Please use this identifier to cite or link to this item: https://scholarhub.balamand.edu.lb/handle/uob/1474
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dc.contributor.authorFadous Khalife, Marie Claudeen_US
dc.contributor.authorFeghali, Youssefen_US
dc.contributor.authorOjaimi, Modeen_US
dc.contributor.authorAbi Fares, Georgesen_US
dc.contributor.authorSoufia, Michelen_US
dc.date.accessioned2020-12-23T08:52:19Z-
dc.date.available2020-12-23T08:52:19Z-
dc.date.issued2015-
dc.identifier.urihttps://scholarhub.balamand.edu.lb/handle/uob/1474-
dc.description.abstractIntroduction: Factors hindering the learning process are serious problems in the heart of the debate. Adolescence is a very critical and difficult developmental period that has a huge influence on the learning potential of students in this age group. Purpose: The purpose of this study is to look for the major factors that may have a positive or negative impact on adolescents academic performance. Materials and methods: Its a uni-regional, multicentral and epidemiological stratified sampling collected from four schools with more than 200 students each during the academic year 2014-2015. Data was collected through questionnaires distributed to 455 adolescents aged between 10-18 years old away from their exams period; all adolescent students preparing their official exams during the study period were excluded. Internationally validated scores were used such as Epworth score, adolescent depression score and self-esteem score. School performance was evaluated by subjective and objective criteria. Objective factors include: failure in 2 or more main school subjects and general school average. Subjective factors include an estimate of the absence diary from school and feeling stressed at school. Results were analyzed using SPSS program version 22.00 (crosstabs, independent T-test). Results: Epworth score, depression score and self-esteem score were found very significant factors negatively influencing failure in 2 or more main school subjects with a p value=0,000 each. Only the depression score had a negative significant effect on the general school average (p value=0,024). Absence diary was significantly affected by the self-esteem score (p value=0,024). Epworth, depression and self-esteem scores were directly proportional to the subjective feeling of stress. Conclusion: This study is a pilot study in the field of adolescents education. Adolescents depression, self-esteem and day sleeping are important problems that should be addressed and handled profes.en_US
dc.language.isoengen_US
dc.titleLooking for factors that would optimize learning among adolescent Lebanese studentsen_US
dc.typeConference Presentationen_US
dc.relation.conferenceExcellence in Pediatirics (EIP) Conference (7th : 10-12 Dec 2015 : London)en_US
dc.contributor.affiliationFaculty of Medicineen_US
dc.date.catalogued2018-10-24-
dc.description.statusUnpublisheden_US
dc.identifier.OlibID186761-
dc.provenance.recordsourceOliben_US
Appears in Collections:Faculty of Medicine
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