Gotowe bibliografie tematyczne / Social Intelligence; Academic Achievement

Spis treści

  1. Artykuły w czasopismach
  2. Rozprawy doktorskie
  3. Książki
  4. Części książek
  5. Streszczenia konferencji
  6. Raporty organizacyjne

Gotowa bibliografia na temat „Social Intelligence; Academic Achievement”

Autor: Grafiati
Data publikacji: 3 czerwca 2025
Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Social Intelligence; Academic Achievement"

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N., Dhana Baggiyam, and Pankajam. R. Mrs. "SOCIAL INTELLIGENCE IN RELATION TO ACADEMIC ACHIEVEMENT." International Journal of Research - Granthaalayah 5, SE3 (2017): 18–22. https://doi.org/10.5281/zenodo.545958.

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The paper is an attempt to find the relationship between Social Intelligence and academic achievement of the selected arts group students at Higher Secondary level. In the present study survey method was used. The investigator adopted the survey method to study the relationship between Social Intelligence and academic achievement Investigator selected only 300 arts group students at Higher Secondary level as sample in Coimbatore district using stratified random sampling. The findings reveal that there is a mild positive relationship between social intelligence and academic achievement among th
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Baggiyam, N. Dhana, and Pankajam R. "SOCIAL INTELLIGENCE IN RELATION TO ACADEMIC ACHIEVEMENT." International Journal of Research -GRANTHAALAYAH 5, no. 3(SE) (2017): 18–22. http://dx.doi.org/10.29121/granthaalayah.v5.i3(se).2017.1929.

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The paper is an attempt to find the relationship between Social Intelligence and academic achievement of the selected arts group students at Higher Secondary level. In the present study survey method was used. The investigator adopted the survey method to study the relationship between Social Intelligence and academic achievement Investigator selected only 300 arts group students at Higher Secondary level as sample in Coimbatore district using stratified random sampling. The findings reveal that there is a mild positive relationship between social intelligence and academic achievement among th
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Nuraini, Dinda Anisa, and Muhamad Uyun. "Investigating Between Social Intelligence and Moral Intelligence to Academic Achievement in Psychology Students." Psychosophia: Journal of Psychology, Religion, and Humanity 5, no. 1 (2023): 24–33. http://dx.doi.org/10.32923/psc.v5i1.3203.

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In Indonesia, education is regulated within Law Number 20 of 2003 Chapter 6. This proves that education is significant. Education can guide human life, both individual and social life. One of the things discussed in education is academic achievement. Academic achievement is the result achieved by students, there are at least two factors that influence the increase in academic achievement, namely social intelligence and moral intelligence. This study aimed to determine the relationship between social intelligence and moral intelligence with academic achievement in psychology faculty students. T
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Sreeja.P and Nalinilatha.M Mrs. "A STUDY ON RELATIONSHIP BETWEEN SOCIAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF HIGHER SECONDARY STUDENTS." International Journal of Research - Granthaalayah 5, no. 6 (2017): 476–88. https://doi.org/10.5281/zenodo.822387.

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The study aimed to identify the relationship between social intelligence and academic achievement of higher secondary students. The investigator adopted survey method to study the social intelligence between students from selected government, private and aided school. For this study a sample of 300 school students from eight various schools which are situated in Palakkad district selected by the investigator using simple random sampling technique. The findings revealed that there is no significant relationship between social intelligence and academic achievement. This study shows that students
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Ndegwa, Stephen. "THE INFLUENCE OF GENERAL INTELLIGENCE AND SOCIAL INTELLIGENCE ABILITY ON STUDENTS ACADEMIC ACHIEVEMENT." Global Journal of Psychology 1, no. 1 (2020): 18–21. http://dx.doi.org/10.51594/gjp.v1i1.77.

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In this study, the objective was to test the intelligence ability and social intelligence of school students. Standardized questionnaire was used to measure the study variables including social intelligence test, intelligent ability, social intelligence on scholastic achievement for class 10 students in Nairob, Kenya. In this study, data is collected from students on the intelligence ability and social intelligence along with scholastic achievement using the exam score. The findings are that intelligence ability (beta=.786, P<.05) and social intelligence (beta=.978, P<.05) has positive s
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Syaifussalam, Muhammad Lathief, Rima Wilantika, Andi Musthafa Husain, Meilia Wigati, and Raidah Hanifah. "The Relationship between Emotional Intelligence and Social Support on Academic Achievement of Students during the COVID-19 Pandemic at SMAN XY Lampung Selatan." JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi 3, no. 1 (2024): 1–8. http://dx.doi.org/10.58723/jentik.v3i1.264.

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This study investigates the correlation between emotional intelligence and social support on academic achievement among high school students. Utilizing a non-experimental quantitative approach with purposive sampling, data were collected from 70 students aged 15-18 years in grades X-XII at SMAN XY Lampung Selatan. Emotional intelligence was assessed using Goleman's Emotional Intelligence Competencies (GEIC), social support was measured with the Multidimensional Scale of Perceived Social Support (MSPSS), and academic performance was evaluated based on the previous semester's scores. Multiple re
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Krishna, Rao Gangolu, and Rayudu Thunga Subba. "Social Adjustment, Parental Involvement and Academic Motivation as Predictors of Academic Achievement among Adolescents." RESEARCH REVIEW International Journal of Multidisciplinary 4, no. 2 (2019): 380–82. https://doi.org/10.5281/zenodo.2576210.

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Several researchers tried to relate students’ academic performance to social adjustment problems, study habits, hard work, commitment, events, perseverance and pre conceived convictions others associate students’ achievements in school to instructional methods, teaching strategies and techniques. In general, teaching and learning as well as achievement in school are affected by social adjustment problems, study habits and strategies of instruction adopted by the teacher. Students in secondary schools exhibit various social adjustment problems and these in effect affect their academ
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Naz, Sadaf, Muhammad Ilyas Khan, Syed Afzal Shah, and Anjum Qayyum. "INTELLIGENCE AND ACADEMIC ACHIEVEMENT IN MATHEMATICS AT UNIVERSITY LEVEL: A STUDY OF STUDENTS’ BELIEFS." Humanities & Social Sciences Reviews 9, no. 2 (2021): 388–96. http://dx.doi.org/10.18510/hssr.2021.9238.

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Purpose of the study: The current study explored a possible association between students’ beliefs about their intelligence and academic achievement and compared gender differences in terms of these two variables.
 Methodology: The sample of the study comprised of four hundred and fifty (male and female) MSc mathematics students, randomly selected from seven public sector universities of Khyber Pakhtunkhwa, Pakistan. A scale developed by Dweck (1999) was adapted to collect data for this study. Academic achievement was measured through students’ previous examination scores.
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Sengkey, Fenny, Rosvita Flaviana Osin, and I. Wayan Agus Anggayana. "Emotional Intelligence and Social Networking Effects on Student Academic Achievement." Jurnal Manajemen Pelayanan Hotel 6, no. 2 (2022): 532. http://dx.doi.org/10.37484/jmph.060221.

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This study aims to examine the influence of emotional intelligence and the impact of social media on student academic achievement in Akademi Komunitas Manajemen Perhotelan Indonesia. Data collection using a questionnaire. Determination of samples in this study using simple random techniques. This study took 50% of the total number of students. The results of the study show that emotional intelligence has a positive and significant effect on student achievement and the impact of social media has a positive and significant effect on student academic achievement in Akademi Komunitas Manajemen Per
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GÜNDÜZALP, Cengiz, and Yüksel GÖKTAŞ. "Examining the Effects of Project and Resource-Based Teaching Methods on Social Intelligence, Metacognitive Thinking and Academic Achievement." Participatory Educational Research 11, no. 2 (2024): 176–94. http://dx.doi.org/10.17275/per.24.25.11.2.

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This study aimed to reveal the effects of project- and resource-based teaching methods on student teachers' social intelligence, metacognitive thinking skills, and academic achievements. A pretest-posttest control group design, a quasi-experimental method, was used in the study. The study used the purposeful sampling method to determine the study group. The study group consists of four different groups. The study analyzed the collected data by MANOVA and paired samples t-test. The findings obtained from the study showed that there was a significant difference in terms of metacognitive thinking
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Rozprawy doktorskie na temat "Social Intelligence; Academic Achievement"

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Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.

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Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are bette
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Gueldner, Barbara Ann. "The effectiveness of a social-emotional learning program with middle school students in a general education setting and the impact of consultation support using performance methods /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1453185351&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 157-164). Also available for download via the World Wide Web; free to University of Oregon users.
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Gilbert, Tracy. "Emotional perception as a component of emotional intelligence : its role in academic achievement, social interaction, and focus of attention." Thesis, Middlesex University, 2003. http://eprints.mdx.ac.uk/13590/.

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The ability to perceive emotion in others has been proposed as an important component of emotional intelligence (EI). Indeed, perhaps the only independent aspect of EI which is not simply a manifestation of personality or cognitive ability. The ability to perceive emotion in others has been proposed as an important component of emotional intelligence (EI). Indeed, perhaps the only independent aspect of EI which is not simply a manifestation of personality or cognitive ability. This thesis investigates the status of emotional perception (EP) within the EI framework. Chapter 1 discusses a number
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Dandy, Justine Kate. "IQ and academic achievement among Australian students from Chinese and Vietnamese backgrounds /." Title page, table of contents and summary only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd1782.pdf.

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Karzon, Lindsay S. "Effects of implicit theories of intelligence and gender on self-defining academic memories." Diss., Connect to the thesis, 2007. http://hdl.handle.net/10066/1001.

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Strohmaier, Mahla. "Alaskan Native Social Integration and Academic Achievement." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500923/.

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The variables communication skills, state anxiety, communication apprehension, and level of integration are studied in relation to the assimilation of Alaskan Natives into a western-culture university. Specifically, the differences in communication skills between the two cultures and their effects on course grades are addressed. Results of the statistical analyses (ANOVA, MANOVA, discriminant function analysis, multiple regression) were not significant, most likely due to the small Alaskan Native sample size. The most significant relationship appeared between situational communication apprehen
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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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Bodas, Jaee. "The Moderating Role of Anxiety in Predicting Academic Achievement in Children." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/9674.

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The present study examined the relationship between anxiety and academic achievement in a sample of clinic-referred children. Specifically, the study investigated whether anxiety contributed to the prediction of academic achievement above and beyond the influence of IQ. Furthermore, the study explored whether anxiety moderated the already established relationship between IQ and academic achievement. In the present study, the WISC-III Verbal IQ, the RCMAS factors of physiological anxiety (i.e., emotionality) and worry/oversensitivity, and the WIAT total and composite achievement scores were exa
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Wacha, Victoria Helen. "Attachment Patterns Relationship to Intelligence and Academic Achievement in School-Age Children." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/195072.

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The purpose of this study was to investigate the links among children's representations of attachment and their intelligence and academic achievement. John Bowlby's attachment theory is the framework used in this study to understand and explain differences in children's intelligence and academic achievement. Bowlby maintained that the quality of children's attachment to their caregivers exerts a strong influence on their ability and interest in investigating their environment. According to attachment theory, the quality of children's attachment to their primary caregivers would be expected
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Nunn, Lisa Michele. "Identity and the pursuit of school success understandings of intelligence and effort in three high schools." Diss., [La Jolla] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3359525.

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Thesis (Ph. D.)--University of California, San Diego, 2009.<br>Title from first page of PDF file (viewed July 21, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 314-334).
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Książki na temat "Social Intelligence; Academic Achievement"

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Mostafa, Nor Azmi. Bilingualism and its relationships with intelligence and academic achievement. University of Malaya Press, 2004.

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Deka, Ucharan. Factors of academic achievement: A comparative study of high and low achievers. Northern Book Centre, 1993.

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J, Elias Maurice, and Arnold Harriett, eds. The educator's guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Corwin Press, 2006.

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Winch, Christopher. Language, ability, and educational achievement. Routledge, 1990.

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Boehnke, Klaus. Is intelligence negligible?: The relationship of family climate and school behavior in a cross-cultural perspective. Waxmann, 1996.

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Soto, José Luis Gaviria. El sexo y la clase social como determinantes de los intereses profesionales en el último curso de secundaria. Ministerio de Educación y Ciencia, Centro de Investigación, Documentación y Evaluación, 1993.

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Shulha, Dennis Andrew. The relationship of social skills to academic achievement. D. Shulha, R.J. Wilson, 1993.

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

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Entorf, Horst. Peer effects, social multipliers and migrants at school: An international comparison. IZA, 2006.

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L, Berry Gordon, and Asamen Joy Keiko 1953-, eds. Black students: Psychosocial issues and academic achievement. Sage Publications, 1990.

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Części książek na temat "Social Intelligence; Academic Achievement"

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Pranata, Ogi Danika, Emayulia Sastria, Dharma Ferry, and Dinyah Rizki Yanti Zebua. "Analysis of Students’ Emotional Intelligence and Their Relationship with Academic Achievement in Science." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2023. http://dx.doi.org/10.2991/978-2-38476-142-5_38.

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Chen, Junyi, Li Xu, Haifeng Wu, and Zhiguo Yang. "Relationship between the Academic Achievement and Social Responsibility for Teachers in University." In Advances in Intelligent and Soft Computing. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24772-9_3.

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Gage, Nicholas, and Wilhelmina van Dijk. "Academic Achievement." In Disproportionality and Social Justice in Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13775-4_10.

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Browne-Miller, Angela. "Academic Aptitude versus Achievement." In Intelligence Policy. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1865-5_8.

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Siegler, Robert, Judy DeLoache, Nancy Eisenberg, Jenny Saffran, and Campbell Leaper. "Intelligence and Academic Achievement." In How Children Develop. Macmillan Learning, 2014. http://dx.doi.org/10.1007/978-1-319-17494-1_8.

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Schunk, Dale H. "Social Cognitive Theory and Self-Regulated Learning." In Self-Regulated Learning and Academic Achievement. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3618-4_4.

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Zhou, Qianyu. "How Does Dyslexia Influence Academic Achievement?" In Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-45-9_104.

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Bisseneva, Zukhra. "Inclusive Classrooms: Perceptions of Social and Academic Achievement." In Inclusive Education in a Post-Soviet Context. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65543-3_6.

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Al-Khafaji, Mustafa, and Meltem Eryilmaz. "Using Artificial Intelligence Methods to Predict Student Academic Achievement." In Lecture Notes in Networks and Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-89880-9_31.

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Zhao, Tianyi. "How Gender Stereotypes Impact Students’ Academic Achievement." In Proceedings of the 2022 2nd International Conference on Modern Educational Technology and Social Sciences (ICMETSS 2022). Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-45-9_110.

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Streszczenia konferencji na temat "Social Intelligence; Academic Achievement"

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Antonopoulou, Hera, and Constantinos Halkiopoulos. "ACADEMIC ACHIEVEMENT AND EMOTIONAL INTELLIGENCE: A COMPREHENSIVE REVIEW OF MODELS AND FRAMEWORKS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1593.

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Qian, Li, Wenhao Li, Qinna Feng, and Liangya Li. "The Effect of Generative Artificial Intelligence on Students’ Academic Achievement: A Meta-analysis." In 2024 International Conference on Intelligent Education and Intelligent Research (IEIR). IEEE, 2024. https://doi.org/10.1109/ieir62538.2024.10960226.

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Othman, Nashwan Adnan, Maki Mahdi Abdulhasan, Hassan Safi, Mina Ismail Mahmoud, and Abdalsalam Taha Hussain Ali. "Integrating Computational Intelligence for Enhanced Psychological Insights in Physical Education and Academic Achievement." In 2025 International Conference on Computational Innovations and Engineering Sustainability (ICCIES). IEEE, 2025. https://doi.org/10.1109/iccies63851.2025.11032495.

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Khan, Asif, and Mohammad Atif Siddiqui. "Evaluation of Emotional Intelligence for Academic Stress Analysis." In 2024 8th International Conference on I-SMAC (IoT in Social, Mobile, Analytics and Cloud) (I-SMAC). IEEE, 2024. http://dx.doi.org/10.1109/i-smac61858.2024.10714777.

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Antonopoulou, Hera, and Constantinos Halkiopoulos. "THE IMPACT OF EMOTIONAL INTELLIGENCE ON ACADEMIC AND SOCIAL OUTCOMES IN ADOLESCENTS: A COMPREHENSIVE REVIEW." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1594.

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Malakar, Partha. "Test Anxiety, Academic Achievement and Relationship between General Intelligence and Emotional Intelligence in Adolescence." In 6th International Conference on Research in Behavioral and Social Sciences. Acavent, 2019. http://dx.doi.org/10.33422/6th.icrbs.2019.07.431.

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Mete, Ipek, and Yonca Toker. "Relative importance of college success predictors: fluid intelligence, crystallized intelligence, and grit." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5568.

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This study aimed to compare the predictive power of grit and two cognitive ability tests of fluid and crystallized intelligence used for university admission on the success of college students in Turkey. Utilizing Cattell’s Investment Theory and Ackerman’s PPIK Theory of Adult Intelligence, we hypothesized that knowledge tests would be a better predictor of academic achievement in college than tests of fluid intelligence. We collected data from 441 students enrolled in engineering, physical sciences, social sciences, and administrative sciences majors in a technical university. Our results bas
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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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Lawless, William. "Autonomous human-machine teams: Data dependency and Artificial Intelligence (AI)." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003757.

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The reliance on concepts derived from observations in laboratories combined with the assumption that concepts and behavior are one-to-one (monism) have impeded the development of social science, machine learning (ML) and belief logics by restricting them to operate in controlled and stable contexts. Even in open contexts, using ideas developed in laboratories, despite using well-trained observers to make predictions about the likelihood of outcomes in open contexts, using the same concepts and assumptions, in 2016, Tetlock and Gardner's "superforecasters" failed to predict Brexit (Britain’s ex
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Wanzare, L., J. Okutoyi, M. Kang’ahi, and M. Ayere. "Kenyan Sign Language (KSL) Dataset: Using Artificial Intelligence (AI) in Bridging Communication Barrier among the Deaf Learners." In International Conference on Artificial Intelligence and Robotics. Machine Intelligence Research Group (MIRG), 2023. https://doi.org/10.52968/15069208.

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Kenyan Sign Language (KSL) is the primary language used by the deaf community in Kenya. It is the medium of instruction from Pre-primary 1 to university among deaf learners, facilitating their education and academic achievement. Kenyan Sign Language is used for social interaction, expression of needs, making requests and general communication among persons who are deaf in Kenya. However, there exists a language barrier between the deaf and the hearing people in Kenya. Thus, the innovation on AI4KSL is key in eliminating the communication barrier. Artificial intelligence for KSL is a two-year r
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Raporty organizacyjne na temat "Social Intelligence; Academic Achievement"

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Lavy, Victor, and Edith Sand. The Friends Factor: How Students' Social Networks Affect Their Academic Achievement and Well-Being? National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18430.

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Conley, Timothy, Nirav Mehta, Ralph Stinebrickner, and Todd Stinebrickner. Social Interactions, Mechanisms, and Equilibrium: Evidence from a Model of Study Time and Academic Achievement. National Bureau of Economic Research, 2015. http://dx.doi.org/10.3386/w21418.

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Fletcher, Jason, Stephen Ross, and Yuxiu Zhang. The Consequences of Friendships: Evidence on the Effect of Social Relationships in School on Academic Achievement. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19215.

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Wang, John Chee Keng, Ying-Yi Hong, Chi-Yue Chiu, et al. Motivating the academically unmotivated: The why’s and how’s. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28998.

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Based on three major theories in the motivation literature – the self-determination theory, the achievement goal theory, and implicit theories of intelligence – this research project seeks to deconstruct the psychological underpinnings of Normal stream students’ motivation in the Mathematics classroom and provide answers on why (the causes) and how (the underlying mechanisms) students are motivated or unmotivated to pursue academic excellence. Specifically, it investigates the relationship between students’ intrinsic motivations, self- regulation, intelligence beliefs and goals adopted in Math
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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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Chan, Melvin Chee Yeen, and Jennifer Pei-Ling Tan. Secondary quantitative analysis of core research data (2004-2010): A multilevel study of academic achievement and 21st century competencies. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22604.

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The Core Research Programme is a large-scale representative study of teaching, learning and cognitive assessment practices and student outcomes. Within this major project, survey and assessment data were collected across three subsidiary projects. Core 1 Panel 2 (2004) and Core 2 Panel 2 (2010) are two unique datasets that focus on how school, classroom and student level factors contribute to individual variation in student achievement and other key 21st century (21C) learning outcomes. Core 1 Panel 6 (2008), on the other hand, is another study that captures a broader range of affective, educa
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Sylvester, Prem, Wendy Hui Kyong Chun, Anikó Hannák, et al. Global Approaches to Auditing Artificial Intelligence: A Literature Review. Edited by Danaë Metaxa, Jack Bandy, Luis Adrián Castro-Quiroa, et al. International Panel on the Information Environment (IPIE), 2024. https://doi.org/10.61452/bwym7397.

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This Synthesis Report is a literature review outlining the regulatory, industry, and academic approaches to AI audits. We review 78 articles published in peer-reviewed journals and as preprints, 21 documents from industry associations and standard-setting organizations, and national policy documents and regulations from 20 countries. Based on this review, we identify three key takeaways about the landscape of AI auditing: 1. To accurately assess the potential risks, and impacts of AI systems, we need a trustworthy audit ecosystem with complementary approaches from internal, external, and commu
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Berlinski, Samuel. Helping Struggling Students and Benefiting All: Peer Effects in Primary Education. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004268.

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We exploit the randomized evaluation of a remedying education intervention that improved the reading skills of low-performing third grade students in Colombia, to study whether providing educational support to low-achieving students affects the academic performance of their higher-achieving classmates. We find that the test scores of non-treated children in treatment schools increased by 0.108 of a standard deviation compared to similar children in control schools. We interpret the reduced-form effect on higher-achieving students as a spillover effect within treated schools. We then estimate a
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Cole, Amanda L., Fiona Navin, and Dawn Reid. Exploring university student mental health and wellbeing through a low-barrier peer-led service: Emerging insights from The Living Room. Journal of the Australian and New Zealand Student Services Association, 2024. https://doi.org/10.30688/janzssa.2025-1-01.

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Universities are increasingly recognising the importance of addressing the social and emotional wellbeing of their students. Mental health challenges experienced while at university can hinder academic achievement and exacerbate existing mental ill-health. In response to this identified need, many institutions have implemented mental health services, such as psychological and counselling support. However, barriers such as stigma, accessibility, and effectiveness often limit their reach and impact. Many students do not avail themselves to services, or access the supports available, due to these
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Ng, Edward, and Nadine Badets. COVID-19 IMPACTS: Youth Well-being in Canada. The Vanier Institute of the Family, 2020. https://doi.org/10.61959/gcfd3756e.

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Spring and summer 2020 have been a unique time for children and youth in Canada, as families across the country have been adapting their routines, plans and activities in light of physical distancing and other public health measures in place to prevent the spread of COVID-19. With schools closing their doors and moving online in the spring, nearly 5 million children and youth across the country were no longer spending their days near their friends and peers as they and their families adapted and reacted to the evolving situation.1 While surveys have shown that most youth are adhering to public
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