Psychology (Functional Area: Clinical-Developmental)
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Browsing Psychology (Functional Area: Clinical-Developmental) by Subject "Academic achievement"
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Item Open Access Executive Functioning and its Relationship to Academic and Social - Emotional Outcomes in Children with a History of Arterial Ischemic Stroke(2015-01-26) Deotto, Angela Christine; Desrocher, Mary E.Thirty-two pediatric patients with stroke and 32 demographically equivalent, healthy controls were tested on standardized measures of working memory, arithmetic, and spelling. EF and social-emotional behavioural data were collected via standardized parent questionnaires. Relative to controls, working memory performance of stroke participants was significantly lower across all tasks. Stroke participants demonstrated poorer functioning in both metacognitive and behavioural regulatory EF domains and significantly lower achievement on tests of math and spelling. Untimed pencil and paper arithmetic was an area of particular concern, as math impairment was documented in 40% of the tested stroke participants. Metacognitive EF abilities predicted academic achievement, and behavioural regulatory EF predicted social-emotional functioning. Furthermore, increased time since stroke and larger stroke lesions were associated with poorer academic outcomes, as indicated by retrospective analysis of a large patient database. Findings assist with accurate prognosis and indicate need for early post-stroke cognitive intervention in affected children and youth.Item Open Access Technology Behaviours and Attitudes in Youth: Correlates with Cognitive and Real-World Behaviours(2022-08) Doidge, Joshua Leon; Toplak, Maggie E.Technology use, which has become ubiquitous in the lives of adolescents, has both positive and negative aspects. In the judgment and decision-making literature, the Cognitive Reflection Test is a measure of the tendency to override an incorrect response and to engage in further reflection that leads to the correct response (Toplak et al., 2014a). Navigating optimal technology use often requires resisting miserly tendencies, as measured by the Cognitive Reflection Test. The purpose of the current project was to examine technology behaviours and attitudes that are either adaptive or maladaptive through the lens of judgment and decision-making and cognitive reflection in a set of two studies with community samples of adolescents. The associations between these technology behaviours and cognitive reflection, cognitive ability, and real-life outcomes of antisocial behaviours and academic achievement were examined. Study 1 (in-person sample) served as a pilot study, demonstrating that several technology behaviours were measurable in adolescents and were significantly correlated with antisocial behaviours and academic achievement. The purpose of Study 2 (online sample) involved creating several additional items of technology behaviours and attitudes, and used exploratory factor analyses (EFA) to understand the associations among these behaviours and attitudes, and examined gender differences among these behaviours and attitudes. Both cognitive reflection and cognitive ability had small to moderate positive correlations with several technology behaviour factors. Cognitive ability significantly predicted some of the maladaptive technology behaviour factors. While cognitive reflection significantly predicted the adaptive technology attitude factor related to practical managing of technology use, suggesting a potentially important relationship between these attitudes and cognitive reflection. Furthermore, several technology factors significantly predicted antisocial behaviours and academic achievement. The results are further discussed along with implications and future directions for studying technology use by adolescents.