The phrase "academic effect of" is correct and usable in written English.
It can be used when discussing the impact or influence of something on academic performance, research, or education.
Example: "The academic effect of social media on students' learning habits has been a topic of much debate."
Alternatives: "impact on academia" or "influence in education".
Though research on the academic effects of choice has been limited, some studies have shown that giving students modest options can enhance educational results.
Dr. Gerry Gioia, who as chief of pediatric neuropsychology for Children's National Medical Center in Washington has emphasized the academic effects of concussions, testified that teachers and school officials must respect "what kids can tolerate" in terms of reading, mathematics and simple concentration.
This review analyzed 38 articles from 2003 to 2017 that primarily investigated academic effects of media multitasking habits of college-aged students.
Measurement methods permit the investigation of a proposed conceptual model of the emotional, behavioral, substance use, and academic effects of community violence exposure on youth.
They explored organisational culture through interviewee descriptions of their work and its position within their field, hospital, and academic-clinical collaboration; opinions as to the impetus for merger, its conduct and potential cultural, clinical and academic effects; experiences of academic-clinical collaboration; and opinions of the Joint Working Agreement.
And according to one of the nation's leading academics studying the effect of pornography -- a self-described "radical feminist" -- pornography is a key ingredient in that demand.
Compared to other years' medical students, the first- and final-year medical students are considered to be in more emotion-demanding academic years and thus the effect of EI on academic performance would be more apparent.
A recently published study reported the mediating effect of academic self-efficacy in the relation between school psychological climate and academic achievement in Norwegian adolescents [ 32].
They found no relationship between performance in the course and prior academic background but did not consider an effect of prior academic background on performance in the GAMSAT as a possible confounding variable in their analysis.
One is that the focus on class size and academic performance overlooks the effect of class size on other aspects of classroom life, such as relationships, discipline and catering for pupils with special educational needs.
