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1 od and predict important outcomes, including academic achievement.
2  is associated with better mental health and academic achievement.
3 on between lead changes below 3.5 mug/dL and academic achievement.
4 ce the intergenerational transmission of low academic achievement.
5 tes of substance use disorder independent of academic achievement.
6 dicts important real-world outcomes, such as academic achievement.
7  above age and gender norms for language and academic achievement.
8 t more, which, in turn, reduces learning and academic achievement.
9 ternalizing or externalizing behaviors or to academic achievement.
10  with far-transfer or generalized effects on academic achievement.
11  subjects was used as an outcome measure for academic achievement.
12 kfast on indicators of school engagement and academic achievement.
13  differences had consequences for children's academic achievement.
14 een early transient newborn hypoglycemia and academic achievement.
15 zing problems, intellectual functioning, and academic achievement.
16 ttention/task switching, working memory, and academic achievement.
17  not improve in intellectual functioning and academic achievement.
18 ence higher levels of stress, and have lower academic achievement.
19 en childhood motor function and adolescents' academic achievement.
20 ns for young people's cognitive function and academic achievement.
21 en childhood motor function and adolescents' academic achievement.
22 ubstantially increase the rate of children's academic achievement.
23 view, we examine the role of self-control in academic achievement.
24 might account for income-related deficits in academic achievement.
25 ere seen in global intelligence quotient and academic achievement.
26 ntelligence quotient (IQ) tests and tests of academic achievement.
27 monstrated small but significant deficits in academic achievement.
28 n about the factors that shape early college academic achievement.
29  often underperform on tests of learning and academic achievement.
30 n, related to both cognitive performance and academic achievement.
31 nce may increase school readiness and foster academic achievement.
32 pment across childhood is critical for later academic achievement.
33  social inequality on health, well-being and academic achievement.
34 oss is critical for language development and academic achievement.
35 w lead level and children's and adolescents' academic achievement, a 1-unit increase in lead levels i
36 mily environment mediated genetic effects on academic achievement across development.
37 ere collected prospectively on intelligence, academic achievement, adaptive skills, behavioral functi
38                 After adjusting for smoking, academic achievement, alcohol consumption, unemployment,
39 cored by significant associations with age 7 academic achievement, also associated with age 50 memory
40 asures of cognitive abilities, such as prior academic achievement and being perceived as smart by oth
41 entiousness and self-control leads to higher academic achievement and better life outcomes.
42 ant downstream implications for learning and academic achievement and could be associated with sex di
43 s of 6 environmental risk factors, including academic achievement and engagement, antisocial and pros
44                                      Data on academic achievement and family environments (parenting,
45 efs, and home numeracy activities, and their academic achievement and intelligence were assessed.
46 rs in school settings is critical to promote academic achievement and long-term success.
47 ferentiated link between various measures of academic achievement and measured digit ratios.
48 were born SGA had significant differences in academic achievement and professional attainment compare
49 f contextual and individual-level effects on academic achievement and school attrition reveals patter
50 pecific forms of parenting that promote both academic achievement and socioemotional function.
51 f high-frequency hearing loss with regard to academic achievement and speech and language development
52 This study examines the relationship between academic achievement and strategic ability to coordinate
53 vioral, and language disabilities that limit academic achievement and well-being.
54 ed with better school-age performance IQ and academic achievement and with a reduction in ADHD sympto
55 analyze gender differences in parenthood and academic achievements and explore the influence of work-
56 oom emotional and instructional quality, and academic achievement), and adult pathways were mediators
57 late to typical intervention outcomes (e.g., academic achievement), and c) assesses the causal effect
58 mic status), school (e.g., average levels of academic achievement), and neighborhood (e.g., concentra
59 fect important outcomes such as self-esteem, academic achievement, and health.
60 n had complete data on childcare attendance, academic achievement, and maternal education levels.
61 sessed the level of education, cognitive and academic achievement, and rates of chronic illness and r
62                                 Lower IQ and academic achievement are associated with worse psychosoc
63                  However, genetic effects on academic achievement are not independent of environmenta
64      Our results suggest that gender gaps in academic achievement are, in fact, "parenthood gender ga
65           Children's scores on cognitive and academic achievement assessments and brain tissue, inclu
66 with four subtests of cognitive function and academic achievement at 13 years.
67                                      Data on academic achievement at age 16 years were available for
68 ntelligence (intelligence quotient [IQ]) and academic achievement at either 1 or 3 years after a BMT,
69 evel (kindergarten through sixth grade), and academic achievement at the grade level (second through
70 n tests of full-scale intelligence quotient, academic achievement, attention/concentration, memory, a
71 I, -0.034 to -0.001; P = .06 for trend), and academic achievement (b = -0.001; 95% CI, -0.002 to -0.0
72 the links between non-cognitive genetics and academic achievement became stronger over the school yea
73 regulation, are partly heritable and predict academic achievement beyond cognitive skills.
74 icant gender gaps in most of the measures of academic achievement (both objective and subjective) in
75 ies in mental health, cognitive ability, and academic achievement, but efforts to understand underlyi
76                               Differences in academic achievement by gestational age of children born
77  that indirect genetic effects on children's academic achievement cannot be explained by processes th
78 elationship between non-cognitive skills and academic achievement changes over development is unclear
79 ck and Hispanic) reach the highest levels of academic achievement compared with their non-minority (w
80 tudied (including Apgar score, intelligence, academic achievement, conduct problems, and asthma) were
81 icated that non-cognitive genetic effects on academic achievement could not simply be attributed to c
82                             Disciplinary and academic achievement data were collected in both schools
83  at least partially explain intellectual and academic achievement deficits among MED survivors.
84                       Cognitive function and academic achievement did not differ between comparison g
85   We primarily find insignificant impacts on academic achievement due to school closures from other c
86            Participants had higher levels of academic achievement earlier in their careers than did n
87  be prevented, quality of life improved, and academic achievements enhanced.
88 ory, language, freedom from distractibility, academic achievement, executive functions, and fine-moto
89 mory, procedural memory, executive function, academic achievement, fine motor dexterity, and socioemo
90  during the first 5 y of life and subsequent academic achievement for low-income children.
91 ed whether giving motivational advice raises academic achievement for the advisor.
92 ributing significantly to the gender gaps in academic achievement for the parent group.
93 and non-cognitive skills are associated with academic achievement from ages 7 to 16 years in a sample
94                           To address ongoing academic achievement gap, there is a need for more schoo
95 nd provide some mechanistic insight into the academic achievement gap.
96 test), obesity (body weight and height), and academic achievement (grades) at age 16 y.
97 g adolescence and young adulthood may affect academic achievement; however, the magnitude of associat
98              Plasma 1-carbon metabolites and academic achievement in 15-yr-old adolescents.
99 ssed literacy, attention, social skills, and academic achievement in 391 of these children at 9 to 11
100  desk intervention on cognitive function and academic achievement in 6th-grade students.
101                                              Academic achievement in adolescents is correlated with 1
102  betaine could also be positively related to academic achievement in adolescents.
103 d theMTHFR677C>T polymorphism did not affect academic achievement in any tested model involving choli
104 re should be developed and tested to enhance academic achievement in elementary school.
105 t types of screen time in young children and academic achievement in elementary school.
106 ademic performance and standardized tests of academic achievement in kindergarten and second grade by
107 or understanding how self-affirmation boosts academic achievement in school settings.
108 mated intelligence quotient greater than 50, academic achievement in the 16(th) percentile or lower f
109                                              Academic achievement in the first year of college is cri
110 lysed indirect genetic effects on children's academic achievement in their fifth to ninth years of sc
111 ant marker of physical and mental health and academic achievement in youth.
112 association between non-cognitive skills and academic achievement increased across development.
113 significantly and positively associated with academic achievement independent of SES factors (paterna
114 comes were neurodevelopmental assessments of academic achievement, intelligence, fine motor skills, e
115 utive functioning were associated with lower academic achievement, irrespective of ADHD status.
116 bodies of empirical research have shown that academic achievement is influenced by structural factors
117                                              Academic achievement is partly heritable and highly poly
118                                              Academic achievement is vital for campus life and educat
119 ial effects on executive functions (k = 45), academic achievement (k = 47), or fluid intelligence (k
120  health before school age is associated with academic achievement later during school years.
121                                              Academic achievement levels on standardized tests in rea
122 during impact on mental and physical health, academic achievement, lifetime productivity, and the pro
123 rals and increases in scores on standardized academic achievement measures.
124                                              Academic achievement, memory, executive functions, visua
125 on any behavioral outcomes (decision-making, academic achievement, mental health, fluid reasoning and
126 supplement earlier published findings on the academic achievement of the immigrant second generation
127 n the conventional static test at predicting academic achievement of university students.
128                 There were no differences in academic achievement or other subtests of neurocognitive
129                        Students had improved academic achievement over 1 year; however, a sustained i
130           Both groups improved (time effect) academic achievement (p < 0.001), memory span (p < 0.001
131 on problems is an important cause of reduced academic achievement, performance in everyday life and s
132                   Children with a history of academic achievement problems exhibit the most abnormal
133 ment in general intellectual abilities, poor academic achievement, progression to overt stroke, and p
134 tory control, working memory, and updating); academic achievement (reading and mathematics); and gene
135  diagnosis on intelligence quotient (IQ) and academic achievement (reading, spelling, and math) among
136 lds (ROR, 0.67 [95% CI, 0.64-0.69]), and low academic achievement (ROR, 0.83 [95% CI, 0.81-0.85]) wer
137 ts had a lower mean IQ (87 vs. 92) and lower academic achievement scores (P<0.001 for both comparison
138 :4D)-would seem to have ambiguous effects on academic achievement since traits like aggressiveness or
139 nnual grades 3 and 6 provincial standardized academic achievement test results.
140 groups, regardless of treatment, declined on academic achievement tests, although not to a statistica
141 bustly linked to noncognitive PGS effects on academic achievement than cognitive PGS effects.
142 elationship generalizes to broad measures of academic achievement that are used for important, real-w
143 r, quadratic, relationship between 2D:4D and academic achievement using samples from Moscow and Manil
144  visual perception, general intelligence and academic achievement, using adjustments to visual materi
145 ther childhood motor function predicts later academic achievement via physical activity, fitness, and
146 d a negative indirect effect on adolescents' academic achievement via physical inactivity (B = -0.023
147 , with no group differences in intelligence, academic achievement, visuospatial reasoning, or verbal
148                                              Academic achievement was defined as no certificate, Leve
149           Further evidence for pleiotropy in academic achievement was found using a method based dire
150 unction, memory, and fluid intelligence) and academic achievement were obtained.
151    Career plans, research participation, and academic achievements were compared.
152 sler Abbreviated Scale of Intelligence), (2) academic achievement (Wide Range Achievement Test, Fourt
153        Adolescent performance on measures of academic achievement (Woodcock Johnson), language (Compr
154 I; Peabody Picture Vocabulary Test-Revised); academic achievement (Woodcock-Johnson Tests of Achievem

 
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