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Adolescents in Private Schools Cope Better

By Selena Chavis Associate News Editor
Reviewed by John M. Grohol, Psy.D. on October 30, 2010 

 
Public versus private education — it’s a decision many parents grapple with when considering the best route for their children. 

 

New research out of the University of Granada now points to an emotional advantage for adolescents who attend private school in that they appear to be able to cope better with problems than their public school counterparts.  

 
Led by Ma Paz Bermúdez and Inmaculada Teva y Gualberto Buela-Casal, both professors with the Faculty of Psychology at the University of Granada, the researchers suggest that educational framework may affect student behavior. 

 

Bermúdez noted that “the results obtained show that the type of education center may affect students’ behavior, due to the different social, cultural or education structure that each center has.”

 
Researchers found that adolescents attending private schools not only utilize more efficient strategies to cope with problems, they also use emotion-oriented and problem-oriented coping. 

 

Read in Full:

http://psychcentral.com/news/2010/10/30/adolescents-in-private-schools-cope-better/20174.html

 

Parents’ Effort Key to Child’s Educational Performance

ScienceDaily (Nov. 5, 2010) — A new study by researchers at the University of Leicester and University of Leeds has concluded that parents’ efforts towards their child’s educational achievement is crucial — playing a more significant role than that of the school or child.

 

This research by Professor Gianni De Fraja and Tania Oliveira, both in the Economics Department at the University of Leicester and Luisa Zanchi, at the Leeds University Business School, has been published in the latest issue of the MIT based Review of Economics and Statistics.

 

The researchers found that parents’ effort is more important for a child’s educational attainment than the school’s effort, which in turn is more important than the child’s own effort.

 

The study found that the socio-economic background of a family not only affected the child’s educational attainment — it also affected the school’s effort.

 

Researcher Professor De Fraja, who is Head of Economics at the University of Leicester, said: “The main channel through which parental socio-economic background affects achievement is via effort.

 

Read in Full: 

http://www.sciencedaily.com/releases/2010/10/101029121554.htm

 

Study Finds Links Between High Schoolers’ Hopes, Educational Attainment

ScienceDaily (Nov. 4, 2010) — It turns out that the high school guidance counselor was right. Students who have high aspirations and put thought into their futures during their high school years tend to reach higher levels of educational attainment, according to a recent study.

 

And what’s a significant factor in those goals and expectations taking shape in the first place? It matters if teens are involved in extracurricular activities — whether it’s football, fine arts or French club.

 

The research, by Sarah Beal and Lisa Crockett of the University of Nebraska-Lincoln, surveyed hundreds of high school students about their educational and career goals and expectations while also examining the types of activities they took part in during high school. Then researchers studied how each activity, from extracurricular clubs and teams to part-time jobs to volunteering, was related to students’ thoughts about their futures.

 

They found that students’ educational plans and their occupational goals and expectations were related to and predicted the level of education they ultimately attained. Also, extracurricular activities were related to students’ educational goals and career expectations — and vice-versa.

 

That unique relationship, the study says, played a role in predicting how far teens eventually went with their educations.

 

Read in Full: 

http://www.sciencedaily.com/releases/2010/11/101102164004.htm

 

10 Tips to Make The Rest of the Semester Work

 
By Marie Hartwell-Walker, Ed.D.
 
Midterms are over and you are now confronted with the state of your grades. Maybe you did okay or even more than okay but it was high stress all the way. Or maybe you didn’t do as well as you could or as well as you need to if you are to be competitive for grad school or the job you want after graduation. 

 

Either way, it may be time to rethink the way you are doing college. It doesn’t have to be so high stress. If you were bright enough to be admitted, you’re bright enough to earn decent grades. But it may require a major shift in your schedule, your attitude, and your work ethic to get there.

 

Here are some tips to make the second half of the semester go smoothly for you…

 

1. Recommit.

 

If you got a string of C-minuses or lower, resist the tendency to give up. However discouraged you may be, letting yourself get overwhelmed will ensure a GPA-busting semester. A new commitment to your studies could bail you out, or at least bail you out enough so that you have something to build on next semester.

 

If, on the other hand, you did fine but were so stressed you’re still recovering, you have a different challenge: Resist the tendency to collapse in a grateful heap and coast for a few weeks. You’ll be setting yourself up for another anxiety attack when finals roll around.

 

2. Understand that school is your job right now.

 

If you aren’t putting in a solid eight hours a day Monday through Friday for classes and study, you simply aren’t doing it. That eight hours does not include meals, hanging out with friends, cruising Facebook, or watching Grey’s Anatomy. A workday is just that – a day of working. The upside is that if you really do schedule a respectable eight hours a day, you’ll probably have most of your evenings and your weekends free to do what you want without feeling guilty.

 

3. Schedule your time well.

 

Plan out each of your weekdays as seriously as you would an assignment for the most important job of your life. Get out a calendar or planner. Write in blocks of time each week for study for each course. Make sure you schedule time for your toughest class and most demanding papers when you are the freshest.

 

Read in Full: 

http://psychcentral.com/blog/archives/2010/11/08/10-tips-to-make-the-rest-of-the-semester-work/

 

Children Find Their Own Way to Solve Arithmetic Problems

 

ScienceDaily (Nov. 9, 2010) — Children with learning difficulties can benefit from being encouraged to find their own way to solve arithmetic problems, according to new research from Strathclyde.

 

Astudy by Dr Lio Moscardini, in Strathclyde’s Faculty of Humanities & Social Sciences, found that children deal better with arithmetical problems if they can use their own intuitive strategies such as using number blocks, drawings or breaking an equation up into smaller, simpler parts- rather than being instructed in arithmetical facts and procedures.

 

All the teachers taking part in the study underwent professional development in children’s mathematical thinking before introducing these ideas into their classrooms. Nearly all felt that their pupils had benefited from learning in this way- and several said they had previously underestimated the children’s ability and potential.

 

Dr Moscardini, a specialist in additional support needs, said: “We found that pupils with learning difficulties were able to develop an understanding of arithmetic through engaging in these activities, without explicit prior instruction.

 

“When teachers have an insight into children’s mathematical thinking they can use this knowledge to inform their teaching. The study also supported the view that maths learning isn’t just about acquiring a series of skills but is about making sense of problems and building understanding.”

 

Read in Full: 

http://www.sciencedaily.com/releases/2010/11/101108140925.htm

 

Children Unhappy At School Turn To Sex And Alcohol

Article Date: 11 Nov 2010 – 0:00 PST

 

Young children who don’t like school are more likely to be involved in underage drinking and sexual activity. A study reported in BioMed Central’s open access journal Substance Abuse, Treatment, Prevention and Policy, has found that pupils’ general wellbeing and specific satisfaction with school were both associated with the incidence of risky behaviors.

 

Professor Mark Bellis worked with a team of researchers from the Centre for Public Health, Liverpool John Moores University, to carry out the study in more than 3500 11-14 year olds from 15 schools in the North West of England. He said, “As young as 13 years old, children who drink alcohol are much more likely to have had sex. The more they drink, the higher the risks of early sexual behavior. However, here we have looked at the relationships, not just between alcohol consumption and sexual behavior, but also at how these behaviors relate to their feelings about school and home life”. 

 

Read in Full: 

http://www.medicalnewstoday.com/articles/207360.php

Education Is Not Preparation For Life; Education Is Life Itself



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