The impact of hyperactivity and peer relationships on academic achievement has long been highlighted in the professional literature. This study highlights how much variation in reading comprehension scores, an indicator of academic achievement, are accounted for by hyperactivity, conduct problems, and peer problems. The participants included 129 students in first through sixth grade in an urban...

willingness to communicate and motivation can be two important affective variables to cause success in language achievement. the current study aimed to investigate the role of willingness to communicate (wtc) and second language motivational self-system (l2mss) in relation to learners’ language achieve- ment. to this end, 100 homogeneous learners both male and female aged from 16 to 20 were cho...

Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers' reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7-9 years) rated...

BACKGROUND Population of South Sinai has suffered from negligence for many years. Solving educational problems of this population is the main concern nowadays. AIM To assess academic achievement in primary school children in South Sinai in relation to intelligence and psychosocial profile. SUBJECTS AND METHODS A descriptive cross-sectional survey was conducted on 407 Bedouin and urban stude...

A cross-lagged panel analysis of Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) intelligence test scores and reading and math achievement test scores of 337 students twice assessed for special education eligibility across a test-retest interval of 2.85 years was conducted. General intelligence (g) was loaded by the four WISC-IV factor index scores whereas reading and math wer...

Increasingly school counselors are being called upon to demonstrate that they contribute to students’ academic achievement. No Child Left Behind (NCLB) has led to an intense focus on the use of standardized test scores in measuring academic achievement and on educator accountability for producing measurable achievement gains. NCLB also calls for all educators to use interventions that have been...

INTRODUCTION The aim of this study was to identify factors associated with poor academic achievement during the early school years. METHODS This was a cross-sectional study of urban Primary Two children. Sociodemographic and medical data were obtained from questionnaires and interviews. Achievement was based on marks obtained in the core subjects of the Primary One examination. All students u...