Day-to-day fluctuations in students’ academic success: The role of self-regulation, working memory, and achievement goals

Self-regulation has been shown to be positively associated with school performance. Additionally, interrelations between self-regulation, working memory (WM), and achievement goals, in particular learning goals, have been established, as well as their associations with academic outcomes. It stands to reason that self-regulation, WM, and achievement goals are related on a day-to-day level, with implications for daily and long-term academic success. However, previous research largely considered between-person differences. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and long-term academic success. Data were obtained through smartphone-based ambulatory assessments of 108 students (Mage=10.12, SDage=0.45) across 20 school days. Students reported about daily achievement goals prior to, daily self-regulation at, and daily academic success after school. Additionally, they informed about their report card grades at the end of the school year. Daily WM was assessed through two updating tasks at school. Results showed positive associations between daily learning goals (but neither performance-approach nor performance-avoidance goals), daily self-regulation, and WM. Together, daily learning goals and self-regulation uniquely contributed to daily academic success, while WM, performance-approach, and performance-avoidance goals did not. Average levels of WM, but neither achievement goals, nor self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing self-regulation processes on between- and within-person levels. Further theoretical and practical implications are discussed.

082 The Association Between Excessive Daytime Sleepiness and Math Performance in Adolescents

Introduction Excessive daytime sleepiness (EDS) is defined as an increased tendency to fall asleep in a setting where an individual would be expected to stay awake and alert. Previous studies have found that EDS is associated with poor academic performance but fell short of examining the associations between EDS and achievement in specific academic subjects. Academic performance in mathematics is the most prominent predictor of later success. Findings from studies examining the associations of academic achievement in math and EDS have been inconsistent as some studies have found results indicating the EDS negatively impacts math while others found no such relationship. The aim of this study was to investigate the association between EDS and performance in mathematics in high school students. It was hypothesized that higher level of reported EDS would be associated with lower grades in mathematics. Methods 116 typically developing adolescents (38 male) between 12–17 years of age (M=13.87, SD=1.38) participated. EDS was measured by the Sleep Disorder Inventory for Students (SDIS); Academic achievement in mathematics was measured by child’s report cards; Sleep was assessed for seven nights using actigraphy and sleep logs. Results A hierarchical multiple regression analysis was conducted to examine the associations between parent-reported EDS (independent variable) and their child’s academic achievement in mathematics (dependent variable) while controlling for sleep variables (bedtime, waketime, and duration) and sex. Higher levels of EDS was negatively associated with lower grades in mathematics [F(5,109)= 3.60, p<.01; β= -0.21, p= 0.03]. Conclusion EDS was significantly associated with report card grades in mathematics in typically developing adolescents. Given the cross-sectional design of the study, it can not identify what led to EDS in this sample of typically developing adolescents. We propose that future studies examine potential causes for adolescents’ EDS, including factors that could impair sleep quality (e.g., undiagnosed sleep disorders) or restrict sleep duration (e.g., life-style choices such as the use of electronic devices at night). This is important as it could help to identify targets for intervention aiming at decreasing EDS and ultimately improving academic performance in mathematics. Support (if any):

To Read or Not to Read: Understanding the Emergence of Aliteracy

This case study research studied the complex construct of aliteracy in upper elementary students. Six students were selected from the fourth, fifth, and sixth grades, after the analysis of the following quantitative sources: report card grades, standardized test scores, and the Motivation to Read Questionnaire (MRQ) results. After the selection of students, qualitative data was provided by the six students, eleven parents, and five classroom teachers. Questionnaires, interviews, observations, and reading logs comprised the qualitative data, which was analyzed using grounded theory methods. The Emergence of Aliteracy Theory emerged as a result, which clarified how the home and classroom environments produce a unique set of commonalities that underpin the emergence of aliteracy, and possibly impact students’ academic learning.

Learning achievement reviewed from self regulated learning, future orientation, and parental support

This study aimed to answer the main problem whether learning achievement could be viewed from self-regulated learning, future orientation and parental support to obtain empirical support. This research used quantitative methods, the sample of 103 people. The data was collected with instruments, scale (1) self-regulated learning, (2) future orientation and (3) parental support. Learning achievement used report card grades. The results showed that learning achievement could be viewed from self-regulated learning, future orientation and parental support. It got very significant empirical support., score F reg=43,155 dan p=0,000 (p<0,01). Self-regulated learning, future orientation, and parental support provided an effective contribution of 55.4% to learning achievement. The biggest SE was from parental support 37.4%, followed by self-regulated learning 12.7%, and future orientation 6.6%. Based on the findings, the researcher suggests: (1) parents need to maximize learning support for children, strengthen emotional support, instrumental, and informative support. (2) teachers need to introduce self-regulated learning to students. (3) teachers and parents to explore the future orientation of children or students well, so that they grow stronger for a more planned future. And (4) researchers recommend the following research in elementary, junior high, senior high school and PT.

The Quality of Senior High School National School Examination Questions

The objective of this study was to obtain information about the quality of high school National Standard School Exam (USBN) questions in Pontianak in 2018/2019 academic year. To achieve this objective, the information excavated includes (a) the process of compiling questions (b) the test of the feasibility of the questions (c) the eligibility requirements of the questions (d) administering the exam (e) the examination system of the examination scripts (f) the reporting system, and (g) the correlation of values report cards and high school USBN grades in Pontianak with UN scores. This study employed a descriptive method. The selection of high school samples used as data sources was done by random sampling and purposive sampling. Data were gathered through documentation, interviews, and questionnaires. The data were then analyzed with descriptive statistics and correlational studies. The results showed that, in the high school USBN questions in Pontianak City, (1) there were still stages in the process of drafting "not done", (2) empirical tests before the compilation of the final questions "had not been done," (3) administering the "already" applied exams as UN procedures, (4) manuscript examination system is implemented manually, (5) reporting of exam results by respective subject teachers, and (6) correlation of report card grades and high school USBN scores in Pontianak with "mostly" low "UN scores "and even in certain" negative "schools. It means that report cards and USBN scores cannot be used to predict UN results.

0959 Associations Between Sleep and Academic Performance in Typically Developing Adolescent Girls

Introduction Healthy sleep promotes cognitive functioning and is associated with better academic performance, whereas insufficient, poor, and inconsistent sleep schedules are associated with poor school performance. Several studies have identified gender differences in the timing, duration, and quality of sleep in adolescence, with adolescent girls having poorer sleep compared to adolescent boys, yet research shows that girls outperform boys academically. This could be because sleep might not affect all subjects similarly and previous studies regarding sleep and academic performance combined both genders. The goal of the present study was to determine which aspects of academic performance are specifically associated with short or poor sleep in typically developing adolescents girls. Methods 80 adolescent girls aged 12-17 years participated in the study. Sleep was assessed in the home environment for five consecutive weeknights using actigraphy. Academic performance was assessed using report card grades. Results Hierarchical regression analyses adjusted for age, pubertal status, and socioeconomic status revealed that longer average sleep time was significantly associated with higher grades in mathematics. No significant associations were found between sleep variables and grades in other subjects. Conclusion Longer average weekday sleep duration is associated with better mathematics grades in typically developing adolescent girls. Support NSERC grant to Reut Gruber

Penerapan Metode Waterfall Pada Perancangan Sistem Informasi Pengolahan Data Nilai Siswa Sekolah Dasar

—This study aims to develop an information system of data processing of elementary school student grades by applying the waterfall method. Based on the preliminary analysis, there are several obstacles faced by class teachers in collecting student grades for one semester for the management of the final report card grades because all the assessment process documentation is still manual by handwritten and stored in a ledger so that it inhibits the management of final grades. The system development method used is the waterfall model which consists of several stages including analysis, design, coding, testing, and maintenance. Based on the results of the study it was found that the manual method was burdensome and took a long time. Information system test results conducted by the blackbox method and based on the percentage value of the results of this black box test get a percentage value of 100% valid, and testing directly by the Class Teacher with quite satisfied resultsKeyword — system, information, grade, waterfallAbstrak — Penelitian ini bertujuan untuk mengembangkan sebuah sistem informasi pengolahan data nilai siswa sekolah dasar dengan menerapkan metode waterfall. Berdasarkan analisis pendahuluan terdapat beberapa kendala yang dihadapi oleh guru kelas dalam mengumpulkan nilai-nilai siswa selama satu semester untuk pengelolaan nilai akhir raport dikarenakan semua proses dokumentasi penilaian masih manual dengan cara ditulis tangan dan disimpan pada buku besar sehingga menghambat pengelolaan nilai akhir. Metode pengembangan sistem yang digunakan yaitu model waterfall yang terdiri dari beberapa tahapan diantaranya analysis, design, coding, testing, dan maintenance. Beradsarkan hasil penelitian ditemukan bahwa dengan cara manual memberatkan dan memakan waktu cukup lama. Hasil pengujian sistem informasi yang dilakukan dengan metode blackbox dan berdasarkan nilai presentase dari hasil pengujian black box ini mendapatkan nilai Presentase sebanyak 100% valid, dan pengujian secara langsung oleh Guru Kelas dengan hasil cukup puasKata Kunci— sistem, informasi, nilai, waterfall

Sleep Success

I have a New Year's resolution: Get more sleep. Sleep is a miracle drug with no side effects. As neuroscientist Matthew Walker explains in his book Why We Sleep, “There does not seem to be one major organ within the body, or process within the brain, that isn't optimally enhanced by sleep (and detrimentally impaired when we don't get enough).” Recently, Character Lab Research Network included questions about sleep in a survey of more than 20,000 high school students. Here's what we found: the more hours students slept, the better rested they felt when they woke up. Students who slept more were more likely to feel “ready to learn” when they showed up for class. Not surprisingly, hours of sleep were also positively correlated with happiness and report card grades. So, why don't teenagers get more sleep?