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Related Concept Videos

Correlations02:20

Correlations

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Correlation means that there is a relationship between two or more variables (such as ice cream consumption and crime), but this relationship does not necessarily imply cause and effect. When two variables are correlated, it simply means that as one variable changes, so does the other. We can measure correlation by calculating a statistic known as a correlation coefficient. A correlation coefficient is a number from -1 to +1 that indicates the strength and direction of the relationship between...
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
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Oppositional Defiant Disorder01:30

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A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
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Conduct disorder is a complex mental health diagnosis characterized by a repetitive and persistent pattern of behavior that violates societal norms, the rights of others, or age-appropriate rules. The diagnostic criteria for conduct disorder require the presence of at least three problematic behaviors within the past 12 months, with at least one occurring in the past six months. These behaviors are grouped into four categories: aggression toward people and animals; destruction of property;...
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Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.
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Breakfast Habits among Schoolchildren in the City of Uruguaiana, Brazil
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The relationship between 'school readiness' and later persistent absenteeism.

Megan L Wood1, Lydia Gunning2, Mark Mon-Williams1,2

  • 1School of Psychology, University of Leeds, Leeds, LS2 9JT, UK.

Royal Society Open Science
|August 5, 2024
PubMed
Summary
This summary is machine-generated.

Children not ready for school are more likely to be persistently absent, indicating early childhood factors predict long-term school disengagement. This highlights structural inequities in education.

Keywords:
administrative dataattendancechildrenpersistent absenceschool readiness

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Area of Science:

  • Child development
  • Educational psychology
  • Public health

Background:

  • Post-pandemic school absence is a growing global concern with significant negative consequences.
  • Absenteeism is linked to poor academic performance, long-term health issues, financial instability, and criminal justice involvement.
  • Early childhood challenges may precede and contribute to later school absenteeism.

Purpose of the Study:

  • To investigate the pre-pandemic association between school readiness and persistent absenteeism.
  • To identify early indicators of long-term educational disengagement.

Main Methods:

  • Population-linked dataset analysis of 62,598 children aged 5-13 years (2012/13-2019/20).
  • Statistical analysis controlling for covariates: special educational needs, English as an Additional Language, socioeconomic status, sex, and ethnicity.
  • Examined the odds of persistent absenteeism based on 'school readiness' status.

Main Results:

  • Children not 'school ready' showed increased odds of persistent absenteeism.
  • Lack of school readiness was associated with even higher odds of absenteeism over two or more years.
  • Covariates significantly associated with persistent absenteeism included special educational needs, EAL status, SES, sex, and ethnicity.

Conclusions:

  • The roots of school absenteeism are established in early childhood.
  • Absenteeism patterns reflect underlying structural inequities within the education system.
  • School readiness assessments can identify children at risk of chronic disengagement, enabling early intervention.