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
Relationship of grit and resilience to dental students' academic success.
Objectives: This study assesses the levels of grit (the perseverance and passion for long-term goals), and resilience (the ability to bounce back or recover from stress), reported by U.S. dental students, and its possible association with academic achievements. Methods: An anonymous 27 question cross-sectional online survey with sections on demographics, grit, resilience, and academic achievement was e-mailed to all dental students in the U.S. The Short Grit and Brief Resilience scales were used. Scores for both scales ranged from 1 to 5, and were grouped into low, moderate, and high tertiles based on distribution. Dental school grade point average (GPA), and class rank were used to measure academic achievement, and were similarly grouped. Odds ratios (ORs) and 95% confidence intervals (CIs) were obtained from multinomial logistic regression models assessing the relationship of grit and …
matched on academic achievement (text), Academic Success (mesh)
Neurodevelopmental and health-related quality-of-life outcomes in adolescence after surgery for congenital heart disease in infancy.
Aim: To assess outcomes in adolescence after surgery for congenital heart disease (CHD) in infancy. Domains analysed included cognition and executive function, social and emotional well-being, adaptive behaviour, academic achievement, and health-related quality of life (HRQoL). Method: Twenty-one participants (10 males, 11 females) ranged in age from 14 to 17 years (mean 15y 4.8mo, SD 8.4mo). Twenty had biventricular repairs. All were classified as New York Heart Association class I. Measures included: Wechsler Intelligence and Achievement scales; Wide Range Assessment of Memory and Learning, Second Edition; California Verbal Learning Test - Children's Version; Behaviour Rating Inventory of Executive Function; Conners, Third Edition; Adaptive Behavior Assessment System, Second Edition; Behavior Assessment System for Children, Second Edition; Rey-Osterrieth Complex Figure; and Pediatric Q…
matched on academic achievement (text), Academic Success (mesh)
How does perfectionism affect academic achievement? Examining the mediating role of accurate self-assessment.
Perfectionism, a multidimensional disposition encompassing both positive and negative attributes, has been widely examined in a number of different fields, one of which is academics. However, results of research on the precise connection between perfectionism and academic success remain largely inconclusive. The present study, therefore, attempted to identify this underlying mechanism by examining the mediating role of accurate self-assessment in the relationship between perfectionism and academic achievement of college students. The results revealed that while perfectionistic concerns and strivings did not directly affect academic achievement, their indirect effects were statistically significant. Perfectionistic concerns negatively predicted academic achievement through inaccurate self-assessment, whereas perfectionistic strivings positively predicted academic achievement through accur…
matched on academic achievement (text), Academic Success (mesh)
Relationship among school socioeconomic status, teacher-student relationship, and middle school students' academic achievement in China: Using the multilevel mediation model.
School socioeconomic status (SES) is studied primarily as a variable to explain academic achievement; however, few previous studies have investigated how SES can influence individual student's academic achievement. The present study used a national representative sample of 10,784 grade 7 to 9 students (53.2% boys and 46.8% girls) in mainland China to examine the links between school SES and students' math and Chinese achievements, including the math and Chinese teacher-student relationships as mediating factors. The parents provided family socioeconomic information and the students reported on their teacher-student relationships. Achievements in math and Chinese were assessed using standardized tests. Multilevel mediation analyses revealed that school SES was positively related to students' math and Chinese achievements. Moreover, the link between school SES and students' math achievemen…
matched on academic achievement (text), Academic Success (mesh)
On the Development of Perfectionism: The Longitudinal Role of Academic Achievement and Academic Efficacy.
Objective: Although perfectionism is a prominent personality disposition, only a few longitudinal studies have investigated how perfectionism develops. Theoretical models and qualitative studies have posited that academic success is a developmental antecedent of perfectionism. Yet, quantitative studies tend to interpret the cross-sectional relationships as academic success being an outcome of perfectionism. In light of these gaps in the literature, the present study was the first to investigate the longitudinal relationships between perfectionistic strivings, perfectionistic concerns, academic achievement, and academic efficacy by examining academic success as an antecedent of perfectionism. Method: The study examined 487 adolescents (aged 12-19 years, 54% female) using a cross-lagged longitudinal design with three time points spaced 4-5 months apart. Results: Results showed that academi…
matched on academic achievement (text), Academic Success (mesh)
Reproductive Health Literacy and Fertility Awareness Among Polish Female Students.
The falling fertility indicators and high prevalence of infertility in Poland make it important for people of reproductive age to have good knowledge of their own fertility in order to be able to take care of their reproductive health. This paper examines reproductive health literacy and fertility awareness among Polish female students. It can help identify gaps in reproductive health education in Poland. The study group included 456 women aged 18-29, who were students of 6 public universities located in Poznan, Poland. The method used was a survey using a self-developed questionnaire assessing the students' knowledge of female and male fertility-related physiology and fertility patterns. The respondents' knowledge was assessed on the basis of the percentage of correct answers. Regression analysis and univariate analysis of variance were used to explore relationships between the students…
matched on Universities (mesh), Students (keyword)
A Qualitative Investigation into the Experiences of Students with Developmental Coordination Disorder (DCD/Dyspraxia) in Higher Education.
Developmental coordination disorder (DCD/Dyspraxia) is a commonly misunderstood and under-recognized specific learning difficulty (SpLD) in educational settings. This lifelong condition affects fine and gross motor coordination and significantly interferes with many activities of daily living, academic achievement, and employment opportunities. However, most Higher Education Institutions (HEIs) are unaware of its prevalence within their context, even though 5% of the general population have DCD and the enrolment of students in UK Higher Education with a known disability has increased by 42.4% between 2018 and 2023. Thus, understanding the lived experiences of students with DCD within Higher Education in the UK remains a considerable gap in knowledge. Through the use of focus groups, the lived experiences of 10 students with DCD at two UK HEIs were investigated. The thematic analysis iden…
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Evaluation of grit and its associated factors among undergraduate pharmacy students from 14 Asian and Middle Eastern countries amid the COVID-19 pandemic.
Introduction: Grit is proposed as an essential trait for academic achievement. Thus, evaluating its current status and the associated factors could aid academic support planning. Objective: The present study aimed to assess grit level and its related factors among undergraduate pharmacy students from 14 countries amid the COVID-19 pandemic. Methods: A cross-sectional survey-based study was conducted among pharmacy students from 14 countries in Asia and the Middle East. A 31-item questionnaire was developed, validated, and pilot-tested, including the validated short scale for grit assessment. The data was collected between 1 February and 15 April 2022. Descriptive and inferential statistics were employed as appropriate. Results: A total of 2665 responses were received, mainly from females (68.7 %), living in urban areas (69.2 %) and studying at private universities (59.1 %). The average g…
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Procrastination Among University Students: Differentiating Severe Cases in Need of Support From Less Severe Cases.
Procrastination refers to voluntarily postponing an intended course of action despite expecting to be worse off for this delay, and students are considered to be especially negatively affected. According to estimates in the literature, at least half of the students believe procrastination impacts their academic achievements and well-being. As of yet, evidence-based ideas on how to differentiate severe from less severe cases of procrastination in this population do not exist, but are important in order to identify those students in need of support. The current study recruited participants from different universities in Sweden to participate in an anonymous online survey investigating self-rated levels of procrastination, impulsivity, perfectionism, anxiety, depression, stress, and quality of life. Furthermore, diagnostic criteria for pathological delay (PDC) as well as self-report items a…
matched on academic achievement (text), Students (keyword)
Assessment of water, sanitation and hygiene interventions in primary schools: a case study of Uasin Gishu County, Kenya.
BACKGROUND: Access to safe water, sanitation and hygiene (WASH) in schools is essential for children’s health, wellbeing and learning. However, data on school WASH in Kenya remain limited. This study aimed to assess the availability, functionality, and management of water, sanitation, and hygiene (WASH) interventions in primary schools in Uasin Gishu County to inform policy and practice. METHODS: A mixed-methods case study was conducted in 51 proportionally sampled primary schools (24 rural, 27 urban) out of 498 in the county. Quantitative data were collected using structured questionnaires and observation checklists administered to head teachers or their representatives. Qualitative data were obtained through focus group discussions (FGDs) with teachers. Descriptive statistics were generated in R; qualitative data were thematically analyzed in NVivo. RESULTS: The mean school population …
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Hydration, mood, and cognition in primary school aged children in the United Kingdom.
Effective cognition is fundamental to academic attainment and has been linked to multiple dietary behaviours, including adequate hydration. This study aimed to evaluate whether the hydration status of primary school children (9-10y) across the school day was associated with cognition and mood. Food and fluid intake were tracked using photographic dietary records. Urine/serum osmolality (Uosm/Sosm), urine specific gravity (USG) and self-reported urine colour (Ucol) were assessed at first void (Uosm only) or the start (09:00) and end (16:00-16:30) of the school day. Children's self-reported mood and appetite were obtained via Visual Analogue Scales (VAS at 09:00, 10:30, 13:30 and 16:00). Children completed cognitive assessments using the Computerised Mental Performance Assessment System (15:30-16:00). T-tests indicated that (a) children consumed most fluid at mealtimes (P < 0.001), and (b)…
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Factors influencing participation in home, school, and community settings by 6- to 9-year-old children born preterm: a qualitative descriptive study.
Purpose: There is no published information on preterm children's activities and participation during middle childhood, a time when growth and development are characterised by increasing motor, reasoning, self-regulation, social and executive functioning skills. This study explored the health, activities and participation of children born very preterm during middle childhood (6-9 years) from the perspectives of their parents. Methods: This was a qualitative descriptive design. Twenty parents of 27 very preterm children born < 32 weeks gestation participated in semi-structured interviews to explore their child's health, behaviour, functioning and participation in school, at home and in the community along with environment and personal factors that influenced the child's activities and participation. Interview data were coded to each of the International Classification of Functioning in Dis…
matched on Schools (mesh)
Religiosity, school connectedness, and tobacco use susceptibility: a longitudinal study of adolescents in Mumbai and Kolkata, India.
Background: Religiosity and school connectedness have been shown to protect adolescents from tobacco use initiation in the U.S. and Europe but have not been examined in India. A population-based in-home survey of 1,982 adolescents' susceptibility to tobacco use in India was examined in relation to several adolescent prosocial factors: connectedness with school, and three indicators of religiosity. Methods: Religiosity measures included participant frequency of attendance at places of worship (e.g., mosque, temple), frequency of prayer, and importance of prayer. School connectedness measures included feeling like you are a part of the school, you are happy at your school, and you feel safe at your school. Primary outcome was susceptibility to tobacco use defined as intention to or openness to using tobacco during next 12 months. Results: More in Mumbai than in Kolkata, adolescent prosocia…
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Latent profile analysis of family and school supports among Chinese adolescents in stepfamilies.
Divorce and remarriage rates have increased dramatically in China, and more children live in stepfamilies. There remain valuable opportunities to understand the various family and school assets that support the well-being of Chinese youth amid family structural transitions, such as the transition to stepfamily life. Using latent profile analysis, the current study seeks to identify patterns of youth support using seven family-related variables and two school-related variables as indicators among a sample of Chinese youth (N = 269; Mage$$ {M}_{age} $$ = 14 years; 129 females and 117 males) residing with a parent and stepparent. Four profiles were identified: low support, academic focus/low support, moderate support, and high support. Results further demonstrated that youth in the moderate support profile had significantly better well-being outcomes compared to youth in the low support or…
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'A kindergarten teacher must have 100 eyes and 100 ears!': Kindergarten teachers' experiences coping with child sexual abuse and problematic sexual behavior.
Background: Child sexual abuse (CSA) and problematic sexual behavior (PSB) are worldwide phenomena that occur across all ages. Kindergarten teachers' proactive involvement can be crucial to the prevention, disclosure and intervention of CSA and PSB. However, research on their experiences of contending with CSA and PSB remains limited. Objective: This study examines kindergarten teachers' experiences in Israel with the CSA and PSB of their students. Participants and setting: Semi-structured interviews were conducted with 31 teachers: 11 secular Jewish, seven religious Jewish, nine Druze Arab, and four Muslim Arab. Methods: A qualitative analysis was conducted using the interview transcripts as data. Results: The analysis revealed three themes illustrating teachers' professional transformations regarding their knowledge of these phenomena: 1) initial shock, uncertainty and sense of respons…
matched on Schools (mesh)
School Segregation and Health Across Racial Groups: A Life Course Study.
Purpose: Contemporary school racial segregation is a manifestation of structural racism shown to harm Black children's health. Yet, evidence on its long-term impacts throughout life, as well as effects among children of other racial backgrounds, is sparse. Methods: Data on Black and White children were drawn from the National Longitudinal Study of Adolescent to Adult Health. Using multilevel models, we estimated associations between district-level school segregation and measures of short-term and long-term health, including self-reported outcomes and biomarkers. Models were run separately for Black and White children, adjusting for individual- and district-level covariates. We further carried out subgroup analyses by school racial composition (i.e., majority White vs. majority non-White schools). Results: School segregation was associated with worsened short- and long-term risk factors o…
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The association between green space around schools, screen time for entertainment, and adolescent depressive symptoms: A nationwide study from China.
Background: Natural green environments are beneficial to people's mental health, while too much screen time may be harmful to adolescents' mental health. However, it is not clear how green spaces and screen time affect mental health together in adolescents. Methods: A total of 22,868 adolescents were recruited from October to December 2021 in eight cities in China, through multistage cluster sampling. The Patient Health Questionnaire (PHQ-9) was used to investigate adolescents' depressive symptoms, and the Normalised Vegetation Index for the 200m, 500m and 1000m buffer zones around the school represents the green cover around the school. We used binary logistic regression to analyse the association between green space, screen time and depressive symptoms. Results: In fully adjusted models, the highest quartile of NDVI in the 200m, 500m and 1000m buffer zones around the school was a prote…
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"I miss the normalness": Mother and child perspectives of well-being and effective remote support from primary schools during Covid-19 school closures.
Background: Covid-19 related school closures radically disrupted children's access to social and educational opportunities and changed daily life for millions of families across the world. Emerging evidence indicates that, overall, closures were associated with a decline in children's mental health and well-being, although individual experiences varied widely. The extent to which primary schools adapted remote well-being support is likely to have contributed to child and family adjustment, although this has not yet been fully explored in Covid related research. Methods: This longitudinal qualitative study examines variability in remote well-being provision in primary schools during the pandemic, and following school reopening, from the perspective of mothers and children using a whole school approaches framework. Twenty-one primary school aged children and their mothers took part in a se…
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School connectedness as a protective factor against childhood exposure to violence and social deprivation: A longitudinal study of adaptive and maladaptive outcomes.
School connectedness, a construct indexing supportive school relationships, has been posited to promote resilience to environmental adversity. Consistent with prominent calls in the field, we examined the protective nature of school connectedness against two dimensions of early adversity that index multiple levels of environmental exposure (violence exposure, social deprivation) when predicting both positive and negative outcomes in longitudinal data from 3,246 youth in the Fragile Families and Child Wellbeing Study (48% female, 49% African American). Child and adolescent school connectedness were promotive, even when accounting for the detrimental effects of early adversity. Additionally, childhood school connectedness had a protective but reactive association with social deprivation, but not violence exposure, when predicting externalizing symptoms and positive function. Specifically, …
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Cyberbullying and School Bullying Are Related to Additive Adverse Effects among Adolescents.
Introduction: The aim of this study was to examine whether (a) cyberbullying has unique associations with mental health problems, risk-taking, and self-harm behavior in victims and perpetrators when compared to school bullying and (b) if cyberbullying is associated with an additional burden for students already involved in school bullying. Methods: Data were collected from 6,561 students across 23 schools in Germany (grades 5-13). The sample was divided into the following four groups: cyber-only involvement (victims = 1.9%, perpetrators = 0.6%), school-only involvement (victims = 17.2%, perpetrators = 11.9%), dual involvement (victims = 5.7%, perpetrators = 2.9%), and noninvolvement (victims = 75.3%, perpetrators = 84.6%). Multilevel mixed-effects regression analysis was conducted to examine group differences in mental health (Strengths and Difficulties Questionnaire, KIDSCREEN-10), risk…
matched on Schools (mesh)
Racial Disparities in School Belonging and Prospective Associations With Diabetes and Metabolic Syndrome.
Importance: School belonging has important implications for academic, psychological, and health outcomes, but the associations between racial disparities in school belonging and health have not been explored to date. Objective: To examine associations between school-level racial disparities in belonging and cardiometabolic health into adulthood in a national sample of Black and White children, adolescents, and young adults. Design, setting, and participants: Prospective cohort study of a US national sample of 4830 Black and White students (National Longitudinal Study of Adolescent Health) followed up for 13 years. The study was conducted from 1994 to 1995 for wave 1 and in 2008 for wave 4. Data were analyzed from June 14 to August 13, 2021. Main outcomes and measures: School-level racial disparities in belonging at baseline were calculated as the mean level of school belonging for Black …
matched on Schools (mesh)
Associations between social factors and school belonging among newcomer and non-newcomer youth in Sweden.
Feeling a sense of belonging at school is associated with important positive outcomes for youth and requires youth to engage in positive social relationships. Yet there is a limited understanding of the social factors most associated with youths' school belonging and limited evidence about whether correlates of school belonging vary for marginalized groups like newcomers compared to majority groups. Sweden provides an important context for investigation of these issues because, over the past two decades, the country has experienced an influx of asylum seekers and educational reforms that have altered the composition and functioning of Swedish secondary schools. This study addresses these gaps by (1) investigating which of eight social factors are associated with school belonging among diverse Swedish youth, and (2) examining whether newcomer status moderates the relationship between soci…
matched on Schools (mesh)
Understanding How School-Based Interventions Can Tackle LGBTQ+ Youth Mental Health Inequality: A Realist Approach.
Globally, research indicates that LGBTQ+ young people have elevated rates of poor mental health in comparison with their cisgender heterosexual peers. The school environment is a major risk factor and is consistently associated with negative mental health outcomes for LGBTQ+ young people. The aim of this UK study was to develop a programme theory that explained how, why, for whom, and in what context school-based interventions prevent or reduce mental health problems in LGBTQ+ young people, through participation with key stakeholders. Online realist interviews were conducted in the UK with (1) LGBTQ+ young people aged between 13-18 years attending secondary schools (N = 10); (2) intervention practitioners (N = 9); and (3) school staff (N = 3). A realist retroductive data analysis strategy was employed to identify causal pathways across different interventions that improved mental health …
matched on Schools (mesh)
An Adaptation of the COPE Intervention for Adolescent Bullying Victimization Improved Mental and Physical Health Symptoms.
Objective: One in five children report experiencing bullying. Bullying in childhood affects the physical and emotional health and functioning of youth with immediate consequences, including depression, anxiety, somatic complaints, and suicidal ideation. Schools overwhelmingly are tasked with addressing bullying; however, school-based programs are often focused on preventing bullying from occurring. There is a paucity of evidence-based interventions for adolescents who have directly experienced bullying and suffer from adverse health outcomes, especially when they present to the mental health setting. Methods: This pre-experimental study examined the feasibility, acceptability, and preliminary effects of the MINDSTRONG to Combat Bullying Program for adolescents who have experienced bullying with concurrent mental health symptoms. Results: Twenty adolescents and their parent dyads enrolled…
matched on Schools (mesh)
Under the skin: does psychiatric outcome of bullying victimization in school persist over time? A prospective intervention study.
Background: Research has shown a direct path between peer victimization and poor mental health outcomes. However, the impact of bullying prevention on mental health is a largely unexplored field. Therefore, our study examined the longitudinal association between bullying development and trajectories of psychiatric symptoms (emotional problems, total difficulties, nonsuicidal self-injury, and suicidality) and health-related quality of life (HRQL) during the implementation of school-based bullying prevention. Methods: Data of 4,873 pupils (grades 5-13) were collected in 23 schools implementing the Olweus Bullying Prevention Program (OBPP). Self-report questionnaires were administered at three annual assessment waves and individual codes enabled the association of repeated assessments to the same pupil. Latent growth curve models (LGCMs) were used to examine the relation among bullying stat…
matched on Schools (mesh)
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