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
A garden pilot project enhances fruit and vegetable consumption among children.
Fruit and vegetable intake among children is inadequate. Garden-based nutrition education programs may offer a strategy for increasing fruit and vegetable intake in children. A 12-week pilot intervention was designed to promote fruit and vegetable intake among 4th to 6th grade children (n=93) attending a YMCA summer camp. Children participated in garden-based activities twice per week. Weekly educational activities included fruit and vegetable taste tests, preparation of fruit and vegetable snacks, and family newsletters sent home to parents. The pilot intervention was evaluated using a pre and post survey to determine participant satisfaction and the short-term impacts of the program. The process evaluation focused on program satisfaction, whereas the short-term impact evaluation assessed fruit and vegetable exposure, preference, self-efficacy, asking behavior, and availability of fruit…
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Observation of children with attention-deficit hyperactivity (ADHD) problems in three natural classroom contexts.
Background: Observation studies of students with attention-deficit hyperactivity disorder (ADHD) problems in natural classroom situations are costly and relatively rare. Aims: The study enquired how teacher ratings are anchored in actual student classroom behaviours, and how the behaviour of children with ADHD problems differs from their classmates. The authors attempted to broaden the usual focus on disruptive and inattentive behaviours to elucidate the role of various on-task behaviours, as well as considering differences between classroom contexts. Sample: DSM-III-R criteria were used in conjunction with a teacher rating scale to select a sample of 55 students with ADHD problems, and 55 matched controls from a population of 569 primary school students. Method: Students were observed in their natural classrooms using the Munich Observation of Attention Inventory (MAI; Helmke, 1988). Co…
matched on Schools (mesh), Students (mesh)
The transition to school: adaptation in young children with and without intellectual disability.
Background: Previous research has highlighted the importance of the transition to school for young children and their families. A child's successful adaptation to school is likely influenced by a number of factors, including academic, social, emotional, behavioural and cognitive competencies. Children with intellectual disability (ID) may be at heightened risk for early school difficulties, in part due to their deficits in cognitive and adaptive behaviours. Methods: Factors associated with the adaptive transition to school in young children with (n = 24) and without (n = 43) ID were examined. Adaptive transitions were defined as having few teacher-reported problem behaviours and positive student-teacher relationships. Child self-regulatory skills and both parent- and teacher-reported social skills were evaluated to determine if they predicted positive adaptation in school for 5- to 6-yea…
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Behavioral and emotional self-control: relations to substance use in samples of middle and high school students.
The authors tested how behavioral and emotional self-control are related to adolescent substance (tobacco, alcohol, and marijuana) use. Data were obtained from 489 middle school students and 602 high school students. Multiple indicators were developed for each domain of self-control, and confirmatory analyses were used to test the measurement structure of latent constructs. Results showed that the domains of behavioral self-control and emotional self-control were statistically distinct, and both were related to adolescent substance use. Structural modeling analyses indicated indirect effects for self-control constructs primarily through pathways to competence and recent events. In addition, poor behavioral control had a direct effect to deviant peer affiliations, and poor emotional control had a direct effect to coping motives for substance use. The results indicate that both types of se…
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Parent-child connectedness and behavioral and emotional health among adolescents.
Background: This study sought to examine teen perceptions of mother-child and father-child connectedness, with focus on valuing parental opinions and perception of parental communication and caring, and associations with behavioral and emotional health. Methods: A population-based sample of 4746 students in public schools completed the 2001 Project EAT (Eating Among Teens) survey. Results: Overall, the majority of girls and boys reported valuing their parents' opinion when making serious decisions and believing that their parents cared about them. Yet, one fourth of girls and boys felt unable to talk to their mother about problems, and over half of girls and one third of boys felt unable to talk to their father. Valuing friends' opinions over parents' opinions, and perceiving low parental communication and caring were associated with unhealthy weight control, substance use, suicide attem…
matched on Schools (mesh), Students (mesh)
Anti-bullying intervention: implementation and outcome.
Background: The participant role approach represents a view of bullying as a group process in which bystanders often encourage the bullying or silently witness it, while little support is given to the victim (e.g. Salmivalli, Lagerspetz, Björkqvist, Osterman, & Kaukiainen, 1996). There is a discrepancy between students' attitudes (which are often against bullying) and their actual behaviour in bullying situations, and this may be an important factor contributing to the persistence of the problem. Aim: The aim of the present study was to evaluate the effects of an anti-bullying intervention programme targeting the group as a whole. Class teachers who attended a 1-year training course carried out the interventions in school classes. The present evaluation of the project is based on multi-level modelling, assessing the programme effects after 12 months of intervention, utilizing a cohort lo…
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Religion in the Hallways: Academic Performance and Psychological Distress among Immigrant origin Muslim Adolescents in High Schools.
Islamic norms and Islamophobia present unique challenges for Muslim adolescents in Western countries. For Muslim students, even "secular" public schools are not a religion-free space because their religious beliefs and values are central in their manner of living. To inquire more about these issues, an exploratory sequential design mixed-method study was conducted that included focus groups and a survey addressing the public school experiences of Muslim adolescents in a Midwestern state in the United States and how those experiences are related to their academic achievement, educational aspirations, and psychological adjustment. Overall, the findings characterize this study's sample as coping well in the school context in terms of academic achievement, high educational expectations, and relatively low levels of psychological distress. However, those who experience greater frequency and s…
matched on Schools (mesh), academic achievement (text)
Administrative Stressors and Islamic Coping Strategies Among Muslim Primary Principals in Malaysia: A Mixed Method Study.
Principals are school leaders who experienced stress while leading their schools towards excellence. However, principals stress experiences are always ignored and least studied. This mixed-methods study investigates primary principals' stress experiences and their Islamic coping strategies used in incapacitating the stress experiences. A total of 216 Muslim primary principals across different gender, types of schools and years of experiences as school leaders responded to the administrative stress and the Islamic coping strategies items. In addition, seven primary principals were purposefully selected and interviewed in exploring their reasons of using Islamic coping strategies for their relieving process. Results discovered that primary principals experienced fairly stress level and they perceived managing students' academic achievement was the most stressor followed by managing teacher…
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School Bullying in Urban China: Prevalence and Correlation with School Climate.
School violence and bullying in China is under investigated, though it has become a national concern recently. Using updated national representative survey data collected in 2016 from seven provinces across China, covering students from all pre-college school types (primary, middle, high and vocational schools), this paper analyzes the prevalence of school bullying and the correlation with several school attributes. The incidences of reported bullying, bullying others and witnessing bullying are 26.10%, 9.03% and 28.90%, respectively. Primary school students are more likely to be involved in bullying behaviors. Students from elite schools (leading schools) are also more likely to be involved. Relation with teachers, relation with peers and perceived academic achievement are protective factors. Being a boy is the only significant predictor of school bullying among the family and demograph…
matched on Schools (mesh), academic achievement (text)
Community-wide resilience mitigates adverse childhood experiences on adult and youth health, school/work, and problem behaviors.
This study developed community-wide measures for 118 Washington State communities of levels of adverse childhood experiences (ACEs) and resilience, and found significant mitigating effects of resilience on community-wide levels of mental health, physical health, problem behaviors, and school/work outcomes, independent of community-wide levels of ACEs, low income, and race/ethnic composition. The data set was constructed by calculating aggregated community-level variables from measures obtained from survey responses to the Behavioral Risk Factor Surveillance System for adults and the Healthy Youth Survey for youth and combining them with state archival data. Principal component factor scores were calculated for community-wide levels of individual and contextual resilience. Individual resilience included prevalence of social-emotional support, life satisfaction, and optimism. Contextual re…
matched on Schools (mesh), Academic Success (mesh)
"It's very hard, but I'll manage." Educational aspirations and educational resilience among recently resettled young refugees in Norwegian upper secondary schools.
Purpose: This article explores the question: what shapes young refugees' often high educational aspirations? A sense of mastery and future hope are among the numerous factors that can positively predict school achievements. High aspirations may thus contribute to both young refugees' improved educational outcomes and wellbeing. Method: We discuss findings from semi-structured interviews in three Norwegian upper secondary schools in light of theories and research into the often high educational aspirations of immigrant youth. Results: Several of the study's findings support the dual frame of reference theory which has been used in prior discussions of migrants' aspirations. However, we argue that aspirations can be supported not only by comparisons with the country of origin, but also by comparisons with different stages of the refugee experience. Conclusions: The findings suggest that …
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Challenges to School Success and the Role of Adverse Childhood Experiences.
Objective: To examine the association between adverse childhood experiences (ACEs), by multiple types and counts of ACEs, and challenges to school success. Methods: A cross-sectional study was conducted using data from the 2016 National Survey of Children's Health using the ACE module and 3 measures of challenges to school success: lack of school engagement, school absenteeism, and repeated grade. Results: In multivariable analysis adjusting for selected demographic and other characteristics, children with 4 or more ACEs had higher odds of nonengagement in school (adjusted odds ratio [aOR] 2.15; 95% confidence interval [CI], 1.51-3.07), reported school absenteeism (aOR 1.75; 95% CI, 1.12-2.73), and of repeating a grade (aOR 1.71; 95% CI, 1.19-2.47, Table 4) than children with exposure to less than 4 ACEs. Risk factors for all 3 challenges to school success included age of child and speci…
matched on Schools (mesh), Academic Success (mesh)
Can School Diversity Policies Reduce Belonging and Achievement Gaps Between Minority and Majority Youth? Multiculturalism, Colorblindness, and Assimilationism Assessed.
European societies and schools face the challenge of accommodating immigrant minorities from increasingly diverse cultural backgrounds. In view of significant belonging and achievement gaps between minority and majority groups in school, we examine which diversity approaches are communicated by actual school policies and which approaches predict smaller ethnic gaps in student outcomes over time. To derive diversity approaches, we content-analyzed diversity policies from (n = 66) randomly sampled Belgian middle schools. Cluster analysis yielded different approaches valuing, ignoring, or rejecting cultural diversity in line with multiculturalism, colorblindness, and assimilationism, respectively. We estimated multilevel path models that longitudinally related diversity approaches to (N = 1,747) minority and (N = 1,384) majority students' school belonging and achievement (self-reported grad…
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A developmental approach to mentalizing communities: I. A model for social change.
A developmental model is proposed applying attachment theory to complex social systems to promote social change. The idea of mentalizing communities is outlined with a proposal for three projects testing the model: ways to reduce bullying and create a peaceful climate in schools, projects to promote compassion in cities by a focus of end-of-life care, and a mentalization-based intervention into parenting style of borderline and substance abusing parents.
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Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School?
This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the NICHD Study of Early Child Care and Youth Development (N = 1,306), analyses revealed that mothers' autonomy support over the first 3 years of life predicted enhanced executive functions (i.e., inhibition, delay of gratification, and sustained attention) during the year prior to kindergarten and academic achievement in elementary and high school even when mothers' warmth and cognitive stimulation, as well as other factors (e.g., children's early general cognitive skills and mothers' educational attainment) were covaried. Mediation analyses demonstrated that over and above other attributes (e.g., temperament), children's executive functions partially accounted …
matched on educational attainment (text), academic achievement (text)
The relationship among college students' mobile phone addiction, bedtime procrastination, and physical activity: a cross-lagged study.
Aim: In Chinese universities, mobile phone addiction (MPA) and bedtime procrastination (BP) are common and associated with adverse outcomes, whereas physical activity (PA) reliably benefits mental and physical health. Nevertheless, their longitudinal interplay remains underexplored. Accordingly, grounded in self-regulation theory, this longitudinal study examined the dynamic associations and potential causal pathways among MPA, BP, and PA in university students, in order to inform theory and guide future research. Methods: A total of 376 university students completed a valid questionnaire on problematic MPA, BP and PA at two points in time 3 months apart. A cross-lagged model was used to examine the longitudinal relationships between these factors. Results: Mobile phone addiction, BP, and PA exhibited complex temporal interrelations. Longitudinal path analyses indicated that: (1) mobile …
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24-h smartphone usage patterns in university students using high-granularity tracking.
Excessive smartphone use among university students can significantly impact academic performance, social interactions, and overall wellbeing, yet most studies rely on self-reported screen time, which lacks accuracy and granularity. A micro-longitudinal study was conducted among 100 undergraduates in Singapore using objective, high-granularity smartphone tracking of smartphone screen time (SST), frequency, and app usage. Using zero-inflated gaussian generalized linear mixed models (ZIG GLMMs) for SST and zero-inflated negative binomial generalized linear mixed models (ZINB GLMMs) for use frequency, 24-h temporal patterns were characterized based on a 7-day analysis, with differences examined by sex and day type (weekday/weekend). Average SST was 6.1 ± 2.8 h/day, with sustained use across waking hours and a peak at night. Sex differences in screen time and use frequency varied across a day…
matched on Students (mesh), Universities (mesh)
Problematic social media use and negative risk-taking behavior among college students: the chain mediating role of grit and academic procrastination.
Background: Social media has greatly facilitated college students' daily lives, yet the academic problems and negative behaviors caused by problematic social media use are becoming increasingly prominent. Based on the self-regulation theory, this study examined the association between problematic social media use and negative risk-taking behavior in college students, and explored the potential roles of grit and academic procrastination in this linkage. Method: A total of 754 Chinese college students were measured by the convenience sampling method, and the data were analyzed via SPSS 27.0. Result: Research showed that college students' problematic social media use was significantly negatively correlated with grit, and significantly positively correlated with academic procrastination and negative risk-taking behaviors. Academic procrastination acted as an independent mediator between prob…
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When struggle becomes strength: The psychology of grit, flourishing, and well-being as mediators of motivational intensity in STEM students.
Investment in STEM education is increasing worldwide, but student engagement and retention remain problematic. This highlights the need to understand the psychological processes that underpin motivation, particularly in non-Western nations such as Saudi Arabia, where these objectives are reflected in national development strategies, including Vision 2030. This research examines both direct and indirect hypotheses regarding how grit influences motivational intensity among Saudi university students enrolled in STEM fields, with flourishing and affect balance as potential mediating variables, employing a culturally informed mixed-methods approach. Following a sequential explanatory design, I initially summarised 1050 STEM students' survey responses using PLS-SEM and then conducted qualitative interviews with 20 purposively selected students. Grit, flourishing, positive/negative emotions, an…
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Perceived stress and health outcomes among Chinese university students: The chain mediating role of repetitive negative thinking and trait forgiveness.
Stress around COVID-19 among university students is associated with higher physical symptom burden and worse overall health status. This study examined whether RNT and trait forgiveness mediate the link between perceived stress and health outcomes among Chinese university students. A total of 1342 students participated in a survey during the middle of the semester that assessed perceived stress, RNT, trait forgiveness, and various health outcomes. Results revealed significant mediating effects of both RNT and trait forgiveness on the relationship between perceived stress and health outcomes, including anxiety, depression, sleep quality, and physical health. Moreover, the interplay between RNT and trait forgiveness mediated this association. These findings provide a theoretical basis for understanding the interactions among perceived stress, RNT, trait forgiveness, and health outcomes, hi…
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Always online, still alone: A qualitative study of technology-facilitated loneliness and mood symptoms among university students.
Digital technologies are deeply embedded in university students' daily lives and are increasingly recognized as relevant to their mental health. This qualitative study explored how students experience technology facilitated loneliness and mood symptoms within the context of everyday digital use at King Khalid University in Abha, Saudi Arabia. A phenomenological design was used to capture lived experiences. Twenty undergraduate students who reported daily non-academic smartphone use and feelings of loneliness and low mood participated in semi structured interviews conducted in Arabic or English. Data were analyzed using reflexive thematic analysis. Four interrelated themes were identified. Surrounded but unseen described how students felt emotionally invisible despite constant online contact, with thin connections and subtle digital exclusions contributing to loneliness and self-doubt. Te…
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Addressing Reintegration Gaps for Student Military Service Members and Veterans: Findings From a Needs Assessment.
Importance: Military-to-civilian reintegration is a complex process shaped by psychological, social, occupational, and cultural transitions. Student Veterans often face barriers in higher education, including social isolation, competing responsibilities, and health challenges, with few structured supports. Occupational therapy practitioners can address these needs by promoting adaptation and meaningful participation. Purpose: To examine reintegration needs among student Veterans and inform development of Battlefield to Playing Field, an occupational therapy-informed, leisure-based pilot program to support reintegration through social participation. Participants: University stakeholders (n = 2); military-affiliated students and community members, including family (n = 22); and military-affiliated students enrolled in university summer 2024 courses (n = 14). Outcomes and measures: Stakehol…
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The combined ADHD profile faces the greatest risk of delay, depletion and disengagement in university students.
Attention-deficit/hyperactivity disorder (ADHD) symptoms are increasingly recognized in adulthood, particularly among university students, yet their distinct psychological correlates remain underexplored. Using a cross-sectional design, this study examined Hungarian college students (N = 1,879, aged between 18 and 35 years) who responded online to a set of questionnaires that included the Adult ADHD Self-Report Scale, Procrastination Scale, Higher Education Retention Scale and Ego-Depletion Scale. We applied k-means cluster analysis to classify students into four ADHD-related groups (Combined, Inattentive, Hyperactive-Impulsive, Low-symptom) based on symptom criteria. Consequently, we compared these clusters across six theoretically relevant self-regulatory outcomes: maladaptive and adaptive procrastination, maladaptive and adaptive perfectionism, ego depletion and dropout intention. A m…
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Death education and educators: The role of attitudes, anxiety, and future time perspective.
This study explores the impact of death representations on openness to death education among university students in teaching and education degree programs. Drawing from Terror Management Theory, the roles of future time perspective (FTP), death anxiety, and the ontological representation of death as total annihilation were analyzed. The results show that viewing death as annihilation negatively impacts FTP, reducing the ability to think about the future. Diminished FTP increases negative thoughts about death and lack of death acceptance. When FTP still allows making sense of life despite death, it reduces death rejection, however, it does not increase openness to death education, activating proximal defenses. Conversely, when death representation constrains FTP, death thoughts emerge that lead to desiring death education pathways, activating distal defenses. The study highlights the impo…
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The role of gratitude and optimism interventions in reducing suicide risk and enhancing wellbeing among university students.
Background: Suicide risk among university students continues to rise globally, underscoring the need for preventive strategies that cultivate resilience. Gratitude and optimism, core constructs in positive psychology, may strengthen coping and reduce distress. However, few studies have examined their direct impact on suicide-related outcomes in this population. To evaluate the effectiveness of a five-week group program integrating gratitude and optimism exercises in improving wellbeing and reducing suicide-risk correlates. Method: Six hundred sixty-one Spanish university students (286 men, 375 women; Mage = 21.04) were assigned to intervention (n = 418) or control (n = 243) groups based on course enrollment availability. The intervention included weekly activities based on gratitude journaling, best possible self-visualization, and prosocial exercises. Measures of gratitude (GR-5), optim…
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