ライフサイエンスコーパス: academic achievement

1 kfast on indicators of school engagement and academic achievement.

2 differences had consequences for children's academic achievement.

3 een early transient newborn hypoglycemia and academic achievement.

4 zing problems, intellectual functioning, and academic achievement.

5 ttention/task switching, working memory, and academic achievement.

6 not improve in intellectual functioning and academic achievement.

7 ence higher levels of stress, and have lower academic achievement.

8 en childhood motor function and adolescents' academic achievement.

9 ns for young people's cognitive function and academic achievement.

10 en childhood motor function and adolescents' academic achievement.

11 with far-transfer or generalized effects on academic achievement.

12 ubstantially increase the rate of children's academic achievement.

13 might account for income-related deficits in academic achievement.

14 ere seen in global intelligence quotient and academic achievement.

15 ntelligence quotient (IQ) tests and tests of academic achievement.

16 monstrated small but significant deficits in academic achievement.

17 subjects was used as an outcome measure for academic achievement.

18 ere collected prospectively on intelligence, academic achievement, adaptive skills, behavioral functi

19 After adjusting for smoking, academic achievement, alcohol consumption, unemployment,

20 s of 6 environmental risk factors, including academic achievement and engagement, antisocial and pros

21 rs in school settings is critical to promote academic achievement and long-term success.

22 ferentiated link between various measures of academic achievement and measured digit ratios.

23 were born SGA had significant differences in academic achievement and professional attainment compare

24 f contextual and individual-level effects on academic achievement and school attrition reveals patter

25 f high-frequency hearing loss with regard to academic achievement and speech and language development

26 vioral, and language disabilities that limit academic achievement and well-being.

27 fect important outcomes such as self-esteem, academic achievement, and health.

28 sessed the level of education, cognitive and academic achievement, and rates of chronic illness and r

29 Lower IQ and academic achievement are associated with worse psychosoc

30 Children's scores on cognitive and academic achievement assessments and brain tissue, inclu

31 ntelligence (intelligence quotient [IQ]) and academic achievement at either 1 or 3 years after a BMT,

32 evel (kindergarten through sixth grade), and academic achievement at the grade level (second through

33 n tests of full-scale intelligence quotient, academic achievement, attention/concentration, memory, a

34 tudied (including Apgar score, intelligence, academic achievement, conduct problems, and asthma) were

35 Disciplinary and academic achievement data were collected in both schools

36 at least partially explain intellectual and academic achievement deficits among MED survivors.

37 Participants had higher levels of academic achievement earlier in their careers than did n

38 be prevented, quality of life improved, and academic achievements enhanced.

39 ory, language, freedom from distractibility, academic achievement, executive functions, and fine-moto

40 mory, procedural memory, executive function, academic achievement, fine motor dexterity, and socioemo

41 test), obesity (body weight and height), and academic achievement (grades) at age 16 y.

42 Plasma 1-carbon metabolites and academic achievement in 15-yr-old adolescents.

43 ssed literacy, attention, social skills, and academic achievement in 391 of these children at 9 to 11

44 Academic achievement in adolescents is correlated with 1

45 betaine could also be positively related to academic achievement in adolescents.

46 d theMTHFR677C>T polymorphism did not affect academic achievement in any tested model involving choli

47 ademic performance and standardized tests of academic achievement in kindergarten and second grade by

48 or understanding how self-affirmation boosts academic achievement in school settings.

49 mated intelligence quotient greater than 50, academic achievement in the 16(th) percentile or lower f

50 significantly and positively associated with academic achievement independent of SES factors (paterna

51 utive functioning were associated with lower academic achievement, irrespective of ADHD status.

52 bodies of empirical research have shown that academic achievement is influenced by structural factors

53 during impact on mental and physical health, academic achievement, lifetime productivity, and the pro

54 rals and increases in scores on standardized academic achievement measures.

55 Academic achievement, memory, executive functions, visua

56 supplement earlier published findings on the academic achievement of the immigrant second generation

57 Children with a history of academic achievement problems exhibit the most abnormal

58 ment in general intellectual abilities, poor academic achievement, progression to overt stroke, and p

59 diagnosis on intelligence quotient (IQ) and academic achievement (reading, spelling, and math) among

60 ts had a lower mean IQ (87 vs. 92) and lower academic achievement scores (P<0.001 for both comparison

61 :4D)-would seem to have ambiguous effects on academic achievement since traits like aggressiveness or

62 groups, regardless of treatment, declined on academic achievement tests, although not to a statistica

63 r, quadratic, relationship between 2D:4D and academic achievement using samples from Moscow and Manil

64 ther childhood motor function predicts later academic achievement via physical activity, fitness, and

65 d a negative indirect effect on adolescents' academic achievement via physical inactivity (B = -0.023

66 , with no group differences in intelligence, academic achievement, visuospatial reasoning, or verbal

67 Further evidence for pleiotropy in academic achievement was found using a method based dire

68 Career plans, research participation, and academic achievements were compared.

69 I; Peabody Picture Vocabulary Test-Revised); academic achievement (Woodcock-Johnson Tests of Achievem