Schooling, achievement and their health gradient.
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وَقَالَ ٱلَّذِينَ أُوتُواْ ٱلۡعِلۡمَ وَٱلۡإِيمَٰنَ لَقَدۡ لَبِثۡتُمۡ فِي كِتَٰبِ ٱللَّهِ إِلَىٰ يَوۡمِ ٱلۡبَعۡثِۖ فَهَٰذَا يَوۡمُ ٱلۡبَعۡثِ وَلَٰكِنَّكُمۡ كُنتُمۡ لَا تَعۡلَمُونَ
but those endowed with knowledge and faith will say, ‘In accordance with God’s decree, you actually lingered till the Day of Resurrection: this is the Day of Resurrection, yet you did not know.’
وَٱتَّبَعُواْ مَا تَتۡلُواْ ٱلشَّيَٰطِينُ عَلَىٰ مُلۡكِ سُلَيۡمَٰنَۖ وَمَا كَفَرَ سُلَيۡمَٰنُ وَلَٰكِنَّ ٱلشَّيَٰطِينَ كَفَرُواْ يُعَلِّمُونَ ٱلنَّاسَ ٱلسِّحۡرَ وَمَآ أُنزِلَ عَلَى ٱلۡمَلَكَيۡنِ بِبَابِلَ هَٰرُوتَ وَمَٰرُوتَۚ وَمَا يُعَلِّمَانِ مِنۡ أَحَدٍ حَتَّىٰ يَقُولَآ إِنَّمَا نَحۡنُ فِتۡنَةࣱ فَلَا تَكۡفُرۡۖ فَيَتَعَلَّمُونَ مِنۡهُمَا مَا يُفَرِّقُونَ بِهِۦ بَيۡنَ ٱلۡمَرۡءِ وَزَوۡجِهِۦۚ وَمَا هُم بِضَآرِّينَ بِهِۦ مِنۡ أَحَدٍ إِلَّا بِإِذۡنِ ٱللَّهِۚ وَيَتَعَلَّمُونَ مَا يَضُرُّهُمۡ وَلَا يَنفَعُهُمۡۚ وَلَقَدۡ عَلِمُواْ لَمَنِ ٱشۡتَرَىٰهُ مَا لَهُۥ فِي ٱلۡأٓخِرَةِ مِنۡ خَلَٰقࣲۚ وَلَبِئۡسَ مَا شَرَوۡاْ بِهِۦٓ أَنفُسَهُمۡۚ لَوۡ كَانُواْ يَعۡلَمُونَ
and followed what the evil ones had fabricated about the Kingdom of Solomon instead. Not that Solomon himself was a disbeliever; it was the evil ones who were disbelievers. They taught people witchcraft and what was revealed in Babylon to the two angels Harut and Marut. Yet these two never taught anyone without first warning him, ‘We are sent only to tempt- do not disbelieve.’ From these two, they learned what can cause discord between man and wife, although they harm no one with it except by God’s leave. They learned what harmed them, not what benefited them, knowing full well that whoever gained [this knowledge] would lose any share in the Hereafter. Evil indeed is the [price] for which they sold their souls, if only they knew
وَقَالَ لَهُمۡ نَبِيُّهُمۡ إِنَّ ٱللَّهَ قَدۡ بَعَثَ لَكُمۡ طَالُوتَ مَلِكࣰ اۚ قَالُوٓاْ أَنَّىٰ يَكُونُ لَهُ ٱلۡمُلۡكُ عَلَيۡنَا وَنَحۡنُ أَحَقُّ بِٱلۡمُلۡكِ مِنۡهُ وَلَمۡ يُؤۡتَ سَعَةࣰ مِّنَ ٱلۡمَالِۚ قَالَ إِنَّ ٱللَّهَ ٱصۡطَفَىٰهُ عَلَيۡكُمۡ وَزَادَهُۥ بَسۡطَةࣰ فِي ٱلۡعِلۡمِ وَٱلۡجِسۡمِۖ وَٱللَّهُ يُؤۡتِي مُلۡكَهُۥ مَن يَشَآءُۚ وَٱللَّهُ وَٰسِعٌ عَلِيمࣱ
Their prophet said to them, ‘God has now appointed Talut to be your king,’ but they said, ‘How can he be king over us when we have a greater right to rule than he? He does not even have great wealth.’ He said, ‘God has chosen him over you, and has given him great knowledge and stature. God grants His authority to whoever He pleases: God is magnanimous, all knowing.’
هُوَ ٱلَّذِيٓ أَنزَلَ عَلَيۡكَ ٱلۡكِتَٰبَ مِنۡهُ ءَايَٰتࣱ مُّحۡكَمَٰتٌ هُنَّ أُمُّ ٱلۡكِتَٰبِ وَأُخَرُ مُتَشَٰبِهَٰتࣱۖ فَأَمَّا ٱلَّذِينَ فِي قُلُوبِهِمۡ زَيۡغࣱ فَيَتَّبِعُونَ مَا تَشَٰبَهَ مِنۡهُ ٱبۡتِغَآءَ ٱلۡفِتۡنَةِ وَٱبۡتِغَآءَ تَأۡوِيلِهِۦۖ وَمَا يَعۡلَمُ تَأۡوِيلَهُۥٓ إِلَّا ٱللَّهُۗ وَٱلرَّٰسِخُونَ فِي ٱلۡعِلۡمِ يَقُولُونَ ءَامَنَّا بِهِۦ كُلࣱّ مِّنۡ عِندِ رَبِّنَاۗ وَمَا يَذَّكَّرُ إِلَّآ أُوْلُواْ ٱلۡأَلۡبَٰبِ
it is He who has sent this Scripture down to you [Prophet]. Some of its verses are definite in meaning- these are the cornerstone of the Scripture- and others are ambiguous. The perverse at heart eagerly pursue the ambiguities in their attempt to make trouble and to pin down a specific meaning of their own: only God knows the true meaning. Those firmly grounded in knowledge say, ‘We believe in it: it is all from our Lord’- only those with real perception will take heed
ذَٰلِكَ مَبۡلَغُهُم مِّنَ ٱلۡعِلۡمِۚ إِنَّ رَبَّكَ هُوَ أَعۡلَمُ بِمَن ضَلَّ عَن سَبِيلِهِۦ وَهُوَ أَعۡلَمُ بِمَنِ ٱهۡتَدَىٰ
Their knowledge does not go beyond that. Your Lord knows best who strays from His path and who follows guidance
وَإِذَا بَدَّلۡنَآ ءَايَةࣰ مَّكَانَ ءَايَةࣲ وَٱللَّهُ أَعۡلَمُ بِمَا يُنَزِّلُ قَالُوٓاْ إِنَّمَآ أَنتَ مُفۡتَرِۭۚ بَلۡ أَكۡثَرُهُمۡ لَا يَعۡلَمُونَ
When We substitute one revelation for another- and God knows best what He reveals- they say, ‘You are just making it up,’ but most of them have no knowledge
Commentary on the verses above, at most two editions per verse.
(And follow that which the devils falsely related against the kingdom of Solomon�) [2:102]. Muhammad ibn 'Abd al-'Aziz al-Qantari informed us> Abu'l-Fadl al-Haddadi> Abu Yazid al-Khalidi> Ishaq ibn Ibrahim> Jarir> Husayn ibn 'Abd al-Rahman> 'Imran ibn al-Harith who said: �Once as we were sitting with Ibn 'Abbas when he said: 'The devils used to eavesdrop on heaven. One of them would bring a word of truth from therein, and when he is trusted for telling the truth, he would add to it seventy lies with which he earns the hearts of people. When Solomon came to know about it, he took it and buried it beneath his throne. When he died, a devil stood in the street and said: 'Shall I guide you to Solomon's guarded treasure, the like of which he does not have?' They said: 'Yes, do'. He said: 'It is under his throne; go and unearth it'. They said: 'This is magic'. Different nations then copied it f
But those who have been given knowledge and faith of angels and others shall say ‘You have remained according to God’s decree in accordance with what He had decreed for you in His prior knowledge until the Day of Resurrection. This is the Day of Resurrection which you rejected but you did not know’ that it would come to pass.
And on the Day that the Hour will be established, the criminals will swear that they stayed not but an hour – thus were they ever deluded (55)And those who have been bestowed with knowledge and Faith will say: "Indeed you have stayed according to the decree of Allah, until the Day of Resurrection; so this is the Day of Resurrection, but you knew not. (56)So, on that Day no excuse of theirs will avail those who did wrong, nor will they be allowed to return to seek (Allah's) pleasure (57) The Ignorance of the Disbelievers in this World and in the Hereafter Here Allah tells us of the ignorance of the disbelievers in this world and in the Hereafter. In this world they worship idols, and in the Hereafter they will also display great ignorance. They will swear by Allah that they did not even stay for one hour in this world. They will mean that there was not enough time given to establish pro
He it is who has sent down upon thee the Book, wherein are firm verses, which are the mother of the Book, and others ambiguous. He is neither a name nor an attribute. Rather, it is an allusion to being. It means that our Lord is, He is fitting to be, and He has been-beyond location and transcendent in attributes. ShurayḤ ʿābid said, “I saw a dervish in the mosque of the Sanctuary calling upon God by saying, 'O He who is He! O He other than whom there is no he! Forgive me.' A voice came from the Unseen: 'O dervish, you received so much reward for saying that the first time that the angels will be writ- ing it out until the resurrection.'” Huwa is two letters, h and w. The place of articulation of h is the last part of the throat, and the place of articulation of the w is the first part of the throat. This alludes to the fact that the letters begin from Him at first and return to Him at la
And they follow wa’ttaba‘ū is a supplement to nabadha ‘it cast away’ what the devils used to relate during the time of Solomon’s kingdom in the way of sorcery it is said that they the devils buried these books of sorcery underneath his throne when his kingdom was taken from him; it is also said that they used to listen stealthily and add fabrications to what they heard and then pass it on to the priests who would compile it in books; this would be disseminated and rumours spread that the jinn had knowledge of the Unseen. Solomon gathered these books and buried them. When he died the devils showed people where these books were and the latter brought them out and found that they contained sorcery and said ‘Your kingdom was only thanks to what is in here’; they then took to learning them and rejected the Scriptures of their prophets. In order to demonstrate Solomon’s innocence and in repudi
(And when We put a revelation in place of (another) revelation�) [16:101-102]. This verse was revealed when the idolaters said: �Muhammad is mocking his Companions; one day he commands them to do something and the next day he forbids them from doing it, or brings instead something which is easier. He is nothing but a calumniator who says things of his own invention�, and so Allah, exalted is He, revealed this verse and the verse after it.
Sound narrations only, and never matched by text. A narration appears here because a compiler filed it under a chapter this subject maps to, or because someone read it and anchored it. Each row says which.
حَدَّثَنَا عَلِيُّ بْنُ حُجْرٍ، قَالَ أَخْبَرَنَا يَحْيَى بْنُ سَعِيدٍ الأُمَوِيُّ، عَنِ ابْنِ جُرَيْجٍ، عَنِ ابْنِ أَبِي مُلَيْكَةَ، عَنْ أُمِّ سَلَمَةَ، قَالَتْ كَانَ رَسُولُ اللَّهِ صلى الله عليه وسلم يُقَطِّعُ قِرَاءَتَهُ يَقْرَأُ (الْحَمْدُ لِلَّهِ رَبِّ الْعَالَمِينَ ) ثُمَّ يَقِفُ ( الرَّحْمَنِ الرَّحِيمِ ) ثُمَّ يَقِفُ وَكَانَ يَقْرَؤُهَا (مَلِكِ يَوْمِ الدِّينِ ) قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ غَرِيبٌ وَبِهِ يَقْرَأُ أَبُو عُبَيْدٍ وَيَخْتَارُهُ هَكَذَا رَوَى يَحْيَى بْنُ سَعِيدٍ الأُمَوِيُّ وَغَيْرُهُ عَنِ ابْنِ جُرَيْجٍ عَنِ ابْنِ أَبِي مُلَيْكَةَ عَنْ أُمِّ سَلَمَةَ وَلَيْسَ إِسْنَادُهُ بِمُتَّصِلٍ لأَنَّ اللَّيْثَ بْنَ سَعْدٍ رَوَى هَذَا الْحَدِيثَ عَنِ ابْنِ أَبِي مُلَيْكَةَ عَنْ يَعْلَى بْنِ مَمْلَكٍ عَنْ أُمِّ سَلَمَةَ أَنَّهَا وَصَفَتْ قِرَاءَةَ النَّبِيِّ صلى الله عليه وسلم حَرْفًا حَرْفًا وَحَدِيثُ اللَّيْثِ أَصَحُّ وَلَيْسَ فِي حَدِيثِ اللَّيْثِ وَكَانَ يَقْرَأُ (مَلِكِ يَوْمِ الدِّينِ ) .
Narrated Ibn Abi Mulaikah:that Umm Salamah said: "The Messenger of Allah (ﷺ) would separate recitation reciting: 'Al-Hamdulillahi Rabbil-'Alamin' then he would stop. 'Ar-Rahmanir-Rahim' then he would stop. And he would recite it: 'Maliki Yawmid-Din
حَدَّثَنَا الْحُسَيْنُ بْنُ مُحَمَّدٍ الْبَصْرِيُّ، قَالَ حَدَّثَنَا عَبْدُ اللَّهِ بْنُ حَفْصٍ، قَالَ حَدَّثَنَا ثَابِتٌ الْبُنَانِيُّ، عَنْ شَهْرِ بْنِ حَوْشَبٍ، عَنْ أُمِّ سَلَمَةَ، أَنَّ النَّبِيَّ صلى الله عليه وسلم كَانَ يَقْرَؤُهَا (إِنَّهُ عَمِلَ غَيْرَ صَالِحٍ ) . قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ قَدْ رَوَاهُ غَيْرُ وَاحِدٍ عَنْ ثَابِتٍ الْبُنَانِيِّ نَحْوَ هَذَا وَهُوَ حَدِيثُ ثَابِتٍ الْبُنَانِيِّ وَرُوِيَ هَذَا الْحَدِيثُ أَيْضًا عَنْ شَهْرِ بْنِ حَوْشَبٍ عَنْ أَسْمَاءَ بِنْتِ يَزِيدَ . وَسَمِعْتُ عَبْدَ بْنَ حُمَيْدٍ يَقُولُ أَسْمَاءُ بِنْتُ يَزِيدَ هِيَ أُمُّ سَلَمَةَ الأَنْصَارِيَّةُ . قَالَ أَبُو عِيسَى كِلاَ الْحَدِيثَيْنِ عِنْدِي وَاحِدٌ وَقَدْ رَوَى شَهْرُ بْنُ حَوْشَبٍ غَيْرَ حَدِيثٍ عَنْ أُمِّ سَلَمَةَ الأَنْصَارِيَّةِ وَهِيَ أَسْمَاءُ بِنْتُ يَزِيدَ وَقَدْ رُوِيَ عَنْ عَائِشَةَ عَنِ النَّبِيِّ صلى الله عليه وسلم نَحْوُ هَذَا .
Narrated Umm Salamah:"The Prophet (ﷺ) would recite: 'Innahu 'Amila Ghaira Salih
حَدَّثَنَا عَبْدُ اللَّهِ بْنُ مُحَمَّدٍ النُّفَيْلِيُّ، حَدَّثَنَا حَاتِمُ بْنُ إِسْمَاعِيلَ، ح وَحَدَّثَنَا نَصْرُ بْنُ عَاصِمٍ، حَدَّثَنَا يَحْيَى بْنُ سَعِيدٍ، عَنْ جَعْفَرِ بْنِ مُحَمَّدٍ، عَنْ أَبِيهِ، عَنْ جَابِرٍ، رضى الله عنه أَنَّ النَّبِيَّ صلى الله عليه وسلم قَرَأَ { وَاتَّخِذُوا مِنْ مَقَامِ إِبْرَاهِيمَ مُصَلًّى }
Narrated Jabir ibn Abdullah: The Prophet (ﷺ) read the Qur'anic verse, "And take ye the Station of Abraham as a place of prayer
حَدَّثَنَا مُوسَى، - يَعْنِي ابْنَ إِسْمَاعِيلَ - حَدَّثَنَا حَمَّادٌ، عَنْ هِشَامِ بْنِ عُرْوَةَ، عَنْ عُرْوَةَ، عَنْ عَائِشَةَ، رضى الله عنها أَنَّ رَجُلاً، قَامَ مِنَ اللَّيْلِ فَقَرَأَ فَرَفَعَ صَوْتَهُ بِالْقُرْآنِ فَلَمَّا أَصْبَحَ قَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " يَرْحَمُ اللَّهُ فُلاَنًا كَائِنٌ مِنْ آيَةٍ أَذْكَرَنِيهَا اللَّيْلَةَ كُنْتُ قَدْ أَسْقَطْتُهَا " .
Narrated A'ishah:A man got up (for prayer) at night, he read the Qur'an and raised his voice in reading. When the morning came, the Messenger of Allah (ﷺ) said: May Allah have mercy on so-and-so! Last night he reminded me a number of verses which I was about to forget
حَدَّثَنَا قُتَيْبَةُ، قَالَ حَدَّثَنَا عَبْدُ الْعَزِيزِ بْنُ مُحَمَّدٍ، عَنِ الْعَلاَءِ بْنِ عَبْدِ الرَّحْمَنِ، عَنْ أَبِيهِ، عَنْ أَبِي هُرَيْرَةَ، أَنَّ رَسُولَ اللَّهِ صلى الله عليه وسلم خَرَجَ عَلَى أُبَىِّ بْنِ كَعْبٍ فَقَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " يَا أُبَىُّ " . وَهُوَ يُصَلِّي فَالْتَفَتَ أُبَىٌّ وَلَمْ يُجِبْهُ وَصَلَّى أُبَىٌّ فَخَفَّفَ ثُمَّ انْصَرَفَ إِلَى رَسُولِ اللَّهِ صلى الله عليه وسلم فَقَالَ السَّلاَمُ عَلَيْكَ يَا رَسُولَ اللَّهِ . فَقَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " وَعَلَيْكَ السَّلاَمُ مَا مَنَعَكَ يَا أُبَىُّ أَنْ تُجِيبَنِي إِذْ دَعَوْتُكَ " . فَقَالَ يَا رَسُولَ اللَّهِ إِنِّي كُنْتُ فِي الصَّلاَةِ . قَالَ " أَفَلَمْ تَجِدْ فِيمَا أَوْحَى اللَّهُ إِلَىَّ أَنِ (استَجِيبُوا لِلَّهِ وَلِلرَّسُولِ إِذَا دَعَاكُمْ لِمَا يُحْيِيكُمْ ) " . قَالَ بَلَى وَلاَ أَعُودُ إِنْ شَاءَ اللَّهُ . قَالَ " تُحِبُّ أَنْ أُعَلِّمَكَ سُورَةً لَمْ يَنْزِلْ فِي التَّوْرَاةِ وَلاَ فِي الإِنْجِيلِ وَلاَ فِي الزَّبُورِ وَلاَ فِي الْفُرْقَانِ مِثْلُهَا " . قَالَ نَعَمْ يَا رَسُولَ اللَّهِ . قَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " كَيْفَ تَقْرَأُ فِي الصَّلاَةِ " . قَالَ فَقَرَأَ أُمَّ الْقُرْآنِ فَقَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم " وَالَّذِي نَفْسِي بِيَدِهِ مَا أُنْزِلَتْ فِي التَّوْرَاةِ وَلاَ فِي الإِنْجِيلِ وَلاَ فِي الزَّبُورِ وَلاَ فِي الْفُرْقَانِ مِثْلُهَا وَإِنَّهَا سَبْعٌ مِنَ الْمَثَانِي وَالْقُرْآنُ الْعَظِيمُ الَّذِي أُعْطِيتُهُ " . قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ حَسَنٌ صَحِيحٌ . وَفِي الْبَابِ عَنْ أَنَسِ بْنِ مَالِكٍ وَفِيهِ عَنْ أَبِي سَعِيدِ بْنِ الْمُعَلَّى .
Narrated Abu Hurairah:that the Messenger of Allah (ﷺ) came out to Ubayy bin Ka'b, and the Messenger of Allah (ﷺ) said: "O Ubayy!" And he was performing Salat, so Ubayy turned around but he did not respond to him, so Ubayy finished his Salat quickly. Then he turned to the Messenger of Allah (ﷺ) and said: 'As-Salamu 'Alaikum, O Messenger of Allah!' The Messenger of Allah (ﷺ) said: 'Wa 'Alaikum As-Salam - what prevented you from responding to me when I called you Ubayy?' He said: 'O Messenger of Allah! I was performing Salat.' So he said: 'Do you not find among what Allah revealed to me: Respond to Allah and to the Messenger when they call you to what gives you life?' He said: 'Of course, I shall not repeat that, if Allah wills.' He said: 'Would you like for me to teach you a Surah the likes of which has neither been revealed in the Tawrah, nor the Injil, nor the Zabur, nor in the entire Qur'an?' He said: "Yes, O Messenger of Allah!' The Messenger of Allah (ﷺ) said: 'What do you recite in your Salat?' He said: 'I recite Umm Al-Qur'an.' So the Messenger of Allah (ﷺ) said: 'By the One in Whose Hand is my soul! The like of it has neither been revealed in the Tawrah, nor the Injil nor the Zabur, nor in the Furqan. It is the seven oft-repeated, and the Magnificent Qur'an which I was given
حَدَّثَنَا قُتَيْبَةُ، حَدَّثَنَا عَبْدُ الْعَزِيزِ بْنُ مُحَمَّدٍ، عَنْ سُهَيْلِ بْنِ أَبِي صَالِحٍ، عَنْ أَبِيهِ، عَنْ أَبِي هُرَيْرَةَ، أَنَّ رَسُولَ اللَّهِ صلى الله عليه وسلم قَالَ " لاَ تَجْعَلُوا بُيُوتَكُمْ مَقَابِرَ وَإِنَّ الْبَيْتَ الَّذِي تُقْرَأُ فِيهِ الْبَقَرَةُ لاَ يَدْخُلُهُ الشَّيْطَانُ " . قَالَ أَبُو عِيسَى هَذَا حَدِيثٌ حَسَنٌ صَحِيحٌ .
Narrated Abu Hurairah:that the Messenger of Allah (ﷺ) said: "Do not turn your houses into graves. Indeed Ash-Shaitan does not enter the house in which Surat Al-Baqarah is recited
Arabic originals, reached through the subject’s Arabic senses. Interpretive sources, never proof of a ruling.
وما أحسن ما قال بعض العلماء وقد شاهد هذا وأفعالهم :
وقد قال أفاضل العلماء كل مجتهد مصيب
وقال الحسن لا تصلوا خلف رجل لا يختلف إلى العلماء
وقد اختلف العلماء في صحة ذلك وفي حل الثمن المأخوذ منه
فهذا مما قد جوزه جماعة من العلماء تعويلا على الأكثر
وقبل هؤلاء خلائق من العلماء لا يحصيهم إلا الله
Peer-reviewed work held with its DOI and abstract, labelled with the study design its publication types report. None of it has been read or assessed, so nothing here may be cited as showing anything. Retracted work is held for the record but never listed; a review that a later version replaced is listed under its replacement and marked.
The Association Between Autism Spectrum Traits and the Successful Transition to Mainstream Secondary School in an Australian School-Based Sample.: The transition to secondary school is an important educational milestone impacting wellbeing and academic achievement. Students with Autism Spectrum Disorder may be vulnerable during transition however little is known about how Autism Spectrum (AS) traits influence transition outcomes. Generalised estimating equations were used to examine how AS traits were associated with four indicators of successful transition in a school-based sample of 51 students. Higher AS traits were associated with lowe
Effects of a free school breakfast programme on school attendance, achievement, psychosocial function, and nutrition: a stepped wedge cluster randomised trial.: Background: Approximately 55,000 children in New Zealand do not eat breakfast on any given day. Regular breakfast skipping has been associated with poor diets, higher body mass index, and adverse effects on children's behaviour and academic performance. Research suggests that regular breakfast consumption can improve academic performance, nutrition and behaviour. This paper describes the protocol for a stepped wedge cluster randomised trial of a free school breakfast programme. The aim of the tr
Effects of ParentCorps in Prekindergarten on Child Mental Health and Academic Performance: Follow-up of a Randomized Clinical Trial Through 8 Years of Age.: Importance: Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known. Objective: To examine whether ParentCorps delivered as an enhancement to prekinder
Experience Corps: a dual trial to promote the health of older adults and children's academic success.: Background: As the population ages, older adults are seeking meaningful, and impactful, post-retirement roles. As a society, improving the health of people throughout longer lives is a major public health goal. This paper presents the design and rationale for an effectiveness trial of Experience Corps™, an intervention created to address both these needs. This trial evaluates (1) whether senior volunteer roles within Experience Corps™ beneficially impact children's academic achievement and class
Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes.: This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with children's and adolescents' intergroup outcomes (inte
Teacher-student relationships and student outcomes: A systematic second-order meta-analytic review.: Teacher-student relationships (TSRs) play a vital role in establishing a positive classroom climate and promoting positive student outcomes. Several meta-analyses have suggested significant correlations between positive TSRs and, for example, academic achievement, motivation, executive functions, and well-being, as well as between negative TSRs that result in behavior problems or bullying. These meta-analyses have differed substantially in TSR-outcome relationships, moderators, and methodologica
Teacher factors contributing to dosage of the KiVa anti-bullying program.
The KiVa Anti-Bullying Program (KiVa) seeks to meet the growing need for anti-bullying programming through a school-based, teacher-led intervention for elementary school children. The goals of this study were to examine how intervention dosage impacts outcomes of KiVa and how teacher factors influence dosage. Participants included 74 teachers and 1409 4th- and 5th-grade students in nine elementary schools. Teachers and students completed data collection at the beginning and end of the school year, including measures of bullying and victimization, correlates of victimization (depression, anxiety, peer rejection, withdrawal, and school avoidance), intervention cognitions/emotions (anti-bullying attitudes, and empathy toward victims), bystander behaviors, and teacher factors thought to relate to dosage (self-efficacy for teaching, professional burnout, perceived principal support, expected …
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Knowledge and perceptions on antibiotic use and resistance among high school students and teachers in New Delhi, India: A qualitative study.
Objective: To explore the perceptions and knowledge of school teachers and students about antibiotic use, resistance, and suggestions for practical interventions for the rational use of antibiotics. Methodology: Five focus group discussions (FGDs) with high school students (Class: 9-11) and five with teachers were conducted in two private and three public schools (one teacher and one student FGD per school) in five municipal wards of Delhi. Qualitative data on antibiotic knowledge, resistance, and behaviors with respect to antibiotics use were collected. There were 4-8 persons per teacher FGD and 15-20 persons per student FGD. FGDs were analyzed using "thematic analyses." Results: Students had poor knowledge regarding antibiotics and antibiotic resistance, while only some teachers had a basic understanding. Four broad themes needing attention emerged: definition of antibiotic and antibio…
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Early adolescents' motivations to defend victims in school bullying and their perceptions of student-teacher relationships: A self-determination theory approach.
The aim of this study was to investigate whether various dimensions of student-teacher relationships were associated with different types of motivation to defend victims in bullying and to determine the association between these types of motivations and various bystander behaviors in bullying situations among early adolescents in Italy. Data were collected from 405 Italian adolescents who completed a survey in their classroom. Results showed that warm student-teacher relationships were positively associated with defending victims and with autonomous motivation to defend victims. In contrast, conflictual student-teacher relationships were positively associated with passive bystanding and with extrinsic motivation to defend victims. Different forms of motivation to defend were found to be mediators between student-teacher relationship qualities and bystander behaviors in school bullying. O…
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Defending behaviors, bullying roles, and their associations with mental health in junior high school students: a population-based study.
Background: Students should be encouraged to help prevent or stop bullying. However, defending victims of bullying can impact on mental health. It is not only bystanders who may defend victims, but bullies, victims and bully-victims can also have defending behaviors. Nevertheless, most studies of defending behaviors have been limited to an examination of the reactions of bystanders or those not involved in bullying and have ignored the other players. The aim of this study is to investigate the associations between defending behaviors and mental health among bullies, victims, bully-victims and bystanders. Methods: Associations among defending behaviors, mental health (including depressive symptoms and social anxiety), and bullying experiences were cross-sectionally examined in 3441 students (13-15 years old.) from 20 randomly selected junior high schools in Taiwan using a self-report ques…
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Help seeking in school by Israeli Arab minority adolescents with emotional and behavioral problems: results from the Galilee Study.
Background: Many distressed minority adolescents with little access to professional mental health services use teachers and school counselors as their main consultation sources. This paper presents data from the Galilee study on factors that may increase the probability of adolescents' help-seeking in school and discusses the needed linkage between the school mental health services and those provided by other agencies, in the framework of the Mental Health Reform in Israel. Methods: This cross-sectional survey included 1639, 9th grade students living in 5 Arab localities in the Galilee in northern Israel, representative of the Muslim and Druze populations. The study was carried out in two stages: in the screening stage, the Strengths and Difficulties Questionnaire (SDQ) was completed in the classroom. During the follow-up stage 704 students were selected and interviewed at home regarding…
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School bullying and student trauma: Fear and avoidance associated with victimization.
Bullying is a significant problem in U.S. schools. The purpose of the present study is to examine the impact student bullying has on avoidance behaviors and fear at school among youth nationwide. Data from the School Crime and Safety Survey was analyzed. Participants included 5,784 U.S. students in grades 5 through 12. Almost one-third of students reported being bullied in the past year. Females, junior high school students, and public school students were significantly more likely to report being bullied than their counterparts. Students who were bullied were significantly more likely than students who had not been bullied to report fear and avoidance. Prevention and intervention programs are needed to reduce bullying and negative consequences associated with the behavior.
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Suicidal ideation in a community-based sample of elementary school children: A multilevel and spatial analysis.
Objectives: To examine whether bullying victimization, psychological status, parental and peer relationships and other risk factors are associated with suicidal ideation and to identify high-risk neighbourhoods for suicidal ideation among the elementary school children in Saskatoon Health Region. Methods: A sample of school students (n = 5340, grades 5-8; ages 9-14 years) from 109 elementary schools in Saskatoon Health Region, Saskatchewan completed the Student Health Survey in 2010-2011. A multilevel logistic regression model was used to investigate the hierarchical data structure at student, grade and school levels. Bayesian spatial analysis was conducted to examine the spatial disparity in the risk of suicidal ideation among residential neighbourhoods. Results: Of 5,340 children, 340 (6.4%) indicated they had considered suicide at least once in the previous 12 months. Our findings ind…
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Long-term Consequences of Childhood Bullying in Adults who Stutter: Social Anxiety, Fear of Negative Evaluation, Self-esteem, and Satisfaction with Life.
Purpose: Psychosocial disorders have been reported in adults who stutter, especially social anxiety disorder. Social anxiety has been linked to childhood victimization. It is possible that recalled childhood victimization could be linked to psychosocial problems reported in some adults who stutter. Method: Participants were 36 adults who stutter and 36 adults who do not stutter (mean age=21.9 years). The Retrospective Bullying Questionnaire was completed for primary school, secondary school and university environments for physical, verbal, relational and cyber bullying. Participants were categorized into one of five groups (bully, victim, bully-victim, bystander and uninvolved) based ontheir responses. Participants completed four psychosocial scales: social interaction anxiety, fear of negative evaluation, self-esteem and satisfaction with life scales. Results: The two groups differed wi…
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Social comparison, competition and teacher-student relationships in junior high school classrooms predicts bullying and victimization.
This cross-sectional research examines how social comparison, competition and teacher-student relationships as classroom characteristics are associated with bullying and victimization among junior high school students in grades 7 and 8 in Canada. The study tests a conceptual model of youth outcomes that highlights the importance of modeling the effects of teaching practices as proximal structural conditions at the classroom level (N = 38) that affect bullying outcomes at the individual level (N = 687). Results of Hierarchal linear modeling (HLM) revealed significant classroom-level effects in that increased social comparison, competition and teacher-student relationships were related to bullying and victimization. An interaction for teacher-student relationships and gender also emerged. These findings may guide future intervention programs for junior high schools that focus on enhancing …
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The relationship between teacher burnout and student motivation.
Background: Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers' behaviour and emotional well-being. Aims: This study adopted Maslach et al.'s (2001, Annu. Rev. Psychol., 52, 397) job burnout construct and self-determination theory to investigate the relationships between teachers' burnout and students' autonomous motivation over one-semester physical education classes. Sample: A total of 1,302 high school students and their 33 physical education teachers in 20 high schools from two school districts in a major Midwest metropolitan area in the United States. The two school districts were demographically similar. Met…
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The contribution of different forms of violence exposure to internalizing and externalizing symptoms among young South African adolescents.
While many youth are exposed to multiple forms of co-occurring violence, the comparative impact of different forms of violence on the mental health of children and adolescents has not been clearly established. Studies from low and middle income countries in particular are lacking. The present study examined the contribution of different forms of violence to internalizing and externalizing symptoms among young adolescents in South Africa. A community-based sample of 616 high school learners completed self-report scales assessing exposure to six different forms of violence and the severity of depression, aggression and conduct disorder symptoms. In bivariate analyses, all six forms of violence were significantly associated with internalizing and externalizing difficulties. When the contribution of all forms of violence to mental health outcomes was examined simultaneously, domestic victimi…
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Intergenerational Effects of Parents' Math Anxiety on Children's Math Achievement and Anxiety.
A large field study of children in first and second grade explored how parents' anxiety about math relates to their children's math achievement. The goal of the study was to better understand why some students perform worse in math than others. We tested whether parents' math anxiety predicts their children's math achievement across the school year. We found that when parents are more math anxious, their children learn significantly less math over the school year and have more math anxiety by the school year's end-but only if math-anxious parents report providing frequent help with math homework. Notably, when parents reported helping with math homework less often, children's math achievement and attitudes were not related to parents' math anxiety. Parents' math anxiety did not predict children's reading achievement, which suggests that the effects of parents' math anxiety are specific t…
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The impact of definition and question order on the prevalence of bullying victimization using student self-reports.
Accurate measurement is essential to determining the prevalence of bullying and evaluating the effectiveness of intervention efforts. The most common measurement approach is through anonymous self-report surveys, but previous studies have suggested that students do not adhere to standard definitions of bullying and may be influenced by the order of questions about types of victimization. In the current study, we have presented findings from 2 randomized experiments designed to determine (a) the impact of using or not using a definition of bullying and (b) asking about general versus specific types of bullying victimization and how the order of these questions affects victimization-prevalence rates. The study was conducted using a sample of 17,301 students attending 119 high schools. Findings indicate that the use of a definition had no impact on prevalence rates, but asking specific bull…
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Eating disorder examination questionnaire: psychometric properties and norms for the Portuguese population.
Objective: The first aim of the current study was to establish general population norms for the Portuguese version of the Eating Disorder Examination Questionnaire (EDE-Q) in a large community sample of female adolescents and young women, as well, for a diverse Eating Disorder (ED) clinical sample, and for women with obesity without an ED. A second aim of the study was to assess the discriminant validity of the EDE-Q and providing cut-off scores for the total scale and subscales. Method: A sample of female adolescents and young women (N = 4091) from the general population, 416 women who met diagnostic criteria for an ED and 138 women seeking obesity treatment completed the EDE-Q. Results: Norms for the EDE-Q global subscale were provided. Within the community sample, norms were provided for both high school and college samples. Receiver operating characteristic analysis showed that the E…
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The moderating effects of school climate on bullying prevention efforts.
Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research suggesting that bullying problems and climate are strongly related. The current study examines the moderating role of school climate on the impacts of a stand-alone bullying prevention curriculum. In addition, the current study examined 2 different dimensions of school climate across both student and staff perceptions. Data for this study were derived from a Steps to Respect (STR) randomized efficacy trial that was conducted in 33 elementary schools over a 1-year period. Schools were randomly assigned to intervention or wait-listed control conditio…
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Aggression in schools: psychosocial outcomes of bullying among Indian adolescents.
Objectives: To examine the prevalence of school bullying and to investigate the behavioral, emotional, socio-economic and demographic correlates of bullying behaviors among Indian school going adolescents. Methods: Self-reports on bullying involvement were collected from 9th to 10th class students (N = 209; Mean = 14.82 y, SD = 0.96) from Government and Private schools of a north Indian city. Four groups of adolescents were identified: bullies, victims, bully-victims, and non-involved students. The self concept of the child was measured by the Indian adaptation of the Piers Harris Children's Self Concept Scale (CSCS) and emotional and behavioral difficulties by the Youth self report measure of the Strengths and Difficulties Questionnaire. Results: The overall prevalence of any kind of bullying behavior was 53 %. One-fifth (19.2 %) of the children were victims of bullying. Boys were more …
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Bullying and self-esteem in adolescents from public schools.
Objectives: To perform a situational analysis of bullying and self-esteem in municipal school units, by estimating the prevalence of bullying, according to gender, age, and role in bullying situations; and to identify the level of self-esteem of students by gender and role in bullying situations and correlate with the involvement in bullying situations. Methods: This was a cross-sectional study with 237 students in the ninth grade of middle school from public schools participating in the School Health Program in the city of Olinda (PE). The questionnaire used in the study was divided into three blocks: a sociodemographic block; a block on bullying, validated by Freire, Simão, and Ferreira (2006); and a block to assess self-esteem, by Rosenberg (1989). Results: The prevalence of bullying was 67.5%. The study population consisted of adolescents, mostly female (56.4%), aged 15-19 years (51.…
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Student-teacher relationship quality and academic adjustment in upper elementary school: the role of student personality.
This study tested a theoretical model considering students' personality traits as predictors of student-teacher relationship quality (closeness, conflict, and dependency), the effects of student-teacher relationship quality on students' math and reading achievement, and the mediating role of students' motivational beliefs on the association between student-teacher relationship quality and achievement in upper elementary school. Surveys and tests were conducted among a nationally representative Dutch sample of 8545 sixth-grade students and their teachers in 395 schools. Structural equation models were used to test direct and indirect effects. Support was found for a model that identified conscientiousness and agreeableness as predictors of close, nonconflictual relationships, and neuroticism as a predictor of dependent and conflictual relationships. Extraversion was associated with higher…
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Emotional and behavioral problems among adolescent students: the role of immigrant, racial/ethnic congruence and belongingness in schools.
As levels of immigration and ethnic diversity continue to rise in most Western societies, the social demography of schools is changing rapidly. Although schools represent a prominent developmental context, relatively little is known about the extent to which the racial/ethnic composition of schools influences mental health outcomes in students. The objective of the present study is to examine the association between immigrant and racial/ethnic congruence in school-the numerical representation of a student's immigrant generational status and race/ethnicity in the student body-and levels of emotional and behavioral problems. This study also examines the extent to which the association between congruence and emotional-behavioral problems differs across racial/ethnic immigrant sub-groups and is accounted for by individual perceptions of school belonging. Data come from the in-school survey o…
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Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.
There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower o…
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Does perceived teacher affective support matter for middle school students in mathematics classrooms?
The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective suppo…
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The effects of escape from self and interpersonal relationship on the pathological use of Internet games.
The purpose of the present study was to examine whether Baumeister's escape from self theory may account for the pathological use of Internet games among Korean adolescents. A sample of 1,136 junior high school students completed measures assessing Internet game addiction (IGA), real-ideal self discrepancy, escape from self, current mood, peer relationships, perceived parent-child relationship, and parental supervision. IGA was significantly correlated with all of these variables. Multiple regression analysis showed that escape from self best explained the adolescents' IGA. A path model yielded significant paths from self-discrepancy to negative mood, from negative mood to escape from self, and from escape from self to IGA. These results support the validity of using the escape from self theory to explain the adolescents' IGA, thereby suggesting that adolescents become addicted to Intern…
matched on Schools (mesh), Students (mesh)
Sexual attraction, depression, self-harm, suicidality and help-seeking behaviour in New Zealand secondary school students.
Objective: To describe the sexual attractions of New Zealand secondary school students and investigate the associations between sexual attraction and self-reported depression, self-harm, suicidality and help-seeking behaviour. Method: Multiple logistic regression was used to examine the associations between sexual attraction and depressive symptoms, suicidality, self-harming and help-seeking behaviours in a nationally representative secondary school health and well-being survey, undertaken in 2007. Results: Of the students surveyed, 92% were attracted to the opposite sex, 1% to the same sex, 3% to both sexes, 2% were not sure and 2% were attracted to neither sex. Students who were attracted to the same or to both sexes consistently had higher prevalence estimates of depression (p = < 0.0001), suicidality (p = < 0.0001) and self-harming (p = < 0.0001). Odds ratios were highest for student…
matched on Schools (mesh), Students (mesh)
Peer-victimization and mental health problems in adolescents: are parental and school support protective?
The aim of this study was to investigate the frequency and effects of peer-victimization on mental health problems among adolescents. Parental and school support were assumed as protective factors that might interact with one another in acting as buffers for adolescents against the risk of peer-victimization. Besides these protective factors, age and gender were additionally considered as moderating factors. The Social and Health Assessment survey was conducted among 986 students aged 11-18 years in order to assess peer-victimization, risk and protective factors and mental health problems. For mental health problems, the Strengths and Difficulties Questionnaire (SDQ) was used. Effects of peer-victimization on mental health problems were additionally compared with normative SDQ data in order to obtain information about clinically relevant psychopathology in our study sample. Results of th…
matched on Schools (mesh), Students (mesh)
Posttraumatic resilience in former Ugandan child soldiers.
The present research examines posttraumatic resilience in extremely exposed children and adolescents based on interviews with 330 former Ugandan child soldiers (age = 11-17, female = 48.5%). Despite severe trauma exposure, 27.6% showed posttraumatic resilience as indicated by the absence of posttraumatic stress disorder, depression, and clinically significant behavioral and emotional problems. Among these former child soldiers, posttraumatic resilience was associated with lower exposure to domestic violence, lower guilt cognitions, less motivation to seek revenge, better socioeconomic situation in the family, and more perceived spiritual support. Among the youth with significant psychopathology, many of them had symptoms extending beyond the criteria for posttraumatic stress disorder, in keeping with the emerging concept of developmental trauma disorder. Implications for future research,…
matched on Schools (mesh), Students (mesh)
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