Educational Achievement in Adolescents

In your response posts, analyze the studies provided. Were the variables identified correctly? What do the variables tell you about the study design? What do you see as the relationship among the variables – are one or more influenced by others? How do they impact the research study as a whole?

POST 1  TO RESPOND TO: (100 WORDS AND 1 SCHOLARLY REFERENCE WITHIN PAST 5 YEARS):
I found research on adolescents and the effects of concentration on their development. The researchers also made sure to include social anxiety as a related factor to see if this influenced the level of concentration in class. I found this research to be very important, as some of the reasons that adolescents develop issues with academic performance may be due to psychological factors. If this is the case it is necessary to take interventions to prevent students from getting behind as a result, allowing for fewer students to get left behind in the education system. The type of research used in this study was correlational. The variables used in this study were social anxiety symptoms, depression symptoms, concentration level in class, and educational achievement. The question of the research study was “Is concentration an indirect link between social anxiety and educational achievement in adolescents?”. The hypothesis of the study was that concentration would be a predictor of educational achievement and social anxiety symptoms would be associated with reduced concentration. The purpose of the research was to test whether social anxiety in adolescents is linked to poorer education outcomes due to the decreased ability to concentrate in class. The link for the article is listed below:

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POST 2 TO RESPOND TO: (100 WORDS AND 1 SCHOLARLY REFERENCE WITHIN PAST 5 YEARS):
A research topic that interests me is eating disorders (EDs) among collegiate athletes. One study I found compared the differences in gender in relation to this risk for EDs amongst collegiate-athletes on the track and cross country teams at the highest level of college sports in the United States (Krebs et al., 2019). This is a topic of interest to me because when I was a Division I volleyball player, there was a high percentage of cross-country runners who were female that struggled with body image, anorexia nervosa, bulimia, and purging at my university. To collect the data needed to test the hypothesis, the researchers created a questionnaire survey which could determine this risk and received six hundred thirty-eight responses (Krebs et al., 2019). The variables in this study were male or female student athletes who ran in races at least of 800 meters at a Division I university, and the risk of positive screenings for EDs. The research question of this study is what is the difference between genders in NCAA Division I distance runners in relation to the risk for eating disorders (Krebs et al., 2019). The purpose of this study was to compare the gender differences in this population when it comes to EDs and to raise awareness for the need for screening, particularly in these populations. Researchers hypothesized that although female student athletes would have a higher risk of EDs, but also that this specific population in males also has a high risk of eating disorders that is being underrepresented (Krebs et al., 2019).

 

Reference:

Krebs, P. A., Dennison, C. R., Kellar, L., & Lucas, J. (2019). Gender differences in eating disorder risk among NCAA Division I cross country and track student-athletes. Journal of Sports Medicine, 2019.

Link: https://www.hindawi.com/journals/jsm/2019/5035871/

POST 3 TO RESPOND TO ( 100 WORDS AND SCHOLARLY SOURCE):

A 2020 study on the emotional responses and coping strategies in nurses and students during the COVID-19 outbreak used a comparative study to determine if there were any trends or similarities between the two groups. Using a questionnaire, the authors were able to breakdown the sample into the following: Identity (Nurse or Nursing College Student), Class of Hospital (II or III), Gender, Rural or Urban, Severity of the City (Light, Medium, Serious); Spatial Distance (Far, Medium, Near) (Huang et al., 2020). They then used the independent variables of emotional responses (fear, anxiety, sadness and anger) and the dependent variables of coping strategies (problem-focused or emotional-focused) for both nurses and students (Huang et al., 2020). The data was analyzed using a t-test, one-way analysis of variance and regression analysis.

The variables are identified correctly as emotional responses would occur regardless of how one copes. The coping response depends on the emotional response as each person reacts to different emotions in their own ways. They results indicate that we can see that certain emotions such as fear can impact coping skills more heavily than other emotions. Additionally, nurses tend to utilize problem-focused coping whereas nursing students utilize emotional-focused coping. It also appears that problem-focused coping impacts anxiety levels, ultimately increasing them for both groups. Lastly, females tend to experience more depression and anxiety than men. These findings indicate that the dependent variables rely on independent variables heavily and vary based on the given breakdown within the sample size and those independent variables can still be impacted by the dependent variables as well.

References

Huang, L., Lei, W., Xu, F., Liu, H., & Yu, L. (2020). Emotional responses and coping strategies in nurses and nursing students during Covid-19 outbreak: A comparative study. PLOS ONE, 15(8), e0237303. https://doi.org/10.1371/journal.pone.0237303

For more information on Educational Achievement in Adolescents read this: https://en.wikipedia.org/wiki/Academic_achievement

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