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Well-Being and Academic Achievement: Differences Between Schools From 2002 to 2010 in the Helsinki Metropolitan Area.

08:00 EDT 1st November 2018 | BioPortfolio

Summary of "Well-Being and Academic Achievement: Differences Between Schools From 2002 to 2010 in the Helsinki Metropolitan Area."

We studied school-level differences in academic achievement and well-being from 2002 to 2010 in the Helsinki Metropolitan Area, as well as the connection between academic achievement, well-being, and socioeconomic composition.

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Journal Details

This article was published in the following journal.

Name: The Journal of school health
ISSN: 1746-1561
Pages: 821-829

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Student’s unsuccessful attempt at academic achievement or a marked inadequacy in the areas of scholarship or study. This is not underachievement which is performance, usually in school work, poorer than that predicted from aptitude and/or intelligence testing.

A cognitive disorder characterized by an impaired ability to comprehend written and printed words or phrases despite intact vision. This condition may be developmental or acquired. Developmental dyslexia is marked by reading achievement that falls substantially below that expected given the individual's chronological age, measured intelligence, and age-appropriate education. The disturbance in reading significantly interferes with academic achievement or with activities of daily living that require reading skills. (From DSM-IV)

The assessing of academic or educational achievement. It includes all aspects of testing and test construction.

Communication, in the sense of cross-fertilization of ideas, involving two or more academic disciplines (such as the disciplines that comprise the cross-disciplinary field of bioethics, including the health and biological sciences, the humanities, and the social sciences and law). Also includes problems in communication stemming from differences in patterns of language usage in different academic or medical disciplines.

Schools for children usually under five years of age.

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