Browsing by Subject "ACADEMIC-ACHIEVEMENT"

Sort by: Order: Results:

Now showing items 1-15 of 15
  • Jelenkovic, Aline; Mikkonen, Janne; Martikainen, Pekka; Latvala, Antti; Yokoyama, Yoshie; Sund, Reijo; Vuoksimaa, Eero; Rebato, Esther; Sung, Joohon; Kim, Jina; Lee, Jooyeon; Lee, Sooji; Stazi, Maria A.; Fagnani, Corrado; Brescianini, Sonia; Derom, Catherine A.; Vlietinck, Robert F.; Loos, Ruth J. F.; Krueger, Robert F.; Mcgue, Matt; Pahlen, Shandell; Nelson, Tracy L.; Whitfield, Keith E.; Brandt, Ingunn; Nilsen, Thomas S.; Harris, Jennifer R.; Cutler, Tessa L.; Hopper, John L.; Tarnoki, Adam D.; Tarnoki, David L.; Sorensen, Thorkild I. A.; Kaprio, Jaakko; Silventoinen, Karri (2018)
    Background There is evidence that birth weight is positively associated with education, but it remains unclear whether this association is explained by familial environmental factors, genetic factors or the intrauterine environment. We analysed the association between birth weight and educational years within twin pairs, which controls for genetic factors and the environment shared between co-twins. Methods The data were derived from nine twin cohorts in eight countries including 6116 complete twin pairs. The association between birth weight and educational attainment was analysed both between individuals and within pairs using linear regression analyses. Results In between-individual analyses, birth weight was not associated with educational years. Within-pairs analyses revealed positive but modest associations for some sex, zygosity and birth year groups. The greatest association was found in dizygotic (DZ) men (0.65 educational years/kg birth weight, p=0.006); smaller effects of 0.3 educational years/kg birth weight were found within monozygotic (MZ) twins of both sexes and opposite-sex DZ twins. The magnitude of the associations differed by birth year in MZ women and opposite-sex DZ twins, showing a positive association in the 1915-1959 birth cohort but no association in the 1960-1984 birth cohort. Conclusion Although associations are weak and somewhat inconsistent, our results suggest that intrauterine environment may play a role when explaining the association between birth weight and educational attainment.
  • Seilo, Noora; Paldanius, Susanna; Autio, Reija; Kunttu, Kristina; Kaila, Minna (2020)
    Objective To evaluate the association between health and study-related factors measured by an Electronic Health Questionnaire (eHQ), participation in a health examination process and graduation in a university student population. Design Nationwide, retrospective, register-based cohort study with a 6-year follow-up. Setting Student health care in Finland. Finnish Student Health Service (FSHS) provides statutory student health services to university students in Finland. The health examination process of FSHS includes the eHQ provided annually to university entrants and a subsequent health check when necessary based on students' eHQ response. Participants A national cohort of university entrants from the 2011-2012 academic year (n=14 329, n (female)=8075, n (male)=6254). Outcome measures The primary outcome measure was graduation, measured based on whether a student had completed a bachelor's, licentiate or master's degree during the 6-year follow-up. Results Some 72% of the women and 60% of the men had graduated during the follow-up. The predictors in the eHQ associated with non-graduation differed by sex. Among the women's low enthusiasm about studies (OR 2.6, 95% CI 1.9 to 3.6), low engagement with studies (OR 2.5, 95% CI 1.8 to 3.4) and daily smoking (OR 1.9, 95% CI 1.4 to 2.6) were the strongest predictors to non-graduation. Among the men, low engagement with studies (OR 3.7, 95% CI 2.5 to 5.5) and obesity (body mass index >= 35) (OR 4.0, 95% CI 1.9 to 8.8) were the strongest predictors to non-graduation. Not attending the health check when referred was associated with non-graduation in both sexes: the OR for not graduating was 1.6 (95% CI 1.3 to 1.9) in women and 1.3 (95% CI 1.0 to 1.6) in men. Conclusions Engagement and enthusiasm about studying in the first year are important predictors of graduation and therefore a potential intervention target. Health promotion initiatives conducted early in the studies may have a positive effect on students' academic achievement.
  • Ueda, Riyo; Kaga, Yoshimi; Kita, Yosuke; Nakagawa, Eiji; Okada, Takashi; Inagaki, Masumi (2021)
    Background Poor reading ability is one of the common causes of low academic performance. In previous studies, children with dyslexia were found to demonstrate poor academic achievement due to poor reading ability. However, the relationship between academic achievement and reading ability in children with a borderline full-scale intellectual quotient (FSIQ) is unknown. This study aimed to clarify the clinical characteristics of children with borderline FSIQ and poor reading ability, and differentiate these characteristics from those of children with higher FSIQ and poor reading ability. Methods A total of 126 children (aged 6-15 years) identified as having low academic performance were enrolled. The reading ability of children was assessed through their performance on the hiragana (Japanese syllabary) reading task, while their reading and writing achievement was assessed through their reading and writing score on the Kaufman Assessment Battery for Children, Second Edition. Children were categorized into two groups based on their FSIQ score (FSIQ > 85 and 85 >= FSIQ >= 70). Reading ability in children was evaluated by referring to the linear relationship between FSIQ and the standard deviation value of reading tasks in typically developing children. A one-way analysis of variance (ANOVA) was performed to examine clinical characteristics between higher and lower FSIQ groups. Associations between reading and writing achievement, reading ability, and ages of children were assessed using Pearson's product-moment correlation coefficients for the higher and lower FSIQ groups. Results Poorer reading and writing achievement was associated with poorer reading ability in the higher FSIQ group. Conversely, poorer reading and writing achievement and poor reading ability were associated with older age in the lower FSIQ group. Conclusions Poor reading and writing achievement were associated with older age, not with poor reading ability in the lower FSIQ group. Children with lower FSIQ need appropriate educational interventions based on independent assessments to further their academic achievement and reading ability. Moreover, they need more frequent evaluations of their academic achievement than do children with higher FSIQ and poor reading ability since they are more likely to be at a lower academic achievement level at an older age.
  • Nissinen, Niina-Maria; Gissler, Mika; Sarkola, Taisto; Kahila, Hanna; Autti-Rämö, Ilona; Koponen, Anne M. (2021)
    Introduction: The dual impact of prenatal substance exposure (i.e. alcohol/drugs) and adverse postnatal caregiving environment on offspring secondary education completion is an understudied research area. The aim was to investigate the influence of childhood adversities, out-of home care, and offspring's mental and/or behavioural disorders on secondary education completion among prenatally exposed offspring in comparison to matched unexposed offspring. Methods: This is a longitudinal register-based matched cohort study in Finland including offspring with a history of prenatal substance exposure and a matched unexposed cohort. The study sample included 283 exposed and 820 unexposed offspring aged 18-23 years. Results: The results showed a time lag in secondary education completion and lower educational attainment overall among exposed compared with unexposed (37.8% vs. 51.0%, respectively). The results from the multivariate logistic regression models showed that the differences in the secondary education completion between exposed and unexposed were diminished in the presence of covariates. A cumulative childhood adversity score and out-of-home care were not associated with secondary education completion in the multivariate models, whereas the different domains of offspring's mental and/or behavioural disorders including psychiatric disorders (AOR 0.65, 95% CI 0.45-0.96), neuropsychological disorders (AOR 0.35, 95% CI 0.23-0.54) and dual psychiatric and neuropsychological disorder (AOR 0.29, 95% CI 0.18-0.48) showed an independent negative effect on secondary education completion. Conclusions: Inferior educational outcomes may not be directly linked with prenatal substance exposure but may rather reflect the extent of evolving offspring's mental and/or behavioural disorders over time influenced by childhood adversities.
  • Mäkelä, Marja-Liisa; Kalalahti, Mira (2020)
    This article concentrates on the transition from comprehensive school to the upper secondary level from the viewpoint of migrant background girls. Emphasis is on understanding the bounded agency and the ways in which gender and family background are expressed in the modalities of the agency. Previous studies show that ethnic minorities have more difficulties in school, and they continue to higher education less frequently than the majority of students. We are interested in the aspirations of migrant background girls (n = 34) concerning their post-comprehensive transition. Our focus is on the experienced agency during the last year of comprehensive school. Our research questions are: What kinds of modalities do migrant background girls use when considering their educational choices? How do these modalities reflect their bounded agency? The study shows that although the experienced agency is universal among the age group, there are specific ethnic and gender connotations.
  • Dobewall, Henrik; Lindfors, Pirjo; Karvonen, Sakari; Koivusilta, Leena; Vainikainen, Mari-Pauliina; Hotulainen, Risto; Rimpelä, Arja (2019)
  • Iso-Markku, Paula; Waller, Katja; Kujala, Urho M.; Kaprio, Jaakko (2015)
    Introduction. Physical activity is associated with a decreased occurrence of dementia. In twins, we investigated the effect of persistent physical activity in adulthood on mortality due to dementia. Materials and methods. Physical activity was queried in 1975 and 1981 from the members of the older Finnish Twin Cohort (n = 2 1,791), who were aged 24-60 years at the end of 1981. The subjects were divided into three categories according to the persistence of their vigorous physical activity. Dementia deaths were followed up to the end of 2011. Results. During the 29-year follow-up, 353 subjects died of dementia. In individual-based analyses the age-and sex-adjusted hazard ratio (HR) was 0.65 (95% CI 0.43-0.98) for subjects partaking in vigorous physical activities in both 1975 and 1981 compared to those who were inactive in both years. No significant change was observed after adjusting for potential confounding factors. The corresponding HR for within-pair comparisons of the less active twin versus the more active co-twin was 0.48 (95% CI 0.17-1.32). The results for analyses of the volume of physical activity were inconclusive. Conclusions. Persistent vigorous leisure-time physical activity protects from dementia, and the effect appears to remain after taking into account childhood environment.
  • Korpipää, Heidi; Niemi, Pekka; Aunola, Kaisa; Koponen, Tuire; Hannula-Sormunen, Minna; Stolt, Suvi; Aro, Mikko; Nurmi, Jan-Erik; Rautava, Päivi; the PIPARI Study Group (2019)
    It is well-known that very preterm children perform at lower levels than full-term children in reading and arithmetic at school. Whether the lower performance levels of preterm children in these two separate domains have the same or different origins, however, is not clear. The present study examined the extent to which prematurity is associated with the overlap (i.e., common variance) of reading and arithmetic among Finnish school beginners. We also examined the extent to which the association of prematurity with the overlap between reading and arithmetic is due to different prereading skills, basic number skills, and general cognitive abilities. The participants (age 6-7) consisted of 193 very preterm children ( <32 weeks of gestation or birth weight <1501 g) and 175 full-term control children assessed at the beginning of Grade 1. The results showed that about 40% of the variation in reading and arithmetic skills was common to these two domains and thus, represented the overlap between reading and arithmetic. Prematurity was found to be negatively associated with the overlapping part of reading and arithmetic skills. This association was explained particularly by differences between very preterm and full-term children in prereading (letter knowledge, phonological awareness, and rapid automatized naming) and basic number skills (counting sequence knowledge): Very preterm children showed lower levels of phonological awareness, letter knowledge, counting, and rapid serial naming than full-term children and thus, also demonstrated lower skill level common for reading and arithmetic. Early screening of very preterm children according to the cognitive antecedents that predict the overlap between reading and arithmetic is needed to prevent comorbid difficulties in these domains.
  • Alanko, Outi; Niemi, Pekka; Munck, Petriina; Matomäki, Jaakko; Turunen, Tiina; Nurmi, Jari-Erik; Lehtonen, Liisa; Haataja, Leena; Rautava, Päivi (2017)
    Reading and math skills of preterm born (birth weight 1500 g or gestational age:532 weeks) children and full term (FT) children were compared during the first weeks of grade 1. The participants were 194 preterm born and 175 FT children born between 2001 and 2006. There were more precocious readers among FT than among preterm students, but even the latter performed close to the national norm. FT and preterm group differences among non-readers were minor with only rapid naming showing a robust difference. Math performance showed a stable difference in favor of FT students and the difference was sustained in the full-scale IQcontrol. Major brain pathology increased the likelihood of poor scholastic skills, but lower birth weight relative to gestational age did not. Somewhat surprisingly, maternal education was not associated with school readiness skills. (C) 2017 Elsevier Inc. All rights reserved.
  • Rawlings, Anna Maria; Tapola, Anna; Niemivirta, Markku (2021)
    The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students’ domain- and course-specific motivational appraisals (interest, strain, effort), and performance, in two studies. Study 1 explored the relationships between temperamental sensitivities, motivational appraisals, and task achievement among secondary students (N = 268) in the domain of mathematics, using Exploratory Structural Equation Modeling (ESEM) for the analyses. Study 2 was conducted longitudinally among upper-secondary students (N = 155) during a course in four key school subjects. Subject interest was included alongside the temperamental sensitivities as a predictor of course-specific motivation and course grades, and the data were analysed with Partial Least Squares Structural Equation Modeling (PLS-SEM). Previous achievement was controlled in both studies. The findings showed temperamental sensitivities to be differentially linked with motivational appraisals. Punishment sensitivity in Study 1, and interindividual reward sensitivity (sensitivity to reward dependent on others’ approval or attention) in Study 2 were found to have an effect on psychological strain. In both studies, interest and effort were predicted by intraindividual reward sensitivity (positive responsiveness to novelty and own successes). In Study 2, subject interest was a consistent predictor of higher course interest and lower strain. In both studies, connections were found between strain and lower performance. The findings suggest individual characteristics may predispose students to certain motivational experiences, and contribute to educational outcomes, in both domain and course contexts and across subject content.
  • Postareff, Liisa; Mattsson, Markus; Lindblom-Ylanne, Sari; Hailikari, Telle (2017)
    The demands and pressures during the first study year at university are likely to arouse a variety of emotions among students. Nevertheless, there are very few studies on the role of emotions in successful studying during the transition phase. The present study adopts a person-oriented and mixed-method approach to explore, first, the emotions individual students experience during the first year at university. Hierarchical cluster analysis was used to group students (n = 43) on the basis of the emotions they described in an interview. Second, the study investigates how the students in the different clusters scored on approaches to learning (as measured on the Learn questionnaire) and how they succeeded (GPA) and progressed (earned credits per year) in their studies. Three emotion clusters were identified, which differed in terms of the deep and surface approaches to learning, study success and study progress: (1) quickly progressing successful students experiencing positive emotions, (2) quickly progressing successful students experiencing negative emotions and (3) slowly progressing students experiencing negative emotions. The results indicate that it is not enough to focus on supporting successful learning, but that attention should also be paid to promoting students' positive emotions and well-being at this time.
  • Berg, Minna; Talvio, Markus; Hietajärvi, Lauri; Benitez, Isabel; Cavioni, Valeria; Conte, Elisabetta; Cuadrado, Francisco; Ferreira, Marco; Kosir, Matej; Martinsone, Baiba; Ornaghi, Veronica; Raudiene, Irena; Sukyte, Daiva; Talic, Sanela; Lonka, Kirsti (2021)
    In recent years, the school curricula in many European countries have introduced social and emotional learning (SEL). This calls for the teachers to have SEL competencies. The present study evaluates teachers' and their students' readiness for SEL during an intervention in five European countries. The participants were teachers (n = 402) in five European countries; Italy, Latvia, Lithuania, Slovenia, and Spain. The pre- and post-measuring points for both the intervention and the comparison group were at approximately the same time before and after the intervention. Comparison data consisted of 159 teachers in the same countries. The training for the intervention group lasted 16 h for the teachers and a maximum of 16 h for the principles and headmasters. An additional 9 h of further monitoring took place. There were two student groups participating in the study: the age group of 8-11 years (pre puberty) and the age group of 12-15-years (adolescents). Students, whose teachers had participated in the intervention, formed the intervention group (n = 2,552). Those students, whose teachers did not participate in the intervention, formed the comparison group (n = 1,730). The questionnaire data were collected at the beginning and at the end of the school year for both age groups. The results indicated that there was a favorable development in the intervention group in some of the measured skills among students, but the effects were different for the two age groups. This study adds to both theoretical and practical development of continuing teacher training about SEL and its possible role in reducing problem behavior among the students.
  • Morales-Munoz, Isabel; Partonen, Timo; Saarenpää-Heikkilä, Outi; Kylliäinen, Anneli; Pölkki, Pirjo; Porkka-Heiskanen, Tarja; Paunio, Tiina; Paavonen, E. Juulia (2019)
    Background: Chronotype is a construct contributing to individual differences in sleep-wake timing. Previous studies with children have found that evening-types exhibit greater sleep difficulties. Infant sleep quality can be modulated by several factors, such as parental characteristics. We examined the association between parental circadian preference and sleep in early childhood. Methods: This study was based on a longitudinal birth cohort, with several measurement points. We used information regarding parental questionnaires during pregnancy and children's sleep measures at three, eight, 18 and 24 months. In total, 1220 mothers, 1116 fathers, 993 infants at three months, 990 infants at eight months, 958 children at 18 months, and 777 children at 24 months were analyzed. Parental circadian preference was measured using the Horne-Ostberg Morningness-Eveningness Questionnaire. Concerning children's sleep, we used the Brief Infant Sleep Questionnaire (BISQ) and the Infant Sleep Questionnaire (ISQ) at each time point. Results: Maternal circadian preference was associated with infants' circadian rhythm development at three, eight, 18 and 24 months. Furthermore, increased maternal eveningness was also related to short sleep during daytime at three months, and nighttime at three and eight months, to long sleep-onset latency at three, 18 and 24 months, to late bedtime at three, eight and 18 months, and to sleep difficulties at eight and 24 months. Paternal circadian preference was not associated with any sleep variable at any time point. Conclusion: Maternal circadian preference is related to several sleep difficulties in early childhood, and it may be considered a potential risk factor for the onset of early sleeping problems. (c) 2018 Elsevier B.V. All rights reserved.
  • Stephenson, Mallory; Barr, Peter; Ksinan, Albert; Aliev, Fazil; Latvala, Antti; Viken, Richard; Rose, Richard; Kaprio, Jaakko; Dick, Danielle; Salvatore, Jessica E. (2020)
    Background and aims Research on adolescent predictors of later alcohol misuse is typically conducted on samples of singletons, and associations may be confounded by between-family differences. To address potential confounding, we applied a co-twin comparison design to evaluate whether differences between co-twins in a wide array of adolescent risk factors predicted differences in young adult alcohol misuse. Design Longitudinal study in which associations between characteristics of the sample as adolescents were used to predict young adult alcohol misuse in individual-level analyses and co-twin comparisons. Setting Finland. Participants A total of 3402 individuals (1435 complete twin pairs; 36% monozygotic; 57% female) from the FinnTwin12 study. Measurements The young adult alcohol misuse outcome was a composite score of alcohol use and intoxication frequency. Adolescent predictors included factor scores representing academic performance, substance use, externalizing problems, internalizing problems, peer environment, physical health and relationship with parents; and single measures tapping alcohol expectancies, life events and pubertal development. Findings In individual-level analyses, individuals with higher adolescent substance use, externalizing problems, time with friends, peer deviance, sports involvement, sleeping difficulties, parental discipline, positive alcohol expectancies and difficulty of life events reported higher alcohol misuse in young adulthood (Ps <0.019, R-2 = 0.0003-0.0310%). Conversely, those with higher adolescent internalizing problems, parent-child relationship quality and time with parents reported lower alcohol misuse (Ps <0021, R-2 = 0.0018-0.0093%). The associations with adolescent substance use and alcohol expectancies remained significant in co-twin comparisons (Ps <0.049, R-2 = 0.0019-0.0314%). Further, academic performance emerged as a significant predictor, such that individuals with higher grades compared with their co-twin reported higher young adult alcohol misuse (Ps <0.029, R-2 = 0.0449-0.0533%). Conclusions Adolescent substance use, positive alcohol expectancies and higher academic performance appear to be robust predictors of later alcohol misuse.