grade) and trouble experienced in school (on a five-point scale with five having the highest frequency). Grades measured the most recent letter grade the students received in a variety of different subjects (i.e. “At the {MOST RECENT GRADING PERIOD/LAST GRADING PERIOD IN THE SPRING}, what was your grade in mathematics?”). Trouble in school evaluated the frequency of trouble students experienced in activities related to school (i.e. Since school started this year, how often have you had trouble paying attention in school?”).

  IMPLICATIONS

This study will assess the relationships of children with their parents in terms of interactions, decision making freedom and expectations and the correlation with adolescent’s educational achievement in terms of grades and perceived trouble in school. Furthermore, it will compare the differences in children’s educational achievement based on the parental relationship variables used. If children have higher degrees of positive relationships with their parents, especially with interactions relating to school (such as expectations of grade level achievement and involvement in school-related activities), they are less likely to have trouble and more likely to receive higher grades in school. REFERENCES

Astone, N. M., S. (1991). "Family Structure, Parental Practices and High School Completion." American Sociological Review 56(3): 309-320.

            Barnard, W. (2004). "Parent involvement in elementary school and educational attainment." Children and Youth Services Review 26(1): 39 - 62.

            Chen, M. F., X. (2001). "Parental Involvement and Students' Academic Achievement: A Meta-Analysis." Educational Psychology Review 13(1): 1 - 22.

            Christenson, S., Rounds, T., & Gorney, D. (1992). "Family factors and student achievement: An avenue to increase students' success." School Psychology Quarterly 7(3): 178 - 206.

                        Desimone, L. (2010). "Linking Parent Involvement With Student Achievement: Do Race and Income Matter?" The Journal of Educational Research 93(1): 11 - 30.

            Jeynes, W. (2003). "A Meta-Analysis on the Effects of Parental Involvement on Minority Children's Academic Achievement." Education and Urban Society 35(2): 202 - 218.

            Spera, C. (2005). "A Review of the Relationship Among Parenting Practices, Parenting Styles, and Adolescent School Achievement." Educational Psychology Review 17(2): 125 - 146.

            Vahedi, M. N., H. (2011). "Emotional Intelligence, Parental Involvement and Academic Achievement." ScienceDirect 30: 331 - 335.

            Wilder, S. (2014). "Effects of parental involement on academic achievement: a meta-synthesis." Educational Review 66(3): 377 - 397.

[margaretleighton]

"In elementary and high school, male academic performance is lagging. Boys earn three-quarters of the D’s and F’s. By college, men are clearly behind. Only 40 percent of bachelor’s degrees go to men, along with 40 percent of master’s degrees."

- via Marginal Revolution

[thewallstreetexecutive]

First: Women Top Men in IQ Tests, but Both are Rising

Women have overtaken men in IQ scores for the first time in a century after scoring as much as five points lower than men for the past 100 years.

Women are edging ahead in the battle of the sexes - at least in terms of IQ.

Women have overtaken men in IQ scores for the first time in a century after scoring as much as five points lower than men for the past 100 years, The Telegraph reported.

Men are also boasting rising IQ scores even though they have fallen behind.

Read More: NYDailyNews

[truth-has-a-liberal-bias]

That's a widespread belief in South Korea, where extraordinary passion for education is the norm.

Have we mentioned Jae Won is on his two-month winter holiday? No matter. He began his day by walking in the biting cold past a billboard touting perfect-scoring students to a 90-minute math tutoring session and study hall.

The tutoring was at a private cram school, or hagwon. From early morning until late at night, six days a week, nearly 60 percent of South Korean youngsters look for a leg up by adding hagwons on top of their public school load.

That kind of dedication -- some say obsession -- has catapulted South Koreans into the top tier of educational achievement. In world rankings of 15 year-olds released last November, South Korean students scored second in reading. American kids were 17th. And they scored fourth in math. Americans came in at 31st...