Relevant bibliographies by topics / Family Environment; Academic Achievement

Contents

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

Academic literature on the topic 'Family Environment; Academic Achievement'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Family Environment; Academic Achievement"

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Rokhim, Hanif Nur, Happri Novriza Setya Dhewantoro, and Suranto Suranto. "PENGARUH LINGKUNGAN KELUARGA DAN LINGKUNGAN SEKOLAH TERHADAP PRESTASI AKADEMIK SISWA DI INDONESIA: DATA PISA." Jurnal Kalacakra: Ilmu Sosial dan Pendidikan 5, no. 1 (2024): 22. http://dx.doi.org/10.31002/kalacakra.v5i1.8399.

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<p class="71isipaperparagraf2dst"><span lang="EN-US">The study of family environment and school environment in relation to academic achievement is a topic that is often discussed. The quantitative research method in this study is secondary data analysis using data from the 2018 Program for International Student Assessment (PISA). This research was conducted in Indonesia with 8,268 respondents who filled out the questionnaire. The results of this study indicate that: (1) Family environment has a positive influence on student academic achievement. (2) Family environment has a positiv
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Jasar, Pappattu, and Mrs.J.Vanitha. "A STUDY ON FAMILY ENVIRONMENT AND ITS EFFECT ON ACADEMIC ACHIEVEMENT IN SCIENCE AMONG SECONDARY SCHOOL STUDENTS." International Journal of Research - Granthaalayah 5, no. 6 (2017): 428–36. https://doi.org/10.5281/zenodo.821728.

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Family environment seems to impact academic performance. Families in common and parents in specific, have often been considered to be the most significant support system obtainable to the child. The toughest factor in molding a child’s character or behavior is the relationship with their parents. Students who have struggled educationally in most circumstances are at higher risk of school avoidance, and eventually dropping out, than those who are effective. For the struggling students, however, school is often a place that only helps to strengthen the low self-esteem. The student attempts to ev
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Derilo, Reymund C. "Synergistic Effect of Learning Environments, and Familial Factors on Generation Z Learners’ Academic Achievement in Science." International Journal of Instruction 17, no. 4 (2024): 503–20. http://dx.doi.org/10.29333/iji.2024.17428a.

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This descriptive-predictive study examined the interplay among learning environment factors (school, home, and community), familial factors (socioeconomic status and family relations), and academic achievement of 186 randomly selected Generation Z (Gen Z) learners. Factorial analysis demonstrated significant impacts of school and home learning environments on science academic achievement, while the community environment, in isolation, lacked significant effect. Interaction effects emphasized synergies between school and community, as well as school and home environments. However, there was an
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Spees, Lisa, Krista M. Perreira, and Andrew Fuligni. "Family Matters." Journal of Family Issues 38, no. 4 (2016): 457–79. http://dx.doi.org/10.1177/0192513x16646592.

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As primary agents of socialization, families and schools can powerfully shape the academic adaptation of youth. Using data from the Social Identification and Academic Adaptation studies, we compare the family and school environments of Latino high school seniors living in a new destination, North Carolina, with those living in an established destination, Los Angeles. We then evaluate how family and school environments influence their educational aspirations, expectations, and performance. We find that parents’ achievement expectations promote Latino youths’ academic success, while perceived fu
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Gu, Xiaoxia, Norlizah Che Hassan, and Tajularipin Sulaiman. "The Relationship between Family Factors and Academic Achievement of Junior High School Students in Rural China: Mediation Effect of Parental Involvement." Behavioral Sciences 14, no. 3 (2024): 221. http://dx.doi.org/10.3390/bs14030221.

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This study aims to understand how socioeconomic status and the family environment impact students’ academic achievement through the mediation of parental involvement in rural China. To achieve this, a cross-sectional design was adopted, and a total of 525 parents of rural junior high school students from S province in southwest China were surveyed. The proposed conceptual framework was tested by structural equation modeling. The results claimed that both socioeconomic status and the family environment are important factors affecting the academic achievement of rural students, and the role of t
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Luo, Beier. "How Family Environment Affects Students' Academic Performance." Lecture Notes in Education Psychology and Public Media 49, no. 1 (2024): 89–94. http://dx.doi.org/10.54254/2753-7048/49/20231802.

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Often within a school, students' academic performance always appears different. Some students do well on the exam and get high scores, but some students struggle. It has been proved that the academic performance of students is not only related to how they work at school, but also strongly relevant to factors outside school, and this can be related to many factors, for example, the IQ of students, the hard work of students at home and the environments of their family, etc. This article mainly discusses how the family environment of students impacts their academic performance. In this paper fami
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Nikhat, Yasmin Shafeeq, and Tazeen Aliya. "COMPARATIVE STUDY OF THE EFFECTS OF FAMILY CLIMATE ON THE ACADEMIC ACHIEVEMENTS OF GOVERNMENT AND PRIVATE SECONDARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 3, no. 6 (2017): 118–27. https://doi.org/10.5281/zenodo.803456.

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This study investigated the impact of family climate on the academic achievement of government and private secondary school students. Three hundred (Boys =150; Girls =150) secondary school students were randomly chosen as the sample of the study from 8 schools (4 government and 4 private) of Aligarh. Family Climate Scale by Dr. Beena Shah (1990) was used to study respondent’s family climate, while their IX class examination results were used as the measure of academic achievement. The hypotheses were tested using the product moment coefficient of correlation to find out the relationship betwee
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Shafeeq, Nikhat Yasmin, and Aliya Tazeen. "COMPARATIVE STUDY OF THE EFFECTS OF FAMILY CLIMATE ON THE ACADEMIC ACHIEVEMENTS OF GOVERNMENT AND PRIVATE SECONDARY SCHOOL STUDENTS." International Journal of Research -GRANTHAALAYAH 3, no. 6 (2015): 118–27. http://dx.doi.org/10.29121/granthaalayah.v3.i6.2015.3007.

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This study investigated the impact of family climate on the academic achievement of government and private secondary school students. Three hundred (Boys =150; Girls =150) secondary school students were randomly chosen as the sample of the study from 8 schools (4 government and 4 private) of Aligarh. Family Climate Scale by Dr. Beena Shah (1990) was used to study respondent’s family climate, while their IX class examination results were used as the measure of academic achievement. The hypotheses were tested using the product moment coefficient of correlation to find out the relationship betwee
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Ikhsan, Arfan, Indra Maipita, and Higinus Bonaventura Salu. "Accounting Subject Achievement of 11th Grade Social Students at SMA Murni Bandar Baru was Influenced by Family and School Environment." Randwick International of Education and Linguistics Science Journal 5, no. 2 (2024): 402–9. http://dx.doi.org/10.47175/rielsj.v5i2.980.

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This research was carried out at SMA Deli Murni Bandar Baru with the aim of describing the students' family and school environments as well as describing students' academic achievements in accounting subjects and knowing the influence of the family and school environment on students' academic achievements in accounting subjects. This research used a descriptive verification approach with a sample size of 110 students from a total population of 148. The population consisted of 11th grade of IPS (Social) students at SMA Deli Murni Bandar Baru. Sampling uses random sampling which is the method us
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Dr. U. PANDIAN, Dr U. PANDIAN. "A Study of Higher Secondary School Students’ Academic Achievement and Family Environment in Karaikal." Global Journal For Research Analysis 3, no. 3 (2012): 37–38. http://dx.doi.org/10.15373/22778160/mar2014/14.

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Dissertations / Theses on the topic "Family Environment; Academic Achievement"

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Jiang, Yimin, and 蔣逸民. "Family environment and academic achievement in Nanjing secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244294.

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Tsikis, Joanna. "Family Environment and Pediatric Sickle Cell Disease: Patterns of Health Care Utilization and Academic Achievement." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/cps_stuetd/126.

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Sickle cell disease (SCD) is the most common group of genetic, chronic hematologic disorders, and is characterized by chronic pain resulting from vaso-occlusive episodes. As such, youth with SCD utilize a disproportionately high amount of health care resources. Youth with frequent health care utilization (HCU) are at increased risk for psychosocial consequences, including disruptions in family functioning and decreased academic performance. While studies have separately examined HCU, family functioning, and academic achievement in this population, there is a dearth of research examining the as
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Mok, Mo-ching Magdalena. "The relationship of family educational environment and mathematics achievement of Hong Kong students /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12355392.

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Mok, Mo-ching Magdalena, and 莫慕貞. "The relationship of family educational environment and mathematics achievement of Hong Kong students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31231317.

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Caplan, Sheryl Mink. "Family and Self-concept Factors Contributing to the Adjustment and Achievement of Early Entrants." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279103/.

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The purpose of this study was to investigate the role of students' self-concept and their perceptions of family environment in the psychosocial adjustment and academic achievement of accelerated college students in a residential program. A secondary purpose was to investigate the differential role of those factors for students of diverse ethnic backgrounds.
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Hayes, Nicole. "Continuity and change in family engagement in home learning activities across the early years." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84653/1/Nicole_Hayes_Thesis.pdf.

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This research utilised data from The Longitudinal Study of Australian Children and explored continuity and change in parental engagement in home learning activities with young children. The findings indicated a decrease over time in parental engagement with children, from age to 2-3 years to 6-7 years. Rate of decrease impacted negatively on learning outcomes for language and literacy, and mathematical thinking, in the early years of school, when children were aged 6-7 years. Shared reading with children and interactions around everyday home activities and play, in which children and parents p
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Brown, Christine. "Quality Education in Idaho: A Case Study of Academic Achievement in Three High-Poverty Rural Schools." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6396.

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The focus of this research is bridging the achievement gap for students living in poverty through quality education. Such a study is important because the percentage of students affected by poverty is increasing and the persistent gap in achievement evidences that the right to quality education for students in poverty is not being met. This is mixed-methods study of three high-poverty elementary schools in Idaho. Both quantitative (achievement test scores) and qualitative data (interviews of seventeen teachers and principals) are compared and contrasted. The findings provide evidence that qual
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Gamm, Stephanie N. "Relationships among socioeconomic status, family relationships, and academic achievement." Honors in the Major Thesis, University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1262.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Sciences<br>Psychology
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Toussaint, Jeffrey Guy. "Adoptive Status, Social Capital, and Academic Achievement." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27815.

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This dissertation examined the relationships among adoptive status, social capital, and academic achievement. Data from the National Longitudinal Study of Adolescent Health (Add Health) had 609 adopted and 11, 940 non-adopted adolescents. I used OLS regression models to help explain why adopted adolescents have significantly lower grade point averages (GPA) than non-adopted adolescents. Potential mediators were family social capital, closeness to family, mother and father, mothers' and fathers' involvement in their children's education, self-esteem, academic expectations, and in-school beha
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Frisco, Michelle Lynn. "Adolescents' future opportunity : family, sexual decision-making, and academic achievement /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3031598.

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Books on the topic "Family Environment; Academic Achievement"

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Lockheed, Marlaine E. Family background and student achievement. Population and Human Resources Dept., World Bank, 1988.

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Brandsma, H. P. Basisschoolkenmerken en de kwaliteit van het onderwijs. RION, 1993.

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National Center for Chronic Disease Prevention and Health Promotion (U.S.). Division of Adolescent and School Health. Fostering school connectedness: Improving student health and academic achievement. U.S. Dept. of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health, 2009.

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Dahl, Gordon Boyack. The impact of family income on child achievement. National Bureau of Economic Research, 2005.

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Randhawa, Bikkar S. Structural links of achievement and contextual measures. Research Centre, Saskatchewan School Trustees Association, 1990.

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Arter, Judith A. Assessing school and classroom climate: A consumer's guide. Northwest Regional Educational Laboratory, 1987.

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Arter, Judith A. Assessing school and classroom climate: A consumer's guide. Northwest Regional Educational Laboratory, 1987.

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Björklund, Anders. Family structure and child outcomes in the United States and Sweden. IZA, 2004.

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Woessmann, Ludger. How equal are educational opportunities?: Family background and student achievement in Europe and the United States. IZA, 2004.

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Griboedova, T. P. Obrazovatelʹnyĭ potent︠s︡ial sovremennoĭ rossiĭskoĭ semʹi. MOU DPO IPK, 2006.

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Book chapters on the topic "Family Environment; Academic Achievement"

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Chaves, Covadonga. "Wellbeing and Flourishing." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_11.

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AbstractThe presence of childhood and adolescent mental illness has risen significantly in recent years. The challenges that modern society poses necessitate providing children with the cognitive, social, and emotional competencies that help them avoid future mental illness as well as flourish socially and professionally. Positive psychology has introduced models of mental health in childhood to incorporate both the ‘treatment/prevention approach’ (i.e., treating and preventing mental disorders; removing negative states) as well as the ‘promotion approach’ (promoting life satisfaction; increas
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Turner-Adams, Hana, and Christine Rubie-Davies. "New Zealand: The Experiences of Māori Teachers as an Ethnic Minority in English-Medium Schools." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_29.

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AbstractThis chapter discusses the experiences of Māori teachers who are currently or were previously employed in English-medium schools and early childhood centers in New Zealand. The New Zealand education system has a long history of failing to meet the educational needs of Māori students, and the demand for teachers to improve students’ academic outcomes has increased. Māori teachers connect and engage more readily with Māori students due to their shared culture and background. In contrast, many Pākehā/New Zealand European teachers have a limited understanding of Māori language, knowledge s
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Afari, Ernest, and Fuad Ali Ahmed Eksail. "Relationship Between Learning Environment and Academic Achievement: Mediating Role of Academic Self-efficacy." In Academic Self-efficacy in Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8240-7_11.

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Ojima, Fumiaki, and Susanne von Below. "Family Background, School System and Academic Achievement in Germany and in Japan." In Quality and Inequality of Education. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-3993-4_11.

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Cano, Francisco, and María Cardelle-Elawar. "Family Environment, Epistemological Beliefs, Learning Strategies, and Academic Performance: A Path Analysis." In Knowing, Knowledge and Beliefs. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6596-5_10.

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Seitsinger, Anne M. "Examining the Effect of Family Engagement on Middle and High School Students' Academic Achievement and Adjustment." In The Wiley Handbook of Family, School, and Community Relationships in Education. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119083054.ch8.

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O’Shea, Sarah, Josephine May, Cathy Stone, and Janine Delahunty. "Concluding Thoughts." In First-in-Family Students, University Experience and Family Life. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-34451-0_11.

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AbstractThe final chapter draws together the threads of a compelling argument that exhorts educators and policymakers to perceive of First-in-Family students in terms of strengths rather than in deficit terms. By using the lens of family and community, the focus is on what students bring to the university environment rather than the ways in which the institution acts upon the individual learner. The chapter outlines the key arguments contained within the book and provides recommendations for teachers, key stakeholders and university administrators for how this important student population can
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Gonzales, Nancy A., Ana Mari Cauce, Ruth J. Friedman, and Craig A. Mason. "Family, Peer, and Neighborhood Influences on Academic Achievement among African-American Adolescents: One-Year Prospective Effects." In A Quarter Century of Community Psychology. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4419-8646-7_24.

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Chen, Jiwen, Lei Xu, Shun Peng, Hua Dong, and Shuangshuang Cai. "Effect of Family Social Class on Junior Middle School Students' Academic Achievement: A Moderated Mediation Model." In Proceedings of the 2022 5th International Conference on Humanities Education and Social Sciences (ICHESS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-89-3_122.

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Liang, DongXue, and YiWen Chen. "Empirical Analysis of the Relationship among Class Psychological Environment, Academic Buoyancy and Academic Achievement under the Background of Large-scale Data." In Proceedings of the 2nd International Conference on Internet, Education and Information Technology (IEIT 2022). Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-058-9_55.

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Conference papers on the topic "Family Environment; Academic Achievement"

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Liu, Haoxuan. "A Causal Inference Study on the Impact of Family Environment on Students' Mental Health and Academic Performance: A Case Study of CEPS 2014–2015 Follow-Up on Eighth Grade Students." In 2024 17th International Congress on Image and Signal Processing, BioMedical Engineering and Informatics (CISP-BMEI). IEEE, 2024. https://doi.org/10.1109/cisp-bmei64163.2024.10906076.

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Nīmante, Dita. "Family and Environmental Factors Influencing Child Development." In 81th International Scientific Conference of the University of Latvia. University of Latvia Press, 2023. http://dx.doi.org/10.22364/htqe.2023.07.

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Long-term studies have provided evidence that child development potential is influenced not only by genetic factors but also by various family, home, and broader contextual environmental factors. The aim of the theoretical review is to identify the most significant socioeconomic factors of the environment/family environment that can negatively affect early child development, predicting lower school readiness, school performance, and lower academic achievements. The theoretical review sought answers to the following questions: which socioeconomic environmental factors, family factors influence
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NEGRIȘAN, Gica, and Anatol IONAȘ. "The relationship between the school and the family: advantages, challenges and perspectives of collaboration." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p269-274.

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In this article we aim to talk about the school-family partnership which is crucial for the educational success of children in primary education. The active involvement of parents in their children's school life brings numerous benefits, including improved academic performance, emotional and social support, and more efficient communication among all parties involved. However, there are challenges, such as cultural or linguistic differences and a lack of time or resources. Overcoming these difficulties requires promoting open and transparent communication and providing support and resources for
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Popović, Daliborka, Tatjana Kompirović, and Tatjana Radojević. "Contributuon of sport holistic personality development." In Antropološki i teoantropološki pogled na fizičke aktivnosti (11). Univerzitet u Prištini-Kosovska Mitrovica - Fakultet za sport i fizičko vaspitanje u Leposaviću, Leposavić, 2025. https://doi.org/10.5937/atavpa25213p.

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The concept of holistic development is aimed at comprehensive personality development and it supports the growth of physical, cognitive, emotional, social and mental potential of an individual since an early age. Focus on academic achievement as a key marker of life and education success (which is undoubtedly significant) often neglects other aspects of personality development. Therefore, this paper investigates both the contribution of sport as a resource of primarily physical development and the reflection of physical activity on one's growth as a whole. Research has shown that doing sport b
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Sakulwichitsintu, Songlak. "AN EFFECT OF MOBILE TECHNOLOGY ON STUDENTS' ACADEMIC PERFORMANCE IN A DISTANCE LEARNING ENVIRONMENT." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-114.

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Mobile technology is an essential for everyone's daily use, especially in distance education. Learning with mobile technology is a solution to distance learning problems for students to be able to study anywhere and at any time. This paper presents an implementation of a distance education model with mobile technology, designed to include input, process, output, and feedback to help teachers support distance learning of undergraduate students who are studying one of the three majors within Sukhothai Thammathirat Open University's School of Liberal Arts. Input consists of learners' analysis; de
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Jerković, Ljiljana S., and Mile Đ. Ilić. "FUNCTIONALITY OF THE FAMILY AND PUPIL SUCCESS IN CLASS." In The International Scientific Conference "Children, culture, education". University of Kragujevac, Faculty of Education in Užice, Serbia, 2024. http://dx.doi.org/10.46793/dko24.05lj.

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Respecting scientific knowledge and observations in pedagogical practice about the multifactorial determination of pupil success in class, the focus of this research is on further elucidating the conditioning of learning outcomes and teaching by key characteristics of the family and school environment. The aim of the research was to establish the relationship between pupil success in the teaching process and their assessments of family functionality. The research sample included 339 fifth-grade students. The research results indicated a statistically significant correlation between pupils' ass
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Chiner, Esther, Marcos Gómez-Puerta, Victoria E. García-Vera, and M. Cristina Cardona-Moltó. "UNIVERSITY STUDENTS’ STRUGGLES WITH ONLINE LEARNING DURING THE COVID-19 PANDEMIC LOCKDOWN." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end057.

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As a result of the COVID-19 pandemic that affected most countries during the year 2020, the society had to adapt rapidly to new forms of working in which the Internet has been an essential tool. And so did the higher institutions around the world, which had to move from a face-to-face classroom environment to an online one. The change from traditional learning to online learning was so unexpected that neither the instructors nor the students may have been prepared for it and could have important consequences on students’ learning and academic achievement. The purpose of this study was to explo
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Marley, Scott. "Family and Peer Academic Supports Predict Academic Motivations and Achievement of College Students." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1570793.

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Choochom, Oraphin. "THE IMPACT OF PSYCHOLOGICAL CHARACTERISTICS AND ENVIRONMENT ON WORK-FAMILY CONFLICT." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.014.

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Kim, Jeong-kyoum, and Li-Na Yan. "The Relationship among learner characteristics on academic satisfaction and academic achievement in SNS learning environment." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.52.

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Reports on the topic "Family Environment; Academic Achievement"

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Herrin, Alejandro, Judith Borja, Nanette Mayol, et al. Home and School Environment Component: Sense of Belongingness and Bullying for the Second Congressional Commission on Education (EDCOM 2). Philippine Institute for Development Studies, 2024. https://doi.org/10.62986/dp2024.42.

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This paper aims to supplement information from PISA 2018 using the Longitudinal Cohort Study on the Filipino Child (LCSFC). In particular, it explores relationships among schooling outcomes, bullying, and a common set of child, belongingness, family, and community background factors. For this analysis, schooling outcome is measured as being on track with schooling, i.e., children are in age-appropriate grades and have no missed or repeated school years. The bullying variables include physical bullying by friends/classmates, adults, and parents, as well as emotional bullying by friends/classmat
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Chrobak, Bartlomiej. Narrowing the achievement gaps in higher education with social-belonging intervention : A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.3.0021.

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Review question / Objective: Summary - Social-belonging intervention belongs to the family of wise psychological interventions (for exhaustive review of wise interventions, see Walton &amp; Crum, 2021). The latter notion was introduced by Walton (2014), for whom a wise intervention is “a precise tool, often instantiated in a brief exercise, to change a specific psychological process in a real-world setting” (p. 74). In line with this definition, a social-belonging intervention is a brief interactive exercise for freshman students conveying a message according to which worries and doubts about
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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Costache, Luminita, Stefan Cojocaru, Daniela Cojocaru, and Ovidiu Buna. BENEFITS OF PARENTAL EDUCATION IN THE SCHOOL SYSTEM. The Influence of Parental Education on School Culture and Student Participation. Expert Projects, 2023. http://dx.doi.org/10.33788/qie.23.01.

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Parental education within the school system plays a crucial role in student development, positively influencing their engagement in educational activities and overall school culture. This study explores the benefits of parental education on academic success, student involvement, and the school-family relationship, analyzing how parental support contributes to enhanced academic performance and student discipline. The study emphasizes the importance of initiatives that support parents and suggests concrete measures for strengthening school-family partnerships and fostering a culture of collabora
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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a
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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Chea, Phal, Davut Nhem, Sathya Chea, and Chankoulika BO. The Reversal of Gender Gap in Learning: Why Boys Are Falling Behind in Upper Secondary Schools. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.145.202406.

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The global emphasis on addressing gender disparities in education has highlighted the importance of equitable academic achievement for policymakers, scholars, and the public. The Sustainable Development Goals (SDGs) have incorporated gender equity, emphasising the ongoing challenge of ensuring equal access to quality education worldwide. In Cambodia, traditionally a male-dominated society, a notable shift has been observed: female students are now surpassing their male counterparts in school enrolment and academic performance. This reversal has sparked significant public interest, prompting th
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Prasad, Deepak. The Impact of Blended Learning at the Fiji National University. Commonwealth of Learning (COL), 2022. http://dx.doi.org/10.56059/11599/4749.

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Blended learning has been an on-going mode of teaching and learning along with fully face-to-face and online modes at the Fiji National University (FNU) since the university adopted Moodle and other technological tools. However, online and blended learning became more significant in April to November 2021, when the university closed as part of the national disease control measures in the face of the Covid-19 pandemic. As part of the technology-enabled learning supported by the Commonwealth of Learning at FNU a study on the impact of blended learning was conducted to assess the university’s use
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Prysyazhnyi, Mykhaylo. UNIQUE, BUT UNCOMPLETED PROJECTS (FROM HISTORY OF THE UKRAINIAN EMIGRANT PRESS). Ivan Franko National University of Lviv, 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 re
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Ali, S. M. Zulfiqar, and Siban Shahana. The Quality Crisis: New Evidence on Learning In Primary Education in Bangladesh. Bangladesh Institute of Development Studies, 2024. http://dx.doi.org/10.57138/bemw2865.

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Aimed at understanding the current competencies of students to inform sector strategies for recovery and future resilience, the study evaluated over 62,000 students across 1,661 government primary schools (GPSs), revealing profound insights into the pandemic's impact on primary education. The methodology, inspired by ASERs and NSAs, involved a multi-faceted analysis, including individual question performance, content domain-based analysis, and composite score assessment, to provide a nuanced understanding of third and fourth-grader student abilities across various cognitive levels, from basic
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