Purpose: On average, boys have lower academic achievement than girls. We investigated whether the timing of puberty is associated with academic achievement, and whether later puberty among boys contributes to the sex difference in academic achievement.
Method: Examination scores at age 16 were studied among 13,477 British twins participating in the population-based Twins Early Development Study. A pubertal development scale, a height-based proxy of growth spurt, and age at menarche were used as indicators of puberty. Associations between puberty, sex, and academic achievement were estimated in phenotypic mediation models and biometric twin models.
Results: Earlier puberty was associated with higher academic achievement both in boys and girls. The exception was early age at menarche in girls, which associated with lower academic achievement. More than half of the sex differences in academic achievement could be linked to sex differences in pubertal development, but part of this association appeared to be rooted in prepubertal differences. The biometric twin modelling indicated that the association between puberty and academic achievement was due to shared genetic risk factors. Genetic influences on pubertal development accounted for 7%-8% of the phenotypic variation in academic achievement.
Conclusions: Pubertal maturation relates to the examination scores of boys and of girls. This can give genes related to pubertal maturation an influence on outcomes in education and beyond. Sex differences in pubertal maturation can explain parts of the sex difference in academic achievement. Grading students when they are immature may not accurately measure their academic potential.
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http://dx.doi.org/10.1016/j.jadohealth.2021.02.001 | DOI Listing |
Data Brief
February 2025
Department of Computer Decision and Sciences, Universidad Nacional de Colombia, Colombia.
This dataset examines the interplay between socioeconomic status and educational outcomes among students at the Universidad Nacional de Colombia. Collected from publicly available data in collaboration with the National Directorate of Information, the dataset includes anonymized records of 3361 students from multiple university campuses during the first semester of 2021. It captures a diverse array of socioeconomic and academic variables, such as family income, residence type, tuition fee, and career choice, providing a unique basis for studying educational access in Colombia.
View Article and Find Full Text PDFCureus
December 2024
Department of Radiology, Vancouver General Hospital, Vancouver, CAN.
The aim of the study was to assess the comprehensiveness of the Reproductive Endocrinology and Infertility (REI) fellowship program websites in North America. All active REI fellowship program websites in the United States of America (USA) and Canada were evaluated and assessed using 72-point scoring criteria. Any fellowship programs without publicly accessible websites were excluded.
View Article and Find Full Text PDFNurse Educ
October 2024
Author Affiliation: Department of Nursing, Nebraska Wesleyan University, Lincoln, Nebraska (Dr Eilts).
Background: Promoting the success and retention of novice nursing students requires a better understanding of how self-regulated and strategic learning approaches impact academic performance.
Purpose: The purpose of this correlational study was to determine if there was a predictive relationship between the results of a self-regulated learning assessment and final grades in a foundational nursing course.
Methods: The Learning and Study Strategies Inventory (LASSI) was used to collect data from a convenience sample of 75 students enrolled in an entry-level nursing course across 4 prelicensure programs.
BMC Psychol
January 2025
Doud Research Group, Khartoum, Sudan.
Introduction: Mental health is crucial for overcoming obstacles, completing tasks, and contributing to society. Mental, social, and cognitive healths are included. In demanding fields like medicine, academic pressure can cause exhaustion, poor performance, and behavioral changes.
View Article and Find Full Text PDFNurs Educ Perspect
November 2024
About the Authors Adrienne Martinez-Hollingsworth, PhD, MSN, RN, PHN, WAN, is director of research and evaluation, AltaMed Institute for Health Equity, and assistant project scientist, David Geffen School of Medicine, University of California at Los Angeles, Los Angeles, California. Dawn Goodolf, PhD, RN, is associate dean, Helen S. Breidegam School of Nursing and Public Health, and associate professor, Moravian University, Bethlehem, Pennsylvania. Nia Martin, PhD, MSN, RN, is assistant professor, Loma Linda University School of Nursing, Loma Linda, California. Linda Kim, PhD, RN, PHN, is research scientist, Department of Nursing Research, and assistant professor of medicine, Cedars Sinai Medical Center, Los Angeles, California. Jennifer Saylor, PhD, APRN, ACNS-BC, is associate dean for faculty and student affairs and associate professor, School of Nursing, University of Delaware, Newark, Delaware. Jennifer Evans, DNP, RN, NC-BC, is assistant dean and associate professor, University of Southern Indiana College of Nursing and Health Professions, Evansville, Indiana. Annette Hines, PhD, RN, is the Executive Director of the Susan S. Morrison School of Nursing, University of St. Thomas. Jin Jun, PhD, RN, is assistant professor, Center for Healthy Aging, Self-Management and Complex Care, College of Nursing, Ohio State University, Columbus, Ohio. The first author received a travel stipend from HRSA 22-109 Health and Public Safety Workforce Resiliency Training Program (U3NHP45414).The authors are grateful to Beth Speidel and Delsa Richards for their engagement and feedback. For more information, contact Adrienne Martinez-Hollingsworth at
Aim: This survey explored nurse leaders' impressions of burnout on college/school of nursing (CON/SON) administrative staff and leadership-facilitated strategies used to promote resilience building/mitigate burnout.
Background: Administrative staff are foundational to the success of a university's CON/SON, yet few studies have explored the impact of burnout in this group.
Method: Cross-sectional survey distributed to associate dean and business officer attendees of the 2022 American Association of Colleges of Nursing, Business Officers of Nursing Schools meeting (summer 2022) (n = 64).
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