Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

Burns, Ryan D.; Bai, Yang; Fu, You; Pfledderer, Christopher D.; Brusseau, Timothy A.

doi:10.3390/ijerph16234698

Cited by 9 publications

(6 citation statements)

References 79 publications

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“…Respondents claimed that there are "lots of parent volunteers" (education leader) and "it's a very young community so good parent involvement; never any shortage of coaches" (health leader). Parent engagement improves participation opportunities, and includes volunteering during physical activity opportunities or providing transportation [13]. Higher levels of childhood physical activity lead to continual parent engagement which further facilitates positive physical activity behaviors [13].…”

Section: Key Resultsmentioning

confidence: 99%

Community Readiness Assessment of the “Take TIME for Your Child’s Health” Intervention

He,

Svelnis,

Ferraro

et al. 2023

Healthcare

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Take TIME (Tobacco-free, Injury-free, Moving daily, Eating healthy) was an early intervention strategy targeting community readiness to support healthy lifestyles for young children in Uxbridge, Canada. This study aimed to assess the effectiveness of Take TIME using the Community Readiness Model adapted for childhood obesity prevention. Six interviews were completed in Uxbridge, before and after the intervention, with purposively selected community leaders in education, political, business, religious, not-for-profit, and healthcare fields. Each interview was rated independently by two scorers. Interview content was scored (scale from 1 to 9, with 1 being no awareness and 9 being a high level of community ownership) according to the Community Readiness Model criteria on six dimensions, with overall readiness calculated as the mean score of all dimensions. T-tests compared readiness by time-point and between communities. Overall community readiness significantly improved (p = 0.03) in Uxbridge from pre-intervention (3.63 ± 1.14 vague awareness) to post-intervention (5.21 ± 0.97 preparation). Seven interviews were also completed with leaders in the matched town of Rockwood, Canada which served as the control community. Rockwood readiness was close to the Uxbridge post-intervention score (5.35 ± 1.11). Results indicated increased awareness and leadership support post-intervention in Uxbridge, but further improvements in community knowledge, formalized efforts, and additional leadership support are desired. Take TIME increased community readiness to support healthy lifestyles for young children and may be useful to other communities at similar stages, given its theoretical alignment with the community readiness model. Future research should investigate the impact of Take TIME in demographically diverse communities and appropriate interventions to move communities from the preparation to the action stage.

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Section: Key Resultsmentioning

confidence: 99%

Community Readiness Assessment of the “Take TIME for Your Child’s Health” Intervention

He,

Svelnis,

Ferraro

et al. 2023

Healthcare

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“…Sakamaki et al (2022) Students who engage in appropriate cognitive processes can learn better, impacting academic success. Burns et al (2019) and Wheaton et al (2016) A positive relationship was found between behavioral engagement and attendance and academic and extracurricular performance. High concentration in educational activities characterizes academically strong students, evidenced by higher course grades.…”

Section: Student Engagement and Academic Performancementioning

confidence: 89%

“…Involved students will be more motivated and willing to interact with the subject content (Condliffe et al, 2017;Eckardt et al, 2020). A positive relationship was f ound between behavior engagement, academic performance (Burns, Bai, Fu, Pfledderer, & Brusseau, 2019) attendance (Wheaton, Chapman, & Croft, 2016), and extracurricular activities. High involvement in academic act ivities is a characteristic of academically strong students, as evidenced by higher subject grades.…”

Section: Student Engagement and Academic Performancementioning

confidence: 91%

The power of project-based learning: A catalyst for student engagement, collaboration and academic excellence

Pudjiarti,

Rusdarti,

Lintong

et al. 2024

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This research aims to explore the impact of using project-based learning methods on academic achievement and student engagement in education using mixed methods. The sampling technique was carried out in two stages. The three best private universities in Semarang City were selected based on the 2023 Webometrics results (University of Dian Nuswantoro, Catholic University of Soegijapranata, and the Islamic University of Sultan Agung), then the sample selection was carried out using stratified random sampling techniques, which comprised 318 students. Data collection was carried out through questionnaires, interviews, and literature studies. The hypotheses were tested using structural equation modeling via AMOS 26 software. The practical implications of this research show that the project-based learning (PBL) method positively impacts academic achievement and student involvement in the learning process. The PBL method also effectively increased students' conceptual understanding, reflecting a shift from traditional approaches to more interactive, creative, and innovative learning. From a managerial perspective, these findings emphasize the integration of PBL into the curriculum to optimize student potential. It is also essential for lecturers and educational policymakers to provide ongoing professional training to support the effective use of PBL in educational environments. PBL methods are a valuable learning strategy and their implementation can be a significant challenge that needs to be overcome in an educational context. This research concludes that project-based learning may effectively increase student participation, engagement, collaboration, and future academic achievement.

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“…Parental support for physical activity and sport is needed for healthy child development and success within the sport environment [ 25 , 26 ]. However, perceived parental discrimination may increase psychological distress and thus lower support for child participation in various out-of-school activities.…”

Section: Introductionmentioning

confidence: 99%

Parental Perceived Discrimination and Youth Participation in Out-Of-School Sports

Burns

2022

Children

Self Cite

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The aim of this study was to determine the associations between perceived parental discrimination and youth participation in out-of-school sports. We analyzed a representative sample of US children and adolescents from the 2020 National Survey of Children’s Health (N = 30,656; 6–17 years old; 49.0% female). The dependent variable was a (No/Yes) response item asking parents about their child’s participation in out-of-school sports. Two binary response items asked parents if they perceived that their child was ever treated or judged unfairly because of their race/ethnicity and because of their sexual orientation/gender identity. Weighted multiple logistic regressions examined correlations between the discrimination variables and out-of-school sports controlling for demographics covariates including family income. After covariate adjustment, perceived parental discrimination because of race/ethnicity associated with 1.57 times higher odds of child participation in sports (Adjusted Odds Ratio (AOR) = 1.57, 95%CI: 1.17–2.03, p = 0.002). Conversely, discrimination because of sexual orientation/gender identity correlated with 57% lower odds of child participation in sports (AOR (Adjusted Odds Ratio) = 0.43, 95%CI: 0.27–0.69, p < 0.001). After family income and other covariates were considered, perceived discrimination by parents because of their child’s race/ethnicity associated with higher probability of sports participation. Perceived discrimination by parents because of their child’s sexual orientation/gender identity associated with a lower probability of participating in sports.

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Parent Engagement and Support, Physical Activity, and Academic Performance (PESPAAP): A Proposed Theoretical Model

Cited by 9 publications

References 79 publications

Community Readiness Assessment of the “Take TIME for Your Child’s Health” Intervention

Community Readiness Assessment of the “Take TIME for Your Child’s Health” Intervention

The power of project-based learning: A catalyst for student engagement, collaboration and academic excellence

Parental Perceived Discrimination and Youth Participation in Out-Of-School Sports

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