Browsing by Subject "Academic performance"

Now showing 1 - 3 of 3
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    Everyone Wants An "A": The Role of Academic Expectations in Academic Performance
    (2019-08) Fortney, Sarah Katherine; Rand, Kevin L.; Cyders, Melissa; Stewart, Jesse C.
    Expectations are a key aspect of human success and behavior that predict outcomes in a variety of settings, including academics. Trait expectations (e.g., hope and optimism) and previous experiences appear relevant to the formation of specific expectations. Specific expectations predict outcomes, with positive expectations predicting better outcomes. In academics, positive specific expectations predict improved academic performance; however, there are aspects of this relationship that are unclear. This study sought to examine the formation of specific academic expectations and the relationship between these expectations and academic performance. The current study aimed to replicate previous research about the unique influences of academic expectations, expand this knowledge by examining possible mechanisms of the relationship between academic expectations and academic performance, and test how previous academic experience affected this relationship. Results of this study showed that previous GPA and optimism, but not hope, predicted academic expectations. Academic expectations predicted academic performance, but this relationship was not mediated by study time or stress. Finally, previous GPA moderated the relationship between academic expectations and academic performance, such that the positive association between academic expectations and academic performance was stronger for those with poorer prior performance.
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    The Impact of Sociodemographic Disadvantage on Cognitive Outcomes in Children with Newly Diagnosed Seizures and their Unaffected Siblings over 36 months
    (Elsevier, 2023) Oyegbile-Chidi, Temitayo; Harvey, Danielle; Dunn, David; Jones, Jana; Byars, Anna; Fastenau, Philip; Austin, Joan; Hermann, Bruce; Psychiatry, School of Medicine
    Background: Accumulating evidence indicates that children with newly diagnosed epilepsy have comorbidities including cognitive challenges. Research investigating comorbidities has focused on clinical epilepsy characteristics and neurobiological/genetic correlates. The role that sociodemographic disadvantage (SD) may play has received less attention. We investigated the role of SD in cognitive status in youth with newly diagnosed epilepsy over a follow-up of 36 months to determine the degree, extent, and duration of the role of disadvantage. Methods: A total of 289 children (six to 16 years) within six weeks of their first seizure along with 167 siblings underwent comprehensive neuropsychological assessments (intelligence, language, memory, executive function, processing speed, and academic achievement) at baseline, 18 months later, and at 36 months from baseline. Baseline demographic information (race, caregivers education, household income, and parental marital status), clinical epilepsy characteristics (e.g., age of onset), and magnetic resonance imaging (MRI) and electroencephalographic (EEG) information was collected. Results: An SD index was computed for each family and categorized into four groups by level of disadvantage. In children and siblings, the least disadvantaged group exhibited the highest Full-Scale IQ, neuropsychological factor scores, and academic performances, whereas the most disadvantaged showed the polar opposite with the worst performances across all tests. Findings remained stable and significant over 36 months. Linear regression analyses indicated that disadvantage was a more constant and stable predictor of cognitive and academic performance over time compared with clinical epilepsy characteristics and MRI/EEG abnormalities. Conclusions: This study indicates the strong association between SD and cognitive/academic performance in children with newly diagnosed epilepsy and their siblings is significant and predictive of three-year cognitive outcomes.
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    The Long-term Characterization of Cognitive Phenotypes in Children with Seizures over 36 months
    (Elsevier, 2024) Eisner, Jordan; Harvey, Danielle; Dunn, David; Jones, Jana; Byars, Anna; Fastenau, Philip; Austin, Joan; Hermann, Bruce; Oyegbile-Chidi, Temitayo; Psychiatry, School of Medicine
    Rationale: Children with new-onset epilepsies often exhibit co-morbidities including cognitive dysfunction, which adversely affects academic performance. Application of unsupervised machine learning techniques has demonstrated the presence of discrete cognitive phenotypes at or near the time of diagnosis, but there is limited knowledge of their longitudinal trajectories. Here we investigate longitudinally the presence and progression of cognitive phenotypes and academic status in youth with new-onset seizures as sibling controls. Methods: 282 subjects (6-16 years) were recruited within 6 weeks of their first recognized seizure along with 167 unaffected siblings. Each child underwent a comprehensive neuropsychological assessment at baseline, 18 and 36 months later. Factor analysis of the neuropsychological tests revealed four underlying domains - language, processing speed, executive function, and verbal memory. Latent trajectory analysis of the mean factor scores over 36 months identified clusters with prototypical cognitive trajectories. Results: Three unique phenotypic groups with distinct cognitive trajectories over the 36-month period were identified: Resilient, Average, and Impaired phenotypes. The Resilient phenotype exhibited the highest neuropsychological factor scores and academic performance that were all similar to controls; while the Impaired phenotype showed the polar opposite with the worst performances across all test metrics. These findings remained significant and stable over 36 months. Multivariate logistic regression indicated that age of onset, EEG, neurological examination, and sociodemographic disadvantage were associated with phenotype classification. Conclusions: This study demonstrates the presence of diverse latent cognitive trajectory phenotypes over 36 months in youth with new-onset seizures that are associated with a stable neuropsychological and academic performance longitudinally.