期刊名称：Indonesian Journal of Early Childhood Education Studies
印刷版ISSN：2252-8415
出版年度：2018
卷号：7
期号：1
页码：70-77
DOI：10.15294/ijeces.v7i1.20367
语种：English
出版社：Universitas Negeri Semarang
摘要：Academic achievement is not the only indicator of achievement in school. The neu rocognitive profile, as measured by the quality of life (QoL) and neurocognitive status are important markers that make academic achievement more relevant with regard to optimum brain utilization. The main objective of this study was to deter_x005f?mine the relationship between quality of life, neurocognitive status and academic achievement in a sample of children in a Malaysian primary school. QoL was meas?ured using three versions of the TNO-AZL quality of life (TACQOL) questionnaire from the children’s (CV), parents’ (PV) and teachers’ (TV) perspectives. Neurocog?nitive status was assessed in two domains, executive function and visual memory using Cambridge Neuropsychology Tests Automated Battery (CANTAB®). A convenience sampling was undertaken for all 95 Standard One Zainab 2 Primary School children (7 Years Old), 95 parents and 4 teachers. Regarding executive func?tion, 42.1% of children experienced difficulties in extra dimensional shift which measures attention flexibility in accepting a new rule. However, they performed well in the intra extra dimensional shift, indicating that most children responded positively to experiential learning. For visual memory, 49.5% of children experi?enced some difficulties in terms of their short term visual memory. The relation?ship between QoL, neurocognitive status and academic achievement of the children showed that only ‘cognitive complaint’ and ‘negative mood’ had a significant linear positive relationship with academic achievement. No other significant relationship was noted between neurocognitive status and academic achievement. Thus, this study has shown that academic achievement does not necessarily reflect the neu?rocognitive status of children implying that some neurocognitive problems remain undetected. A more meaningful assessment of academic achievement, in primary schools should include an assessment of both QoL and neurocognitive profile.
其他关键词：CANTAB; primary school children; cognitive status; academic achievement
