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Academic Domains (academic + domain)
Selected AbstractsThe Potential Benefits of Remaining in School on the Long,Term Mental Health Functioning of Physically and Sexually Abused Children: Beyond the Academic DomainAMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 1 2006Simon Williams PhD Community,based population survey data were used to explore whether remaining in school, independent of achievement status, was associated with lower rates of psychopathology in adulthood among participants self,reporting exposure to child physical and/or sexual abuse. Remaining in school, independent of one's achievement status, was significantly associated with a lower probability of experiencing externalizing but not internalizing disorders. Theoretical and educational implications of these results are discussed. [source] Longitudinal Study of Preadolescent Sport Self-Concept and Performance: Reciprocal Effects and Causal OrderingCHILD DEVELOPMENT, Issue 6 2007Herbert W. Marsh Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school. [source] Parents' Roles in Shaping Early Adolescents' Occupational AspirationsCHILD DEVELOPMENT, Issue 4 2001Kathleen M. Jodl Relations among dimensions of parenting and adolescents' occupational aspirations were examined in two specific domains: academics and sports. The sample consisted of 444 seventh graders, with approximately equal numbers of African American and European American males and females, from two-parent nondivorced families. Multiple measures were used as indicators of parents' values and behaviors, youths' values and beliefs, positive identification with parents, and adolescents' occupational aspirations. In the academic domain, parents' values predicted youths' values directly rather than indirectly through their behaviors. In contrast, fathers' behaviors mediated the relation between parents' and youths' values in the sports domain. Positive identification was directly related to adolescents' values (especially about academics); however, positive identification did not moderate the transmission of values from parent to child in either domain. Parents' values predicted adolescents' occupational aspirations via both direct and indirect pathways. Similar results were obtained for African American and European American males and females. These findings highlight the potential role of parents as socializers of achievement-related values, and, ultimately, adolescents' occupational visions of themselves in the future. [source] Core neuropsychological characteristics of children and adolescents with 22q11.2 deletionJOURNAL OF INTELLECTUAL DISABILITY RESEARCH, Issue 8 2010C. Jacobson Abstract Background The 22q11.2 deletion syndrome (22qDS) confers high risk for intellectual disability and neuropsychological/academic impairment, although a minority of patients show average intelligence. Intellectual heterogeneity and the high prevalence of psychiatric diagnoses in earlier studies may have obscured the prototypical neuropsychological profile in 22qDS. Methods We examined intelligence, memory, reading and mathematical processes in 31 children/adolescents with 22qDS, selected for educational underachievement and an absence of psychiatric diagnoses, using standardised, psychometrically matched instruments that specify how typical a score is for a given intelligence quotient (IQ). Results Corroborating earlier findings, verbal IQ was significantly superior to performance IQ; verbal memory and basic reading were relative strengths; and visual/spatial memory was a relative weakness. All four findings transcended performance characteristics that are typical of low-IQ individuals. Rote learning yielded the highest score; reading comprehension, numerical operations and mathematical reasoning were among the lowest-performed academic domains. Albeit in the expected direction, performance in the respective components could not be clearly differentiated from what is IQ-appropriate. Conclusions A superiority of verbal intelligence over non-verbal intelligence, relative strengths in verbal memory and basic reading, and a relative weakness in visual/spatial memory are likely to be core characteristics of children/adolescents with 22qDS, transcending performance features that are typical of individuals with low IQ. [source] Bridging the Gap Between Genomics and EducationMIND, BRAIN, AND EDUCATION, Issue 4 2007Stephen A. Petrill ABSTRACT, Despite several decades of research suggesting the importance of both genetic and environmental factors, these findings are not well integrated into the larger educational literature. Following a discussion of quantitative and molecular genetic methods, this article reviews behavioral genetic findings related to cognitive and academic skills. This literature suggests that (a) the relative importance of genes and environments varies developmentally; (b) genetics, and to a lesser extend the environment, account for a substantial portion of the covariance within and across academic domains; and (c) some forms of disability are qualitatively different from the population, whereas others constitute the lower end of a continuum of ability. Following a discussion of the strengths and limitations of current behavioral genetic research and intervention research, we then discuss the ways in which understanding gene,environment interplay can be used to develop better definitions of learning impairment and better explain the substantial variability in response to intervention. [source] Implicit theories of intelligence across academic domains: A study of meaning making in adolescents of Mexican descentNEW DIRECTIONS FOR CHILD & ADOLESCENT DEVELOPMENT, Issue 96 2002Gisell Quihuis Research on beliefs about intelligence used questionnaires to characterize students as viewing intelligence as either a malleable quality of a fixed trait. In our study, regardless of the belief they endorsed, all students spoke about intelligence as malleable in subsequent interviews. [source] | |||||||||||||