Sentence examples for scholastic characteristics from inspiring English sources

Two recent studies reported that high school dropouts were more at risk to develop a substance use disorder (OR adjusted for socio-demographic characteristics and service use: 2.16; 95% CI: 1.32 to 3.52; p < 0.05 [ 27] and OR adjusted for scholastic characteristics: 3.5; 95% CI: 1.71 to 7.17; p < 0.001 [ 43]).

Therefore, in order to establish the effects of educational systems on the scholastic performance of migrant children, characteristics of educational systems of origin countries must be studied.

Simple objective tests of left- and right-hand motor function may be used to produce more useful markers of neurological characteristics relevant to scholastic performance than crude reports of left-handedness, right-handedness or where no hand preference is reported.

If any included cluster randomised controlled trials have not accounted for clustering, intraclass correlations will be requested from authors or if not available, estimates from similar studies (defined as those with similar school and student characteristics including gender and scholastic year proportions) will be used to adjust for clustering.

Generally speaking, Cardano's philosophy is heavily influenced by characteristic trends of late scholastic Aristotelianism, with a strong penchant for Averroist interpretations.

The college admissions process is primarily an academic evaluation and students' personal characteristics are only considered after their scholastic performance has been appraised.

It is of course possible that maternal education is correlated with unobservable characteristics of the mother, such as scholastic ability, that affect child cognitive outcomes as well.

The aim of their research was to compare public housing residents with households having similar characteristics on measures of satisfaction with housing neighborhood, children's scholastic achievements, school ratings, extra-curricular activities, and grade retention.

Estimating the causal effect of class size on scholastic achievement could be complex because classroom size is correlated with many unobservable characteristics, such as popularity of the school, quality of teaching, quality of management, available resources, etc.

Assignment to the groups was not random, and though the groups did not significantly differ on demographic variables or baseline functioning, this may have been due to inadequate statistical power for cross-sectional analyses; in a larger sample, baseline characteristics might prove to be significant predictors of adherence and change in attention or scholastic performance.

A mechanism underlying the reciprocal association between psychological characteristics and educational attainment had been proposed by Roeser who claimed that the perception of an adverse scholastic event was influenced by individual coping attitudes that would define whether negative feelings were internalized or externalized [ 6].