ライフサイエンスコーパス: academic performance

1 ted with delayed circadian rhythms and lower academic performance.

2 eas physical activity did not predict future academic performance.

3 ) contributes to impairments in behavior and academic performance.

4 l personality in adolescence and may improve academic performance.

5 ether improving attendance rates can improve academic performance.

6 er preferences, self-regulatory ability, and academic performance.

7 elatively limited evidence on its effects on academic performance.

8 dation, psychomotor retardation, and reduced academic performance.

9 (n = 29) were similar in sex, specialty, and academic performance.

10 e authors' expectations about psychiatrists' academic performance.

11 kindergarten led to better mental health and academic performance 3 years later.

12 ren may exist, the low overall difference in academic performance after childhood exposure to surgery

13 to 67,528 mothers revealed no differences in academic performance among the children according to pre

14 Abnormalities in cognition, academic performance and brain volumetrics have been rep

15 mation on the relation between cognitive and academic performance and energy intake at breakfast, 11

16 Thus, integrating decision training enhanced academic performance and improved an important, general

17 ve correlation (r = 0.37; p < 0.004) between academic performance and SRI was observed.

18 eacher ratings of mental health problems and academic performance and standardized tests of academic

19 model of co-twin differences suggested that academic performance and subsequent physical activity we

20 oor social competence, health problems, poor academic performance, and a variety of conduct-related d

21 Physical activity and academic performance are positively associated, but the

22 income who exhibited a growth mindset showed academic performance as high as that of fixed mindset st

23 In a cross-lagged path model, higher academic performance at ages 12, 14 and 17 predicted hig

24 atrists with other physicians on measures of academic performance before, during, and after medical s

25 95% CI, 0.08-0.81) and higher teacher-rated academic performance (Cohen d = 0.21; 95% CI, 0.02-0.39)

26 unctional impairment was a composite of poor academic performance (defined as at least 1 standard sco

27 cy interviews and linked with assessments of academic performance from the 2010-2013 Danish National

28 Poor academic performance has been linked to disrupted sleep

29 ar sleep schedules with circadian timing and academic performance has not been systematically examine

30 ng for sex, age, socioeconomic status, race, academic performance, household size, and class size, ch

31 an estimate of the effect of birth weight on academic performance in 4,067 adolescents from Hong Kong

32 IQ score predicted life outcomes, including academic performance in adolescence and criminal convict

33 Our findings suggest that better academic performance in adolescence modestly predicts mo

34 Birth weight was also unrelated to academic performance in adolescents (per 100-g increase

35 se early-life exposures were associated with academic performance in childhood and early adolescence.

36 Poor academic performance in elementary school was not a risk

37 reotype aimed at one's group could undermine academic performance in minority students by elevating t

38 s Summer Research Program on their students' academic performance in science.

39 o fewer mental health problems and increased academic performance in the early elementary school year

40 hildhood and is a strong predictor of future academic performance, in particular, achievements in mat

41 onger-term effect on child mental health and academic performance is not known.

42 competitive, sex-neutral discipline in which academic performance is the most important factor for ra

43 Observed associations of birth weight with academic performance may not be causal, suggesting that

44 is thought to be an important factor in the academic performance of medical students, in addition to

45 ty and competing for grades can increase the academic performance of some students, research suggests

46 wedish trial participants, the rates of poor academic performance on 1 or more of 4 subtests (66 of 4

47 e 4 years has a small association with later academic performance or cognitive performance in adolesc

48 perienced improved measures of cognition and academic performance relative to those assigned to regul

49 Seizures were associated with impaired academic performance (RR = 1.48; 95% CI, 1.02 to 2.14),

50 erall differences in mean neurocognitive and academic performance scores were found between the predn

51 tus and education, children's nutrition, and academic performance, the odds ratios of children with v

52 s between leisure-time physical activity and academic performance throughout adolescence and young ad

53 Cognitive and academic performance was investigated by looking at mult

54 , such as memory function, and teacher-rated academic performance were most reduced in children with

55 Questionnaires addressing academic performance were returned by teachers.

56 rth weight is usually associated with poorer academic performance; whether this association is causal