By Sheree Crow, M.Ed., M.L.S.
December 23, 2023
Studying groups of students and how they spend their day can help parents understand and foster adolescent development. When you look at the daily lives of those high performing students and those with low performing students, you can see what they may be able to change in the routine that they have already going to improve the adjustment of your child.
Studying Gifted High School Students
This first study is from 2011. I wanted to create a basis of understanding to what research has shown previous to the lives of today’s children who have the smart phone in their hands all day and night. In this study, which looked at the lives of gifted high school students. The girls tended to participate more than males in activities that were associated with academic achievement, while also participating in more types of activities. Overall, boys spent more time watching TV and were less likely to participate in academically associated activities. They studied these students in three different groupings. Only those that attended a gifted summer program versus those who got accepted but didn’t go and those that did not qualify for the summer program. The difference in the correlation of kids that went to gifted summer programs didn’t show much difference in how they spent their free time than those who didn’t and those who did go to a summer program other than by gender. This study is full of really good information about the lives of gifted students as we saw them early on. (Makel 2011)
This study does not mean that summer programs are not good for students. There are an abundant number of studies that show a positive impact of gifted programs. These programs are one way that students can spend their free time that will be beneficial to their long-term ell being. this sets a place to start to examine how we can live in the technological era and help guide kids to develop wholly in a world focused heavily on technology.
A growing number of politicians, parents, and educators are paying attention to the impact of time use on physical well-being and mental health. We can re-recreate these activities at home and programs in schools. We can support boys and girls differently as well.
Studying The Academic Performance of International Students in the US
Immigrant students at the university level represent a smaller number of the population enrolled than those in the public school system. This study examines university-aged international students. A Literature Review uncovered a pattern of strengths that these students attribute to their success in an international environment. Examining these could be a great framework for parents to see what they could foster in their own children. Test scores were not among the things that were mentioned. The researchers noted, “Love of learning, self-regulation, perseverance, and social intelligence” are the key things that they feel like contributed to their success.
The researchers found that 1) a positive correlation between perseverance and academic performance. 2) a positive correlation between social intelligence and academic performance, 3) a positive correlation between self-regulation and academic performance. (Rajabbeigi, 12)
Let’s discuss how to build these character strengths over a lifetime. This cannot be an in depth look at all of the research connected to this topic, yet it serves as a vehicle to begin the journey of parenting together.
Perseverance Skills
We see a weakness in perseverance skills across the board. Students give up on hard activities and feel that it is not worth the work to find out how to do the task. This is also one of the skills needed that boys need to work harder at than girls. Let’s discuss what perseverance looks like:
- Finish what you start
- Don’t give up when you face setbacks
- Being a diligent worker
- Being able to achieve small and larger goals
- Don’t let frustration get you down
Parents should be encouraging their kids to keep going. It takes a tremendous amount of energy for parents to teach perseverance. It is also one of those skills kids learn from watching their parents. Do you, as a parent, persevere? It may take some self-examination.
Social Intelligence Skills
Students should work on establishing meaningful relationships with professors, teachers, administrators, and peers. They should always assume the best intentions and not be afraid to seek out clarification in the event of miscommunication. Students high in social intelligence do not argue with professors or teachers. This is an area I see students in public school struggle with. This goes with them into their adulthood. Parents can help with creating a supportive environment between teachers and develop the following skills as early as you can: sympathy, self-awareness,meta-cognition (know about your own thought process) and theory of mind (knowing that other people think, feel,respond,and desire things different from you).
For instance, if your child say that they do not like a person, ask them a few questions to start to self assess:
- Why do you not like this person?
- What do you know about this person?
- Can you understand why they are the way they are?
- What are ways you can become comfortable with their differences?
This is also a way to build trust and help students solve problems. They have had a bully or they just may not like the way they dress or talk.
Self-Regulation Skills
There are many articles on self regulation so in order to not reinvent the wheel, I recommend you do some further research on this if you see any weaknesses for your child in this area. Teachers use their own money to buy things that are supposed to motivate students: candy, stickers, notes, comfortable places to sit and so on. This is against all research because we know that motivation is developed at home and within. You can motivate a person for one task but then you need to keep making the reward greater to keep it going. The parental role here is to motivate their child to learn. Positive motivation works better than negative motivation.
This research found that planning, goal setting, and time management were part of self-regulation and these are things that the child must do themselves. They must know it is their own responsibility to self-regulate. Girls tend to do better in these self-regulation than girls. Boys that are not as organized as girls and they seem to be to be suffering from a bout of learned-helplessness. Every student, of all genders, is responsible for these things. We need to set the expectations for boys as well as girls. You can help your child by helping them set goals. Set goals yourself and talk to them about your goals. You are the most powerful role model in their life. Create plans with them. For instance, “we need to clean the house on Saturday, what should we do first?” This is a question to start with. Then, get them to help you plan the day so they can have a say in the activities of the day.
Learning Strategies
Successful students have a strategy for learning. Building successful teacher relationships should be a goal of each student. It fits in with their overall plan to make sure they have what they need to be successful. Students should be planning on a way to meet the end goal of each assignment and develop a general learning strategy. Parents can remind them as well as help them learn to talk to a teacher about setting their goals. These international school students relied on their teachers and professors to set goals.
There is a need for further study on the study skills that successful international students use. These strategies, that make these students successful, will make other kids successful as well. We have coaches that can help you build these in your child if you would like to consult with one of those, contact us.
References and other research to consider:
Makel, M. C., Li, Y., Putallaz, M., & Wai, J. (2011). High-ability students’ time spent outside the classroom. Journal of Advanced Academics, 22(5), 720. https://link-gale-com.dcccd.idm.oclc.org/apps/doc/A301383366/AONE?u=txshracd2500&sid=bookmark-AONE&xid=adf97f3a
Rajabbeigi, H., Dellaneve, J., Schmieder-Ramirez, J., & Amin, F. (2023). Investigating Factors Affecting International Students’ Academic Performance in Higher Education in the United States. Journal of Comparative and International Higher Education, 15(4), 5+. https://link-gale-com.dcccd.idm.oclc.org/apps/doc/A767584829/AONE?u=txshracd2500&sid=bookmark-AONE&xid=19e27ee5