Base de dados : MEDLINE
Pesquisa : I02.399.136.500 [Categoria DeCS]
Referências encontradas : 4 [refinar]
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[PMID]:28452695
[Au] Autor:Dyer AM; Kristjansson AL; Mann MJ; Smith ML; Allegrante JP
[Ad] Endereço:Department of Social and Behavioral Sciences, School of Public Health, West Virginia University, Morgantown, WV, USA.
[Ti] Título:Sport Participation and Academic Achievement: A Longitudinal Study.
[So] Source:Am J Health Behav;41(2):179-185, 2017 Mar 01.
[Is] ISSN:1945-7359
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: We examined the relation- ship between sport participation and academic achievement in a sample of adolescents, while accounting for socioeconomic status (SES) and sex. METHODS: We analyzed data from a cohort of 271 Mid-Atlantic high school students who participated in a longitudinal study of risk and protective factors for substance use, teen parenting, and school drop out. RESULTS: Sport participation at year one predicted academic achievement in English (p < .05) and mathematics (p < .05) at year 2, while controlling for academic achievement at year one. In both instances over other independent variables and covariates in the models, sport participation explains almost 7% of additional variance in the outcomes variables. We also found a positive relationship for participants who reported parents with some college experience as opposed to parents with no college experience, between sport participation and grades in English (p < .05) but not for mathematics. CONCLUSIONS: Sport participation is positively related to academic achievement but the relationship diverges when students are compared across sex and by parental education. These findings suggest that the relation ship between sport participation and academic achievement may be influenced by SES and is related to sex.
[Mh] Termos MeSH primário: Sucesso Acadêmico
Comportamento do Adolescente
Classe Social
Esportes/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adolescente
Feminino
Seres Humanos
Estudos Longitudinais
Masculino
Mid-Atlantic Region/epidemiologia
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180306
[Lr] Data última revisão:
180306
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170429
[St] Status:MEDLINE
[do] DOI:10.5993/AJHB.41.2.9


  2 / 4 MEDLINE  
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[PMID]:29194300
[Au] Autor:Bauer RN; Kiger S
[Ad] Endereço:About the Authors Renee N. Bauer, PhD, RN, is an assistant professor and director of the accelerated nursing track at Indiana State University School of Nursing, Terre Haute. Susan Kiger, PhD, is a professor at Indiana State University Bayh School of Education, Terre Haute. For more information, contact Dr. Bauer at renee.bauer@indstate.edu.
[Ti] Título:Nursing Living-Learning Communities and Student Retention: A Qualitative Study.
[So] Source:Nurs Educ Perspect;38(2):75-79, 2017 Mar/Apr.
[Is] ISSN:1536-5026
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Living-learning communities have been known to promote student performance and a sense of collegiality. Most studies on this topic have utilized quantitative methods. AIM: This qualitative comparison case study examined personal experiences associated with residing in a living-learning community. The study was conducted to explore findings associated with promoting student retention. A secondary goal was to explore student experiences with mentoring. METHOD: Data were collected using taped recordings of live interviews at two universities that have nursing-themed housing. The targeted sample size was 14. RESULTS: Themes that emerged from the data were mutual support, importance of the resident assistant, and self-determination. CONCLUSION: Nursing students enjoy themed housing and especially desire the resident assistant to be a nursing student.
[Mh] Termos MeSH primário: Sucesso Acadêmico
Bacharelado em Enfermagem
Habitação
Aprendizagem
Modelos Educacionais
[Mh] Termos MeSH secundário: Adolescente
Feminino
Processos Grupais
Seres Humanos
Entrevistas como Assunto
Masculino
Pesquisa Qualitativa
Estudantes de Enfermagem
Universidades
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171202
[St] Status:MEDLINE
[do] DOI:10.1097/01.NEP.0000000000000093


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[PMID]:28448455
[Au] Autor:Correa-Burrows P; Rodríguez Y; Blanco E; Gahagan S; Burrows R
[Ad] Endereço:Institute of Nutrition and Food Technology, University of Chile, Santiago 7830490, Chile. paulina.correa@inta.uchile.cl.
[Ti] Título:Snacking Quality Is Associated with Secondary School Academic Achievement and the Intention to Enroll in Higher Education: A Cross-Sectional Study in Adolescents from Santiago, Chile.
[So] Source:Nutrients;9(5), 2017 Apr 27.
[Is] ISSN:2072-6643
[Cp] País de publicação:Switzerland
[La] Idioma:eng
[Ab] Resumo:Although numerous studies have approached the effects of exposure to a Western diet (WD) on academic outcomes, very few have focused on foods consumed during snack times. We explored whether there is a link between nutritious snacking habits and academic achievement in high school (HS) students from Santiago, Chile. We conducted a cross-sectional study with 678 adolescents. The nutritional quality of snacks consumed by 16-year-old was assessed using a validated food frequency questionnaire. The academic outcomes measured were HS grade point average (GPA), the likelihood of HS completion, and the likelihood of taking college entrance exams. A multivariate analysis was performed to determine the independent associations of nutritious snacking with having completed HS and having taken college entrance exams. An analysis of covariance (ANCOVA) estimated the differences in GPA by the quality of snacks. Compared to students with healthy in-home snacking behaviors, adolescents having unhealthy in-home snacks had significantly lower GPAs ( difference: -40.1 points, 95% confidence interval (CI): -59.2, -16.9, = 0.41), significantly lower odds of HS completion (adjusted odds ratio (aOR): 0.47; 95% CI: 0.25-0.88), and significantly lower odds of taking college entrance exams (aOR: 0.53; 95% CI: 0.31-0.88). Unhealthy at-school snacking showed similar associations with the outcome variables. Poor nutritional quality snacking at school and at home was associated with poor secondary school academic achievement and the intention to enroll in higher education.
[Mh] Termos MeSH primário: Sucesso Acadêmico
Lanches
[Mh] Termos MeSH secundário: Adolescente
Comportamento do Adolescente
Chile
Estudos Transversais
Inquéritos sobre Dietas
Ingestão de Energia
Feminino
Seres Humanos
Masculino
Valor Nutritivo
Razão de Chances
Instituições Acadêmicas
Estudantes
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180221
[Lr] Data última revisão:
180221
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170428
[St] Status:MEDLINE


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[PMID]:29175972
[Au] Autor:Álvarez-Bueno C; Pesce C; Cavero-Redondo I; Sánchez-López M; Garrido-Miguel M; Martínez-Vizcaíno V
[Ad] Endereço:Universidad de Castilla-La Mancha, Social and Health Care Research Center, Cuenca, Spain.
[Ti] Título:Academic Achievement and Physical Activity: A Meta-analysis.
[So] Source:Pediatrics;140(6), 2017 Dec.
[Is] ISSN:1098-4275
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:CONTEXT: The effect of physical activity (PA) on different areas of academic achievement and classroom behaviors and how different characteristics of PA interventions could modify the effect remain unclear. OBJECTIVE: The objective was twofold: (1) to assess the effect of PA interventions on academic achievement and classroom behaviors in childhood and (2) to determine the characteristics of individuals and PA programs that enhance academic performance. DATA SOURCES: We identified studies from the database inception to October 16, 2016. STUDY SELECTION: We selected intervention studies aimed at examining the effect of exercise on academic achievement and classroom behaviors at developmental age. DATA EXTRACTION: Random-effects models were used to calculate pooled effect size for all primary outcomes (language- and mathematics-related skills, reading, composite score, and time in on-task behavior). Positive values represent a direct relationship between PA programs and academic achievement scores or on-task behaviors. RESULTS: A total of 26 studies (10 205 children, aged from 4 to 13) were included. Pooled effect size (95% confidence interval) estimates were as follows: (1) 0.16 (-0.06 to 0.37) for language-related skills; (2) 0.21 (0.09 to 0.33) for mathematics-related skills; (3) 0.13 (0.02 to 0.24) for reading; (4) 0.26 (0.07 to 0.45) for composite scores; and (5) 0.77 (0.22 to 1.32) for time in on-task behaviors. LIMITATIONS: Limitations included the variety of tools used to measure academic achievement and the limited number of studies that reported the effect of after-school PA interventions. CONCLUSIONS: PA, especially physical education, improves classroom behaviors and benefits several aspects of academic achievement, especially mathematics-related skills, reading, and composite scores in youth.
[Mh] Termos MeSH primário: Sucesso Acadêmico
Logro
Comportamento Infantil
Exercício/psicologia
Serviços de Saúde Escolar/organização & administração
[Mh] Termos MeSH secundário: Criança
Seres Humanos
[Pt] Tipo de publicação:JOURNAL ARTICLE; META-ANALYSIS; REVIEW
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171211
[Lr] Data última revisão:
171211
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171128
[St] Status:MEDLINE



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