Patience and perseverance الصبر

إِلَّا ٱلَّذِينَ ءَامَنُواْ وَعَمِلُواْ ٱلصَّٰلِحَٰتِ وَتَوَاصَوۡاْ بِٱلۡحَقِّ وَتَوَاصَوۡاْ بِٱلصَّبۡرِ

except for those who believe, do good deeds, urge one another to the truth, and urge one another to steadfastness

يَٰٓأَيُّهَا ٱلَّذِينَ ءَامَنُواْ ٱسۡتَعِينُواْ بِٱلصَّبۡرِ وَٱلصَّلَوٰةِۚ إِنَّ ٱللَّهَ مَعَ ٱلصَّٰبِرِينَ

You who believe, seek help through steadfastness and prayer, for God is with the steadfast

قُلۡ يَٰعِبَادِ ٱلَّذِينَ ءَامَنُواْ ٱتَّقُواْ رَبَّكُمۡۚ لِلَّذِينَ أَحۡسَنُواْ فِي هَٰذِهِ ٱلدُّنۡيَا حَسَنَةࣱۗ وَأَرۡضُ ٱللَّهِ وَٰسِعَةٌۗ إِنَّمَا يُوَفَّى ٱلصَّٰبِرُونَ أَجۡرَهُم بِغَيۡرِ حِسَابࣲ‏

Say, ‘[God says], believing servants, be mindful of your Lord! Those who do good in this world will have a good reward- God’s earth is wide––and those who persevere patiently will be given a full and unstinting reward.’

وَمَا يُلَقَّىٰهَآ إِلَّا ٱلَّذِينَ صَبَرُواْ وَمَا يُلَقَّىٰهَآ إِلَّا ذُو حَظٍّ عَظِيمࣲ‏

but only those who are steadfast in patience, only those who are blessed with great righteousness, will attain to such goodness

وَلَمَّا بَرَزُواْ لِجَالُوتَ وَجُنُودِهِۦ قَالُواْ رَبَّنَآ أَفۡرِغۡ عَلَيۡنَا صَبۡرࣰ ا وَثَبِّتۡ أَقۡدَامَنَا وَٱنصُرۡنَا عَلَى ٱلۡقَوۡمِ ٱلۡكَٰفِرِينَ

And when they met Goliath and his warriors, they said, ‘Our Lord, pour patience on us, make us stand firm, and help us against the disbelievers,’

وَأَوۡرَثۡنَا ٱلۡقَوۡمَ ٱلَّذِينَ كَانُواْ يُسۡتَضۡعَفُونَ مَشَٰرِقَ ٱلۡأَرۡضِ وَمَغَٰرِبَهَا ٱلَّتِي بَٰرَكۡنَا فِيهَاۖ وَتَمَّتۡ كَلِمَتُ رَبِّكَ ٱلۡحُسۡنَىٰ عَلَىٰ بَنِيٓ إِسۡرَٰٓءِيلَ بِمَا صَبَرُواْۖ وَدَمَّرۡنَا مَا كَانَ يَصۡنَعُ فِرۡعَوۡنُ وَقَوۡمُهُۥ وَمَا كَانُواْ يَعۡرِشُونَ

and We made those who had been oppressed succeed to both the east and the west of the land that We had blessed. Your Lord’s good promise to the Children of Israel was fulfilled, because of their patience, and We destroyed what Pharaoh and his people were making and what they were building

except those who believe and perform righteous deeds they are not in a state of loss and enjoin one another to follow the truth faith and enjoin one another to patience in maintaining obedience and in refraining from acts of disobedience.

O you who believe seek help regarding the Hereafter through patience in obedience and afflictions and prayer He singles it out for mention on account of its frequency and its greatness; surely God is with the patient helping them.

They have mentioned that 'Amr bin Al-'As went to visit Musaylimah Al-Kadhdhab after the Messenger of Allah ﷺ was commissioned (as a Prophet) and before 'Amr had accepted Islam. Upon his arrival, Musaylimah said to him, "What has been revealed to your friend (Muhammad ﷺ) during this time?" 'Amr said, "A short and concise Surah has been revealed to him." Musaylimah then said, "What is it?" 'Amr replied; وَالْعَصْرِ - إِنَّ الْإِنسَانَ لَفِي خُسْرٍ - إِلَّا الَّذِينَ آمَنُوا وَعَمِلُوا الصَّالِحَاتِ وَتَوَاصَوْا بِالْحَقِّ وَتَوَاصَوْا بِالصَّبْرِ (By Al-'Asr. Verily, man is in loss. Except those who believe and do righteous deeds, and recommend one another to the truth, and recommend one another to patience.) So Musaylimah thought for a while. Then he said, "Indeed something similar has also been revealed to me." 'Amr asked him, "What is it?" He replied, "O Wabr (a small, furry mammal;

O you who believe! Seek help in patience and As-Salah (the prayer). Truly, Allah is with As-Sabirin (the patient)(153)And say not of those who are killed in the way of Allah, "They are dead." Nay, they are living, but you perceive (it) not (154) The Virtue of Patience and Prayer After Allah commanded that He be appreciated, He ordained patience and prayer. It is a fact that the servant is either enjoying a bounty that he should be thankful for, or suffering a calamity that he should meet with patience. A Hadith states: عَجَبًا لِلْمُؤْمِنِ لَا يَقْضِي اللهُ لَهُ قَضَاءً إلَّا كَانَ خَيْرًا لَهُ: إِنْ أَصَابَتْهُ سَرَّاءُ فَشَكَرَ كَانَ خَيْرًا لَهُ وإنْ أَصَابَتْهُ ضَرَّاءُ فَصَبَرَ كَانَ خَيْرًا لَهُ (Amazing is the believer, for whatever Allah decrees for him, it is better for him! If he is tested with a bounty, he is grateful for it and this is better for him; and if he is afflict

Say ‘O servants of Mine who believe! Fear your Lord that is to say fear His chastisement by being obedient to Him. For those who are virtuous in this world through obedience there will be good and that is Paradise and God’s earth is vast so emigrate throughout it away from the company of disbelievers and the sight of indecencies. Truly the steadfast in their obedience of God and in enduring whatever hardship they may be tested with will be paid their reward in full without any reckoning’ without any measure or any scales to work it out.

Say: "O My servants who believe, have Taqwa of your Lord. Good is for those who do good in this world, and Allah's earth is spacious! Only those who are patient shall receive their reward in full, without reckoning. (10)Say: "Verily, I am commanded to worship Allah, making religion sincerely for Him. (11)"And I am commanded (this) in order that I may be the first of the Musli (12) The Command for Taqwa, Emigration and to worship Him alone with all Sincerity Allah commands His believing servants to remain steadfast in their obedience and have Taqwa of Him. قُلْ يَا عِبَادِ الَّذِينَ آمَنُوا اتَّقُوا رَبَّكُمْ ۚ لِلَّذِينَ أَحْسَنُوا فِي هَٰذِهِ الدُّنْيَا حَسَنَةٌ ۗ (Say: "O My servants who believe, have Taqwa of your Lord. Good is for those who do good in this world...") means, the one who does good deeds in this world, will have a good (reward) in this world and in the Hereafter. و

حَدَّثَنَا مُحَمَّدُ بْنُ بَشَّارٍ، حَدَّثَنَا غُنْدَرٌ، حَدَّثَنَا شُعْبَةُ، عَنْ ثَابِتٍ، قَالَ سَمِعْتُ أَنَسًا ـ رضى الله عنه ـ عَنِ النَّبِيِّ صلى الله عليه وسلم قَالَ ‏ "‏ الصَّبْرُ عِنْدَ الصَّدْمَةِ الأُولَى ‏"‏‏.‏

Narrated Anas:The Prophet (ﷺ) said, "The real patience is at the first stroke of a calamity

حَدَّثَنَا عَبْدُ اللَّهِ بْنُ يُوسُفَ، أَخْبَرَنَا مَالِكٌ، عَنِ ابْنِ شِهَابٍ، عَنْ عَطَاءِ بْنِ يَزِيدَ اللَّيْثِيِّ، عَنْ أَبِي سَعِيدٍ الْخُدْرِيِّ ـ رضى الله عنه ـ أَنَّ نَاسًا مِنَ الأَنْصَارِ سَأَلُوا رَسُولَ اللَّهِ صلى الله عليه وسلم فَأَعْطَاهُمْ، ثُمَّ سَأَلُوهُ فَأَعْطَاهُمْ، حَتَّى نَفِدَ مَا عِنْدَهُ فَقَالَ ‏ "‏ مَا يَكُونُ عِنْدِي مِنْ خَيْرٍ فَلَنْ أَدَّخِرَهُ عَنْكُمْ، وَمَنْ يَسْتَعْفِفْ يُعِفَّهُ اللَّهُ، وَمَنْ يَسْتَغْنِ يُغْنِهِ اللَّهُ، وَمَنْ يَتَصَبَّرْ يُصَبِّرْهُ اللَّهُ، وَمَا أُعْطِيَ أَحَدٌ عَطَاءً خَيْرًا وَأَوْسَعَ مِنَ الصَّبْرِ ‏"‏‏.‏

Narrated Abu Sa`id Al-Khudri:Some Ansari persons asked for (something) from Allah's Messenger (ﷺ) and he gave them. They again asked him for (something) and he again gave them. And then they asked him and he gave them again till all that was with him finished. And then he said "If I had anything. I would not keep it away from you. (Remember) Whoever abstains from asking others, Allah will make him contented, and whoever tries to make himself self-sufficient, Allah will make him self-sufficient. And whoever remains patient, Allah will make him patient. Nobody can be given a blessing better and greater than patience

حَدَّثَنَا هَدَّابُ بْنُ خَالِدٍ الأَزْدِيُّ، وَشَيْبَانُ بْنُ فَرُّوخَ، جَمِيعًا عَنْ سُلَيْمَانَ بْنِ الْمُغِيرَةِ، - وَاللَّفْظُ لِشَيْبَانَ - حَدَّثَنَا سُلَيْمَانُ، حَدَّثَنَا ثَابِتٌ، عَنْ عَبْدِ الرَّحْمَنِ بْنِ أَبِي لَيْلَى، عَنْ صُهَيْبٍ، قَالَ قَالَ رَسُولُ اللَّهِ صلى الله عليه وسلم ‏ "‏ عَجَبًا لأَمْرِ الْمُؤْمِنِ إِنَّ أَمْرَهُ كُلَّهُ خَيْرٌ وَلَيْسَ ذَاكَ لأَحَدٍ إِلاَّ لِلْمُؤْمِنِ إِنْ أَصَابَتْهُ سَرَّاءُ شَكَرَ فَكَانَ خَيْرًا لَهُ وَإِنْ أَصَابَتْهُ ضَرَّاءُ صَبَرَ فَكَانَ خَيْرًا لَهُ ‏"‏ ‏.‏

Suhaib reported that Allah's Messenger (ﷺ) said:Strange are the ways of a believer for there is good in every affair of his and this is not the case with anyone else except in the case of a believer for if he has an occasion to feel delight, he thanks (God), thus there is a good for him in it, and if he gets into trouble and shows resignation (and endures it patiently), there is a good for him in it

حَدَّثَنَا أَبُو مُوسَى، مُحَمَّدُ بْنُ الْمُثَنَّى حَدَّثَنَا ابْنُ أَبِي عَدِيٍّ، عَنْ شُعْبَةَ، عَنْ سُلَيْمَانَ الأَعْمَشِ، عَنْ يَحْيَى بْنِ وَثَّابٍ، عَنْ شَيْخٍ، مِنْ أَصْحَابِ النَّبِيِّ صلى الله عليه وسلم عَنِ النَّبِيِّ صلى الله عليه وسلم قَالَ ‏ "‏الْمُسْلِمَ إِذَا كَانَ يُخَالِطَ النَّاسَ وَيَصْبِرُ عَلَى أَذَاهُمْ خَيْرٌ مِنَ الْمُسْلِمِ الَّذِي لاَ يُخَالِطُ النَّاسَ وَلاَ يَصْبِرُ عَلَى أَذَاهُمْ ‏"‏ ‏.‏ قَالَ أَبُو مُوسَى قَالَ ابْنُ أَبِي عَدِيٍّ كَانَ شُعْبَةُ يَرَى أَنَّهُ ابْنُ عُمَرَ ‏.‏

Yahya bin Wath-thab narrated:"From a Shaikh among the Companions of the Prophet (s.a.w) , I think it is from the Prophet(s.a.w), who said: 'The Muslim who mixes with the people and he is patient with their harm is better than the Muslim who does not mix with the people and is not patient with their harm

حَدَّثَنِي عَبْدُ اللَّهِ بْنُ مُحَمَّدٍ، حَدَّثَنَا عَبْدُ الْمَلِكِ بْنُ عَمْرٍو، حَدَّثَنَا زُهَيْرُ بْنُ مُحَمَّدٍ، عَنْ مُحَمَّدِ بْنِ عَمْرِو بْنِ حَلْحَلَةَ، عَنْ عَطَاءِ بْنِ يَسَارٍ، عَنْ أَبِي سَعِيدٍ الْخُدْرِيِّ، وَعَنْ أَبِي هُرَيْرَةَ، عَنِ النَّبِيِّ صلى الله عليه وسلم قَالَ ‏ "‏ مَا يُصِيبُ الْمُسْلِمَ مِنْ نَصَبٍ وَلاَ وَصَبٍ وَلاَ هَمٍّ وَلاَ حُزْنٍ وَلاَ أَذًى وَلاَ غَمٍّ حَتَّى الشَّوْكَةِ يُشَاكُهَا، إِلاَّ كَفَّرَ اللَّهُ بِهَا مِنْ خَطَايَاهُ ‏"‏‏.‏

Narrated Abu Sa`id Al-Khudri and Abu Huraira:The Prophet (ﷺ) said, "No fatigue, nor disease, nor sorrow, nor sadness, nor hurt, nor distress befalls a Muslim, even if it were the prick he receives from a thorn, but that Allah expiates some of his sins for that

حَدَّثَنَا عَبْدُ اللَّهِ بْنُ يُوسُفَ، حَدَّثَنَا اللَّيْثُ، قَالَ حَدَّثَنِي ابْنُ الْهَادِ، عَنْ عَمْرٍو، مَوْلَى الْمُطَّلِبِ عَنْ أَنَسِ بْنِ مَالِكٍ ـ رضى الله عنه ـ قَالَ سَمِعْتُ النَّبِيَّ صلى الله عليه وسلم يَقُولُ ‏ "‏ إِنَّ اللَّهَ قَالَ إِذَا ابْتَلَيْتُ عَبْدِي بِحَبِيبَتَيْهِ فَصَبَرَ عَوَّضْتُهُ مِنْهُمَا الْجَنَّةَ ‏"‏‏.‏ يُرِيدُ عَيْنَيْهِ‏.‏ تَابَعَهُ أَشْعَثُ بْنُ جَابِرٍ وَأَبُو ظِلاَلٍ عَنْ أَنَسٍ عَنِ النَّبِيِّ صلى الله عليه وسلم‏.‏

Narrated Anas bin Malik:I heard Allah's Messenger (ﷺ) saying, "Allah said, 'If I deprive my slave of his two beloved things (i.e., his eyes) and he remains patient, I will let him enter Paradise in compensation for them

فالصبر مع نفسك و المصابرة بينك وبين عدوك و المرابطة الثبات وإعداد العدة وكما أن الرباط لزوم الثغر لئلا يهجم منه العدو فكذلك الرباط أيضا لزوم ثغر القلب لئلا يهجم عليه الشيطان فيملكه أو يخربه أو يشعثه

قبل أن يعزوه فهذا هو الثبات والكمال الأعظم لا لطم الخدود وشق الجيوب والدعاء بالويل والثبور والسخط على المقدور ومن علاجها أن يعلم أن ما يعقبه الصبر والاحتساب من اللذة والمسرة أضعاف ما كان يحصل له ببقاء ما أصيب به لوبقي عليه ويكفيه من ذلك بيت الجمد الذي يبنى له في الجنة على حمده لربه واسترجاعه فلينظر أي المصيبتين أعظم مصيبة العاجلة أو مصيبة فوات بيت الحمد في جنة الخلد وفي الترمذي مرفوعا يؤد ناس يوم القيامة أن جلودهم كانت تقرض بالمقاريض في الدنيا لما يرون من ثواب أهل البلاء وقال بعض السلف لولا مصائب الدنيا لو ردنا القيامة مفاليس ومن علاجها أن يروح قلبه بروح رجاء الخلف من الله فإنه من كل شيء عوض إلا الله فما منه عوض كما قيل من كل شيء إذا ضيعته عوض وما من الله إن ضيعته عوض ومن علاجها أن يعلم أن حفظه من المصيبة ما تحدثه له فمن رضى فله الرضا ومن سخط فله السخط فحظك منها ما أحدثتها لك فاختي إما خير الحظوظ أو شرها فإن أحدثت له سخطا وكفرا كتب في ديوان الهالكين وإن أحدثت له جزعا وتفريطا في ترك واجب

| بيان فضيلة الصبر وقد وصف الله تعالى الصابرين بأوصاف وذكر الصبر

الباب الرابع في الفرق بي الصبر والتصبر والاصطبار والمصابرة

| الباب الرابع في الفرق بين الصبر والتصبر والاصطبار والمصابرة

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matched on Academic Success (mesh)

The impact of psychopathology on academic performance in school-age children and adolescents.

Psychiatric symptoms have consistently been associated with negative educational outcomes. However, possible confounding variables, such as comorbid mental and environmental conditions, have not been well addressed. This study examined whether mental health problems were significantly linked to academic performance in a Spanish school-based sample, after adjustment for co-occurring psychiatric symptoms and multiple contextual factors. Parents completed a questionnaire regarding child's sociodemographic characteristics (i.e., gender, age, type of school, socioeconomic status, ethnicity), stressful events (i.e., adoption, parental divorce/separation, grade retention) and lifestyle (i.e., diet, sleep, screen time), along with the Child Behavior Checklist (CBCL). Academic performance was obtained from school records. The sample comprised 7036 students aged 5-17 with full data on the CBCL. Mi…

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Medical students describe their wellness and how to preserve it.

Background: Despite widespread efforts to create wellness programming in medical schools, there is a paucity of literature examining students' perception of wellness and perceptions of these programs. With the inaugural class at the Arizona campus of Mayo Clinic Alix School of Medicine (MCASOM-AZ), an opportunity arose to establish an empirically evaluated wellness curriculum that most inclusively and effectively enables medical students to flourish for years to come. The initial wellness offerings included mental health, academic success, and disability services, curriculum-embedded seminars, wellness committee driven programming, and student-proposed wellness activities. We aimed to improve the relevance and impact of medical school wellness curricula by soliciting in-depth and longitudinal perspectives of medical students themselves. As MCASOM-AZ opened in 2017, the student body at th…

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Relationships between Perfectionism, Extra Training and Academic Performance in Chinese Collegiate Athletes: Mediating Role of Achievement Motivation.

There are limited studies examining the impacts of perfectionism and achievement motivation on collegiate athletes' extra training and academic achievement in a Chinese context. This study aimed to examine the association of perfectionism (five facets) with extra training and academic performance among Chinese collegiate athletes and identify the mediating role of achievement motivation (two attributes) in the relationship between perfectionism and extra training and academic performance. With a prospective study design, 243 eligible participants completed two-wave surveys from September to December 2021. Measures included demographics, perfectionism (concern over mistake, CM; doubts about action, DA; personal standard, PS; organization; parental expectation, PE), achievement motivation (motive for success, MS; motive for avoiding failure, MF), extra-training (minutes/week), and academic…

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Problematic Social Media Use and Health among Adolescents.

(1) Background: The use of social media has become an integral part of adolescents' daily lives. However, the intensive use of social media can develop into a health-threatening addiction, but unfavourable health consequences can occur even with less use. Social media user groups categorized as no-risk, moderate risk (of developing problematic behaviour), and problematic use were examined with reference to their prevalence, their associations with individual determinants and health, and the increased health risk between groups. (2) Methods: The Finnish nationally representative HBSC data (persons aged 11, 13, and 15, n = 3408) and descriptive and binary logistic regression analysis were applied. (3) Results: Problematic social media use (9.4%) was most common among older age groups, and among persons with moderate/low school achievement, low health literacy, and low parental monitoring. …

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School types in adolescence and subsequent health and well-being in young adulthood: An outcome-wide analysis.

While past empirical studies have explored associations between types of primary and secondary schools and student academic achievement, outcomes beyond academic performance remain less well-understood. Using longitudinal data from a cohort of children (N = 12,288, mean age = 14.56 years) of nurses, this study examined associations between the types of schools participants attended in adolescence and a wide range of subsequent psychological well-being, social engagement, character strengths, mental health, health behavior and physical health outcomes. Results in this sample suggested little difference between attending private independent schools and public schools across outcomes in young adulthood. There were, however, notable differences in subsequent outcomes comparing homeschooling and public schools, and possibly some evidence comparing religious schools and public schools. Specifi…

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Student-teacher relationship quality and prosocial behaviour: The mediating role of academic achievement and a positive attitude towards school.

Background: The current research investigated the association between teacher-student relationship (both teacher-perceived and student-perceived relationship quality) and students' prosocial behaviours, as well as the mediating roles of students' attitudes towards school and perceived academic competence in this association. Sample: Four hundred and fifty-nine Italian primary students (aged 4-9, Mage  = 7.05, SDage  = 1.37) and 47 teachers (aged 26-60, Mage  = 48.35, SDage  = 8.13) participated and finished all the questionnaires and scales. Methods: Multiple regression analyses and bootstrapping analyses were employed to test the direct and the mediating effects between the teacher/student-perceived relationship and students' prosocial behaviours. Results: Results indicated that (1) teacher-student relationship was positively associated with students' prosocial behaviour; and (2) studen…

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More Than Inconvenienced: The Unique Needs of U.S. College Students During the COVID-19 Pandemic.

U.S. college students are a distinct population facing major challenges due to the COVID-19 pandemic. Before the pandemic, students were already experiencing substantial mental health concerns, putting both their health and academic success in jeopardy. College students now face increasing housing and food insecurity, financial hardships, a lack of social connectedness and sense of belonging, uncertainty about the future, and access issues that impede their academic performance and well-being. There is also reason to believe that COVID-19 is exacerbating inequalities for students of color and low-income students. We provide several recommendations for institutions of higher education to mitigate these obstacles, including engaging in data-driven decision making, delivering clear and informative messaging to students, prioritizing and expanding student support services, and using an equit…

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Screen time and early adolescent mental health, academic, and social outcomes in 9- and 10- year old children: Utilizing the Adolescent Brain Cognitive Development ℠ (ABCD) Study.

In a technology-driven society, screens are being used more than ever. The high rate of electronic media use among children and adolescents begs the question: is screen time harming our youth? The current study draws from a nationwide sample of 11,875 participants in the United States, aged 9 to 10 years, from the Adolescent Brain Cognitive Development Study (ABCD Study®). We investigate relationships between screen time and mental health, behavioral problems, academic performance, sleep habits, and peer relationships by conducting a series of correlation and regression analyses, controlling for SES and race/ethnicity. We find that more screen time is moderately associated with worse mental health, increased behavioral problems, decreased academic performance, and poorer sleep, but heightened quality of peer relationships. However, effect sizes associated with screen time and the various…

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An Italian adaptation of the Child-Adolescent Perfectionism Scale: Testing measurement invariance across grade levels and exploring associations with academic achievement.

This study aims to examine the properties of an Italian version of the Child-Adolescent Perfectionism Scale (CAPS), one of the most widely used instrument for the assessment of self-oriented (SOP) and socially-prescribed (SPP) perfectionism in young people. The study was conducted on two large samples of middle (n = 379, Mage = 11.31) and high school (n = 451, Mage = 15.21) students. Confirmatory factor analysis supported the expected three-factor structure, comprising SOP-Striving, SOP-Critical, and SPP. Multigroup analyses provided evidence of configural, metric, and (partial) scalar measurement invariance across grade levels. Structural invariance (i.e., the invariance of factor variances and covariances) was also established. The scale scores exhibited a differentiated pattern of relations with personality traits and academic achievement, as measured by school grades: SOP-Critical an…

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Study problems and depressive symptoms in adolescents during the COVID-19 outbreak: poor parent-child relationship as a vulnerability.

Background: Little is known about the prevalence of and risk factors for adolescent mental health problems during the COVID-19 outbreak. We aimed to investigate the prevalence of depressive symptoms, their association with study-relevant problems, and the moderating effect of parent-child relationship among Chinese adolescents during the school closures. Methods: We performed a cross-sectional analysis with data collected in middle and high schools in Taizhou, China. Students completed an online survey between April 16 and May 14, 2020. Depressive symptoms were assessed using the Children's Depression Inventory. Three types of study problems were recorded, including having difficulty in studying at home, dislike of remote learning, and excessive screen entertainment time. Parental relationships were categorized into good or normal relationship and poor relationship. Linear regression and…

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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…

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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…

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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…

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Are awe-prone people more curious? The relationship between dispositional awe, curiosity, and academic outcomes.

Objective: Guided by a functional account of awe, we aimed to test the hypothesis that people who often feel awe are also more curious (Studies 1 and 2), and that this relationship in turn relates to academic outcomes (Study 3). Method: In Study 1 (n = 1,005), we used a self-report approach to test the relationship between dispositional awe and curiosity. In Study 2 (n = 100), we used a peer-report approach to test if participants' dispositional awe related to how curious they were rated by their friends. In Study 3, in a sample of 447 high school adolescents we tested if dispositional awe related to academic outcomes via curiosity. Results: We found that dispositional awe was positively related to people's self-rated curiosity (Study 1) and how curious they were rated by their friends (Study 2). In Study 3, we found that dispositional awe was related to academic outcomes via curiosity. …

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Intergenerational Transmission of Education and ADHD: Effects of Parental Genotypes.

It remains a challenge to determine whether children resemble their parents due to nature, nurture, or a mixture of both. Here we used a design that exploits the distinction between transmitted and non-transmitted alleles in genetic transmission from parent to offspring. Two separate polygenic scores (PGS) were calculated on the basis of the transmitted and non-transmitted alleles. The effect of the non-transmitted PGS is necessarily mediated by parental phenotypes, insofar as they contribute to the rearing environment of the offspring (genetic nurturing). We calculated transmitted and non-transmitted PGSs associated with adult educational attainment (EA) and PGSs associated with childhood ADHD in a general population sample of trios, i.e. child or adult offspring and their parents (N = 1120-2518). We tested if the EA and ADHD (non-)transmitted PGSs were associated with childhood academi…

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Predictors of academic efficacy and dropout intention in university students: Can engagement suppress burnout?

In this study we modelled possible causes and consequences of student burnout and engagement on academic efficacy and dropout intention in university students. Further we asked, can student engagement protect against the effects of burnout? In total 4,061 university students from Portugal, Brazil, Mozambique, the United Kingdom, the United States of America, Finland, Serbia, and Macao SAR, Taiwan participated in this study. With the data collected we analyzed the influence of Social Support, Coping Strategies, and school/course related variables on student engagement and burnout using structural equation modeling. We also analyzed the effect of student engagement, student burnout, and their interaction, on Academic Performance and Dropout Intention. We found that both student engagement and burnout are good predictors of subjective academic performance and dropout intention. However, stu…

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"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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Substance Use, Academic Performance, and Academic Engagement Among High School Seniors.

Background: Substance use is prevalent and is associated with academic performance among adolescents. Few studies have examined the association between abstinence from all substances and academic achievement. Methods: Data from a nationally representative sample of 9578 12th graders from the 2015 Monitoring the Future survey were analyzed to examine relationships between abstinence from substance use and 4 academic variables: skipping school, grades, academic self-efficacy, and emotional academic engagement. Participants were categorized as lifetime non-users, former users, and past-year users based on the use of 14 substances. Results: Approximately one-fourth of participants had never used cigarettes, alcohol, or other drugs during their lifetime, and 8%wt used at least one substance during their lifetime but not during the past year. Adjusting for demographic variables, past-year subs…

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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…

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Developmental outcomes of very preterm children with high parental education level.

Background: Compared to their term-born peers, children born very preterm are at risk for poorer cognitive, academic and behavioral outcomes, however this finding may have been confounded by lower parental education level in the very preterm children. Studies that compare very preterm and term-born children with comparable (high) parental education level are needed to assess the true effect of very preterm birth on outcomes. Aims: To compare cognitive, academic and behavioral functioning in very preterm and term-born children of highly educated parents. To examine whether outcomes differ for children of whom one or both parents are highly educated. Study design: Cross-sectional study with a term-born comparison group. Subjects: 113 very preterm children and 38 term-born children aged 8-12 years old, with highly educated parents. Measures: Cognitive functioning (Intelligence Quotient), ac…

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Reappraising academic and social adversity improves middle school students' academic achievement, behavior, and well-being.

The period of early adolescence is characterized by dramatic changes, simultaneously affecting physiological, psychological, social, and cognitive development. The physical transition from elementary to middle school can exacerbate the stress and adversity experienced during this critical life stage. Middle school students often struggle to find social and emotional support, and many students experience a decreased sense of belonging in school, diverting students from promising academic and career trajectories. Drawing on psychological insights for promoting belonging, we fielded a brief intervention designed to help students reappraise concerns about fitting in at the start of middle school as both temporary and normal. We conducted a district-wide double-blind experimental study of this approach with middle school students (n = 1,304). Compared with the control condition activities, th…

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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…

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The detrimental effect of academic procrastination on subsequent grades: the mediating role of coping over and above past achievement and working memory capacity.

Background: Academic procrastination is common among university students and its effect on their achievement is worrisome. Although procrastination is often depicted as self-regulation failure, research still needs to examine the self-regulatory mechanisms involved in the relationship between procrastination and achievement. Objectives: In this prospective study, we sought to (a) unravel the unique effect of academic procrastination on university grades, (b) examine the mediating role of task-oriented and disengagement-oriented coping as a self-regulatory pathway toward achievement, (c) control for the potential confounding influence of past achievement and working memory capacity. Methods: A sample of 258 university students completed self-report measures of academic procrastination and coping, and performed tests of working memory. Their semester grade point average was collected at th…

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