Relevant bibliographies by topics / Achievement motication in children

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Achievement motication in children'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Achievement motication in children"

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Huang, Gary G. "Mathematics Achievement by Immigrant Children." education policy analysis archives 8 (May 30, 2000): 25. http://dx.doi.org/10.14507/epaa.v8n25.2000.

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In this study, I examined academic achievement of immigrant children in the United States, Canada, England, Australia, and New Zealand. Analyzing data from the Third International Mathematics and Science Study (TIMSS), I gauged the performance gaps relating to the generation of immigration and the home language background. I found immigrant children's math and science achievement to be lower than the others only in England, the U.S., and Canada. Non-English language background was found in each country to relate to poor math and science learning and this disadvantage was stronger among native-born children—presumably children of indigenous groups—than among immigrant children. I also examined the school variation in math performance gaps, using hierarchical linear modeling (HLM) to each country's data. The patterns in which language- and generation-related math achievement gaps varied between schools are different in the five countries.
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Bear, George G., Kathleen M. Minke, Shaunna M. Griffin, and Sandra A. Deemer. "Achievement-Related Perceptions of Children with Learning Disabilities and Normal Achievement." Journal of Learning Disabilities 31, no. 1 (January 1998): 91–104. http://dx.doi.org/10.1177/002221949803100109.

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Millichap, J. Gordon. "Academic Achievement in Children with Epilepsy." Pediatric Neurology Briefs 12, no. 5 (May 1, 1998): 36. http://dx.doi.org/10.15844/pedneurbriefs-12-5-6.

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Polit, Denise F., and Toni Falbo. "The Intellectual Achievement of Only Children." Journal of Biosocial Science 20, no. 3 (July 1988): 275–86. http://dx.doi.org/10.1017/s0021932000006611.

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SummaryA quantitative review of the literature on the intellectual achievement of only children indicated that only children were never at a disadvantage in relation to any comparison group; nor were they significantly different from first-born children or children from two-child families. Moreover, only children were at a significant advantage in comparison with later-born children and those from large families. The consistency of these findings across subgroups suggests that interpersonal mechanisms are largely responsible. The strong only-child advantage on tests of verbal ability, together with the overall pattern of findings, implicates parent–child interactions as responsible for the family size and birth order variations in intellectual achievement.
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Thanssoulis, Emmanuel. "Setting Achievement Targets for School Children." Education Economics 7, no. 2 (August 1999): 101–19. http://dx.doi.org/10.1080/09645299900000010.

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DuPaul, George J. "ACADEMIC ACHIEVEMENT IN CHILDREN WITH ADHD." Journal of the American Academy of Child & Adolescent Psychiatry 45, no. 7 (July 2006): 766. http://dx.doi.org/10.1097/01.chi.0000219828.70483.c5.

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Chall, Jeanne S. "Raising the Achievement of American Children." Contemporary Psychology: A Journal of Reviews 35, no. 4 (April 1990): 387–89. http://dx.doi.org/10.1037/028500.

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FISHLER, K., C. G. AZEN, E. G. FRIEDMAN, and R. KOCH. "School achievement in treated PKU children." Journal of Intellectual Disability Research 33, no. 6 (June 28, 2008): 493–98. http://dx.doi.org/10.1111/j.1365-2788.1989.tb01505.x.

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Wadsby, Marie, and Carl Göran Svedin. "Academic achievement in children of divorce." Journal of School Psychology 34, no. 4 (December 1996): 325–36. http://dx.doi.org/10.1016/s0022-4405(96)00018-0.

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Mooij, Ton. "PREDICTING (UNDER)ACHIEVEMENT OF GIFTED CHILDREN." European Journal of High Ability 3, no. 1 (January 1992): 59–74. http://dx.doi.org/10.1080/0937445920030106.

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Dissertations / Theses on the topic "Achievement motication in children"

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Wellman, David Allen, and mikewood@deakin edu au. "Towards an integration of theories of achievement motivation." Deakin University. School of Psychology, 2001. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.123821.

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This thesis investigated children's school achievement in terms of an integration of three theories of achievement motivation. The three theoretical outlooks were expectancy-value theory (EVT), implicit theories of intelligence (ITI), and flow theory (FT). The first of two studies was an exploratory investigation of the effectiveness of each theory independently and combined to predict children's achievement in four school subjects. The subject areas were maths, reading, instrumental music and sport. Participants were 84 children (40 females and 44 males) aged 9 to 10 years, one of each child's parents, and school teachers of each child in the four subject areas. All data were collected through questionnaires based on the three models. The results indicated that EVT and FT but not ITI accounted for a significant amount of the variance in children's achievement, including effects for subject area and gender. A second confirmatory study tested EVT, FT and an integrated model for the prediction of achievement in maths, reading and instrumental music. The participants were a further 141 children (74 females and 67 males) aged 10 to 11 years, and a parent and teachers of each child. Data collection using questionnaires occurred early in the school year (Timel) and approximately five months later (Time2). For EVT, children and parents’ competence beliefs were significant predictors of children's achievement in each subject area. Females tended to believe themselves more competent at reading and instrumental music and also valued these subjects more highly than boys. Modeling results for flow theory indicated that children's emotional responses to classes (happiness and confusion) were significant predictors of achievement, the type of emotion varying between subject areas and time periods. Females generally had a more positive emotional reaction to reading and instrumental music classes than males did. The integrated model results indicated significant relationships between EVT and flow theories for each subject area, with EVT explaining most achievement variance in the integrated model. Children's and parents’ competence beliefs were the main predictors of achievement at Timel and 2, Subject area and gender differences were found which provide direction for future research. Anecdotal reports of parents and teachers often attest to individual differences in children's involvement in various school domains. Even among children of apparently similar intelligence, it is not uncommon to find one who likes nothing better than to work on a mathematics problem while another much prefers to read a novel or play a musical instrument Some children appear to achieve good results for most of the activities in which they are engaged while others achieve in a less consistent manner, sometimes particularly excelling in one activity. Some children respond to failure experiences with a determination to improve their performance in the future while others react with resignation and acceptance of their low ability. Some children appear to become totally absorbed in the activity of playing sport while others cannot wait for the game to end. The primary research objective guiding the current thesis is how children's thoughts and feelings about school subjects differ and are related to their school achievement. A perusal of the achievement motivation literature indicates several possible models and concepts that can be applied to explain individual differences in children's school achievement. Concepts such as academic self-concept, multiple intelligences, intrinsic and extrinsic motivation, self-beliefs, competence beliefs, subjective task values, mastery and performance goals, ‘Flow’ experiences and social motivation are just some of the constructs used to explain children's achievement motivation, both within and between various activity domains. These constructs are proposed by researchers from different theoretical perspectives to achievement motivation. Although there is much literature relevant to each perspective, there is little research indicating how the various perspectives may relate to each other. The current thesis will begin by reviewing three currently popular theoretical orientations cited in achievement motivation research: subjective beliefs and values; implicit theories of intelligence, and flow experience and family complexity. Following this review, a framework will be proposed for testing the determinants of children's school achievement, both within each of the three theoretical perspectives and also in combination.
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Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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Zenzen, Thomas G. "Achievement motivation." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002zenzent.pdf.

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Klein, Abby E. "Academic achievement of children in single father families." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1272766.

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This paper uses the National Education Longitudinal Study of 1988 (NELS:88) to compare academic achievement of children in two-parent, single mother and single father families. Academic achievement is measured by a math and reading composite score from a standardized achievement test. Ordinary least squares (OLS) regression models are used to test three competing theories of children's academic achievement: economic theory, individualistic perspective of gender and evolutionary parental investment theory. Findings do not support the evolutionary parental investment theory. The economic theory, which states that single fathers are more capable of offering economic resources to their children compared to single mothers, is supported. This economic advantage of children in single father families allows children in this family type to achieve at the same level as (keep up with) children in single mother families. The individual perspective of gender, which states that children in single mother families fare better because women fulfill the caregiver and homemaker roles, is supported by this study. It is also possible that other factors play a role in differing levels of academic achievement between children in different family types.
Department of Sociology
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Cumbie, Emily Harbison Mize Jacquelyn. "Young children's vulnerability to achievement goals a validation study /." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Spring/master's/CUMBIE_EMILY_53.pdf.

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Dallah, Dorothy M. "Child rearing practices as antecedents to academic achievement /." Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167567.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.
Typescript; issued also on microfilm. Sponsor: Francis A.J. Ianni. Dissertation Committee: Edith V. Francis. Includes bibliographical references: (leaves 148-155).
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Waring, Jennifer W. "The impact of writing on student achievement /." Electronic version (PDF), 2007. http://dl.uncw.edu/etd/2007-2/waringj/jenniferwaring.pdf.

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Hillyer, F. James, and University of Lethbridge Faculty of Education. "Fostering achievement motivation." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1991, 1991. http://hdl.handle.net/10133/50.

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Researchers defined achievement motivation as a viable research construct in the early 1950s. Adults increased their achievement motivation scores--often with correlative increased achievement. The literature is replete with ways to increase achievement but researchers paid less attention to what could be a core issue--affecting achievement motication itself. McClelland demonstrated repeatedly that adult business people could develop achievement motivation. Alschuler and deCharms found that classroom treatment procedures could yield increased student achievement motivation. The purpose of this study was to investigate the extent to which treatment activites could foster achievement motivation in a sample of rural Southern Alberta grade four students. To accomplish this, the investigator in the present study employed a combination of the methods used by Alschuler with adolescents and deCharms with younger students. The treatment group experienced achievement motivation action strategies, conceptualized achievement motivation thoughts, related the achievement motivation syndrome to three areas of personal life, and practised what they learned. Two control groups were grade four classes in rural Alberta; one received a pre-test, the other received the post-test only. This investigator used Gumpgookies (Ballif & Adkins, 1968) to quantify achievement motivation. Grade four students in rural Southern Alberta did not obtain significantly different Gumpgookies (Ballif & Adkins, 1968) (achievement motivation) scores following four weeks of achievement motivation training modelled after Alschuler and deCharms. Birth order and rank in class emerged as significant variables.
ix, 161 leaves : ill. ; 28 cm.
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Coombes, Nigel J. "Mathematical achievement of eleven year old children in Wales." Thesis, University of South Wales, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343413.

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Jacobsen, Wade Clinton. "Parental Involvement and Academic Achievement Among Children of Immigrants." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2390.

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Using Bourdieu's model of social and cultural reproduction, I examine student achievement and parental involvement levels across seven immigrant nationalities: Cambodian, Cuban, Filipino, Laotian, Mexican, Nicaraguan, and Vietnamese. I then analyze the relationships between five parental involvement types and GPA, while controlling for student, family, and school characteristics. Finally, I test for interaction effects to examine variations across groups. Results point to parent expectations as a strong predictor of student success, especially among Cubans, Filipinos, and Vietnamese, while other dimensions of parental involvement have little or no effect. Bourdieu's model may not be adequate among immigrant parents and their children who follow a pattern of dissonant acculturation.
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Books on the topic "Achievement motication in children"

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Powell, Robert. Raising achievement. Stafford: Robert Powell Publications, 1997.

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Ofsted. Raising achievement of children in public care. [London]: Ofsted, 2001.

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Campbell, Mary. The educational achievement of hearing impaired children. (s.l: The Author), 1988.

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Aggarwal, Yash. Learning achievement of slum children in Delhi. New Delhi: Operations Research and Systems Management Unit, National Institute of Educational Planning and Administration, 2003.

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Reclaiming childhood: Letting children be children in our achievement-oriented society. New York: Henry Holt, 2004.

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Reclaiming childhood: Letting children be children in our achievement-oriented society. New York: Times Books, 2003.

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Sustaining extraordinary student achievement. Thousand Oaks, CA: Corwin Press, 2009.

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Knowles, Gianna. Diversity, equality and achievement in education. London: Sage Publications, 2011.

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Knowles, Gianna. Diversity, equality and achievement in education. London: Sage Publications, 2011.

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Northern Ireland Council for the Curriculum Examinations and Assessment. Primary record of achievement: A guide to completing the primary record of achievement. Belfast: Northern Ireland Council for the Curriculum, Examinations and Assessment, 1997.

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Book chapters on the topic "Achievement motication in children"

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Trail, Beverly A. "Encouraging Academic Achievement." In Twice-Exceptional Gifted Children, 103–19. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239253-6.

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran, and Campbell Leaper. "Intelligence and Academic Achievement." In How Children Develop, 297–338. New York: Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_8.

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Lynn, Richard. "The Intelligence of Japanese Children." In Educational Achievement in Japan, 52–60. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_4.

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Hernandez, Antonia. "Academic Achievement in Minority Children." In Encyclopedia of Cross-Cultural School Psychology, 65–71. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_3.

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Aram, Dorothy M. "Scholastic Achievement After Early Brain Lesions." In Acquired Aphasia in Children, 203–12. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3582-5_16.

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Lynn, Richard. "The Intrinsic Motivation of Japanese School Children." In Educational Achievement in Japan, 80–93. London: Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19075-1_6.

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Raj, Paul, and Prakash Padakannaya. "Neurocognitive Aspects of Mathematical Achievement in Children." In Neuro-Systemic Applications in Learning, 203–25. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72400-9_10.

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Casas, Ferran, Mònica González, Cristina Figuer, and Germà Coenders. "Subjective Well-Being, Values and Goal Achievement." In Quality-of-Life Research on Children and Adolescents, 123–41. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2312-5_7.

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Lovett, Raymond. "Indigenous Children’s Resilience: The Role of Demographics, Relationships, Achievement and Culture." In Indigenous Children Growing Up Strong, 287–308. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-53435-4_13.

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Blake, Jamilia J., Leann V. Smith, and Alicia D. Knight. "Theoretical frameworks of ethnic minority youth achievement." In Psychoeducational assessment and intervention for ethnic minority children: Evidence-based approaches., 23–39. Washington: American Psychological Association, 2016. http://dx.doi.org/10.1037/14855-003.

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Conference papers on the topic "Achievement motication in children"

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Suherman, Yuyus. "Comprehensive Guidance and Counseling for Gifted Children - Model of Academic Achievement of “Dark Horse”." In 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007050909230929.

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Gan, Qiying. "Mediating Effect of Psychological Capital and Academic Achievement on Left behind Children in Rural Areas." In Proceedings of the 2018 International Workshop on Education Reform and Social Sciences (ERSS 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/erss-18.2019.24.

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Vionalita, Gisely, I. Zalina, and W. A. Asim. "Academic Achievement Reflected the Quality of Life and Neurocognitive Status in Malaysian Primary School Children." In International Conference Recent Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009950126632669.

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Fatimah, Iin, Ach Rasyad, and M. Ishaq. "The Influence of Parental Communication Against the Learning Achievement of Children in Madrasah Ibtidaiyah (MI)." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.037.

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Okta Diana, Tutut, Didik Tamtomo, and Bhisma Murti. "Children with Autism: the Effects of Psychosocial Development, Nutritional Status, and Family Acceptance, on Learning Achievement." In Mid International Conference on Public Health 2018. Masters Programme in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/mid.icph.2018.03.10.

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Faizah Romadona, Nur, Aan Listiana, and Euis Kurniati. "Behavior Management to Improve Social Skills and Academic Achievement of Children With Attention Deficit/Hyperactivity Disorder (ADHD)." In 3rd International Conference on Early Childhood Education (ICECE 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icece-16.2017.62.

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Hidayati, Richma, Nur Hidayah, M. Ramli, and IM Hambali. "Differences of Parenting Patterns on Self-Confidence and Learning Achievement in Children of Female Workers and Indonesian Workers Abroad." In 1st International Conference on Information Technology and Education (ICITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.248.

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Prabandari, Fatchurrohmah Ines, R. B. Soemanto, and Vitri Widyaningsih. "The Effect of Physical Activity on The Academic Achievement in Primary School Students: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.128.

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ABSTRACT Background: It is widely known that physical activity has benefits on overall quality of life. Several studies have reported that children with higher physical activity levels had greater whitematter integrity and subcortical structures which critical for learning and memory than children in lower physical activity levels. The purpose of this study was to investigate the effect of physical activity on the academic achievement in primary school students. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting published articles from Google Scholar, PubMed, Springer Link, and Research Gate databases, from 2011-2020. Keywords used “Physical activity” OR “Academic achievement” AND “Cross sectional”. The inclusion criteria were full text, using English or Indonesian language, using cross-sectional study design, and reporting adjusted odds ratio. The study population (P) was primary school students. Intervention (I) was physical activity with comparison (C) sedentary behavior. The study outcome (O) was academic achievement. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed using Revman 5.3. Results: 6 studies from Saudi Arabia, Malaysia, Chili, United Kingdom, Spanish, and Norway, were met the criteria 6. This study showed that high physical activity improved academic achievement in primary school students (aOR= 1.44; 95% CI= 1.16 to 1.80; p<0.001, with I2= 94%). Conclusion: High physical activity improves academic achievement in primary school students. Keywords: physical activity, academic achievement Correspondence: Fatchurrohmah Ines Prabandari. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: inesfatchur@gmail.com. Mobile: 087836588843. DOI: https://doi.org/10.26911/the7thicph.03.128
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Cohen Zilka, Gila. "The Elements Way: Empowering Parents, Educators, and Mentors in the Age of New Media." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3701.

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[This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology] Aim/Purpose: This study was designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way. Background: The New Media offers our “screen kids” a lot of information, many behavioral models, and a new type of social communication. The Elements Way is an educational method designed to enhance openness, development, breakthroughs, goal achievement, and transformation in the age of media and social networks. Methodology: The Elements Way was developed following research on communication in the diversified media, especially new media such as Facebook, WhatsApp, and television reality shows, and the study is an examination of the effectiveness of mentors’ work with immigrant children and adolescents at risk, using the Elements Way. All mentors had been trained in the Elements Way. The study population included 640 mentors working with immigrants’ children in Israel. The work was conducted in 2010-2013. The mixed-methods approach was selected to validate findings. Contribution: Empowering children and enhancing their ability to cope; Creating openness and sharing, making children more attentive to the significant adults in their lives; Supporting children who face the complex reality that characterizes our age. Findings: Significant differences were found in the mentors’ conduct with the children. Work programs were designed and implemented with care and consistency, and mentors succeeded in generating change within the children and achieving desired goals. Of the 640 participating mentors, 62 were not able to promote the child, and interviews with them revealed that their work with the children was not consistent with the Elements Way and began from a different vantage point. Recommendations for Practitioners: Success factors: Self-awareness and awareness of one’s surroundings. Empathy. Willingness to engage in significant interactions. Self-cleansing and self-reflection. Ability to engage in a personal and interpersonal dialogue. Ability to accept and contain the child. Cooperation with the child in creating a work program and assisting the child to achieve the goals that were set in the program. Recommendation for Researchers: Future studies should focus on analyzing the discussions of children and adolescents, to add depth to our insights regarding children and adolescents’ perception of the mentors’ work from their perspective. Impact on Society: Finding the “keys” to openness, development, goal achievement, and transformation in our work with “screen kids.” Future Research: Studies that are designed to examine the effectiveness of mentor’s work with immigrant children and adolescents at risk, using the Elements Way.
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Bejenari, Ludmila. "Interaction Psychopedagogical assistance service - family: up-to-date strategies of collaboration in the Pandemic period." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p281-284.

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The interaction of family and school is a process of joint activities to agree on the objectives, forms, and methods of family and school education. The value base of such an interaction is the creation of conditions for the achievement of the child, his personal growth, the formation of motivation for learning, maintaining physical and mental health, and social adaptation. Also, the cooperation between family and school aims to harmonize the relationship between teachers, students, and parents, timely identification of family problems, and effective social, pedagogical, and psychological support of the family, increasing parental responsibility for raising and developing children.
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Reports on the topic "Achievement motication in children"

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Ananat, Elizabeth Oltmans, Anna Gassman-Pines, Dania Francis, and Christina Gibson-Davis. Children Left Behind: The Effects of Statewide Job Loss on Student Achievement. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17104.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Lyu, huimin, cuixiang Dong, chunyan Zha, and qiuying Yang. Effects of classroom active breaks interventions on cognitive function and academic achievement of children and adolescents：a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2020. http://dx.doi.org/10.37766/inplasy2020.8.0020.

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Gao, Xin, Aiko Kikkawa, and Jong Woo Kang. Evaluating the Impact of Remittances on Human Capital Investment in the Kyrgyz Republic. Asian Development Bank, May 2021. http://dx.doi.org/10.22617/wps210189-2.

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Remittances from overseas can encourage human capital investment, but empirical studies have shown mixed evidence. This paper uses a 5-year panel dataset in the Kyrgyz Republic to examine the impact of remittances on the human capital formation of school-age children. After correcting for endogeneities with instrumental variables, the study finds that remittances have negative impacts on educational achievement. Extended hours of farm labor by children and increased expenditure on durable goods are identified among recipient households. To mitigate negative effects of remittances on children’s learning, the findings call for actions such as financial literacy education and better monitoring of farm labor hours of school-age children.
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11093.

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In the article investigational three magazines which went out after Second World war in Germany and Austria in the environment of the Ukrainian emigrants, is «Theater» (edition of association of artists of the Ukrainian stage), «Student flag» (a magazine of the Ukrainian academic young people is in Austria), «Young friends» (a plastoviy magazine is for senior children and youth). The thematic structure of magazines, which is inferior the association of different on age, is considered, by vital experience and professional orientation of people in the conditions of the forced emigration, paid regard to graphic registration of magazines, which, without regard to absence of the proper publisher-polydiene bases, marked structuralness and expressiveness. A repertoire of periodicals of Ukrainian migration is in the American, English and French areas of occupation of Germany and Austria after Second world war, which consists of 200 names, strikes the tipologichnoy vseokhopnistyu and testifies to the high intellectual level of the moved persons, desire of yaknaynovishe, to realize the considerable potential in new terms with hope on transference of the purchased experience to Ukraine. On ruins of Europe for two-three years the network of the press, which could be proud of the European state is separately taken, is created. Different was a period of their appearance: from odnogo-dvokh there are to a few hundred numbers, that it is related to intensive migration of Ukrainians to the USA, Canada, countries of South America, Australia. But indisputable is a fact of forming of conceptions of newspapers and magazines, which it follows to study, doslidzhuvati and adjust them to present Ukrainian realities. Here not superfluous will be an example of a few editions on the thematic range of which the names – «Plastun» specify, «Skob», «Mali druzi», «Sonechko», «Yunackiy shliah», «Iyzhak», «Lys Mykyta» (satire, humour), «Literaturna gazeta», «Ukraina і svit», «Ridne slovo», «Hrystyianskyi shliah», «Golos derzhavnyka», «Ukrainskyi samostiynyk», «Gart», «Zmag» (sport), «Litopys politviaznia», «Ukrains’ka shkola», «Torgivlia i promysel», «Gospodars’ko-kooperatyvne zhyttia», «Ukrainskyi gospodar», «Ukrainskyi esperantist», «Radiotehnik», «Politviazen’», «Ukrainskyi selianyn» Considering three riznovektorni magazines «Teatr» (edition of Association Mistciv the Ukrainian Stage), «Studentskyi prapor» (a magazine of the Ukrainian academic young people is in Austria), «Yuni druzi» (a plastoviy magazine is for senior children and youth) assert that maintenance all three magazines directed on creation of different on age and by the professional orientation of national associations for achievement of the unique purpose – cherishing and maintainance of environments of ukrainstva, identity, in the conditions of strange land. Without regard to unfavorable publisher-polydiene possibilities, absence of financial support and proper encouragement, release, followed the intensive necessity of concentration of efforts for achievement of primary purpose – receipt and re-erecting of the Ukrainian State.
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Nolan, Brian, Brenda Gannon, Richard Layte, Dorothy Watson, Christopher T. Whelan, and James Williams. Monitoring Poverty Trends in Ireland: Results from the 2000 Living in Ireland survey. ESRI, July 2002. http://dx.doi.org/10.26504/prs45.

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This study is the latest in a series monitoring the evolution of poverty, based on data gathered by The ESRI in the Living in Ireland Surveys since 1994. These have allowed progress towards achieving the targets set out in the National Anti Poverty Strategy since 1997 to be assessed. The present study provides an updated picture using results from the 2000 round of the Living in Ireland survey. The numbers interviewed in the 2000 Living in Ireland survey were enhanced substantially, to compensate for attrition in the panel survey since it commenced in 1994. Individual interviews were conducted with 8,056 respondents. Relative income poverty lines do not on their own provide a satisfactory measure of exclusion due to lack of resources, but do nonetheless produce important key indicators of medium to long-term background trends. The numbers falling below relative income poverty lines were most often higher in 2000 than in 1997 or 1994. The income gap for those falling below these thresholds also increased. By contrast, the percentage of persons falling below income lines indexed only to prices (rather than average income) since 1994 or 1997 fell sharply, reflecting the pronounced real income growth throughout the distribution between then and 2000. This contrast points to the fundamental factors at work over this highly unusual period: unemployment fell very sharply and substantial real income growth was seen throughout the distribution, including social welfare payments, but these lagged behind income from work and property so social welfare recipients were more likely to fall below thresholds linked to average income. The study shows an increasing probability of falling below key relative income thresholds for single person households, those affected by illness or disability, and for those who are aged 65 or over - many of whom rely on social welfare support. Those in households where the reference person is unemployed still face a relatively high risk of falling below the income thresholds but continue to decline as a proportion of all those below the lines. Women face a higher risk of falling below those lines than men, but this gap was marked among the elderly. The study shows a marked decline in deprivation levels across different household types. As a result consistent poverty, that is the numbers both below relative income poverty lines and experiencing basic deprivation, also declined sharply. Those living in households comprising one adult with children continue to face a particularly high risk of consistent poverty, followed by those in families with two adults and four or more children. The percentage of adults in households below 70 per cent of median income and experiencing basic deprivation was seen to have fallen from 9 per cent in 1997 to about 4 per cent, while the percentage of children in such households fell from 15 per cent to 8 per cent. Women aged 65 or over faced a significantly higher risk of consistent poverty than men of that age. Up to 2000, the set of eight basic deprivation items included in the measure of consistent poverty were unchanged, so it was important to assess whether they were still capturing what would be widely seen as generalised deprivation. Factor analysis suggested that the structuring of deprivation items into the different dimensions has remained remarkably stable over time. Combining low income with the original set of basic deprivation indicators did still appear to identify a set of households experiencing generalised deprivation as a result of prolonged constraints in terms of command over resources, and distinguished from those experiencing other types of deprivation. However, on its own this does not tell the whole story - like purely relative income measures - nor does it necessarily remain the most appropriate set of indicators looking forward. Finally, it is argued that it would now be appropriate to expand the range of monitoring tools to include alternative poverty measures incorporating income and deprivation. Levels of deprivation for some of the items included in the original basic set were so low by 2000 that further progress will be difficult to capture empirically. This represents a remarkable achievement in a short space of time, but poverty is invariably reconstituted in terms of new and emerging social needs in a context of higher societal living standards and expectations. An alternative set of basic deprivation indicators and measure of consistent poverty is presented, which would be more likely to capture key trends over the next number of years. This has implications for the approach adopted in monitoring the National Anti-Poverty Strategy. Monitoring over the period to 2007 should take a broader focus than the consistent poverty measure as constructed to date, with attention also paid to both relative income and to consistent poverty with the amended set of indicators identified here.
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Teacher assessments could replace high-stake testing to improve student well-being. ACAMH, November 2019. http://dx.doi.org/10.13056/acamh.10674.

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Many students experience anxiety and distress during exams, and these emotions can have a negative effect on achievement. Notably, one of the top-reported concerns voiced by children in the UK is the stress and anxiety associated with school work and exam performance.
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Anxiety disorders. ACAMH, May 2018. http://dx.doi.org/10.13056/acamh.221.

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Anxiety disorders in children and young people are common and can have a significant impact on mental health and well-being. Anxiety disorders can affect family, school and social life, leisure activities and educational achievement and they often occur alongside other mental health problems.
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