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Behavioral and Brain Associations with Academic Achievement and Skill Change
Behavioral and Brain Associations with Academic Achievement and Skill Change
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091547.5
- ISBN
- 9798270229153
- DDC
- 371.26
- 서명/저자
- Behavioral and Brain Associations with Academic Achievement and Skill Change / Blaire Morgan Porter
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (211 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: Church-Lang, Jessica A. Committee members: Schnyer, David; Cutting, Laurie; Preston, Alison.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약Early success in school is predictive of future academic success, health and well-being. One factor contributing to academic success is executive function (EF) abilities. Summer learning loss, or the idea that students lose math and reading skills over the summer break from school, is another important component of academic success. Current research on EF deficits or summer learning loss tend to find negative impacts at the group level. However, learning differences or loss for any given individual is not inevitable. This dissertation examined behavioral and neural risk factors for academic underachievement and summer academic skill change across late childhood and adolescence. Chapter 1 examined how age, puberty, and attention-deficit/hyperactivity disorder (ADHD) burden related to EF abilities longitudinally across late childhood and adolescence. We found that earlier EF abilities predicted later burden, suggesting that early EF abilities could be a marker of later burden or worse trajectories. Chapter 2 examined the interactions between ADHD burden, academic achievement and summer academic skill change over the summer break from school. We found those with higher ADHD burden pre-summer had lower academic performance pre-summer, and interesting patterns of summer skill change that interacted with pre-summer academic abilities. In Chapter 3 we utilized task-based and resting-state functional connectivity to examine whether a set of neural communication measures measured before summer break could explain individual differences in academic achievement pre-summer and summer academic skill change. We found that measures of whole-brain functional integration and segregation differed across academic and resting-state tasks, and functional patterns of the control and attention networks also differed both within and across tasks. An individual's rank in integration and segregation remained fairly consistent across tasks, suggesting differences in organization between individuals might be a trait-like feature, rather than fully dependent on task dynamics. The only relations to summer change in reading and math were found during rest and interacted with initial academic abilities. By testing multiple cognitive and neural associations of achievement and summer academic skill change, this dissertation informs neurocognitive theory of academic skill development and maintenance, and informs the development of more targeted academic interventions.
- 언어주기
- English
- 일반주제명
- Educational evaluation
- 일반주제명
- Educational psychology
- 일반주제명
- Cognitive psychology
- 일반주제명
- Behavioral psychology
- 키워드
- Skill change
- 기타저자
- The University of Texas at Austin Psychology
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr|nu||||||||
■020 ▼a9798270229153
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a371.26
■1001 ▼aPorter, Blaire Morgan▼eauthor.
■24510▼aBehavioral and Brain Associations with Academic Achievement and Skill Change ▼cBlaire Morgan Porter
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (211 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: Church-Lang, Jessica A. Committee members: Schnyer, David; Cutting, Laurie; Preston, Alison.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aEarly success in school is predictive of future academic success, health and well-being. One factor contributing to academic success is executive function (EF) abilities. Summer learning loss, or the idea that students lose math and reading skills over the summer break from school, is another important component of academic success. Current research on EF deficits or summer learning loss tend to find negative impacts at the group level. However, learning differences or loss for any given individual is not inevitable. This dissertation examined behavioral and neural risk factors for academic underachievement and summer academic skill change across late childhood and adolescence. Chapter 1 examined how age, puberty, and attention-deficit/hyperactivity disorder (ADHD) burden related to EF abilities longitudinally across late childhood and adolescence. We found that earlier EF abilities predicted later burden, suggesting that early EF abilities could be a marker of later burden or worse trajectories. Chapter 2 examined the interactions between ADHD burden, academic achievement and summer academic skill change over the summer break from school. We found those with higher ADHD burden pre-summer had lower academic performance pre-summer, and interesting patterns of summer skill change that interacted with pre-summer academic abilities. In Chapter 3 we utilized task-based and resting-state functional connectivity to examine whether a set of neural communication measures measured before summer break could explain individual differences in academic achievement pre-summer and summer academic skill change. We found that measures of whole-brain functional integration and segregation differed across academic and resting-state tasks, and functional patterns of the control and attention networks also differed both within and across tasks. An individual's rank in integration and segregation remained fairly consistent across tasks, suggesting differences in organization between individuals might be a trait-like feature, rather than fully dependent on task dynamics. The only relations to summer change in reading and math were found during rest and interacted with initial academic abilities. By testing multiple cognitive and neural associations of achievement and summer academic skill change, this dissertation informs neurocognitive theory of academic skill development and maintenance, and informs the development of more targeted academic interventions.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aEducational evaluation
■650 4▼aEducational psychology
■650 4▼aCognitive psychology
■650 4▼aBehavioral psychology
■653 ▼aSkill change
■653 ▼aAcademic achievement
■653 ▼aExecutive function
■653 ▼aSummer learning loss
■7102 ▼aThe University of Texas at Austin▼bPsychology.▼edegree granting institution.
■7201 ▼aChurch-Lang, Jessica A.▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361138▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
