Brain development and scholastic achievement in the Education Quality Measurement System tests in Chilean school-aged children

Ivanovic, Daniza; Ibaceta, Camila V; Correa, Paulina B; Orellana, Yasna; Calderón, Patricio M; Morales, Gladys; Leyton, Bárbara; Almagià, Atilio F.; Lizana, Pablo A.; Burrows, Raquel

doi:10.1038/pr.2013.232

Cited by 8 publications

(3 citation statements)

References 33 publications

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“…This was not observed in school-age children from 2010 1HSG probably because a proportion of the deprived children (head circumference-for-age Z-score <0) had dropped out along these school years [41]. Head circumference has been defined as the most important anthropometric parameter associated with 2009 SIMCE outcomes [6] and agrees with other studies that stated that this is the most relevant anthropometric parameter, significantly associated with SA, parental schooling levels and especially with maternal schooling and intelligence: head circumference is positively and highly correlated with brain volume [2–7,11–14,22,35,41,81]. Moreover, school dropout rates relate with head circumference but not with weight or height [41].…”

Section: Discussionmentioning

confidence: 99%

A multifactorial approach of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables affecting the scholastic achievement in Chilean students: An eight- year follow-up study

et al. 2019

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The aim of this study was to quantitate the relative impact of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables on the results of the 2009 Quality Education Measurement System (SIMCE) tests of language and mathematics for scholastic achievement (SA) applying a multifactorial approach, in school-age children of the 2010 5 th elementary school grade (5ESG) and of the 1 st grade of high school (1HSG). The purposes were: i) to test the hypothesis that intellectual ability, the level of SA of the educational establishments in the 2009 SIMCE tests, sex, parental schooling levels, and head circumference-for-age Z-score are the most relevant parameters associated with 2009 SIMCE outcomes; ii) to determine the predictive ability of the 2009 SIMCE results in determining the 2013 SIMCE outcomes for the 2010 5ESG cohort (when they graduated from elementary school, 8 th grade) and for determining the 2013 University Selection Test (PSU) outcomes for the 2010 1HSG group (for university admission, when they graduated from high school, 4 th grade); iii) to determine the association between the 2009 SIMCE results with the 2017 PSU outcomes for the 2010 5ESG group (for university admission, when they graduated from high school, 4 th grade). A representative, proportional and stratified sample of 33 schools of the Metropolitan Region of Chile was randomly chosen. In these schools, 1,353 school-age children of both sexes, of the 2010 5ESG (n = 682; mean age = 10.8 years, SD = 0.6) and of the 2010 1HSG (n = 671; mean age = 14.8 years, SD = 0.6) participated. In both grades and tests, the findings confirm the hypotheses formulated. 2009 SIMCE outcomes were positively and significantly associated with 2013 SIMCE and with 2017 PSU and, with 2013 PSU outcomes in school-age children from 2010 5ESG and 1HSG, respectively. These findings may be useful for educational and health planning in Chile and countries in a comparable stage of development.

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Section: Discussionmentioning

confidence: 99%

A multifactorial approach of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables affecting the scholastic achievement in Chilean students: An eight- year follow-up study

et al. 2019

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“…Despite the preceding findings, the neurobiological factor underlying SA has just begun to be studied. The evidence has noted that HC and brain size correlate with SA 17 – 20 . Our prior research also indicated that broad brain volume measures correlate with SA 5 .…”

Section: Introductionmentioning

confidence: 99%

Brain structural parameters correlate with University Selection Test outcomes in Chilean high school graduates

Ivanovic

Zamorano

Soto-Icaza

et al. 2022

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How well students learn and perform in academic contexts is a focus of interest for the students, their families, and the entire educational system. Although evidence has shown that several neurobiological factors are involved in scholastic achievement (SA), specific brain measures associated with academic outcomes and whether such associations are independent of other factors remain unclear. This study attempts to identify the relationship between brain structural parameters, and the Chilean national University Selection Test (PSU) results in high school graduates within a multidimensional approach that considers socio-economic, intellectual, nutritional, and demographic variables. To this end, the brain morphology of a sample of 102 students who took the PSU test was estimated using Magnetic Resonance Imaging. Anthropometric parameters, intellectual ability (IA), and socioeconomic status (SES) were also measured. The results revealed that, independently of sex, IA, gray matter volume, right inferior frontal gyrus thickness, and SES were significantly associated with SA. These findings highlight the role of nutrition, health, and socioeconomic variables in academic success.

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“…Domestic studies on right-brain thinking are all based on foreign theories, and the research results are rather limited. According to the books Right Brain Potential Development Techniques and Right Brain Storm, the development of the right-brain thinking potential is of great significance to the mankind (Ivanovic et al, 2014). Its significance to education is one of the key subjects of domestic research.…”

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confidence: 99%

Research on the Application of Right Brain Thinking in the Innovation of Architectural Design Teaching Method

2018

EDUC SCI-THEOR PRACT

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Scientific cognition of the brain helps students improve their design thinking abilities. This paper attempts to study the application of the right-brain development philosophy in the architectural design teaching. By using the literature analysis, case analysis and comparative analysis methods, based on the theoretical research results of brain-science-based education and right-brain thinking development at home and abroad, this paper analyzes the specific relationship between the right-brain thinking and the architecture design, and considering the issues in the current architectural design discipline, it constructs a theoretical teaching framework based on the rightbrain development philosophy, designs a teaching program based on right-brain thinking according to the course content of architectural design. Then this paper compares and analyze the teaching effects in actual teaching activities, hoping to provide some new reference and basis for architectural design teaching.

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Brain development and scholastic achievement in the Education Quality Measurement System tests in Chilean school-aged children

Cited by 8 publications

References 33 publications

A multifactorial approach of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables affecting the scholastic achievement in Chilean students: An eight- year follow-up study

A multifactorial approach of nutritional, intellectual, brain development, cardiovascular risk, socio-economic, demographic and educational variables affecting the scholastic achievement in Chilean students: An eight- year follow-up study

Brain structural parameters correlate with University Selection Test outcomes in Chilean high school graduates

Research on the Application of Right Brain Thinking in the Innovation of Architectural Design Teaching Method

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