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Journal Abstract Search

210 related items for PubMed ID: 22764776

  • 21. The role of ADHD symptoms in the relationship between academic achievement and psychopathological symptoms.
    Visser L, Linkersdörfer J, Rothe J, Görgen R, Hasselhorn M, Gerd Schulte-Körne G.
    Res Dev Disabil; 2020 Feb; 97():103552. PubMed ID: 31884314
    [Abstract] [Full Text] [Related]

  • 22. School readiness and later achievement: replication and extension using a nationwide Canadian survey.
    Romano E, Babchishin L, Pagani LS, Kohen D.
    Dev Psychol; 2010 Sep; 46(5):995-1007. PubMed ID: 20822218
    [Abstract] [Full Text] [Related]

  • 23. Cognitive and behavioral attention in children with math difficulties.
    Gold AB, Ewing-Cobbs L, Cirino P, Fuchs LS, Stuebing KK, Fletcher JM.
    Child Neuropsychol; 2013 Sep; 19(4):420-37. PubMed ID: 22686370
    [Abstract] [Full Text] [Related]

  • 24. Attention Problems and Academic Achievement: Do Persistent and Earlier-Emerging Problems Have More Adverse Long-Term Effects?
    Rabiner DL, Carrig MM, Dodge KA.
    J Atten Disord; 2016 Nov; 20(11):946-957. PubMed ID: 24141101
    [Abstract] [Full Text] [Related]

  • 25. Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.
    Baker-Henningham H, Meeks-Gardner J, Chang S, Walker S.
    Child Abuse Negl; 2009 May; 33(5):296-306. PubMed ID: 19481803
    [Abstract] [Full Text] [Related]

  • 26. The connection between children's knowledge and use of grapho-phonic and morphemic units in written text and their learning at school.
    Bryant P, Nunes T, Barros R.
    Br J Educ Psychol; 2014 Jun; 84(Pt 2):211-25. PubMed ID: 24251419
    [Abstract] [Full Text] [Related]

  • 27. On the relationship between math anxiety and math achievement in early elementary school: The role of problem solving strategies.
    Ramirez G, Chang H, Maloney EA, Levine SC, Beilock SL.
    J Exp Child Psychol; 2016 Jan; 141():83-100. PubMed ID: 26342473
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  • 28. Differentiating anxiety forms and their role in academic performance from primary to secondary school.
    Carey E, Devine A, Hill F, Szűcs D.
    PLoS One; 2017 Jan; 12(3):e0174418. PubMed ID: 28350857
    [Abstract] [Full Text] [Related]

  • 29. Math anxiety and math performance in children: The mediating roles of working memory and math self-concept.
    Justicia-Galiano MJ, Martín-Puga ME, Linares R, Pelegrina S.
    Br J Educ Psychol; 2017 Dec; 87(4):573-589. PubMed ID: 28561304
    [Abstract] [Full Text] [Related]

  • 30. Processes and conditions underlying the link between shyness and school adjustment among Turkish children.
    Bayram Özdemir S, Cheah CSL, Coplan RJ.
    Br J Dev Psychol; 2017 Jun; 35(2):218-236. PubMed ID: 27653012
    [Abstract] [Full Text] [Related]

  • 31. Early language mediates the relations between preschool inattention and school-age reading achievement.
    O'Neill S, Thornton V, Marks DJ, Rajendran K, Halperin JM.
    Neuropsychology; 2016 May; 30(4):398-404. PubMed ID: 26569031
    [Abstract] [Full Text] [Related]

  • 32. School readiness and later achievement.
    Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, Pagani LS, Feinstein L, Engel M, Brooks-Gunn J, Sexton H, Duckworth K, Japel C.
    Dev Psychol; 2007 Nov; 43(6):1428-1446. PubMed ID: 18020822
    [Abstract] [Full Text] [Related]

  • 33. The combined impact of diet, physical activity, sleep and screen time on academic achievement: a prospective study of elementary school students in Nova Scotia, Canada.
    Faught EL, Ekwaru JP, Gleddie D, Storey KE, Asbridge M, Veugelers PJ.
    Int J Behav Nutr Phys Act; 2017 Mar 09; 14(1):29. PubMed ID: 28274260
    [Abstract] [Full Text] [Related]

  • 34. Temperamental attention and activity, classroom emotional support, and academic achievement in third grade.
    Rudasill KM, Gallagher KC, White JM.
    J Sch Psychol; 2010 Apr 09; 48(2):113-34. PubMed ID: 20159222
    [Abstract] [Full Text] [Related]

  • 35. Effects of diabetes on learning in children.
    McCarthy AM, Lindgren S, Mengeling MA, Tsalikian E, Engvall JC.
    Pediatrics; 2002 Jan 09; 109(1):E9. PubMed ID: 11773577
    [Abstract] [Full Text] [Related]

  • 36. Sluggish Cognitive Tempo Predicts Academic Fluency, Beyond Contributions of Core Academic Skills, Attention, and Motor Speed.
    Jacobson LA, Mahone EM.
    J Atten Disord; 2019 Dec 09; 23(14):1703-1710. PubMed ID: 29781345
    [Abstract] [Full Text] [Related]

  • 37. Defining the impact of hemophilia: the Academic Achievement in Children with Hemophilia Study.
    Shapiro AD, Donfield SM, Lynn HS, Cool VA, Stehbens JA, Hunsberger SL, Tonetta S, Gomperts ED, Academic Achievement in Children with Hemophilia Study Group.
    Pediatrics; 2001 Dec 09; 108(6):E105. PubMed ID: 11731632
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  • 38. Developing a Study Orientation Questionnaire in Mathematics for primary school students.
    Maree JG, Van der Walt MS, Ellis SM.
    Psychol Rep; 2009 Apr 09; 104(2):425-38. PubMed ID: 19610472
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  • 39. The longitudinal role of mathematics anxiety in mathematics development: Issues of gender differences and domain-specificity.
    Wang Z, Rimfeld K, Shakeshaft N, Schofield K, Malanchini M.
    J Adolesc; 2020 Apr 09; 80():220-232. PubMed ID: 32199102
    [Abstract] [Full Text] [Related]

  • 40. Using latent class analysis to identify academic and behavioral risk status in elementary students.
    King KR, Lembke ES, Reinke WM.
    Sch Psychol Q; 2016 Mar 09; 31(1):43-57. PubMed ID: 25751497
    [Abstract] [Full Text] [Related]

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