Sample records for boy modeling school
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Geven, Sara; O Jonsson, Jan; van Tubergen, Frank
2017-12-01
Boys engage in notably higher levels of resistance to schooling than girls. While scholars argue that peer processes contribute to this gender gap, this claim has not been tested with longitudinal quantitative data. This study fills this lacuna by examining the role of dynamic peer-selection and influence processes in the gender gap in resistance to schooling (i.e., arguing with teachers, skipping class, not putting effort into school, receiving punishments at school, and coming late to class) with two-wave panel data. We expect that, compared to girls, boys are more exposed and more responsive to peers who exhibit resistant behavior. We estimate hybrid models on 5448 students from 251 school classes in Sweden (14-15 years, 49% boys), and stochastic actor-based models (SIENA) on a subsample of these data (2480 students in 98 classes; 49% boys). We find that boys are more exposed to resistant friends than girls, and that adolescents are influenced by the resistant behavior of friends. These peer processes do not contribute to a widening of the gender gap in resistance to schooling, yet they contribute somewhat to the persistence of the initial gender gap. Boys are not more responsive to the resistant behavior of friends than girls. Instead, girls are influenced more by the resistant behavior of lower status friends than boys. This explains to some extent why boys increase their resistance to schooling more over time. All in all, peer-influence and selection processes seem to play a minor role in gender differences in resistance to schooling. These findings nuance under investigated claims that have been made in the literature.
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Maluccio, John A.; Behrman, Jere R.; Hoddinott, John; Murphy, Alexis; Ramakrishnan, Usha
2013-01-01
We use village census data and linear regression models to examine changes between 1975 and 2002 in the associations of parental resources with boys' and girls' schooling in four rural Guatemalan villages. Levels of schooling in 1975 were universally low for children 7–17 years. Large increases in schooling achievements occurred between 1975 and 2002. By 2002, schooling levels were comparable for younger boys and girls (7–12 years, N = 3,525) and favored older boys compared to older girls (13–17 years, N = 2,440) by about 0.5 grades. The associations of household standard of living and maternal schooling with schooling among girls diminished over time and became more comparable with these associations among boys, and the associations of household standard of living with schooling among older boys declined and became more comparable with these associations among girls. Thus, as increased social investments reduce the costs of schooling or increase the supply and quality of schooling to families, the magnitudes of the associations between parental resources and children's schooling decline and become more gender equitable at all ages. However, our results show that older boys may benefit more than older girls from social investments in schooling. These changes suggest potential needs to monitor gender gaps in schooling retention among older children, to insure gender equitable access to social investments in schooling, and to encourage parents to invest in schooling as joint measures to achieve greater schooling achievements of girls and boys. PMID:23888089
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Linking Family Characteristics with Poor Peer Relations: The Mediating Role of Conduct Problems
Bierman, Karen Linn; Smoot, David L.
2012-01-01
Parent, teacher, and peer ratings were collected for 75 grade school boys to test the hypothesis that certain family interaction patterns would be associated with poor peer relations. Path analyses provided support for a mediational model, in which punitive and ineffective discipline was related to child conduct problems in home and school settings which, in turn, predicted poor peer relations. Further analyses suggested that distinct subgroups of boys could be identified who exhibited conduct problems at home only, at school only, in both settings, or in neither setting. Boys who exhibited cross-situational conduct problems were more likely to experience multiple concurrent problems (e.g., in both home and school settings) and were more likely than any other group to experience poor peer relations. However, only about one-third of the boys with poor peer relations in this sample exhibited problem profiles consistent with the proposed model (e.g., experienced high rates of punitive/ineffective home discipline and exhibited conduct problems in home and school settings), suggesting that the proposed model reflects one common (but not exclusive) pathway to poor peer relations. PMID:1865049
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Cogburn, Courtney D; Chavous, Tabbye M; Griffin, Tiffany M
2011-01-03
The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls' analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls' models predicting psychological outcomes and in boys' models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents.
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ERIC Educational Resources Information Center
Holmes, George R.; Galeazzi, Aldo; Franceschina, Emilio; McNulty, George F.; Forand, Angela Q.; Stader, Sandra R.; Myers, deRosset, Jr.; Wright, Harry H.
2004-01-01
The School Reinforcement Survey Schedule (SRSS) was administered to 2,828 boys and girls in middle schools in the United States and an Italian translation was administered to 342 boys and girls in middle schools in Northern Italy. An exploratory factor analysis using half the American data set was performed using maximum likelihood estimation with…
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Chavous, Tabbye M.; Griffin, Tiffany M.
2012-01-01
The present study examined school-based racial and gender discrimination experiences among African American adolescents in Grade 8 (n = 204 girls; n = 209 boys). A primary goal was exploring gender variation in frequency of both types of discrimination and associations of discrimination with academic and psychological functioning among girls and boys. Girls and boys did not vary in reported racial discrimination frequency, but boys reported more gender discrimination experiences. Multiple regression analyses within gender groups indicated that among girls and boys, racial discrimination and gender discrimination predicted higher depressive symptoms and school importance and racial discrimination predicted self-esteem. Racial and gender discrimination were also negatively associated with grade point average among boys but were not significantly associated in girls’ analyses. Significant gender discrimination X racial discrimination interactions resulted in the girls’ models predicting psychological outcomes and in boys’ models predicting academic achievement. Taken together, findings suggest the importance of considering gender- and race-related experiences in understanding academic and psychological adjustment among African American adolescents. PMID:22837794
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Karmaliani, Rozina; Mcfarlane, Judith; Somani, Rozina; Khuwaja, Hussain Maqbool Ahmed; Bhamani, Shireen Shehzad; Ali, Tazeen Saeed; Gulzar, Saleema; Somani, Yasmeen; Chirwa, Esnat D; Jewkes, Rachel
2017-01-01
Child peer violence is a global problem and seriously impacts health and education. There are few research studies available in Pakistan, or South Asia. We describe the prevalence of peer violence, associations, and pathways between socio-economic status, school performance, gender attitudes and violence at home. 1752 children were recruited into a cluster randomized controlled trial conducted on 40 fairly homogeneous public schools (20 for girls and 20 for boys), in Hyderabad, Pakistan. This was ranging from 20-65 children per school. All children were interviewed with questionnaires at baseline. Few children had no experience of peer violence in the previous 4 weeks (21.7% of girls vs.7% of boys). Some were victims (28.6%, of girls vs. 17.9% of boys), some only perpetrated (3.3% of girls vs. 2.5%) but mostly they perpetrated and were victims (46.4%.of girls vs 72.6%. of boys). The girls' multivariable models showed that missing the last school day due to work, witnessing her father fight a man in the last month and having more patriarchal gender attitudes were associated with both experiencing violence and perpetration, while, hunger was associated with perpetration only. For boys, missing two or more days of school in the last month, poorer school performance and more patriarchal attitudes were associated with both victimization and perpetration. Witnessing father fight, was associated with peer violence perpetration for boys. These findings are additionally confirmed with structural models. Peer violence in Pakistan is rooted in poverty and socialization of children, especially at home. A critical question is whether a school-based intervention can empower children to reduce their violence engagement in the context of poverty and social norms supportive of violence. In the political context of Pakistan, reducing all violence is essential and understanding the potential of schools as a platform for intervention is key.
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Somani, Rozina; Khuwaja, Hussain Maqbool Ahmed; Bhamani, Shireen Shehzad; Ali, Tazeen Saeed; Gulzar, Saleema; Somani, Yasmeen; Chirwa, Esnat D.
2017-01-01
Background Child peer violence is a global problem and seriously impacts health and education. There are few research studies available in Pakistan, or South Asia. We describe the prevalence of peer violence, associations, and pathways between socio-economic status, school performance, gender attitudes and violence at home. Methods 1752 children were recruited into a cluster randomized controlled trial conducted on 40 fairly homogeneous public schools (20 for girls and 20 for boys), in Hyderabad, Pakistan. This was ranging from 20–65 children per school. All children were interviewed with questionnaires at baseline. Results Few children had no experience of peer violence in the previous 4 weeks (21.7% of girls vs.7% of boys). Some were victims (28.6%, of girls vs. 17.9% of boys), some only perpetrated (3.3% of girls vs. 2.5%) but mostly they perpetrated and were victims (46.4%.of girls vs 72.6%. of boys). The girls’ multivariable models showed that missing the last school day due to work, witnessing her father fight a man in the last month and having more patriarchal gender attitudes were associated with both experiencing violence and perpetration, while, hunger was associated with perpetration only. For boys, missing two or more days of school in the last month, poorer school performance and more patriarchal attitudes were associated with both victimization and perpetration. Witnessing father fight, was associated with peer violence perpetration for boys. These findings are additionally confirmed with structural models. Discussion Peer violence in Pakistan is rooted in poverty and socialization of children, especially at home. A critical question is whether a school-based intervention can empower children to reduce their violence engagement in the context of poverty and social norms supportive of violence. In the political context of Pakistan, reducing all violence is essential and understanding the potential of schools as a platform for intervention is key. PMID:28817565
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ERIC Educational Resources Information Center
Swain, Jon
2000-01-01
Explores the effects of football (soccer) in the social construction of hegemonic masculine practices among a group of Year 6 English junior school boys. Argues that football (soccer) acts as a model for the boys in which they utilize the game as a means of constructing, negotiating, and performing their masculinity. (CMK)
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Growth in young Filipino children predicts schooling trajectories through high school.
Daniels, Melissa C; Adair, Linda S
2004-06-01
Several studies link childhood malnutrition to adverse schooling outcomes, including delayed or diminished enrollment and increased grade repetition. However, the effects of nutrition on schooling trajectories are obscured by the cross-sectional nature of most previous research and the complex array of other phenomena that affect schooling outcomes. We explored the association between height-for-age Z-score (HAZ) at 2 y and schooling trajectory among 2198 children from the Cebu Longitudinal Health and Nutrition Survey. Parity, parental education, maternal height, household assets, environmental cleanliness, presence of electricity, and household income were identified as potential confounders. Crude and adjusted logistic and multinomial regressions of schooling outcomes (entrance age, grade repetition, and grades completed) were conducted. Entrance age and IQ were evaluated as potential mediators between HAZ and schooling outcomes. After adjustment for confounders, greater height for age protected against late enrollment among both boys and girls and predicted early enrollment among boys. Taller children were less likely to repeat grades [girls OR = 0.78 (0.67, 0.89); boys OR = 0.86 (0.74, 0.99)] and less likely to drop out during grade school rather than graduate from high school [girls OR = 0.74 (0.56, 0.98; boys OR = 0.66 (0.51, 0.84)]. Models predicting the changes in school outcomes associated with a change in overall height from -2 to 0 SD of HAZ were simulated. Absolute probability of late enrollment dropped substantially, from 6% for both boys and girls to 2% for boys and 1% for girls. Absolute grade repetition dropped approximately 7% for boys and 9% for girls. Improving early childhood nutrition may have long-lasting educational benefits, increasing the likelihood of high school completion in developing countries.
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ERIC Educational Resources Information Center
Davis, Jerry L., Ed.; Nelson, Cathy S., Ed.; Gauger, Elizabeth S., Ed.
This book presents useful information on types and levels of aggression, how conflicts escalate, early warning signs of violence, and characteristics of a safe school. Violence prevention techniques, many based on principles that form the foundation of the Boys Town Education Model, show educators and administrators how to calm an angry or…
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NASA Astrophysics Data System (ADS)
Mattern, Nancy Page Garland
Four causal models describing the relationships between attitudes and achievement have been proposed in the literature. The cross-effects, or reciprocal effects, model highlights the effects of prior attitudes on later achievement (over and above the effect of previous achievement) and of prior achievement on later attitudes (above the effect of previous attitudes). In the achievement predominant model, the effect of prior achievement on later attitudes is emphasized, controlling for the effect of previous attitudes. The effect of prior attitudes on later achievement, controlling for the effect of previous achievement, is emphasized in the attitudes predominant model. In the no cross-effects model there are no significant cross paths from prior attitudes to later achievement or from prior achievement to later attitudes. To determine the best-fitting model for rural seventh and eighth grade science girls and boys, the causal relationships over time between attitudes toward science and achievement in science were examined by gender using structural equation modeling. Data were collected in two waves, over one school year. A baseline measurement model was estimated in simultaneous two-group solutions and was a good fit to the data. Next, the four structural models were estimated and model fits compared. The three models nested within the structural cross-effects model showed significant decay of fit when compared to the fit of the cross-effects model. The cross-effects model was the best fit overall for middle school girls and boys. The cross-effects model was then tested for invariance across gender. There was significant decay of fit when model form, factor path loadings, and structural paths were constrained to be equal for girls and boys. Two structural paths, the path from prior achievement to later attitudes, and the path from prior attitudes to later attitudes, were the sources of gender non-invariance. Separate models were estimated for girls and boys, and the fits of nested models were compared. The no cross-effects model was the best-fitting model for rural middle school girls. The new no attitudes-path model was the best-fitting model for boys. Implications of these findings for teaching middle school students were discussed.
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ERIC Educational Resources Information Center
Gordon, Barrie; Jacobs, Jenn M.; Wright, Paul M.
2016-01-01
This study examined a long-term afterschool leadership program situated in a Midwestern university town in the US. The activity-based program for boys considered to be disengaged with school and at risk for dropping out of education, was based on the Teaching Personal and Social Responsibility (TPSR) model. The program curriculum was strongly…
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ERIC Educational Resources Information Center
Scanlan, Mary
2012-01-01
This article outlines how home and school working together supported the writing of lower-achieving boys. It describes an activity in which parents and children selected artefacts at home to inspire writing in school. This model of home-school partnership permitted different levels of parental involvement and also allowed the child to take a key…
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The impact of playworks on boys' and girls' physical activity during recess.
Bleeker, Martha; Beyler, Nicholas; James-Burdumy, Susanne; Fortson, Jane
2015-03-01
School-based programs, such as Playworks, that guide students in organized activities during recess and make improvements to the recess play yard may lead to significant increases in physical activity-especially for girls. This study builds on past research by investigating the impact of Playworks separately for girls and boys. Twenty-nine schools were randomly assigned to receive Playworks for 1 school year or serve as a control group. Postintervention physical activity data were collected via accelerometers and recess observations. Impacts were estimated separately for girls and boys using regression models. Girls in Playworks schools had significantly higher accelerometer intensity counts and spent more time in vigorous physical activity than girls in control schools. No significant differences based on accelerometer data were found for boys. A significant impact was also found on the types of activities in which girls engaged during recess; girls in the treatment group were less likely than those in the control group to be sedentary and more likely to engage in jumping, tag, and playground games. The current findings suggest that Playworks had a significant impact on some measures of girls' physical activity, but no significant impact on measures of boys' physical activity. © 2015, American School Health Association.
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Boys' Music? School Context and Middle-School Boys' Musical Choices
ERIC Educational Resources Information Center
Bennetts, Kathleen Scott
2013-01-01
This article focusses primarily on the findings relating to the musical participation of boys in one Melbourne school. As part of a project that investigated boys' attitudes and participation at fifty-one schools, several contextual features were identified that set "Balton Boys" High School' apart from other participating schools,…
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ERIC Educational Resources Information Center
Yates, Shirley M.
2004-01-01
Career and further education aspirations, educational progress and perceptions of the learning environment were measured annually over three years in primary and secondary boys from a single sex non-government school, following the changeover to coeducation. Hierarchical Linear Modelling analyses revealed the significant role played by the career…
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ERIC Educational Resources Information Center
Telford, Lesley
1999-01-01
Examined how reading attitudes of Year 6 boys in British primary schools were influenced by gender issues, peers, and peer group culture. Found that confidence and experience shown in private reading was at odds with boys' public attitudes in discussion with peers. Suggests that siblings and adults might provide more positive role models for…
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Bullying victimisation, self harm and associated factors in Irish adolescent boys.
McMahon, Elaine M; Reulbach, Udo; Keeley, Helen; Perry, Ivan J; Arensman, Ella
2010-10-01
School bullying victimisation is associated with poor mental health and self harm. However, little is known about the lifestyle factors and negative life events associated with victimisation, or the factors associated with self harm among boys who experience bullying. The objectives of the study were to examine the prevalence of bullying in Irish adolescent boys, the association between bullying and a broad range of risk factors among boys, and factors associated with self harm among bullied boys and their non-bullied peers. Analyses were based on the data of the Irish centre of the Child and Adolescent Self Harm in Europe (CASE) study (boys n = 1870). Information was obtained on demographic factors, school bullying, deliberate self harm and psychological and lifestyle factors including negative life events. In total 363 boys (19.4%) reported having been a victim of school bullying at some point in their lives. The odds ratio of lifetime self harm was four times higher for boys who had been bullied than those without this experience. The factors that remained in the multivariate logistic regression model for lifetime history of bullying victimisation among boys were serious physical abuse and self esteem. Factors associated with self harm among bullied boys included psychological factors, problems with schoolwork, worries about sexual orientation and physical abuse, while family support was protective against self harm. Our findings highlight the mental health problems associated with victimisation, underlining the importance of anti-bullying policies in schools. Factors associated with self harm among boys who have been bullied should be taken into account in the identification of boys at risk of self harm.
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Achievement in Boys' Schools 2010-12
ERIC Educational Resources Information Center
Wylie, Cathy; Berg, Melanie
2014-01-01
This report explores the achievement of school leavers from state and state-integrated boys' schools. The analysis from 2010 to 2012 shows school leavers from state boys' schools had higher qualifications than their male counterparts who attended state co-educational schools. The research was carried out for the Association of Boys' Schools of New…
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Macdonald, Heather M; Kontulainen, Saija A; Khan, Karim M; McKay, Heather A
2007-03-01
This 16-month randomized, controlled school-based study compared change in tibial bone strength between 281 boys and girls participating in a daily program of physical activity (Action Schools! BC) and 129 same-sex controls. The simple, pragmatic intervention increased distal tibia bone strength in prepubertal boys; it had no effect in early pubertal boys or pre or early pubertal girls. Numerous school-based exercise interventions have proven effective for enhancing BMC, but none have used pQCT to evaluate the effects of increased loading on bone strength during growth. Thus, our aim was to determine whether a daily program of physical activity, Action Schools! BC (AS! BC) would improve tibial bone strength in boys and girls who were pre- (Tanner stage 1) or early pubertal (Tanner stage 2 or 3) at baseline. Ten schools were randomized to intervention (INT, 7 schools) or control (CON, 3 schools). The bone-loading component of AS! BC included a daily jumping program (Bounce at the Bell) plus 15 minutes/day of classroom physical activity in addition to regular physical education. We used pQCT to compare 16-month change in bone strength index (BSI, mg2/mm4) at the distal tibia (8% site) and polar strength strain index (SSIp, mm3) at the tibial midshaft (50% site) in 281 boys and girls participating in AS! BC and 129 same-sex controls. We used a linear mixed effects model to analyze our data. Children were 10.2+/-0.6 years at baseline. Intervention boys tended to have a greater increase in BSI (+774.6 mg2/mm4; 95% CI: 672.7, 876.4) than CON boys (+650.9 mg2/mm4; 95% CI: 496.4, 805.4), but the difference was only significant in prepubertal boys (p=0.03 for group x maturity interaction). Intervention boys also tended to have a greater increase in SSIp (+198.6 mm3; 95% CI: 182.9, 214.3) than CON boys (+177.1 mm3; 95% CI: 153.5, 200.7). Change in BSI and SSIp was similar between CON and INT girls. Our findings suggest that a simple, pragmatic program of daily activity enhances bone strength at the distal tibia in prepubertal boys. The precise exercise prescription needed to elicit a similar response in more mature boys or in girls might be best addressed in a dose-response trial.
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Chiang, Po-Huang; Wahlqvist, Mark L; Lee, Meei-Shyuan; Huang, Lin-Yuan; Chen, Hui-Hsin; Huang, Susana Tzy-Ying
2011-09-01
There is increasing evidence that the school food environment contributes to childhood obesity and health in various locations. We investigated the influence of fast-food stores and convenience food stores (FS and CS, respectively) on growth and body composition in a range of residential densities for North-east Asian food culture. Anthropometrics and birth weight of schoolchildren were obtained. Geocoded mapping of schools and food outlets was conducted. Multivariable linear regression models, adjusted for father's ethnicity and education, as well as for household income, pocket money, birth weight, physical activity, television watching, food quality and region, were used to predict body composition from school food environments. Elementary schools and school neighbourhoods in 359 townships/districts of Taiwan. A total of 2283 schoolchildren aged 6-13 years from the Elementary School Children's Nutrition and Health Survey in Taiwan conducted in 2001-2002. Remote and socially disadvantaged locations had the highest prevalence of lower weight, BMI, waist circumference and triceps skinfold thickness. Food store densities, FS and CS, were highest in urban Taiwan and lowest in remote Taiwan. In the fully adjusted models, FS densities predicted weight and BMI in boys; there was a similar association for waist circumference, except when adjusted for region. FS densities also predicted height for girls. Except for weight and BMI in boys, CS did not have effects evident with FS for either boys or girls. A high FS density, more than CS density, in Taiwan increased the risk of general (BMI) and abdominal (waist circumference) obesity in boys and stature in girls. These findings have long-term implications for chronic disease in adulthood.
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Poutiainen, Hannele; Levälahti, Esko; Hakulinen-Viitanen, Tuovi; Laatikainen, Tiina
2015-05-01
Family socio-economic factors and parents' health behaviours have been shown to have an impact on the health and well-being of children and adolescents. Family characteristics have also been associated with school nurses' concerns, which arose during health examinations, about children's and adolescents' physical health and psychosocial development. Parental smoking has also been associated with smoking in adolescents. The aim of this study was to determine to what extent school nurses' concerns about adolescents' physical health and psychosocial development related to family characteristics are mediated through parents' and adolescents' own health behaviours (smoking). A path model approach using cross-sectional data was used. In 2008-2009, information about health and well-being of adolescents was gathered at health examinations of the Children's Health Monitoring Study. Altogether 1006 eighth and ninth grade pupils in Finland participated in the study. The associations between family characteristics, smoking among parents and adolescents and school nurses' concerns about adolescents' physical health and psychosocial development were examined using a structural equation model. Paternal education had a direct, and, through fathers' and boys' smoking, an indirect association with school nurses' concerns about the physical health of boys. Paternal labour market status and family income were only indirectly associated with concerns about the physical health of boys by having an effect on boys' smoking through paternal smoking, and a further indirect effect on concerns about boys' health. In girls, only having a single mother was strongly associated with school nurses' concerns about psychosocial development through maternal and adolescent girl smoking. Socio-economic family characteristics and parental smoking influence adolescent smoking and are associated with school nurses' concerns about adolescents' physical health and psychosocial development. The findings underline the importance of comprehensively taking into account adolescents' and parents' health behaviours and the family situation in health-care contacts when providing health counselling. Copyright © 2015 Elsevier Ltd. All rights reserved.
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ERIC Educational Resources Information Center
Kingdon, Danielle; Serbin, Lisa A.; Stack, Dale M.
2017-01-01
Internationally, girls outperform boys in overall school performance. The gender gap is particularly large among those in at-risk groups, such as children from families at economic disadvantage. This study modeled the academic trajectories of a low-income sample of boys and girls from the Concordia Longitudinal Risk Project across the full course…
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ERIC Educational Resources Information Center
Whiting, Anita
1970-01-01
Summarized are several theoretical positions on identification, together with one application in a case study. An autographed picture of their hero was presented to each of six uncerachieving and disruptive boys in an effort to provide an interested" adult role model for them. The school staff reinforced this identification with projects in which…
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Prioritizing school intramural and interscholastic programs based on observed physical activity.
Bocarro, Jason N; Kanters, Michael A; Edwards, Michael B; Casper, Jonathan M; McKenzie, Thomas L
2014-01-01
To examine which school sports engage children in more physical activity. Observational, cross-sectional study examining differences between intramural (IM) and interscholastic (IS) sports. Athletic facilities at two schools with IM sports and two schools with IS sports in Wake County, North Carolina. Middle-school children (N = 6735). Percentage of children observed in sedentary, moderate, and vigorous activity assessed by the System for Observation Play and Leisure Among Youth (SOPLAY). Energy expenditure and physical activity intensity were also estimated by using MET values. T-tests; generalized linear model using cumulative logit link function. IM sports had higher MET values than IS sports (t = -3.69, p < .001), and IM sports ranked in four of the top five sports in terms of average MET values. Regression models found a significant interaction between school sport delivery model and gender, with boys significantly less physically active in IS programs than boys in IM programs (B = -.447, p < .001) but more physically active (B = .359, p <.001) than girls in IM sports. Regardless of sport type, IM sports generated more physical activity than IS sports among boys but not girls. Soccer, basketball, and track, regardless of school delivery approach, provide the highest physical activity levels. Results suggest that school administrators consider reassessing their programs to more efficiently use diminishing resources to increase students' physical activity levels.
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Al Ghobain, Mohammed O; Al Moamary, Mohamed S; Al Shehri, Sulieman N; Al-Hajjaj, Mohamed S
2011-07-01
To study the prevalence and characteristics of cigarette smoking among secondary school students (16- to 18-year-old boys and girls) in Riyadh city, Saudi Arabia. We applied a standard two-stage, cross-sectional study design. Secondary schools for both boys and girls in Riyadh city were randomly selected using a cluster sampling method. We used the global youth tobacco survey (GYTS) tool to achieve our objectives. Among 1272 students (606 boys and 666 girls), the prevalence of those ever smoked cigarettes was 42.8% (55.6% of boys and 31.4% of girls). The prevalence of current smoking was 19.5% (31.2% of boys and 8.9% of girls). Despite the fact that the majority of students think smoking is harmful, most do not wish to stop smoking, and they had not tried to stop in the past year. Cigarette smoking is significantly associated with the male gender, having friends who smoke, and having parents who smoke, but is not significantly associated with the type of school attended. Smoking prevalence among secondary schools students in Saudi Arabia is high and alarming. There is a need to implement an education program about the risks of smoking and to include parents and friends as healthy models to prevent students from beginning to smoke.
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ERIC Educational Resources Information Center
Motl, Robert W.; Dishman, Rod K.; Birnbaum, Amanda S.; Lytle, Leslie A.
2005-01-01
This study tested the longitudinal factorial invariance of a theoretically consistent, higher-order model for Center for Epidemiologic Studies-Depression (CES-D) scores among adolescent girls and boys in middle school. Data were collected from 2,416 adolescents who completed a survey containing the CES-D in the fall of 1998, spring of 1999, and…
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Shifrer, Dara; Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey
2014-01-01
The long touted athlete advantage in college enrollment has been tempered by assertions that this advantage is actually due to characteristics that precede participation. Moreover, it remains unclear whether the benefits of sports extend into contemporary times, and apply equally to female and racial minority athletes. This study uses three nationally representative longitudinal datasets of students who were 10th graders in 1980, 1990, and 2002. We find that high school sports participation was positively associated with college enrollment, even with the utilization of propensity score modeling, for white boys and girls, black boys, and Latino boys and girls during the 1980s, 1990s, and 2000s. The most important gender and race differences include black female athletes' college-going disadvantage in the 1980s and 1990s, and girls' persistently lower rates of high school sports participation than boys'. PMID:26101452
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Donenberg, Geri R; Emerson, Erin; Brown, Larry K; Houck, Christopher; Mackesy-Amiti, Mary Ellen
2012-09-01
This study examined gender differences in family, peer, partner, and mental health characteristics related to sexual experience among emotionally and behaviorally disordered students in therapeutic day schools, a population at elevated risk for negative sexual health outcomes. A total of 417 13- to 20-year-old adolescents reported on their family functioning, peer and partner relationship characteristics, mental health problems, and self-reported sexual behavior. For boys and girls, peer influence and conduct problems predicted sexual experience, and family dysfunction was related to negative peer influence. Greater rejection sensitivity was related to less sexual experience for boys and girls. The final path model revealed indirect effects of family dysfunction on boys' but not girls' sexual experiences. Findings underscore the utility of an ecological approach to understand social and personal mechanisms that increase risk and mitigate negative outcomes among emotionally and behaviorally disordered boys and girls in therapeutic day schools.
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Shifrer, Dara; Pearson, Jennifer; Muller, Chandra; Wilkinson, Lindsey
2015-05-01
The long touted athlete advantage in college enrollment has been tempered by assertions that this advantage is actually due to characteristics that precede participation. Moreover, it remains unclear whether the benefits of sports extend into contemporary times, and apply equally to female and racial minority athletes. This study uses three nationally representative longitudinal datasets of students who were 10 th graders in 1980, 1990, and 2002. We find that high school sports participation was positively associated with college enrollment, even with the utilization of propensity score modeling, for white boys and girls, black boys, and Latino boys and girls during the 1980s, 1990s, and 2000s. The most important gender and race differences include black female athletes' college-going disadvantage in the 1980s and 1990s, and girls' persistently lower rates of high school sports participation than boys'.
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Patterns and correlates of physical activity in adolescents in Dhaka city, Bangladesh.
Khan, A; Burton, N W; Trost, S G
2017-04-01
Despite the widely acknowledged public health importance of physical activity (PA), few studies have examined levels of PA in Bangladesh. The purpose of this study was to investigate the patterns and correlates of PA in adolescents in Bangladesh. Cross-sectional survey. A total of 798 students, aged 13-17 years; 48% girls, from eight purposively selected secondary schools in Dhaka city, Bangladesh completed a self-administered questionnaire including the 3-Day PA Recall. Parents completed a separate questionnaire to provide household/family-level data. Multilevel generalized linear modelling was used to identify the correlates of PA for boys and girls. Two-thirds (66%) of the adolescents met the recommendations of 60 min/day of moderate to vigorous PA (MVPA) daily, with more boys than girls (76% and 55%, respectively). The most common activities reported were walking for travel (42%), cricket (33%) and household chores (30%). Multivariable modelling showed that girls' PA was positively associated with mother's education level, walking to school, involvement in school sports and having home sports equipment. Boys' PA was positively associated with mother's employment, having home sports equipment, having a playground at school and walking to school. One third of adolescents in Bangladesh were insufficiently active with girls less active than boys. Walking to school and access to sports facilities including playgrounds and home equipment may be important to promote activity among Bangladeshi adolescents, with special attention to the girls. Copyright © 2016 The Royal Society for Public Health. Published by Elsevier Ltd. All rights reserved.
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Scale Development for Perceived School Climate for Girls' Physical Activity
ERIC Educational Resources Information Center
Birnbaum, Amanda S.; Evenson, Kelly R.; Motl, Robert W.; Dishman, Rod K.; Voorhees, Carolyn C.; Sallis, James F.; Elder, John P.; Dowda, Marsha
2005-01-01
Objectives: To test an original scale assessing perceived school climate for girls' physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers' and boys' behaviors,…
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Why Should Secondary Schools Take Working with Boys Seriously?
ERIC Educational Resources Information Center
Jackson, David; Salisbury, Jonathan
1996-01-01
Addresses boys' disruptive behavior in the classroom, teachers' resignation to it, and why schools need to work with boys as a matter of importance to enhancing gender work in schools. The limitations of using sex role theory in approaching gender work with boys are highlighted, and teaching methods for harnessing boys' spontaneous interests in…
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Saeed Ali, Tazeen; Karmaliani, Rozina; Mcfarlane, Judith; Khuwaja, Hussain M A; Somani, Yasmeen; Chirwa, Esnat D; Jewkes, Rachel
2017-01-01
Violence against women is driven by gender norms that normalize and justify gender inequality and violence. Gender norms are substantially shaped during adolescence. Programs offered through schools offer an opportunity to influence gender attitudes toward gender equity if we understand these to be partly shaped by peers and the school environment. We present an analysis of the baseline research conducted for a randomized controlled trial with 1752 grade 6 boys and girls and their attitudes toward gender roles, VAWG, and associated factors. We used baseline data from a cluster randomised control study. Interviews were conducted in 40 public schools in Hyderabad, with 25-65 children per school. Questions were asked about attitudes toward gender roles, peer-to-peer perpetration, and victimization experiences, and family life, including father- or in-law-to- mother violence and food security. Multiple regression models were built of factors associated with gender attitudes for boys and girls. Our result have shown youth attitudes endorsing patriarchal gender beliefs were higher for boys, compared to girls. The multiple regression model showed that for boys, patriarchal gender attitudes were positively associated with hunger, depression, being promised already in marriage, and being a victim and/or perpetrator of peer violence. For girls gender attitudes were associated with hunger, experiencing corporal punishment at home, and being a perpetrator (for some, and victim) of peer violence. Youth patriarchal attitudes are closely related to their experience of violence at school and for girl's physical punishment, at home and for boys being promised in early marriage. We suggest that these variables are indicators of gender norms among peers and in the family. The significance of peer norms is that it provides the possibility that school-based interventions which work with school peers have the potential to positively impact youth patriarchal gender attitudes and foster attitudes of gender equality and respect, and potentially to decrease youth victimization and perpetration.
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Pearson, Amber L; Kvizhinadze, Giorgi; Wilson, Nick; Smith, Megan; Canfell, Karen; Blakely, Tony
2014-06-26
Similar to many developed countries, vaccination against human papillomavirus (HPV) is provided only to girls in New Zealand and coverage is relatively low (47% in school-aged girls for dose 3). Some jurisdictions have already extended HPV vaccination to school-aged boys. Thus, exploration of the cost-utility of adding boys' vaccination is relevant. We modeled the incremental health gain and costs for extending the current girls-only program to boys, intensifying the current girls-only program to achieve 73% coverage, and extension of the intensive program to boys. A Markov macro-simulation model, which accounted for herd immunity, was developed for an annual cohort of 12-year-olds in 2011 and included the future health states of: cervical cancer, pre-cancer (CIN I to III), genital warts, and three other HPV-related cancers. In each state, health sector costs, including additional health costs from extra life, and quality-adjusted life-years (QALYs) were accumulated. The model included New Zealand data on cancer incidence and survival, and other cause mortality (all by sex, age, ethnicity and deprivation). At an assumed local willingness-to-pay threshold of US$29,600, vaccination of 12-year-old boys to achieve the current coverage for girls would not be cost-effective, at US$61,400/QALY gained (95% UI $29,700 to $112,000; OECD purchasing power parities) compared to the current girls-only program, with an assumed vaccine cost of US$59 (NZ$113). This was dominated though by the intensified girls-only program; US$17,400/QALY gained (95% UI: dominant to $46,100). Adding boys to this intensified program was also not cost-effective; US$128,000/QALY gained, 95% UI: $61,900 to $247,000).Vaccination of boys was not found to be cost-effective, even for additional scenarios with very low vaccine or program administration costs - only when combined vaccine and administration costs were NZ$125 or lower per dose was vaccination of boys cost-effective. These results suggest that adding boys to the girls-only HPV vaccination program in New Zealand is highly unlikely to be cost-effective. In order for vaccination of males to become cost-effective in New Zealand, vaccine would need to be supplied at very low prices and administration costs would need to be minimised.
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The feminization of school hypothesis called into question among junior and high school students.
Verniers, Catherine; Martinot, Delphine; Dompnier, Benoît
2016-09-01
The feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features. The feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent to which school demands are actually associated with female more than male students. A large sample of 1,954 students (1,115 girls and 839 boys) from grades seven, nine, 10, and 12 took part in the study. The participants were asked to rate the extent to which various characteristics valued in the school setting were exhibited by girls or boys who succeed in school. Three sets of characteristics related to school success emerged from the analyses: compliance, assertiveness, and effort/intelligence. Compliance and effort/intelligence were associated with the girls more than with the boys, while assertiveness was associated with the boys more than with the girls. The feminization of school hypothesis received weak support. This study discusses the limits of this hypothesis to explain boys' underachievement in comparison with girls. © 2016 The British Psychological Society.
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Warren, Keith; Craciun, Gheorghe; Anderson-Butcher, Dawn
2005-04-01
This paper develops a simple random network model of peer contagion in aggressive behavior among inner-city elementary school boys during recess periods. The model predicts a distribution of aggressive behaviors per recess period with a power law tail beginning at two aggressive behaviors and having a slope of approximately -1.5. Comparison of these values with values derived from observations of aggressive behaviors during recess at an inner-city elementary school provides empirical support for the model. These results suggest that fluctuations in aggressive behaviors during recess arise from the interactions between students, rather than from variations in the behavior of individual students. The results therefore support those interventions that aim to change the pattern of interaction between students.
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A Study of Attitudes in an All Boys' School.
ERIC Educational Resources Information Center
Tickner, Anne-Marie
This study examined the effect of single-sex schooling on the academic and social development of boys. An extensive literature review presents the conflicting results of studies of various issues related to single-sex education. Subjects of the present study were 39 boys in a fourth grade class at a boys school and 23 boys in a fourth grade class…
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"Girls cannot think as boys do": socialising children through the Zimbabwean school system.
Gordon, R
1998-07-01
What little attention donor-sponsored research on gender and education in Zimbabwe has paid to how schools educate children to assume gender roles has focused on the effect of girls, but it is equally important for development purposes to deconstruct masculinity and the ability of Western stereotypes to foster patriarchy. In Zimbabwe, the school curriculum continues to be gender-differentiated and, when offered a choice, girls and boys choose subjects that fall within the traditional male/female split, which is promoted by teachers, parents, and peers. In addition, males dominate positions of authority in the secondary school system, and teachers of both sexes consider it their duty to steer pupils towards "gender appropriate" behavior. School textbooks further this stereotyping. Interviews in 1995 with 15 secondary school boys at each of six schools sought to uncover attitudes about gender and education. Most boys (77.5%) reported that it is equally important to educate girls and boys, but only 50.6% believed that girls are as intelligent as boys (while differentiating between the type of intelligence possessed by girls with that enjoyed by boys). The boys also gender-typed school subjects on the basis of perceived differentials in abilities and because they are prerequisites for gender-differentiated occupations. Almost 90% of the boys reported that a wife should obey her husband. Thus, patriarchal values are internalized in schools in a way that will impede development.
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Hill, Patricia Wonch; McQuillan, Julia; Talbert, Eli; Spiegel, Amy; Gauthier, G Robin; Diamond, Judy
2017-06-01
In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate ("fixed mindsets") is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers.
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McQuillan, Julia; Talbert, Eli; Spiegel, Amy; Gauthier, G. Robin; Diamond, Judy
2017-01-01
In the United States, gender gaps in science interest widen during the middle school years. Recent research on adults shows that gender gaps in some academic fields are associated with mindsets about ability and gender-science biases. In a sample of 529 students in a U.S. middle school, we assess how explicit boy-science bias, science confidence, science possible self (belief in being able to become a scientist), and desire to be a scientist vary by gender. Guided by theories and prior research, we use a series of multivariate logistic regression models to examine the relationships between mindsets about ability and these variables. We control for self-reported science grades, social capital, and race/ethnic minority status. Results show that seeing academic ability as innate (“fixed mindsets”) is associated with boy-science bias, and that younger girls have less boy-science bias than older girls. Fixed mindsets and boy-science bias are both negatively associated with a science possible self; science confidence is positively associated with a science possible self. In the final model, high science confident and having a science possible self are positively associated with a desire to be a scientist. Facilitating growth mindsets and countering boy-science bias in middle school may be fruitful interventions for widening participation in science careers. PMID:29527360
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Should Male Primary School Teachers Be There Principally as Role Models for Boys?
ERIC Educational Resources Information Center
Faulstich-Wieland, Hannelore
2013-01-01
There is a worldwide debate about the need for male teachers as role-models especially for boys. This might motivate young men to start a teacher career expecting that their gender is the essential qualification. In a German project we interviewed upper secondary students regarding their study plans and found that most of them thought that…
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ERIC Educational Resources Information Center
Schaeffer, Cindy M.; Petras, Hanno; Ialongo, Nicholas; Poduska, Jeanne; Kellam, Sheppard
2003-01-01
The present study used general growth mixture modeling to identify pathways of antisocial behavior development within an epidemiological sample of urban, primarily African American boys. Teacher-rated aggression, measured longitudinally from 1st to 7th grade, was used to define growth trajectories. Three high-risk trajectories (chronic high,…
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Effect of School Belonging Trajectories in Grades 6–8 on Achievement: Gender and Ethnic Differences
Hughes, Jan N.; Im, Myung Hee; Allee, Paula J.
2015-01-01
This study investigated the association between trajectories of school belonging across grades 6–8 and academic achievement in grade 8 in an ethnically diverse sample of 527 academically at-risk adolescents. Students reported annually on school belonging. Reading and math achievement were assessed at grade 5 (baseline) and grade 8. Interactive effects of gender and ethnicity were found in the conditional growth models for school belonging. Girls of all ethnicities had identical growth trajectories and reported higher initial school belonging than Euro-American or Latino boys. Latino and Euro-American males had lower initial level of school belonging than African American males, and Latino males had lower growth in school belonging than Euro-American males. In structural equation modeling (SEM) analyses, initial level of school belonging predicted grade 8 reading for girls and grade 8 math for boys and girls, above prior achievement and school and child covariates, but growth in school belonging predicted grade 8 achievement only for African American students. Implications for strategies to improve school belonging among academically at-risk youth are discussed. PMID:26563601
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Growth curves for school children from Kuching, Sarawak: a methodological development.
Bong, Yii Bonn; Shariff, Asma Ahmad; Mohamed, Abdul Majid; Merican, Amir Feisal
2015-03-01
In this article, the authors propose reference curves for height and weight for school children in the Kuching area, Sarawak. The school children were from primary to secondary schools (aged 6.5 to 17 years old) and comprised both genders. Anthropometric measurements and demographic information for 3081 school-aged children were collected (1440 boys and 1641 girls). Fitted line plots and percentiles for height and weight (3rd, 10th, 25th, 50th, 75th, 90th, and 97th percentiles) were obtained. The height of school boys and school girls were almost similar at the start of their school-going age. For school girls, height and weight values stabilized when they reached 16 or 17 years old but kept increasing for school boys. School boys were taller than school girls as they entered adolescence. Height differences between school boys and school girls became significantly wider as they grew older. Chinese school children were taller and heavier than those of other ethnic groups. © 2012 APJPH.
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Felicitas, Jamie Q; Tanenbaum, Hilary C; Li, Yawen; Chou, Chih-Ping; Palmer, Paula H; Spruijt-Metz, Donna; Reynolds, Kim D; Johnson, C Anderson; Xie, Bin
This paper explores the longitudinal effects of socioeconomic factors (i.e., parent education and family income level), foreign media, and attitude toward appearance on general and central adiposity among Chinese adolescents. A longitudinal analysis was performed using data from the China Seven Cities Study, a health promotion and smoking prevention study conducted in seven cities across Mainland China between 2002 and 2005. Participants included 5,020 middle and high school students and their parents. Explanatory variables included foreign media exposure, attitude toward appearance, parent education, and family income. Three-level, random-effect models were used to predict general adiposity (i.e., body mass index) and central adiposity (i.e., waist circumference). The Generalized Estimating Equation approach was utilized to determine the effect of explanatory variables on overweight status. Among girls, foreign media exposure was significantly negatively associated with general adiposity over time (β=-0.06, p=0.01 for middle school girls; β=-0.06, p=0.03 for high school girls). Attitude toward appearance was associated with lesser odds of being overweight, particularly among high school girls (OR=0.86, p<0.01). Among boys, parental education was significantly positively associated with general adiposity (β=0.62, p<0.01 for middle school boys; β=0.37, p=0.02 for high school boys) and associated with greater odds of being overweight (OR=1.55, p<0.01 for middle school boys; OR=1.26, p=0.04 for high school boys). Across all gender and grade levels, family income was significantly negatively associated with central adiposity over time. Interventions addressing Chinese adolescent overweight/obesity should consider these factors as potential focus areas.
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Robbins, Lorraine B; Pfeiffer, Karin Allor; Wesolek, Stacey M; Lo, Yun-Jia
2014-02-01
The purpose was to evaluate the reach, dose, and fidelity of Guys Only Activity for Life (G.O.A.L.), a 7-week pilot intervention conducted from February to March 2011 to increase 6th and 7th grade boys' moderate-to-vigorous physical activity (MVPA). One middle school was randomly assigned to the G.O.A.L. intervention and another from the same urban school district in the Midwestern U.S. to a comparison condition. Thirty boys, ages 10-14 years, participated in each school. The intervention, guided by the Health Promotion Model (HPM) and Self-Determination Theory (SDT), consisted of a 90-min after-school physical activity club 4 days/week and one motivational interviewing session with a registered (school) nurse. Data were gathered via attendance records, club observations, heart rate monitors, audio-taping of motivational interviewing sessions, and surveys. On average boys attended the club 2.11 days/week (SD=.86). A trained independent process evaluator reported that the physical activity club instructors provided the boys with the opportunity for a mean of 25.8 min/day of MVPA. Using a four-point Likert scale (1=disagree a lot; 4=agree a lot), the process evaluator perceived that the club was delivered with high fidelity and adherence to the underlying theories (M=3.48; SD=0.39). Sessions with the nurse lasted an average of 13 min, 29 s. All boys attended. Two trained independent coders indicated that the nurse demonstrated at least beginning proficiency for all tasks associated with motivational interviewing, with the exception of using sufficient open- as opposed to closed-ended questions and reflections compared to questions. Fidelity related to session delivery and adherence to the theories was high (M=3.83; SD=0.19). The process evaluation data indicated that strategies are needed to increase attendance and boys' MVPA during the club time. Copyright © 2013 Elsevier Ltd. All rights reserved.
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Inclusion of Marginalized Boys: A Survey of a Summer School Using Positive Psychology Interventions
ERIC Educational Resources Information Center
Andersen, Frans Ørsted; Nissen, Poul; Poulsen, Line
2016-01-01
Marginalized boys at risk of dropping out of high school have for a long time been a problem in the Western world. 100 such Danish 14-16 year old boys were in the summers of 2013, 2014 and 2015 exposed to a new school program, "The Boys Academy," inspired by Seligman and the American KIPP schools suggesting seven character strengths to…
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ERIC Educational Resources Information Center
Cryan, Mark; Martinek, Thomas
2017-01-01
The Soccer Coaching Club program used the Teaching Personal and Social Responsibility (TPSR) model in an after-school soccer program for sixth grade boys between 11 and 12 years old in a local middle school. Soccer, as the featured physical activity, provided the "hook" for regular attendance. Desired outcomes included improved…
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What explains between-school differences in rates of sexual experience?
Henderson, Marion; Butcher, Isabella; Wight, Daniel; Williamson, Lisa; Raab, Gillian
2008-01-01
Background Schools have the potential to influence their pupils' behaviour through the school's social organisation and culture, as well as through the formal curriculum. This paper provides the first attempt to explain the differences between schools in rates of reported heterosexual sexual experience amongst 15 and 16 year olds. It first examined whether variations in rates of sexual experience remained after controlling for the known predictors of sexual activity. It then examined whether these residuals, or 'school effects', were attributable to processes within the school, or were more likely to reflect characteristics of the neighbourhood. Methods Longitudinal survey data from 4,926 pupils in 24 Scottish schools were linked to qualitative and quantitative data on school processes including quality of relationships (staff-pupil, etc), classroom discipline, organisation of Personal and Social Education, school appearance and pupil morale. Multi-level modelling was used to test a range of models and the resulting 'school effects' were then interpreted using the process data. Results Overall, 42% of girls and 33% of boys reported experience of sexual intercourse, with rates by school ranging from 23% to 61%. When individual socio-economic and socio-cultural factors were taken into account the school variation dropped sharply, though pupils' attitudes and aspirations had little effect. There was very little correlation between boys' and girls' rates of sexual experience by school, after controlling for known predictors of sexual activity. Girls were more influenced by individual socio-economic factors than boys. School-level socio-economic factors were predictive even after taking account of individual socio-cultural factors, suggesting that the wider socio-economic environment further influenced young people's sexual experience. Conclusion Importantly, school processes did not explain the variation between schools in sexual experience. Rather, the variation may have been due to neighbourhood culture. PMID:18261205
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Begeer, Sander; Fink, Elian; van der Meijden, Sandra; Goossens, Frits; Olthof, Tjeert
2016-07-01
This study examined the frequency of bullying, victimisation and defending behaviours among children with autism spectrum disorder and normal intelligence, using both self-report and peer-report information. Peer-report and self-report data were collected on a single classroom of 26 early adolescent boys attending a special school for children with autism and compared with 23 typically developing boys attending a single mainstream secondary school. Results showed that self- and peer-reported bully and victimisation rates did not differ between boys with autism spectrum disorder and typically developing boys. However, self-reported defending behaviour was less likely to be reported by boys in the autism spectrum disorder school compared to boys in the mainstream school, although there was no such difference for peer-reported defending. © The Author(s) 2015.
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2014-01-01
Background Similar to many developed countries, vaccination against human papillomavirus (HPV) is provided only to girls in New Zealand and coverage is relatively low (47% in school-aged girls for dose 3). Some jurisdictions have already extended HPV vaccination to school-aged boys. Thus, exploration of the cost-utility of adding boys’ vaccination is relevant. We modeled the incremental health gain and costs for extending the current girls-only program to boys, intensifying the current girls-only program to achieve 73% coverage, and extension of the intensive program to boys. Methods A Markov macro-simulation model, which accounted for herd immunity, was developed for an annual cohort of 12-year-olds in 2011 and included the future health states of: cervical cancer, pre-cancer (CIN I to III), genital warts, and three other HPV-related cancers. In each state, health sector costs, including additional health costs from extra life, and quality-adjusted life-years (QALYs) were accumulated. The model included New Zealand data on cancer incidence and survival, and other cause mortality (all by sex, age, ethnicity and deprivation). Results At an assumed local willingness-to-pay threshold of US$29,600, vaccination of 12-year-old boys to achieve the current coverage for girls would not be cost-effective, at US$61,400/QALY gained (95% UI $29,700 to $112,000; OECD purchasing power parities) compared to the current girls-only program, with an assumed vaccine cost of US$59 (NZ$113). This was dominated though by the intensified girls-only program; US$17,400/QALY gained (95% UI: dominant to $46,100). Adding boys to this intensified program was also not cost-effective; US$128,000/QALY gained, 95% UI: $61,900 to $247,000). Vaccination of boys was not found to be cost-effective, even for additional scenarios with very low vaccine or program administration costs – only when combined vaccine and administration costs were NZ$125 or lower per dose was vaccination of boys cost-effective. Conclusions These results suggest that adding boys to the girls-only HPV vaccination program in New Zealand is highly unlikely to be cost-effective. In order for vaccination of males to become cost-effective in New Zealand, vaccine would need to be supplied at very low prices and administration costs would need to be minimised. PMID:24965837
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Boys' Anti-School Culture? Narratives and School Practices
ERIC Educational Resources Information Center
Jonsson, Rickard
2014-01-01
Boys' underachievement and oppositional behavior in school has for a long time been the target of various public debates. Drawing on ethnographic data from fieldwork in two Swedish secondary schools, this article explores how the influential theory of boys' anti-school culture can be interpreted as a master narrative that is reproduced, but also…
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Primary Boys and Hegemonic Masculinities.
ERIC Educational Resources Information Center
Skelton, Christine
1997-01-01
Explores the relationships between primary-aged boys, hegemonic masculinities, and sexualized/violent behaviors in the school setting. Shows that hegemonic masculinities vary from school to school and that boys draw upon, negotiate, and reject aspects of the hegemonic masculinity of the school in the process of constructing their masculine…
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Willis, Danny G; Griffith, Catherine A
2010-08-01
Although two of the primary risk factors for being bullied include "male" and "middle school" status, a gap in knowledge exists of middle school boys' personal accounts and meanings of being bullied and their healing. Giorgi's descriptive phenomenological approach using open-ended semi-structured individual interviews was used to collect and analyze evidence related to middle school boys' lived experiences of being bullied and healing. Roger's Science of Unitary Human Beings (SUHB) guided interpretation of the healing patterns. Three patterns of healing were identified in boys' experiences: meaning-making, self-transcendence, and nonviolently claiming personal power. Evidence of healing patterns exists in middle school boys' experiences of being bullied, offering a foundation for further research and practice focused on healing. When working with middle school boys who have been bullied, nurses need to ask about their experiences and promote their healing.
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Lowe, Katie; Dotterer, Aryn M
2013-09-01
Guided by the integrative model of parenting, the present study investigated the relationship between parental monitoring and racial/ethnic minority adolescents' school engagement and academic motivation as a function of parental warmth, and explored whether these associations varied for boys and girls. Participants (60 % female) were 208 sixth through eighth grade students (63 % African American, 19 % Latino, 18 % Multiracial) from an urban middle school in the Midwestern United States. Youth completed an in-school survey with items on parenting (parental monitoring, mothers'/fathers' warmth), cognitive engagement (school self-esteem), behavioral engagement (school trouble), and academic motivation (intrinsic motivation). As hypothesized, mothers' warmth enhanced the association between parental monitoring and youths' engagement and motivation. No gender differences in these associations emerged. Fathers' warmth strengthened the negative association between parental monitoring and school trouble, and this association was stronger for boys. Implications regarding the importance of sustaining a high level of monitoring within the context of warm parent-adolescent relationships to best support academic outcomes among minority youth are discussed.
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Chau, Kénora; Kabuth, Bernard; Chau, Nearkasen
2014-01-01
Suicide attempt (SA) is common in early adolescence and the risk may differ between boys and girls in nonintact families partly because of socioeconomic, school, and health-related difficulties. This study explored the gender and family disparities and the role of these covariates. Questionnaires were completed by 1,559 middle-school adolescents from north-eastern France including sex, age, socioeconomic factors (family structure, nationality, parents' education, father's occupation, family income, and social support), grade repetition, depressive symptoms, sustained violence, sexual abuse, unhealthy behaviors (tobacco/alcohol/cannabis/hard drug use), SA, and their first occurrence over adolescent's life course. Data were analyzed using Cox regression models. SA affected 12.5% of girls and 7.2% of boys (P < 0.001). The girls living with parents divorced/separated, in reconstructed families, and with single parents had a 3-fold higher SA risk than those living in intact families. Over 63% of the risk was explained by socioeconomic, school, and health-related difficulties. No family disparities were observed among boys. Girls had a 1.74-time higher SA risk than boys, and 45% of the risk was explained by socioeconomic, school, and mental difficulties and violence. SA prevention should be performed in early adolescence and consider gender and family differences and the role of socioeconomic, school, and health-related difficulties.
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Koca, Canan; Aşçi, F Hülya; Demirhan, Giyasettin
2005-01-01
The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward Physical Education Scale was administered and the results of 2 x 2 (Gender x School Type) ANOVA indicated that students in coeducational schools in general, and boys had more favorable attitudes. Additionally, chi-square analysis demonstrated significant differences in PE class preferences between students from single-sex and coeducational schools and between girls and boys.
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Nambour: The Model Rural School
ERIC Educational Resources Information Center
Brady, Tony
2012-01-01
This paper examines the Rural Schools of Queensland. Starting with Nambour in 1917, the scheme incorporated thirty schools, and operated for over forty years. The rhetoric of the day was that boys and girls from the senior classes of primary school would be provided with elementary instruction of a practical character. In reality, the subjects…
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Boys Only: One Co-Educational Primary School's Experience of a Classroom for Boys
ERIC Educational Resources Information Center
Price, Christopher D.
2011-01-01
Concern over retention of boys as well as poor academic performance and behaviour, in a New Zealand co-educational primary school, led the school to trial, a "boys-only class". This case study reports interview and questionnaire commentary obtained at the beginning and end of the year from the principal, the teacher, pupils and parents,…
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The Color of Misbehaving: Two Case Studies of Deviant Boys in a Magnet School.
ERIC Educational Resources Information Center
Emihovich, Catherine A.
Case studies of a black boy and a white boy from a kindergarten class in a desegregated school examined the effects of teacher attitudes on students' conformity to classroom behavior norms. Both boys had been referred to the school psychologist by their teacher because of their disruptive classroom behavior. Information collected on the two boys…
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Parents' Views on Mixed and Single-Sex Secondary Schools.
ERIC Educational Resources Information Center
West, Anne; Hunter, Jay
1993-01-01
Reports on two studies of British parental attitudes toward coeducational and single-sex secondary schools. Finds few differences between the parents of primary school girls and boys who will attend secondary schools in the future. Also finds a large majority of boys' parents believe that social advantages accrue for boys educated with girls. (CFR)
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ERIC Educational Resources Information Center
EDUCAUSE, 2015
2015-01-01
The academic model of this charter high school for boys in Rochester, New York has four pillars: 1) strong relationships, 2) personalized year-round academics, 3) character education, and 4) career preparation. The two-page grantee profiles from Next Generation Learning Challenges (NGLC) provide factual information about the secondary school and…
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Saeed Ali, Tazeen; Karmaliani, Rozina; Mcfarlane, Judith; Khuwaja, Hussain M. A.; Somani, Yasmeen; Chirwa, Esnat D.; Jewkes, Rachel
2017-01-01
ABSTRACT Background: Violence against women is driven by gender norms that normalize and justify gender inequality and violence. Gender norms are substantially shaped during adolescence. Programs offered through schools offer an opportunity to influence gender attitudes toward gender equity if we understand these to be partly shaped by peers and the school environment. Objective: We present an analysis of the baseline research conducted for a randomized controlled trial with 1752 grade 6 boys and girls and their attitudes toward gender roles, VAWG, and associated factors. Methods: We used baseline data from a cluster randomised control study. Interviews were conducted in 40 public schools in Hyderabad, with 25–65 children per school. Questions were asked about attitudes toward gender roles, peer-to-peer perpetration, and victimization experiences, and family life, including father- or in-law-to- mother violence and food security. Multiple regression models were built of factors associated with gender attitudes for boys and girls. Results: Our result have shown youth attitudes endorsing patriarchal gender beliefs were higher for boys, compared to girls. The multiple regression model showed that for boys, patriarchal gender attitudes were positively associated with hunger, depression, being promised already in marriage, and being a victim and/or perpetrator of peer violence. For girls gender attitudes were associated with hunger, experiencing corporal punishment at home, and being a perpetrator (for some, and victim) of peer violence. Conclusion: Youth patriarchal attitudes are closely related to their experience of violence at school and for girl’s physical punishment, at home and for boys being promised in early marriage. We suggest that these variables are indicators of gender norms among peers and in the family. The significance of peer norms is that it provides the possibility that school-based interventions which work with school peers have the potential to positively impact youth patriarchal gender attitudes and foster attitudes of gender equality and respect, and potentially to decrease youth victimization and perpetration. PMID:28758882
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Conflict, Provocation and Fights among Boys in a South African High School
ERIC Educational Resources Information Center
Hamlall, Vijay; Morrell, Robert
2012-01-01
Boys are commonly associated with disruptive behaviour and physical fighting at school. Explanations for this behaviour range from naturalistic "boys will be boys" approaches to analyses which focus on the social construction of masculinity and emphasise the gendered nature of boys' behaviour. Whichever view holds sway, it is often…
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Why Are Girls Less Physically Active than Boys? Findings from the LOOK Longitudinal Study
Telford, Rohan M.; Telford, Richard D.; Olive, Lisa S.; Cochrane, Thomas; Davey, Rachel
2016-01-01
Background A gender-based disparity in physical activity (PA) among youth, whereby girls are less active than boys is a persistent finding in the literature. A greater understanding of the mechanisms underlying this difference has potential to guide PA intervention strategies. Methods Data were collected at age 8 and 12 years (276 boys, 279 girls) from 29 schools as part of the LOOK study. Multilevel linear models were fitted separately for boys and girls to examine effects of individual, family and environmental level correlates on pedometer measured PA. Cardio-respiratory fitness (multi-stage run), percent fat (DEXA), eye-hand coordination (throw and catch test) and perceived competence in physical education (questionnaire) were used as individual level correlates. At the family level, parent’s support and education (questionnaire) were used. School attended and extracurricular sport participation were included as environmental level correlates. Results Girls were 19% less active than boys (9420 vs 11360 steps/day, p<0.001, 95%CI [1844, 2626]). Lower PA among girls was associated with weaker influences at the school and family levels and through lower participation in extracurricular sport. School attended explained some of the variation in boys PA (8.4%) but not girls. Girls compared to boys had less favourable individual attributes associated with PA at age 8 years, including 18% lower cardio-respiratory fitness (3.5 vs 4.2, p<0.001, CI [0.5,0.9]), 44% lower eye-hand coordination (11.0 vs 17.3, p<0.001, CI [5.1,9.0]), higher percent body fat (28% vs 23%, p<0.001, CI [3.5,5.7]) and 9% lower perceived competence in physical education (7.7 vs 8.4, p<0.001, CI [0.2,0.9]). Participation in extracurricular sport at either age 8 or 12 years was protective against declines in PA over time among boys but not girls. Conclusion Girls PA was less favourably influenced by socio-ecological factors at the individual, family, school and environmental levels. These factors are potentially modifiable suggesting the gap in PA between boys and girls can be reduced. Strategies aiming to increase PA should be multicomponent and take into consideration that pathways to increasing PA are likely to differ among boys and girls. PMID:26960199
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Why Are Girls Less Physically Active than Boys? Findings from the LOOK Longitudinal Study.
Telford, Rohan M; Telford, Richard D; Olive, Lisa S; Cochrane, Thomas; Davey, Rachel
2016-01-01
A gender-based disparity in physical activity (PA) among youth, whereby girls are less active than boys is a persistent finding in the literature. A greater understanding of the mechanisms underlying this difference has potential to guide PA intervention strategies. Data were collected at age 8 and 12 years (276 boys, 279 girls) from 29 schools as part of the LOOK study. Multilevel linear models were fitted separately for boys and girls to examine effects of individual, family and environmental level correlates on pedometer measured PA. Cardio-respiratory fitness (multi-stage run), percent fat (DEXA), eye-hand coordination (throw and catch test) and perceived competence in physical education (questionnaire) were used as individual level correlates. At the family level, parent's support and education (questionnaire) were used. School attended and extracurricular sport participation were included as environmental level correlates. Girls were 19% less active than boys (9420 vs 11360 steps/day, p<0.001, 95%CI [1844, 2626]). Lower PA among girls was associated with weaker influences at the school and family levels and through lower participation in extracurricular sport. School attended explained some of the variation in boys PA (8.4%) but not girls. Girls compared to boys had less favourable individual attributes associated with PA at age 8 years, including 18% lower cardio-respiratory fitness (3.5 vs 4.2, p<0.001, CI [0.5,0.9]), 44% lower eye-hand coordination (11.0 vs 17.3, p<0.001, CI [5.1,9.0]), higher percent body fat (28% vs 23%, p<0.001, CI [3.5,5.7]) and 9% lower perceived competence in physical education (7.7 vs 8.4, p<0.001, CI [0.2,0.9]). Participation in extracurricular sport at either age 8 or 12 years was protective against declines in PA over time among boys but not girls. Girls PA was less favourably influenced by socio-ecological factors at the individual, family, school and environmental levels. These factors are potentially modifiable suggesting the gap in PA between boys and girls can be reduced. Strategies aiming to increase PA should be multicomponent and take into consideration that pathways to increasing PA are likely to differ among boys and girls.
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Sera, Francesco; Griffiths, Lucy J; Dezateux, Carol; Geraci, Marco; Cortina-Borja, Mario
2017-01-01
Temporal characterisation of physical activity in children is required for effective strategies to increase physical activity (PA). Evidence regarding determinants of physical activity in childhood and their time-dependent patterns remain inconclusive. We used functional data analysis (FDA) to model temporal profiles of daily activity, measured objectively using accelerometers, to identify diurnal and seasonal PA patterns in a nationally representative sample of primary school-aged UK children. We hypothesised that PA levels would be lower in girls than boys at play times and after school, higher in children participating in social forms of exercise (such as sport or play), and lower among those not walking to school. Children participating in the UK-wide Millennium Cohort Study wore an Actigraph GT1M accelerometer for seven consecutive days during waking hours. We modelled 6,497 daily PA profiles from singleton children (3,176 boys; mean age: 7.5 years) by means of splines, and used functional analysis of variance to examine the cross-sectional relation of time and place of measurement, demographic and behavioural characteristics to smoothed PA profiles. Diurnal and time-specific patterns of activity showed significant variation by sex, ethnicity, UK country and season of measurement; girls were markedly less active than boys during school break times than boys, and children of Indian ethnicity were significantly less active during school hours (9:30-12:00). Social activities such as sport clubs, playing with friends were associated with higher level of PA in afternoon (15:00-17:30) and early evenings (17:30-19:30). Lower PA levels between 8:30-9:30 and 17:30-19:30 were associated with mode of travel to and from school, and number of cars in regular use in the household. Diminished PA in primary school aged children is temporally patterned and related to modifiable behavioural factors. FDA can be used to inform and evaluate public health policies to promote childhood PA.
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Coren, Sidney A.; Luthar, Suniya S.
2014-01-01
This study extends past findings of heightened problems among affluent youth by examining adjustment patterns among boys in two academically elite, independent high schools: one for boys only and the other coeducational. Both samples manifested disproportionately high rates of internalizing and externalizing symptoms, but only the co-educational boys showed elevations in substance use. Boys in both schools showed elevations in a new outcome domain examined: exhibitionistic narcissism. Multivariate analyses of predictors showed that parent criticism -- a defining feature of youths' maladaptive perfectionism -- and perceived maternal depression emerged as major vulnerability factors for both samples in relation to symptom levels. On other parenting dimensions, boys in the single-sex school seemed to be particularly sensitive to feelings of alienation from their fathers and perceived paternal depression. Envy of peers' attractiveness was associated with adolescent distress in both samples, but appeared to be especially critical for co-educational boys. Results are discussed, focusing on the costs and benefits of boys' attendance at a single-sex versus co-educational school, along with implications for practice and future research. PMID:25395693
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Coren, Sidney A; Luthar, Suniya S
2014-11-01
This study extends past findings of heightened problems among affluent youth by examining adjustment patterns among boys in two academically elite, independent high schools: one for boys only and the other coeducational. Both samples manifested disproportionately high rates of internalizing and externalizing symptoms, but only the co-educational boys showed elevations in substance use. Boys in both schools showed elevations in a new outcome domain examined: exhibitionistic narcissism. Multivariate analyses of predictors showed that parent criticism -- a defining feature of youths' maladaptive perfectionism -- and perceived maternal depression emerged as major vulnerability factors for both samples in relation to symptom levels. On other parenting dimensions, boys in the single-sex school seemed to be particularly sensitive to feelings of alienation from their fathers and perceived paternal depression. Envy of peers' attractiveness was associated with adolescent distress in both samples, but appeared to be especially critical for co-educational boys. Results are discussed, focusing on the costs and benefits of boys' attendance at a single-sex versus co-educational school, along with implications for practice and future research.
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Chang, Hyein; Olson, Sheryl L; Sameroff, Arnold J; Sexton, Holly R
2011-01-01
An explanatory model for children's development of disruptive behavior across the transition from preschool to school was tested. It was hypothesized that child effortful control would mediate the effects of parenting on children's externalizing behavior and that child sex would moderate these relations. Participants were 241 children (123 boys) and their parents and teachers. Three dimensions of parenting, warm responsiveness, induction, and corporal punishment, were assessed via maternal report when children were 3 years old. Child effortful control at age 3 was measured using laboratory tasks and a mother-report questionnaire. Mothers and teachers contributed ratings of child externalizing behavior at age 6. Results showed that the hypothesized model fit the data well and that the pattern of associations between constructs differed for boys and girls. For boys, parental warm responsiveness and corporal punishment had significant indirect effects on children's externalizing behavior three years later, mediated by child effortful control. Such relations were not observed for girls. These findings support a sex-differentiated pathway to externalizing behavior across the transition from preschool to school.
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Code of Federal Regulations, 2012 CFR
2012-04-01
... 25 Indians 1 2012-04-01 2011-04-01 true If a school or dormitory has separated boys' and girls... Staffing § 36.80 If a school or dormitory has separated boys' and girls' homeliving programs, may the same... both boys' and girls' programs. However, behavioral health staffing requirements are based on the...
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Code of Federal Regulations, 2013 CFR
2013-04-01
... 25 Indians 1 2013-04-01 2013-04-01 false If a school or dormitory has separated boys' and girls... Staffing § 36.80 If a school or dormitory has separated boys' and girls' homeliving programs, may the same... both boys' and girls' programs. However, behavioral health staffing requirements are based on the...
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Code of Federal Regulations, 2011 CFR
2011-04-01
... 25 Indians 1 2011-04-01 2011-04-01 false If a school or dormitory has separated boys' and girls... Staffing § 36.80 If a school or dormitory has separated boys' and girls' homeliving programs, may the same... both boys' and girls' programs. However, behavioral health staffing requirements are based on the...
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Code of Federal Regulations, 2014 CFR
2014-04-01
... 25 Indians 1 2014-04-01 2014-04-01 false If a school or dormitory has separated boys' and girls... Staffing § 36.80 If a school or dormitory has separated boys' and girls' homeliving programs, may the same... both boys' and girls' programs. However, behavioral health staffing requirements are based on the...
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Code of Federal Regulations, 2010 CFR
2010-04-01
... 25 Indians 1 2010-04-01 2010-04-01 false If a school or dormitory has separated boys' and girls... Staffing § 36.80 If a school or dormitory has separated boys' and girls' homeliving programs, may the same... both boys' and girls' programs. However, behavioral health staffing requirements are based on the...
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Effects of Schools Attuned on Special Education Referrals for African American Boys
ERIC Educational Resources Information Center
Rodriguez, Andrea B.
2010-01-01
This study compared the number of special education referrals for African American boys before and after the implementation of the training program, "Schools Attuned". The purpose of the research was to ascertain if the number of special education referrals for African American boys generated in schools with teachers trained in "Schools Attuned"…
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Boys II Men: A Culturally-Responsive School Counseling Group for Urban High School Boys of Color
ERIC Educational Resources Information Center
Pérez-Gualdrón, Leyla; Yeh, Christine; Russell, LyRyan
2016-01-01
Using a participatory and collaborative approach, we developed, implemented, and evaluated a culturally responsive school counseling group, "Boys II Men," for 11 low-income diverse male students of color at an urban public school. The content of the group focused on five areas: social connections and support, exploring gender roles,…
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Determinants of Schooling for Boys and Girls in Nigeria under a Policy of Free Primary Education
ERIC Educational Resources Information Center
Lincove, Jane Arnold
2009-01-01
This paper adds a measure of school costs to the model of determinants of schooling. Costs are estimated with controls for selection into school and the possibility of receiving free primary education (FPE). Controlling for costs, household wealth has a large, positive effect on primary school attendance with greater income elasticity for girls…
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Relational Strategies to Engage Boys: The Need for Reflective Practice
ERIC Educational Resources Information Center
Reichert, Michael C.
2015-01-01
Some boys thrive in school; many do not. There is a growing consensus that many boys' scholastic performance is failing to keep up with the new knowledge economy. As troubling as this trend in boys' scholastic performance may be generally, school troubles are neither universal nor normative. The intriguing fact is that some boys in most schools…
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Preventing Boys' Problems in Schools through Psychoeducational Programming: A Call to Action
ERIC Educational Resources Information Center
O'Neil, James M.; Lujan, Melissa L.
2009-01-01
Controversy currently exists on whether boys are in crises and, if so, what to do about it. Research is reviewed that indicates that boys have problems that affect their emotional and interpersonal functioning. Psychoeducational and preventive programs for boys are recommended as a call to action in schools. Thematic areas for boys' programming…
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Kim, Yongjoo; Kawachi, Ichiro
2016-01-01
Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents' weight status estimation pattern among Korea adolescents. The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12-18 years. Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs.
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2016-01-01
Background Growing body of literature has reported that weight status estimation pattern, including accurate-, under-, and overestimation, was associated with weight related behaviors and weight change among adolescents and young adults. However, there have been a few studies investigating the potential role of school contexts in shaping adolescents’ weight status estimation pattern among Korea adolescents. Objective The aim of the present study was to investigate the association between weight status misperception patterns and factors at individual-, family-, and school-level, simultaneously, and whether there was significant between schools variation in the distribution of each weight status misperception pattern, underestimation and overestimation respectively, among Korean adolescents aged 12–18 years. Method Data from the Eighth Korea Youth Risk Behavior Web-based Survey (KYRBS), 2012, a nationally representative online survey of 72,228 students (boys = 37,229, girls = 34,999) from a total of 797 middle and high schools were used. Sex stratified multilevel random intercept multinomial logistic models where adolescents (level 1) were nested within schools (level 2) were performed. Results At the school level, attending a school with higher average BMI (kg/m2) was positively associated with weight status underestimation, and inversely associated with weight status overestimation among boys and girls. Single-sex schooling was positively associated with weight status underestimation among girls. At the family level, higher household income (high/middle versus low) was inversely associated with both weight status under- and overestimation among boys and girls. Higher maternal education (equal to or more than college graduate versus equal to or less than high school graduate) was positively associated with weight status overestimation among boys, and living with both parents (compared to not living with both parents) was inversely associated with weight status underestimation among girls. At the individual level, high academic achievement (compared to low) was positively associated with weight status underestimation among boys and girls. Conclusions While further research with prospective designs and objectively measured anthropometric information is needed, school environmental factors such as sex composition and school average BMI, as well as, family contexts such as socioeconomic status need to be considered when developing and implementing obesity prevention programs. PMID:27144319
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Peer group contexts of girls' and boys' academic experiences.
Crosnoe, Robert; Riegle-Crumb, Catherine; Field, Sam; Frank, Kenneth; Muller, Chandra
2008-01-01
Girls have caught up with boys in math course taking in high school but reasons for taking math still differ by gender. This study, therefore, investigated gender differences in the linkage between peer relations and math course taking by applying multilevel modeling to a nationally representative data set that includes peer networks and school transcripts (N= 6,457 American 9th to 11th graders, aged 13-19). For all adolescents, math course taking was associated with the achievement of their close friends and, to a lesser extent, their coursemates. These associations tended to be stronger toward the end of high school and weaker among adolescents with a prior record of failure in school. Each of these patterns was somewhat more consistent among girls.
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Prediction of enjoyment in school physical education.
Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami
2012-01-01
The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.
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School-performance indicators and subjective health complaints: are there gender differences?
Brolin Låftman, Sara; Modin, Bitte
2012-05-01
Although boys and girls are generally located in the same physical school environment, it may be experienced differently by, and have varying implications for, boys and girls. Girls like school more and achieve higher school marks, but they also perceive more school-related pressure. Based on a total sample of 8456 ninth grade pupils in Stockholm in 2004, this study uses multilevel linear regression to analyse differences between boys and girls with regard to a number of school-performance indicators (demands, motivation, teacher support and school marks) and their association with subjective health complaints. Results showed that girls perceive more demands, show greater academic motivation, perform better in school and report more emotional support from teachers than boys. In contrast, instrumental and appraisal support from teachers are more commonly reported by boys. Associations between school-performance indicators and subjective health complaints were slightly stronger for girls than for boys. Contextual variation in health complaints, especially between classes, was found only for girls. High achievement motivation and emotional teacher support in the school class was associated with better pupil health, suggesting that a positive climate in terms of motivation and support favours class health as a whole. © 2011 The Authors. Sociology of Health & Illness © 2011 Foundation for the Sociology of Health & Illness/Blackwell Publishing Ltd.
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Boy Scouts, School Policies and the Law.
ERIC Educational Resources Information Center
Jones, Rebecca
2001-01-01
The Boy Scouts of America's anti-gay and anti-atheist youth policies are forcing school districts to reconsider sponsoring troops and allowing meetings on campus. To most school boards, banning Boy Scouts organizations seems unthinkable. The meeting-space question boils down to existence of anti-discrimination policies. (MLH)
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The effects of changes in physical fitness on academic performance among New York City youth.
Bezold, Carla P; Konty, Kevin J; Day, Sophia E; Berger, Magdalena; Harr, Lindsey; Larkin, Michael; Napier, Melanie D; Nonas, Cathy; Saha, Subir; Harris, Tiffany G; Stark, James H
2014-12-01
To evaluate whether a change in fitness is associated with academic outcomes in New York City (NYC) middle-school students using longitudinal data and to evaluate whether this relationship is modified by student household poverty. This was a longitudinal study of 83,111 New York City middle-school students enrolled between 2006-2007 and 2011-2012. Fitness was measured as a composite percentile based on three fitness tests and categorized based on change from the previous year. The effect of the fitness change level on academic outcomes, measured as a composite percentile based on state standardized mathematics and English Language Arts test scores, was estimated using a multilevel growth model. Models were stratified by sex, and additional models were tested stratified by student household poverty. For both girls and boys, a substantial increase in fitness from the previous year resulted in a greater improvement in academic ranking than was seen in the reference group (girls: .36 greater percentile point improvement, 95% confidence interval: .09-.63; boys: .38 greater percentile point improvement, 95% confidence interval: .09-.66). A substantial decrease in fitness was associated with a decrease in academics in both boys and girls. Effects of fitness on academics were stronger in high-poverty boys and girls than in low-poverty boys and girls. Academic rankings improved for boys and girls who increased their fitness level by >20 percentile points compared to other students. Opportunities for increased physical fitness may be important to support academic performance. Copyright © 2014 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
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High prevalence of overweight and obesity among a representative sample of Puerto Rican children.
Elías-Boneta, Augusto R; Toro, Milagros J; Garcia, Omar; Torres, Roxana; Palacios, Cristina
2015-03-05
The prevalence of childhood overweight and obesity has become a public health problem worldwide. The objectives of the study were: 1) to establish the BMI prevalence in 12-year olds residing in Puerto Rico, and 2) to determine BMI differences by sex, public-private school type, and geographic regions. Data was obtained from an island-wide probabilistic stratified sample of 1,582 twelve-year-olds (53% girls and 47% boys). The BMI was determined using the National Health and Nutrition Examination Survey procedures. Children were categorized as underweight, healthy weight, overweight or obese using the Center for Disease Control and Prevention's age and gender specific growth charts. A logistic regression model was used to estimate BMI category prevalence. Odds ratios were calculated using a multinomial regression. In this study, 18.8% of the children were overweight and 24.3% were obese. A higher prevalence of obesity was observed in boys as compared to girls, 28.2% vs. 20.2%, respectively. The estimated prevalence of overweight and obesity in children from public schools was lower than for those from private schools. After adjusting for type of school and region, boys had a significantly higher risk of being obese (64%) as compared to girls. In public schools, boys had a lower prevalence of being overweight while girls had a higher prevalence compared to children attending private schools. Girls attending private schools had a higher obesity prevalence (27.8%) compared to girls from public schools (19.8%). The prevalence of underweight (2.7%) is slightly lower than in the United States. The prevalence of overweight and obesity of 12-year-olds residing in PR was 18.8% and 24.3%, respectively; higher than in the U.S. (by groups). Boys were at higher risk of obesity than girls. There is an urgent need to implement public health policies/programs to reduce the prevalence of overweight and obesity in children in PR.
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Felicitas, Jamie Q.; Tanenbaum, Hilary C.; Li, Yawen; Chou, Chih-Ping; Palmer, Paula H.; Spruijt-Metz, Donna; Reynolds, Kim D.; Johnson, C. Anderson; Xie, Bin
2015-01-01
This paper explores the longitudinal effects of socioeconomic factors (i.e., parent education and family income level), foreign media, and attitude toward appearance on general and central adiposity among Chinese adolescents. A longitudinal analysis was performed using data from the China Seven Cities Study, a health promotion and smoking prevention study conducted in seven cities across Mainland China between 2002 and 2005. Participants included 5,020 middle and high school students and their parents. Explanatory variables included foreign media exposure, attitude toward appearance, parent education, and family income. Three-level, random-effect models were used to predict general adiposity (i.e., body mass index) and central adiposity (i.e., waist circumference). The Generalized Estimating Equation approach was utilized to determine the effect of explanatory variables on overweight status. Among girls, foreign media exposure was significantly negatively associated with general adiposity over time (β = − 0.06, p = 0.01 for middle school girls; β = − 0.06, p = 0.03 for high school girls). Attitude toward appearance was associated with lesser odds of being overweight, particularly among high school girls (OR = 0.86, p < 0.01). Among boys, parental education was significantly positively associated with general adiposity (β = 0.62, p < 0.01 for middle school boys; β = 0.37, p = 0.02 for high school boys) and associated with greater odds of being overweight (OR = 1.55, p < 0.01 for middle school boys; OR = 1.26, p = 0.04 for high school boys). Across all gender and grade levels, family income was significantly negatively associated with central adiposity over time. Interventions addressing Chinese adolescent overweight/obesity should consider these factors as potential focus areas. PMID:26279973
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The Effect of Realistic Versus Imaginary Aggressive Models of Children's Interpersonal Play
ERIC Educational Resources Information Center
Hapkiewicz, Walter G.; Stone, Robert D.
1974-01-01
One hundred eighty elementary school children were randomly assigned to same sex pairs and randomly assigned to one of three treatment groups: real-life aggressive film, aggressive cartoon, or nonaggressive film. Results reveal that boys who viewed the realistic aggressive film were significantly more aggressive in play than boys who viewed the…
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ERIC Educational Resources Information Center
Fletcher, Richard, Ed.; Hartman, Deborah, Ed.; Browne, Rollo, Ed.
Concern about boys' education in Australia and New Zealand led to the Leadership in Boys' Education Conference in May 1999. This book contains edited conference presentations focusing on boys' educational needs. The book also presents case studies related to academic achievement, school structure, discipline and bullying, broadening boys' options,…
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"A Revolution Now Absorbed": Girls in Former Boys' Schools.
ERIC Educational Resources Information Center
Fuller, Mary; Dooley, Pauline; Ayles, Rosemary
1997-01-01
Focuses on prospectuses of former boys' schools that have only a small minority of girls, to examine the nature of "coeducation," particularly as it affects girls' educational and social opportunities. Paints a picture of boys' schools that happen to have girls in them rather than of genuinely coeducational institutions. (DSK)
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NASA Astrophysics Data System (ADS)
Manger, Terje; Gjestad, Rolf
1997-03-01
The relationship between mathematical achievement and the ratio of boys to girls in school classes was investigated in a sample of third-grade Norwegian elementary school students (440 girls and 480 boys). Belonging to classes with a numerical majority of boys or girls did not affect the achievement of either of the sexes. The results from the study do not support the single-sexing of mathematics teaching.
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A Comparative Study of the Academic Stress and Depression among High School Girl and Boy Students
ERIC Educational Resources Information Center
Khanehkeshi, Ali; Basavarajappa
2012-01-01
This paper compares the difference between boy and girl high school students of 1st grade to 3rd grade in academic stress and depression. Using a random stratified sampling 120 girl and boy students (60 girls and 60 boys) were selected from 1st grade (n = 40), 2nd grade (n = 40) and 3rd grade (n = 40) high school students. In this study gender and…
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Nurturing Environments for Boys and Men of Color with Trauma Exposure.
Graham, Phillip W; Yaros, Anna; Lowe, Ashley; McDaniel, Mark S
2017-06-01
Boys and men of color are exposed to traumatic experiences at significantly higher rates than are other demographic groups. To understand and address the mental and behavioral health effects of trauma, including violent incidents, on this population, we review the literature showing the context for, outcomes of, and potential responses to trauma exposure. We present the existing research about the unique challenges and associated negative outcomes for boys and men of color, as well as identify the gaps in the literature. We present the potential nurturing responses by systems such as schools, law enforcement, and communities to trauma-exposed boys and men of color, and we describe evidence-based programs and practices that directly address trauma. Finally, we argue that, rather than using a deficit model, a model of optimal development can be used to understand how to support and protect boys and men of color through nurturing environments.
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Martínez-Andrés, Maria; Bartolomé-Gutiérrez, Raquel; Rodríguez-Martín, Beatriz; Pardo-Guijarro, Maria Jesus; Martínez-Vizcaíno, Vicente
2017-01-01
The aim of the study was to know the factors that influence boys and girls' perceptions for performing physical activity during playground recess from their own perspective. Ninety-eight schoolchildren aged 8-11 years from five schools from Cuenca (Spain) participated in 22 focus groups and carried out 98 drawings following the socioecological model as a theoretical framework. A content analysis of the transcripts from the focus groups and drawings was carried out by three researchers. Results showed that, in spite of boys and girls identified same barriers, there were gender differences in their perceptions. Gender socialization was the key as central category and helped to understand these differences. Boys preferred play football and this sport had a monopoly on the recess space. Weather was a barrier for boys. Girls and boys, who did not play football, were relegated to peripheral areas and lack of materials was a barrier for them. Teachers were a barrier for all children who did not play football. Thus, in order to promote recess physical activity, researchers, teachers and educational policy makers should take into account gender socialization and promote inclusive non-curricular physical activity in schools.
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Challenging the Pervasiveness of Hypermasculinity and Heteronormativity in an All-Boys' School
ERIC Educational Resources Information Center
Hickey, Chris; Mooney, Amanda
2018-01-01
There is a rich, albeit chequered, history around single-sex schooling providing an educational option for nurturing the particular educational interests and needs of boys. While all-boys' schools continue to position themselves at the forefront of contemporary masculine endeavour, they are simultaneously forced to fend off accusations that they…
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Disaffiliated Boys: Perspectives on Friendship and School Success
ERIC Educational Resources Information Center
Sullivan, Mary Jackman; Bishop, Penny A.
2005-01-01
The purpose of this article is to present the perceptions of disaffiliated white middle school boys in a rural setting. In this article, the authors discuss the results and implications of a qualitative research study, examining how these boys perceive school as responding, or not responding, to their needs. Five critical needs of students are…
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ERIC Educational Resources Information Center
Gilbert, Rob; Gilbert, Pam
Noting recent media stories claiming that gender reform in schools has benefited girls at the expense of boys, this book offers an overview of the issues surrounding boys and education. The book argues that popular constructions of masculinity affect boys in all parts of their lives: in families, peer groups, and work cultures--at home, at school,…
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Teachers' Experiences of a Single-Sex Initiative in a Co-Education School
ERIC Educational Resources Information Center
Gray, Colette; Wilson, Joanne
2006-01-01
Argued to "raise boys' grades" and "boost boys' academic achievement", single-sex classes in coeducation schools is one strategy among a plethora aimed at raising standards. This paper explores the experiences of teachers in one coeducation post-primary school that sought to raise academic performance, particularly among boys,…
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The Boys in Schools Bulletin: Practical Initiatives Addressing Boys' Needs, 1999.
ERIC Educational Resources Information Center
Fletcher, Richard, Ed.; Browne, Rollo, Ed.
1999-01-01
This document is comprised of volume 2 of a quarterly bulletin for educators in Australia providing a practical focus to improving boys' schooling. The April 1999 issue focuses on the role of school executives, or administrators, on supporting educational initiatives. This issue includes articles describing the development of a program-based…
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Responses of Boys and Girls to a Behaviorally Focused School Attitude Questionnaire
ERIC Educational Resources Information Center
Whaley-Klahn, Mary Anne; And Others
1976-01-01
In response to the Teacher Approval-Disapproval Scale (TADS), elementary school boys report receiving more personal disapproval and less personal approval from their teachers than do elementary school girls, but boys and girls do not differ in reporting how frequently their teachers distribute approvals and disapprovals to the whole class. (Author)
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Levin, K A; Nicholls, N; Macdonald, S; Dundas, R; Douglas, G V A
2015-03-01
This study examined urban-rural and socioeconomic differences in adolescent toothbrushing. The data were modelled using logistic multilevel modelling and the Markov Chain Monte Carlo method of estimation. Twice-a-day toothbrushing was regressed upon age, family affluence, family structure, school type, area-level deprivation and rurality, for boys and girls separately. Boys' toothbrushing was associated with area-level deprivation but not rurality. Variance at the school level remained significant in the final model for boys' toothbrushing. The association between toothbrushing and area-level deprivation was particularly strong for girls, after adjustment for individuals' family affluence and type of school attended. Rurality too was independently significant with lower odds of brushing teeth in accessible rural areas. The findings are at odds with the results of a previous study which showed lower caries prevalence among children living in rural Scotland. A further study concluded that adolescents have a better diet in rural Scotland. In total, these studies highlight the need for an examination into the relative importance of diet and oral health on caries, as increases are observed in population obesity and consumption of sugars. © The Author 2014. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Smith, Danielle Sayre; Schacter, Hannah L; Enders, Craig; Juvonen, Jaana
2018-05-01
Youth who feel they do not fit with gender norms frequently experience peer victimization and socioemotional distress. To gauge differences between schools, the current study examined the longitudinal effects of school-level gender norm salience-a within-school association between gender typicality and peer victimization-on socioemotional distress across 26 ethnically diverse middle schools (n boys = 2607; n girls = 2805). Boys (but not girls) reporting lower gender typicality experienced more loneliness and social anxiety in schools with more salient gender norms, even when accounting for both individual and school level victimization. Greater gender norm salience also predicted increased depressed mood among boys regardless of gender typicality. These findings suggest particular sensitivity among boys to environments in which low gender typicality is sanctioned.
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Putting the "Boy Crisis" in Context
ERIC Educational Resources Information Center
Sadowski, Michael
2010-01-01
Girls have been posting higher reading scores than boys for decades, but other trends suggest they may also have surpassed boys in overall academic performance. Girls have higher high school grade-point averages, are more widely represented as school valedictorians, and attend and graduate from college in greater numbers than boys. All this has…
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After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls.
Taverno Ross, S E; Dowda, M; Colabianchi, N; Saunders, R; Pate, R R
2012-09-01
After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls. Copyright © 2012 Elsevier Ltd. All rights reserved.
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The Boy Problem: Many Boys Think School Is Stupid and Reading Stinks--Is There a Remedy?
ERIC Educational Resources Information Center
Sax, Leonard
2007-01-01
The gender issue is relevant to classroom learning in more ways than one. Increasingly in the United States, young boys are saying that school is stupid and they do not like to read. This phenomenon cuts across all demographic groups: it affects affluent white boys in the suburbs no less than it affects black boys in low-income neighborhoods. In…
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Escartí, Amparo; Gutiérrez, Melchor; Pascual, Carmina; Marín, Diana
2010-11-01
This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.
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Olson, Sheryl L.; Sameroff, Arnold J.; Sexton, Holly R.
2014-01-01
An explanatory model for children’s development of disruptive behavior across the transition from preschool to school was tested. It was hypothesized that child effortful control would mediate the effects of parenting on children’s externalizing behavior and that child sex would moderate these relations. Participants were 241 children (123 boys) and their parents and teachers. Three dimensions of parenting, warm responsiveness, induction, and corporal punishment, were assessed via maternal report when children were 3 years old. Child effortful control at age 3 was measured using laboratory tasks and a mother-report questionnaire. Mothers and teachers contributed ratings of child externalizing behavior at age 6. Results showed that the hypothesized model fit the data well and that the pattern of associations between constructs differed for boys and girls. For boys, parental warm responsiveness and corporal punishment had significant indirect effects on children’s externalizing behavior three years later, mediated by child effortful control. Such relations were not observed for girls. These findings support a sex-differentiated pathway to externalizing behavior across the transition from preschool to school. PMID:20632205
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Why do boys eat less fruit and vegetables than girls?
Bere, Elling; Brug, Johannes; Klepp, Knut-Inge
2008-03-01
To explore why boys eat less fruit and vegetables (F&V) than girls, using longitudinal data following pupils from the age of 12.5 to 15.5 years, including perceived accessibility, modelling, intention, preferences, self-efficacy and knowledge of recommendations as potential mediators. A longitudinal study, based on data collected among the control schools within the intervention project 'Fruits and Vegetables Make the Marks'. This sample contains 896 6th and 7th graders from 20 randomly selected elementary schools within two Norwegian counties. Questionnaires were administered in May 2002 and May 2005 (when the participants were in 9th and 10th grade in 18 secondary elementary schools). In single mediation analyses all determinants mediated parts of the gender difference, but only preferences decreased the gender difference to a level below statistical significance. Preferences alone explained 81% of the gender difference. In the multiple mediation analyses, the six mediators together explained 91% of the gender difference, but only preferences and perceived accessibility contributed uniquely to the explanation, with 25% and 10% respectively. Preference appears as the strongest mediator of the difference in F&V intakes between boys and girls. Further research should explore why girls like F&V more than boys.
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Boys and Music Education: "RMX"ing the Curriculum
ERIC Educational Resources Information Center
McGregor, Glenda; Mills, Martin
2006-01-01
Music is central to the lives of most high-school age boys. However, music education is a marginalised area of the school curriculum, decreasing in popularity as students approach senior school and succumb to pressures to choose subjects perceived to be more useful in the "real world". While this process is common for both boys and girls, the…
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Boyz to Men? Teaching to Restore Black Boys' Childhood
ERIC Educational Resources Information Center
Ladson Billings, Gloria
2011-01-01
Many schools see teaching African American boys as a daunting challenge. However, in many schools the primary focus of Black male children's educational experience is maintaining order and discipline rather than student learning and academic achievement. By the time Black boys reach the 3rd or 4th grade their teachers and other school personnel no…
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Masculinities and Resistance: High School Boys (Un)doing Boy
ERIC Educational Resources Information Center
Kehler, Michael D.
2004-01-01
In Australia, Canada, the United States, and the United Kingdom there has been a resurgence in attention directed at boys and schooling. The media and public discourse describes it as a burgeoning moral panic. Mainly grounded in public concerns about achievement levels and violence in schools, the response has been to develop quick fixes and…
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Influence of family and school-level factors on age of sexual initiation.
White, Candace N; Warner, Lynn A
2015-02-01
This study examined the association of individual, family, and school-level characteristics with age of sexual initiation (ASI) and focused specifically on school context as a moderator of known predictors of ASI. Data are from Waves I and IV of the National Longitudinal Study of Adolescent Health (N = 10,596). Predictors include grade point average, physical development, attitudes about sex, likelihood of higher education, alcohol use, delinquency, family structure, parents' education level, childhood abuse, maternal approval of sex, parental monitoring, and parent-child relationship quality. School-level predictors are averages of adolescents' attitudes about sex and likelihood of higher education and parents' education. Hierarchical linear models run separately by sex were used to predict ASI. When school-level attitudes about sex are more favorable, both boys and girls report younger ASI, and school mean parental education attainment moderates the influence of individual adolescents' attitudes about sex on ASI. More of the predictors are significant for girls than boys, whereas perception of maternal and peer approval of sexual activity are the most salient predictors of younger ASI for boys. Results highlight the importance of school context for understanding adolescents' motivations for early ASI. Findings support the need for school-wide prevention interventions that engage adolescents, peers, and parents in addressing attitudes about early sex. Copyright © 2015 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
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Pasch, Keryn E.; Brown, H. Shelton; Perry, Cheryl L.; Komro, Kelli A.
2014-01-01
A social multiplier effect is a social interaction in which the behavior of a person in a social network varies with the normative behavior of others in the network, also known as an endogenous interaction. Policies and intervention efforts can harness social multiplier effects because, in theory, interventions on a subset of individuals will have “spillover effects” on other individuals in the network. This study investigates potential social multiplier effects for violence in middle schools, and whether there is evidence for a social multiplier effect transmitted from girls to boys. Three years of longitudinal data (2003–2005) from Project Northland Chicago (PNC) were used to investigate this question, with a sample consisting of youth in Grades 6 through 8 in 61 Chicago Public Schools (N = 4233 at Grade 6, N = 3771 at Grade 7, and N = 3793 at Grade 8). The sample was 49.3% female, and primarily African American (41.9%) and Latino/a (28.7%), with smaller proportions of whites (12.9%), Asians (5.2%) and other ethnicities. Results from two sets of regression models estimating the effects of 20th (low), 50th (average), and 80th (high) percentile scores for girls and boys on levels of violence in each gender group revealed evidence for social multiplier effects. Specifically, boys and girls were both influenced by social multiplier effects within their own gender group, and boys were also affected by normative violence scores among girls, typically those of the best-behaved (20th percentile) girls. The finding that girls may have positive social influence on boys’ levels of violent behavior extends prior findings of beneficial social effects of girls on boys in the domains of education and risky driving. Further, this social normative effect presents a potential opportunity to improve school-based intervention efforts for reducing violence among youth by leveraging girls as carriers of a social multiplier effect for reduced violence in the middle school environmental context, particularly among boys, who are at greater risk. PMID:24567165
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Questioning Masculinities: Interrogating Boys' Capacities for Self-Problematization in Schools
ERIC Educational Resources Information Center
Kehler, Michael; Martino, Wayne
2007-01-01
In drawing on selected interviews with adolescent boys from both Australia and North America, we present an analysis of boys' own capacities for interrogating gender normalisation in their school lives. We set this analysis against a critique of the public media debates about boys' education, which continue to be fuelled by a moral panic about the…
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ERIC Educational Resources Information Center
Carr-Chellman, Alison
2012-01-01
Boy culture is out of sync with school culture. There are several reasons for this, including zero tolerance policies that are too often taken to extremes, the lack of male teachers, and the compression of the curriculum. What's more, boy culture is not socially accepted, and boys quickly come to feel that they are not good at school. For many…
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Teaching Boys Who Struggle in School: Strategies That Turn Underachievers into Successful Learners
ERIC Educational Resources Information Center
Cleveland, Kathleen
2011-01-01
Rather than sounding false alarms about a genderwide crisis in boys' academic achievement, here's a book that cuts through the confusion to explain why "some" boys struggle in school and how you can effectively intervene without jeopardizing the achievements of other, more successful, learners (boys and girls). Drawing from large-scale studies,…
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Swimming against the Tide: Boys, Literacies, and Schooling--An Australian Story
ERIC Educational Resources Information Center
Alloway, Nola
2007-01-01
This article focuses on issues related to boys, literacies, and schooling as played out in the Australian context. It reflects on the swathe of populist discourse centring on boys, and on literacy, that drives a potentially divisive education agenda. In providing more nuanced analyses of the debates surrounding the disputed territory of boys,…
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Creating developmentally auspicious school environments for African American boys.
Barbarin, Oscar A; Chinn, Lisa; Wright, Yamanda F
2014-01-01
African American (AA) boys face serious barriers to academic success, many of which are uncommon--or absent--in the lives of AA girls, other children of color, and European American children. In this chapter, we identify nine critical challenges to the successful education of AA boys and review possible solutions. In addition, we evaluate one particular reform, public single-sex schooling, as a possible solution to the challenges facing AA boys. Considering the evidence, we argue that recent efforts to expand the existence of public single-sex schools are rarely grounded in empirical findings. Given the lack of compelling evidence and the high stakes for AA boys, we call for more rigorous evaluations of the outcomes of sex-segregated programs that specifically target AA boys.
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Female Education: The Long Way to Equal Rights for Girls in Schools
ERIC Educational Resources Information Center
Stubig, Frauke
2005-01-01
Girls are the obvious winners of the German school system: there are more girls than boys of the same age attending grammar school and intermediate school, that is, the "superior" schools. On the other hand, "inferior" schools such as comprehensive schools, secondary modern, and special schools are attended by more boys than…
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Evaluating Boy Scout Geology Education, A Pilot Study
NASA Astrophysics Data System (ADS)
Hintz, R. S.; Thomson, B.
2008-12-01
This study investigated geology knowledge acquisition by Boy Scouts through use of the Boy Scout Geology Merit Handbook. In this study, boys engaged in hands-on interactive learning following the requirements set forth in the Geology Merit Badge Handbook. The purposes of this study were to determine the amount of geology content knowledge engendered in adolescent males through the use of the Geology Merit Badge Handbook published by the Boy Scouts of America; to determine if single sex, activity oriented, free-choice learning programs can be effective in promoting knowledge development in young males; and to determine if boys participating in the Scouting program believed their participation helped them succeed in school. Members of a local Boy Scout Troop between the ages of 11 and 18 were invited to participate in a Geology Merit Badge program. Boys who did not already possess the badge were allowed to self-select participation. The boys' content knowledge of geology, rocks, and minerals was pre- and post-tested. Boys were interviewed about their school and Scouting experiences; whether they believed their Scouting experiences and work in Merit Badges contributed to their success in school. Contributing educational theories included single-sex education, informal education with free-choice learning, learning styles, hands-on activities, and the social cognitive theory concept of self-efficacy. Boys who completed this study seemed to possess a greater knowledge of geology than they obtained in school. If boys who complete the Boy Scout Geology Merit Badge receive additional geological training, their field experiences and knowledge acquired through this learning experience will be beneficial, and a basis for continued scaffolding of geologic knowledge.
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Boys, Books, and Boredom: A Case of Three High School Boys and Their Encounters with Literacy
ERIC Educational Resources Information Center
Sarroub, Loukia K.; Pernicek, Todd
2016-01-01
We examine the literacy gender gap through the documented experiences of 3 representative high schools boys and their teacher--how they view themselves as students, their dispositions toward schooling and education, and their engagement with literacy--as a way to further understand how literacy teachers can better work with them. We offer a case…
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ERIC Educational Resources Information Center
Cobbett, Mary
2014-01-01
This paper will report on the findings from classroom observations and focus group discussions conducted on the topic of popularity and fitting in at school with girls and boys from four government secondary schools in Antigua. The findings show that whilst boys did experience difficulties negotiating academic success and acceptable masculinities,…
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Gender Issues in Gifted Achievement: Are Girls Making Inroads While Boys Fall Behind?
ERIC Educational Resources Information Center
Rimm, Sylvia B.
2015-01-01
School and life achievement patterns for girls and women differ from those of boys and men. While girls have made dramatic progress in school, they need to be inspired to connect to lifelong achievement. Both research and clinical work at the Ohio-based Family Achievement Clinic find that more boys than girls underachieve in school. There is much…
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ERIC Educational Resources Information Center
Maliphant, Rodney; And Others
1990-01-01
Presents results of study of British elementary school boys aged seven to nine, comparing disruptive behavior to heart rate. Distinguishes this study from earlier ones that found relationship between low base heart rates and low reactivity to mild stress among high school boys. Reports that this study disproves prediction that results would be…
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Examining a Causal Model of Early Drug Involvement Among Inner City Junior High School Youths.
ERIC Educational Resources Information Center
Dembo, Richard; And Others
Reflecting the need to construct more inclusive, socially and culturally relevant conceptions of drug use than currently exist, the determinants of drug involvement among inner-city youths within the context of a causal model were investigated. The drug involvement of the Black and Puerto Rican junior high school girls and boys was hypothesized to…
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Students' attitudes towards mathematics in single-sex and coeducational schools
NASA Astrophysics Data System (ADS)
Norton, Stephen J.; Rennie, Léonie J.
1998-04-01
This paper examines students' attitudes towards mathematics at the secondary school level. Using five of the Fennema-Sherman scales, the attitudes of boys and girls in Grades 8 to 12 in four schools were compared: a single-sex boys' and a single-sex girls' private school, and a state and a private coeducational school. Multivariate analysis of variance was used to guide an exploration of how students' attitudes varied according to grade, sex and educational setting. There were no differences between students in the two coeducational schools. In general, students' attitudes were found to be less positive in more senior grades; and overall, boys had more positive attitudes than girls. There were clear differences between boys and girls on the Mathematics as a Male Domain scale, with girls being less stereotyped in their perceptions than boys. Except for this scale, effects related to the sex of the student were small, and effects relating to grade level and school type on all variables were also small. Implications are drawn for future research in this area.
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Kim, Yongjoo; Austin, S Bryn; Subramanian, S V; Thomas, Jennifer J; Eddy, Kamryn T; Franko, Debra L; Rodgers, Rachel F; Kawachi, Ichiro
2018-02-01
To investigate the prevalence and risk factors for disordered weight control behaviors (DWCB) in South Korean adolescents at multiple levels, including individual, family, school, and geographic area. We drew participants from the 11th Korea Youth Risk Behavior Web-based Survey, conducted in 2015, with 65,529 adolescents (31,687 girls, 33,842 boys) aged 12-18 years. DWCB was defined as engaging in any of the following behaviors for weight control over the past month: fasting, one-food diet (eating only one food over an extended period of time for weight control), vomiting, and taking laxatives/diuretics/unprescribed diet pills. Sex-stratified four-level multilevel logistic models examined potential predictors of DWCB, including age, body-mass index, puberty, perceived household economic status, parental education, living structure, school type and sex-composition, percentage of students participating in school nutrition programs, and urbanicity. Overall, 6.2% of Korean adolescents (8.9% of girls, 3.7% of boys) exhibited any DWCB. We found significant between-school variation among girls and boys and between-classroom variation among girls. Older age, overweight/obesity, pubertal maturity, high household economic status (vs. mid-range economic status), and vocational schooling (vs. general) were positively associated with DWCB among girls and boys. Low household economic status (vs. mid-range economic status), higher parental education, and coeducational schooling (vs. single-sex) were positively associated with DWCB among girls only. The findings suggest that DWCB are prevalent among Korean adolescents across age, sex, and socioeconomic status. Social contextual factors including school and familial environmental factors, as well as individual characteristics, should be considered when developing effective prevention strategies. © 2018 Wiley Periodicals, Inc.
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Pornography and sexual experiences among high school students in Sweden.
Mattebo, Magdalena; Tydén, Tanja; Häggström-Nordin, Elisabet; Nilsson, Kent W; Larsson, Margareta
2014-04-01
The study investigated the differences between high school boys and girls in: (1) the use of pornography, (2) sexual experiences, (3) experience of sexual abuse, and (4) perceptions of sexuality and pornography. It also examined the possible predictors of experiencing sexual activities, such as sex, sociodemographic factors (high school program, household, and ethnic background), pornography consumption, experience of sexual abuse, perception of sexuality, and perception of pornography. A population-based classroom survey of 16-year-old boys (n = 477) and girls (n = 400) from 53 randomly selected high school classes in 2 towns in mid-Sweden. Almost all boys (96%, n = 453) and 54% of the girls (n = 213) had watched pornography. Regardless of sex, pornography consumers had a positive perception of pornography. There were no differences between pornography-consuming boys and girls regarding fantasies, and they had attempted sexual acts inspired by pornography. A higher proportion of girls (15%) than boys (6%) had experienced sexual abuse. Predictors for being sexually experienced (oral sex, intercourse, and anal sex) included: being a girl, attending a vocational high school program, living with separated parents, having experience of sexual abuse, stating that boys and girls are equally interested in sex, and having a positive perception of pornography (Adj. R = 0.166). Boys had more experience of and a more positive perception of pornography, but there were only a few differences between boys and girls in the pornography-consumer group. Girls were more sexually experienced than boys. A positive perception of pornography predicted being sexually experienced.
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Peer Victimization and Social Alienation: Predicting Deviant Peer Affiliation in Middle School
ERIC Educational Resources Information Center
Rudolph, Karen D.; Lansford, Jennifer E.; Agoston, Anna M.; Sugimura, Niwako; Schwartz, David; Dodge, Kenneth A.; Pettit, Gregory S.; Bates, John E.
2014-01-01
Two prospective studies examined a theoretical model wherein exposure to victimization, resulting from early behavioral risk, heightens children's social alienation and subsequent deviant peer affiliation (DPA). Across Study 1 (298 girls, 287 boys; K-7th grade; 5-12 years) and Study 2 (338 girls, 298 boys; 2nd-6th grade; 8-12 years),…
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Kirkhaug, Bente; Drugli, May Britt; Lydersen, Stian; Mørch, Willy-Tore
2013-08-01
Few studies have focused on conduct problems and co-occurring problems among the youngest children in schools, such as social, internalizing and attention problems. In particular, there is a lack of studies that differentiate between boys and girls in terms of such problems. The aim of the current study was to test associations between conduct problems and social, internalizing and attention problems, as well as adaptive school functioning, which was rated by the teachers of boys and girls in grades 1-3. In a cross-sectional study, 103 boys and 108 girls in grades 1-3 at six schools participated in a national Norwegian study of child conduct problems in the normal population. Linear regression analysis was used to test the associations between conduct problems, social skills, problems of internalization, attention problems and adaptation to school among boys and girls. There were significant associations between high levels of conduct problems and social skills problems, attention problems and low adaptive school functioning scores among boys and girls. Attention problems had the most powerful associations with conduct problems for both genders. Young schoolchildren with high levels of conduct problems also had co-occurring problems. Schools and teachers need to adopt a comprehensive approach to help these children during their first years in school.
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Childhood bullying as a risk for later depression and suicidal ideation among Finnish males.
Klomek, Anat Brunstein; Sourander, Andre; Kumpulainen, Kirsti; Piha, Jorma; Tamminen, Tuula; Moilanen, Irma; Almqvist, Fredrik; Gould, Madelyn S
2008-07-01
Little is known about the predictive association between childhood bullying behavior with depression and suicidal ideation at age 18. The sample included 2348 boys born in 1981. Information about bullying was gathered at the age of 8 from self, parent and teacher's reports. Depression and suicidal ideation were assessed during the Finnish military call-up examination. Based on regression models, boys who were bullies frequently, but not merely sometimes, were more likely to be severely depressed and to report suicidal ideation compared to boys who were not bullies. When controlling for depression at age 8 the association between frequent bullying and severe depression was maintained but the association with suicidal ideation became non-significant. Boys who were only victimized were not more likely to be depressed or to report suicidal ideation at age 18. Boys who were frequently both bullies and victims were found to be at risk for later depression. Our finding can only be generalized to boys who were involved in bullying at elementary school age. Data at age 18 was based only on self-reports and the bullying/victimization questions were very general. Childhood bullying behavior is a risk factor for later depression. Screening and intervention for bullying behavior in the early school years is recommended to avoid subsequent internalizing problem in late adolescence.
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NASA Astrophysics Data System (ADS)
Arbin, Norazman; Kamarudin, Norsyazana; Abu, Mohd Syafarudy; Hamzah, Firdaus Mohamad; Ghani, Sazelli Abdul
2015-05-01
This survey research was designed to identify the secondary mathematics teachers' quality of teaching. Specifically, this study focused on students' perception, based on genders on the quality of teaching of their secondary mathematics teachers and, its relationship with the former's mathematics achievement. This research was carried in four different schools: two all boys' secondary schools and two all girls' secondary schools. Thus, a comparison between these two types of schools was made. The sample of the study involved 100 form four students from those schools. The result showed that the students from those schools had positive perception on their teachers' quality of teaching. Statistically, there was no difference between the boys' and girls' perceptions. There was a significant relationship between the boys' perception on the quality of their teachers' teaching and the boys' achievement. However, there was no significant relationship between the girls' perceptions on the quality of their teachers' teaching and the girls' achievement. The findings of this research could be used as a useful guideline for mathematics teachers and future mathematics teachers in enhancing the quality of their teaching and learning.
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ERIC Educational Resources Information Center
Gafoor, Kunnathodi Abdul; Kurukkan, Abidha
2014-01-01
The purpose of the study is to investigate the relation between parenting style and goal orientation among boys and girls in higher secondary schools of Kerala. Four types of parenting style and five categories of goal orientation. The sample comprised of 467 girls and 365 boys from higher secondary school in Kerala who were selected through…
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Improving Boys' Literacy: A Survey of Effective Practice in Secondary Schools.
ERIC Educational Resources Information Center
Basic Skills Agency, London (England).
Noting that the achievements of boys have been the subject of growing concern in England for a number of years, this booklet indicates some ways to improve the achievement of boys in literacy. The booklet focuses on work in secondary schools and is based on visits to 14 mixed secondary schools in urban, suburban, and rural areas. It begins with a…
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ERIC Educational Resources Information Center
Hinz, Arnold
2017-01-01
Introduction: The aim of this study was to evaluate the school-based "My Body and I" program which was designed to help girls and boys to cope better with inevitable pubertal body changes. Method: Using a pre-post treatment-control design with 25 treatment and 17 control classes from schools in Germany and France (484 boys, 485 girls;…
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ERIC Educational Resources Information Center
Jackson, Carolyn
2002-01-01
Explores the value of introducing single-sex classes within co-educational schools. Draws upon perspectives of girls and boys involved in one such initiative. Concludes girls-only classes may have positive effects for girls, but curriculum-as-usual boys' classes do nothing to challenge problematic male cultures inherent in schools. (BT)
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2013-01-01
Background High school based chlamydia screening has been shown to increase uptake and detect hidden infections among sexually active adolescents. Our study aimed to: i) examine the proportions of 15–20 year-olds tested in a high school based screening and previously in clinical practice, ii) determine chlamydia prevalence according to testing pattern, and iii) examine factors associated with testing in the two settings. Methods A population based cross-sectional study was conducted in 5 high schools in Norway in 2009, using web-questionnaires and Chlamydia trachomatis PCR in first-void urine (800 girls/818 boys, mean age 17.2 years). Only sexually active participants at risk for chlamydia infections were included in the analyses. Crude and multivariable logistic regression models were applied with ‘clinic based testing’ and ‘school based screening’ as outcome variables. Results 56% of girls and 21% of boys reported previous clinic based testing. In the school based screening, 93% were tested with no gender difference. 42% of girls and 74% of boys were tested for the first time at school (‘school-only test’). Both girls with clinic based testing and girls with school-only test had high chlamydia prevalence (7.3% vs 7.2%). Boys with clinic based testing had twice the prevalence of those with school-only test (6.2% vs 3.0%, p = 0.01). Half of infections were detected in participants with school-only test. One-fifth were repeat infections. In multivariable analysis of girls and boys combined, female gender, older age, early sexual debut, no condom use at first and last intercourse, steady relationship, and higher number of lifetime partners increased the odds of clinic based testing. The odds of school based screening increased with male gender, academic affiliation, later sexual debut, condom use at first intercourse, and current urogenital symptoms in multivariable analysis. Conclusions More than half the girls had been tested prior to the school based screening and had high prevalence independent of previous clinic based testing. School screening was mostly associated with factors unknown to increase chlamydia infection risk, while clinic based testing was associated with traditional risk factors. The unusually high and equal participation between genders and the detection of a large chlamydia reservoir confirms the value of school based screening suggesting this approach to be further explored in Norway. PMID:23915415
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ERIC Educational Resources Information Center
Mrug, Sylvie; Windle, Michael
2009-01-01
This study utilized cross-lagged longitudinal models to examine prospective, bidirectional relationships between witnessing violence and victimization and three adjustment variables--delinquency, conduct problems, and school connectedness. Participants included 603 early adolescent boys and girls (78% African American, 20% Caucasian). Witnessing…
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Avenues to prestige among adolescents in public and religiously affiliated high schools.
Suitor, J Jill; Powers, Rebecca S; Brown, Rachel
2004-01-01
We used data from 1,733 college students to explore whether adolescents' avenues to prestige differ in public and private high schools. Students attending seven large universities during the 1997--98 academic year provided information on the ways in which adolescents in their high schools had gained prestige with peers. The analyses revealed no differences by high school type for girls, with the exception of greater emphasis on clothes in public schools as compared with private schools. For boys, the differences were more pronounced. Boys who attended private schools were less likely than those who attended public schools to accrue prestige through clothes and car ownership and more likely to gain prestige through general sociability and having a good reputation. However, boys who attended private schools were more likely to gain prestige through being the class clown. Taken together, the findings show few differences between avenues to prestige for girls in private and public high schools, and differences for boys that are not uniformly in the direction that parents and private school advocates would predict or desire.
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Addressing the Health Concerns of VA Women with Sexual Trauma
2015-10-01
high school boys Role Co-I NIDA R34DA038770-01A1 (Zlotnick) 4/01/2015-3/31/2018 2.04 calendar Computer-Based Intervention for Battered...School Boys 1U01CE002531-01 (Orchowski: PI) 9/1/14 – 8/31/18 4.56 CM National Center for Injury Prevention and Control Preventing sexual...aggression among high school boys Role: PI Community-Level Primary Prevention of Dating and Sexual Violence in Middle Schools 1U01CE002651-01
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Martínez-Andrés, Maria; Bartolomé-Gutiérrez, Raquel; Rodríguez-Martín, Beatriz; Pardo-Guijarro, Maria Jesus; Martínez-Vizcaíno, Vicente
2017-01-01
ABSTRACT The aim of the study was to know the factors that influence boys and girls’ perceptions for performing physical activity during playground recess from their own perspective. Ninety-eight schoolchildren aged 8–11 years from five schools from Cuenca (Spain) participated in 22 focus groups and carried out 98 drawings following the socioecological model as a theoretical framework. A content analysis of the transcripts from the focus groups and drawings was carried out by three researchers. Results showed that, in spite of boys and girls identified same barriers, there were gender differences in their perceptions. Gender socialization was the key as central category and helped to understand these differences. Boys preferred play football and this sport had a monopoly on the recess space. Weather was a barrier for boys. Girls and boys, who did not play football, were relegated to peripheral areas and lack of materials was a barrier for them. Teachers were a barrier for all children who did not play football. Thus, in order to promote recess physical activity, researchers, teachers and educational policy makers should take into account gender socialization and promote inclusive non-curricular physical activity in schools. PMID:29039264
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The -Younger-Minority Boy" as a Clue to the Source of Achievement Orientation.
ERIC Educational Resources Information Center
Kammeyer, Kenneth C. W.
This study is a follow-up of the work by Morris Rosenberg who found that younger-minority boys tend to have high self-esteem, but a relatively low achievement orientation and low grades in school. Sampling a total 898 high school senior boys, this study found that younger minority boys do have lower grades and lower occupational and educational…
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Listening to the Voices of Boys: A Mosaic Approach to Exploring the Motivation to Engage in Reading
ERIC Educational Resources Information Center
Fiedler, Krista M.
2012-01-01
The purpose of this study was to examine what information third-grade boys attending school in three rural school districts might contribute to current understanding about what motivates boys to engage in reading. A multi-method, multi-sensory Mosaic Approach was used to explore, record, and interpret the voices of the 14 boys with varying levels…
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Kupersmidt, Janis B; Stelter, Rebecca; Dodge, Kenneth A
2011-12-01
The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in 3rd through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys' antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys.
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The Status of Preventive Behaviors in Traffic Accidents in Junior High School Students in Isfahan
Hosseini, Leila; Tavazohi, Hossein; Shirdavani, Soheila; Heidari, Kamal; Nobari, Reza Fadaei; Kelishadi, Roya; Yalverdi, Narges
2014-01-01
Background: Population growth and use of the car in daily life entails new incidents and accidents everyday. Adolescents’ entering the new world of adults, their insufficient knowledge of rules, and high-risk behaviors expose them to more risks. Accordingly, a study was conducted with the aim to evaluate the status of preventive behaviors in traffic accidents in boy and girl junior high school students in Isfahan regarding vehicle use. Methods: A descriptive-analytical cross-sectional study was conducted on 7000 junior high school boy and girl students from 20 towns in Isfahan Province using multi-stage cluster sampling method in 2009–2010. A researcher-made questionnaire was used as data collection tool, which evaluated students’ practice and preventive behaviors with 21 questions, each examining students’ practice in accidents and incidents that may occur in school and on the way to school. Data were analyzed with Epi 6 and SPSS software using t-test and Chi-square test. Results: Girls comprised 49.9% of students and 50.1% were boys, 84% lived in urban areas and 15.5% in rural areas. The frequency of an accident location was school in 53.9% with 3739 cases and on the way to school in 10.6% with 732 cases. Mean practice score of preventive behaviors in traffic accidents involving cars, taxi, and school bus (72.6 ± 17.52 girls, 72.7 ± 18.31 boys, P = 0.88), motorbike (79.1 ± 14.048 girls, 74.1 ± 19.73 boys, P < 0.001), bicycle (71.4 ± 16.56 girls, 68.5 ± 14.69 boys, P = 0.152), bus and minibus (91.8 ± 13.16 girls, 87 ± 18.65 boys, P < 0.001), crossing the street (30.5 ± 26.67 girls, 32.7 ± 28.03 boys, P = 0.003), and skating (60.6 ± 29.103 girls, 61.2 ± 26.84 boys, P = 0.927). Results indicate that girls have better preventive practices than boys in use of motorbikes, buses, and minibuses. Conclusions: According to the results obtained, the majority of students walk to school and have the lowest practice score in this respect. It is recommended that as the first step, students be given necessary road traffic rules training, particularly how to cross the street. PMID:26157568
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The Status of Preventive Behaviors in Traffic Accidents in Junior High School Students in Isfahan.
Hosseini, Leila; Tavazohi, Hossein; Shirdavani, Soheila; Heidari, Kamal; Nobari, Reza Fadaei; Kelishadi, Roya; Yalverdi, Narges
2014-12-01
Population growth and use of the car in daily life entails new incidents and accidents everyday. Adolescents' entering the new world of adults, their insufficient knowledge of rules, and high-risk behaviors expose them to more risks. Accordingly, a study was conducted with the aim to evaluate the status of preventive behaviors in traffic accidents in boy and girl junior high school students in Isfahan regarding vehicle use. A descriptive-analytical cross-sectional study was conducted on 7000 junior high school boy and girl students from 20 towns in Isfahan Province using multi-stage cluster sampling method in 2009-2010. A researcher-made questionnaire was used as data collection tool, which evaluated students' practice and preventive behaviors with 21 questions, each examining students' practice in accidents and incidents that may occur in school and on the way to school. Data were analyzed with Epi 6 and SPSS software using t-test and Chi-square test. Girls comprised 49.9% of students and 50.1% were boys, 84% lived in urban areas and 15.5% in rural areas. The frequency of an accident location was school in 53.9% with 3739 cases and on the way to school in 10.6% with 732 cases. Mean practice score of preventive behaviors in traffic accidents involving cars, taxi, and school bus (72.6 ± 17.52 girls, 72.7 ± 18.31 boys, P = 0.88), motorbike (79.1 ± 14.048 girls, 74.1 ± 19.73 boys, P < 0.001), bicycle (71.4 ± 16.56 girls, 68.5 ± 14.69 boys, P = 0.152), bus and minibus (91.8 ± 13.16 girls, 87 ± 18.65 boys, P < 0.001), crossing the street (30.5 ± 26.67 girls, 32.7 ± 28.03 boys, P = 0.003), and skating (60.6 ± 29.103 girls, 61.2 ± 26.84 boys, P = 0.927). Results indicate that girls have better preventive practices than boys in use of motorbikes, buses, and minibuses. According to the results obtained, the majority of students walk to school and have the lowest practice score in this respect. It is recommended that as the first step, students be given necessary road traffic rules training, particularly how to cross the street.
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School and Peer Influences on the Academic Outcomes of African American Adolescents
Estrada-Martinez, Lorena; Colin, Rosa J.; Jones, Brittni D.
2015-01-01
Little scholarship explores how adolescents’ beliefs about school and peers influence the academic outcomes of African American boys and girls. The sample included 612 African American boys (N=307, Mage=16.84) and girls (N=305, Mage=16.79). Latent class analysis (LCA) revealed unique patterns for African American boys and girls. Findings indicate that for African American boys, school attachment was protective, despite having peers who endorsed negative achievement values. Furthermore, socio-economic (SES) status was associated with higher grade point averages (GPA) for African American girls. Overall, these findings underscore the unique role of school, peer, and gendered experiences in lives of African American adolescents. PMID:26277404
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Ethnic pride, self-esteem, and school belonging: A reciprocal analysis over time.
Hernández, Maciel M; Robins, Richard W; Widaman, Keith F; Conger, Rand D
2017-12-01
School belonging (i.e., social connectedness to school) has positive implications for academic achievement and well-being. However, few studies have examined the developmental antecedents of school belonging, particularly for students of Mexican origin. To address this gap in the research literature, the present study examined reciprocal relations between school belonging and two self-affirmation beliefs-self-esteem and ethnic pride-using data from a longitudinal study of Mexican-origin students followed from fifth to ninth grade (N = 674, Mage at Wave 1 = 10.4 years, 50% girls). Furthermore, we evaluated whether the associations were stronger for boys than girls. Using multiple group analysis in a structural equation modeling framework, results indicate that, among boys, ethnic pride was prospectively associated with increases in self-esteem, self-esteem was associated with increases in school belonging, and the direct association between ethnic pride and school belonging was bidirectional. For girls, ethnic pride was prospectively associated with later school belonging. Discussion focuses on the gender differences in observed effects and implications for school programs and interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
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ERIC Educational Resources Information Center
van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben
2018-01-01
Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being…
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The Feminization of School Hypothesis Called into Question among Junior and High School Students
ERIC Educational Resources Information Center
Verniers, Catherine; Martinot, Delphine; Dompnier, Benoît
2016-01-01
Background: The feminization of school hypothesis suggests that boys underachieve in school compared to girls because school rewards feminine characteristics that are at odds with boys' masculine features. Aims: The feminization of school hypothesis lacks empirical evidence. The aim of this study was to test this hypothesis by examining the extent…
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ERIC Educational Resources Information Center
Bahadur, Waheed; Bano, Amir; Waheed, Zarina; Wahab, Abdul
2017-01-01
The performance of schools is highly dependent on the leadership of school heads, and, flexible leaders accelerate school performance. The purpose of this qualitative study was to examine leadership behavior in selected boys' secondary schools that are performing well. Based on multiple-case study design, four high-performing schools from Quetta…
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ERIC Educational Resources Information Center
Martin, Andrew J.
2003-01-01
This paper explores key gender differences in motivation from a quantitative perspective and presents findings from a qualitative study into boys' perceptions of motivating teachers and motivating pedagogy. Data collected from 3773 high school students suggest that girls score significantly higher than boys in their belief in the value of school,…
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Boys, girls, and the school cultural environment: Teachers' judgment and students' values.
Aelenei, Cristina; Darnon, Céline; Martinot, Delphine
2017-01-01
Due to gender socialization, girls are more likely to endorse self-transcendence values (e.g., helping people) compared to boys, whereas boys are more likely to endorse self-enhancement values (e.g., wanting to be in charge) compared to girls. In two studies, we investigated teachers' judgment regarding the display of these values in school and students' endorsement of the self-transcendence and self-enhancement values in two contexts: home and school. In Study 1 (N = 240), teachers evaluated a student perceived as strongly endorsing the self-transcendence values more positively compared to a student perceived as strongly endorsing the self-enhancement values, regardless of the student's gender. In Study 2 (N = 151), boys endorsed the self-enhancement values more than the self-transcendence values at home, whereas the opposite occurred in the school context. Girls did not vary across contexts, endorsing the self-transcendence values more than the self-enhancement values in both contexts. Possible consequences on boys' school-related outcomes are discussed.
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Developmental Trajectories of Boys' Driven Exercise and Fasting During the Middle School Years.
Davis, Heather A; Guller, Leila; Smith, Gregory T
2016-10-01
Boys appear to engage in eating disorder behavior, particularly nonpurging compensatory behaviors such as driven exercise and fasting, at higher rates than previously thought. Little is known about the development of these behaviors in adolescent boys. In a sample of 631 non-binge eating and non-purging boys studied once in 5th grade and 6 times over the 3 years of middle school (grades 6 through 8), we found that (a) for some youth, driven exercise and fasting were present from grade 6; (b) different boys progressed along different trajectories of engagement in driven exercise and fasting, with some boys engaging in no driven exercise or fasting (65.8 % and 83.5 %, respectively), some boys engaging in driven exercise and fasting throughout middle school (25.2 % and 16.5 %, respectively), and other boys discontinuing engagement in driven exercise (9 %); (c) 5th grade depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership; and (d) boys engaging in driven exercise and fasting in 8th grade remained distressed. Boys' engagement in driven exercise and fasting behavior merits the attention of researchers and clinicians.
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School Aggression and Dispositional Aggression among Middle School Boys
ERIC Educational Resources Information Center
Ballard, Mary E.; Rattley, Kelvin T.; Fleming, Willie C.; Kidder-Ashley, Pamela
2004-01-01
We examined the relationship between dispositional (trait) aggression and administrative reports of school aggression among 100 adolescent male participants from an urban middle school. Aggression was fairly common among the sample; 58 boys had a record of school aggression, and many of those were repeat offenders. Our hypothesis that those higher…
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ERIC Educational Resources Information Center
Smith, Jeffrey
2007-01-01
The ongoing moral panic surrounding adolescent boys continues to cause concern, proving pivotal in popular discourses centring on the "problem of youth". Drawing on ethnographic data from a large co-educational secondary school, this paper illustrates how school outcomes are adversely affected by working class boys' investments in peer…
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School wellbeing among children in grades 1-10.
Løhre, Audhild; Lydersen, Stian; Vatten, Lars J
2010-09-01
Determinants of children's school wellbeing have not been extensively studied. In this cross-sectional study of school children we assessed how factors assumed to promote wellbeing and factors assumed to adversely influence wellbeing were associated with self-reported wellbeing in school. Children from five schools, 230 boys and 189 girls in grades 1-10, responded to the same set of questions. We used proportional odds logistic regression to assess the associations of promoting and restraining factors with school wellbeing. In a multivariable analysis, degree of school wellbeing in boys was strongly and positively related to enjoying school work (odds ratio, 3.84, 95% CI 2.38 to 6.22) and receiving necessary help (odds ratio, 3.55, 95% CI 2.17 to 5.80) from teachers. In girls, being bothered during lessons was strongly and negatively associated with school wellbeing (odds ratio, 0.43, 95% CI 0.22 to 0.85). Different factors may determine school wellbeing in boys and girls, but for both genders, factors relevant for lessons may be more important than factors related to recess. Especially in boys, the student-teacher relationship may be of particular importance.
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Attitudes and achievement of Bruneian science students
NASA Astrophysics Data System (ADS)
Dhindsa, Harkirat S.; Chung, Gilbert
2003-08-01
The aim of this study was to evaluate attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. The results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. These differences were at moderate level. In single-sex schools, the girls achieved moderately better in science than the boys despite their attitudes were only marginally better than the boys. However, there were no gender differences in attitudes towards and achievement in science of students in coeducational schools. The attitudes towards and achievement in science of girls in single-sex schools were moderately better than those of girls in coeducational schools. Whereas the attitudes towards and achievement in science of boys in single-sex schools were only marginally better than the boys in coeducational schools. However, further research to investigate (a) if these differences are repeated at other levels as well as in other subjects, and (b) the extent to which school type contributed towards these differences is recommended.
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Chavous, Tabbye M; Rivas-Drake, Deborah; Smalls, Ciara; Griffin, Tiffany; Cogburn, Courtney
2008-05-01
The authors examined relationships among racial identity, school-based racial discrimination experiences, and academic engagement outcomes for adolescent boys and girls in Grades 8 and 11 (n = 204 boys and n = 206 girls). The authors found gender differences in peer and classroom discrimination and in the impact of earlier and later discrimination experiences on academic outcomes. Racial centrality related positively to school performance and school importance attitudes for boys. Also, centrality moderated the relationship between discrimination and academic outcomes in ways that differed across gender. For boys, higher racial centrality related to diminished risk for lower school importance attitudes and grades from experiencing classroom discrimination relative to boys lower in centrality, and girls with higher centrality were protected against the negative impact of peer discrimination on school importance and academic self-concept. However, among lower race-central girls, peer discrimination related positively to academic self-concept. Finally, socioeconomic background moderated the relationship of discrimination with academic outcomes differently for girls and boys. The authors discuss the need to consider interactions of individual- and contextual-level factors in better understanding African American youths' academic and social development. (PsycINFO Database Record (c) 2008 APA, all rights reserved).
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Saunders, Ruth P.; McIver, Kerry L.; Dowda, Marsha; Pate, Russell R.
2013-01-01
Objective Scales used to measure selected social-cognitive beliefs and motives for physical activity were tested among boys and girls. Methods Covariance modeling was applied to responses obtained from large multi-ethnic samples of students in the fifth and sixth grades. Results Theoretically and statistically sound models were developed, supporting the factorial validity of the scales in all groups. Multi-group longitudinal invariance was confirmed between boys and girls, overweight and normal weight students, and non-Hispanic black and white children. The construct validity of the scales was supported by hypothesized convergent and discriminant relationships within a measurement model that included correlations with physical activity (MET • min/day) measured by an accelerometer. Conclusions Scores from the scales provide valid assessments of selected beliefs and motives that are putative mediators of change in physical activity among boys and girls, as they begin the understudied transition from the fifth grade into middle school, when physical activity naturally declines. PMID:23459310
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Dishman, Rod K; Saunders, Ruth P; McIver, Kerry L; Dowda, Marsha; Pate, Russell R
2013-06-01
Scales used to measure selected social-cognitive beliefs and motives for physical activity were tested among boys and girls. Covariance modeling was applied to responses obtained from large multi-ethnic samples of students in the fifth and sixth grades. Theoretically and statistically sound models were developed, supporting the factorial validity of the scales in all groups. Multi-group longitudinal invariance was confirmed between boys and girls, overweight and normal weight students, and non-Hispanic black and white children. The construct validity of the scales was supported by hypothesized convergent and discriminant relationships within a measurement model that included correlations with physical activity (MET • min/day) measured by an accelerometer. Scores from the scales provide valid assessments of selected beliefs and motives that are putative mediators of change in physical activity among boys and girls, as they begin the understudied transition from the fifth grade into middle school, when physical activity naturally declines.
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Bochner, S
1994-01-01
The differential effectiveness of same- versus opposite-sex role models in persuading teenagers to reduce alcohol consumption was investigated. Based on an actual set of commercials, four 1-min videos were constructed, in which either boys or girls discuss how alcohol adversely affects either boys or girls. These were shown to either teenage boys or girls, resulting in a 2(Sex of Source) x 2(Sex of Subjects [Ss]) factorial design. Ss rated the credibility of the source, the persuasibility of the message, said how much and how often they drank currently, and whether they intended to decrease their future alcohol consumption. Three studies were conducted, in a coeducational (N = 95), boys' (N = 98), and girls' (N = 102) school, respectively. The overall pattern in the data showed that as predicted, same-sex role models were more effective, and that moderate drinkers were more influenced than heavy drinkers; both findings having implications for teenage health education campaigns.
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ERIC Educational Resources Information Center
Smith, Rebekah E.; Bayen, Ute J.; Martin, Claudia
2010-01-01
Fifty children 7 years of age (29 girls, 21 boys), 53 children 10 years of age (29 girls, 24 boys), and 36 young adults (19 women, 17 men) performed a computerized event-based prospective memory task. All 3 groups differed significantly in prospective memory performance, with adults showing the best performance and with 7-year-olds showing the…
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Salahuddin, Meliha; Nehme, Eileen; Ranjit, Nalini; Kim, Young-Jae; Oluyomi, Abiodun O; Dowdy, Diane; Lee, Chanam; Ory, Marcia; Hoelscher, Deanna M
2016-12-01
The role of parents' perceptions of the neighborhood environment in determining children's active commuting to and from school (ACS) is understudied. This study examined the association between parents' perceptions of neighborhood social cohesion, perceived neighborhood safety, and their children's ACS. This cross-sectional analysis (n = 857 from 81 elementary schools in Texas) examined baseline data from the Texas Childhood Obesity Prevention Policy Evaluation project. Participants had a mean age of 9.6 (0.6) years, and 50% were girls. Mixed effects logistic regression models were used to assess gender-stratified associations between parent's perceived social cohesion and children's ACS and their perception of neighborhood safety. A positive significant association was observed between levels of perceived social cohesion and children's ACS for boys (P = 0.047); however, an inverse significant association was observed among girls (P = 0.033). Parents of boys living in neighborhoods with medium to high social cohesion were more likely to perceive their neighborhood as safe compared with parents living in neighborhoods with low social cohesion, though nonsignificant. Perceived neighborhood safety for walking and biking was associated with greater ACS among boys (P = 0.003). Our study findings indicate that both social and physical environments are important factors in determining ACS among boys.
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Bullying and sexual harassment among Brazilian high school students.
DeSouza, Eros R; Ribeiro, J'aims
2005-09-01
Bullying and sexual harassment at school have received recent attention in developed countries; however, they have been neglected in Latin America. Thus, the authors investigated these phenomena among 400 Brazilian high school students from two high schools (one private and one public). Analyses using t-tests showed that boys bullied and sexually harassed their peers more often than girls did. Hierarchical multiple regression analyses showed that boys and girls who scored high on general misconduct bullied their peers more often than those who scored low on general misconduct. Boys who believed they would be punished by their teachers for bullying and who scored low on benevolent sexism bullied more often than boys who believed they would not be punished by their teachers and who scored high on benevolent sexism. Moreover, bullying predicted peer sexual harassment for boys and girls. Recommendations to prevent bullying and sexual harassment are offered.
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Do Peers Contribute to the Likelihood of Secondary School Graduation among Disadvantaged Boys?
ERIC Educational Resources Information Center
Veronneau, Marie-Helene; Vitaro, Frank; Pedersen, Sara; Tremblay, Richard E.
2008-01-01
This 17-year longitudinal study tested whether low peer-perceived acceptance and association with aggressive-disruptive friends during preadolescence predicted students' failure to graduate from secondary school. Participants were 997 Caucasian, French-speaking boys from low-socioeconomic status, urban neighborhoods. The boys were recruited in…
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ERIC Educational Resources Information Center
Flennaugh, Terry
2017-01-01
The transition from middle school to high school can be difficult for many students due to increases in school size, the structure of an academic schedule, and the complexity of social interactions in high school. However, Black boys face unique challenges during this transition period due to racism and structural inequalities. In response to…
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Hart, C H; Nelson, D A; Robinson, C C; Olsen, S F; McNeilly-Choque, M K
1998-07-01
Maternal and paternal parenting styles and marital interactions linked to childhood aggressive behavior as described in Western psychological literature were measured in an ethnic Russian sample of 207 families of nursery-school-age children. Results corroborated and extended findings from Western samples. Maternal and paternal coercion, lack of responsiveness, and psychological control (for mothers only) were significantly correlated with children's overt aggression with peers. Less responsiveness (for mothers and fathers) and maternal coercion positively correlated with relational aggression. Some of these associations differed for boys versus girls. Marital conflict was also linked to more overt and relational aggression for boys. When entered into the same statistical model, more marital conflict (for boys only), more maternal coercion, and less paternal responsiveness were found to be the most important contributors to overt and relational aggression in younger Russian children.
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Resisting and Committing to Schooling: Intersections of Masculinity and Academic Position
ERIC Educational Resources Information Center
Juelskjaer, Malou
2008-01-01
In Western countries, discourses concerning "boys failing school" are circulated in media as well as in schools. Research is conducted that offers sweeping sociological, societal or biological explanations, or context-sensitive ethnographic or social psychological and variable explanations on the relation between boys and school life. In…
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A social ecological assessment of physical activity among urban adolescents.
Yan, Alice Fang; Voorhees, Carolyn C; Beck, Kenneth H; Wang, Min Qi
2014-05-01
To examine the physical, social and temporal contexts of physical activity, as well as sex variations of the associations among 314 urban adolescents. Three-day physical activity recall measured contextual information of physical activities. Logistic regressions and generalized estimating equation models examined associations among physical activity types and contexts, and sex differences. Active transportation was the most common physical activity. Home/neighborhood and school were the most common physical activity locations. School was the main location for organized physical activity. Boys spent more time on recreational physical activity, regardless of the social context, compared to girls. The average physical activity level was significantly lower for girls than for boys after school. Physical activity promotion interventions need to target physical activity environments and social contexts in a sex-specific manner.
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ERIC Educational Resources Information Center
Ormerod, Alayne J.; Collinsworth, Linda L.; Perry, Leigh Ann
2008-01-01
This study examined the relationships among peer-to-peer sexual harassment, school climate, adult-to-student harassment, and outcomes (psychological and physical well-being; school withdrawal and safety) for high school girls (n = 310) and boys (n = 259) recruited from seven public high schools in a Midwestern state. More frequent, severe peer…
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Participation in leisure activities among boys with attention deficit hyperactivity disorder.
Shimoni, Ma'ayan; Engel-Yeger, Batya; Tirosh, Emanuel
2010-01-01
ADHD is a neural developmental disorder expressed in various life settings. Yet, previous studies have focused mainly on children's function in school and academic achievement. The purpose of the present study was, therefore, to examine participation patterns in outside formal school activities among boys with ADHD compared to typical boys. Participants included 25 boys aged 8-11 years with ADHD and 25 age-matched typical boys. All participants completed the Children's Assessment of Participation and Enjoyment (CAPE). Several aspects of participation were examined: diversity, intensity, enjoyment, place, and partners in 49 extra curricular activities. The findings indicate that boys with ADHD reported significant lower intensity rates of participation in most activity domains. Furthermore, boys with ADHD also reported higher diversity scores and lower enjoyment in 'formal' activities. Yet, no significant differences were found with regard to activity place and partners. These findings enhance the importance of providing therapy that refers to after school activities. Accordingly, CAPE can be useful for assessing boys with ADHD and planning appropriate intervention programs. Copyright © 2010 Elsevier Ltd. All rights reserved.
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Nonoyama, Toshiya; Shimazaki, Yoshihiro; Nakagaki, Haruo; Tsuge, Shinpei
2016-12-01
Students often injure their teeth during participation in school-based sports clubs. This study examined the frequencies and types of dental injuries sustained at school sports clubs and compared the risk of dental injury among different sports. Based on injury statistics from the Japan Sport Council of the junior high schools and high schools in seven prefectures during fiscal year 2006, the risk of dental injury was estimated using a rate ratio (RR) by calculating the ratio of occurrence of dental injury under various circumstances. The RRs of exercise-related dental injury for boys and girls in junior high school were 0.7 (P < 0.001) and 1.3 (P < 0.05), respectively, and for those in high school were 2.6 (P < 0.001) and 2.7 (P < 0.001), respectively. In junior high school, softball (RR = 7.7) for boys and handball (RR = 3.9) for girls commonly led to dental injuries. In high school, Japanese-style wrestling (RR = 18.5) and rugby (RR = 7.3) for boys and handball (RR = 6.5) for girls had high risks for dental injury. Crown fracture was the predominant dental injury among boys and girls attending both junior high school and high school. The proportion of alveolar fracture was higher in school sports clubs than outside school sports clubs among high school boys. Contact or limited-contact sports had significantly higher risks for dental injuries than did noncontact sports. The results of this study suggest that teachers and administrators at schools should pay attention to the risk of dental injury among students participating in high-risk sports. © 2016 FDI World Dental Federation.
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ERIC Educational Resources Information Center
Ojanen, Tiina; Kiefer, Sarah
2013-01-01
This study examined the development of adolescent self-reported instrumental-overt, instrumental-relational, reactive-overt, and reactive-relational aggression during middle school ("N" = 384; 12-14 years; 53% boys). Growth modeling indicated average increases in instrumental-relational aggression, and decreases in reactive-overt and…
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An Evaluation of a Performing Arts Experiment in a Special School.
ERIC Educational Resources Information Center
Harland, John
1990-01-01
Describes an experimental project to infuse performing arts into the curriculum of a North Yorkshire residential school for emotionally and behaviorally disturbed boys, 11-16. The project involved artists in applying the Royal Opera House model, in which children take responsibility for the creation of their own musical production. (SK)
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Adverse Childhood Experiences and School-Based Victimization and Perpetration.
Forster, Myriam; Gower, Amy L; McMorris, Barbara J; Borowsky, Iris W
2017-01-01
Retrospective studies using adult self-report data have demonstrated that adverse childhood experiences (ACEs) increase risk of violence perpetration and victimization. However, research examining the associations between adolescent reports of ACE and school violence involvement is sparse. The present study examines the relationship between adolescent reported ACE and multiple types of on-campus violence (bringing a weapon to campus, being threatened with a weapon, bullying, fighting, vandalism) for boys and girls as well as the risk of membership in victim, perpetrator, and victim-perpetrator groups. The analytic sample was comprised of ninth graders who participated in the 2013 Minnesota Student Survey ( n ~ 37,000). Multinomial logistic regression models calculated the risk of membership for victim only, perpetrator only, and victim-perpetrator subgroups, relative to no violence involvement, for students with ACE as compared with those with no ACE. Separate logistic regression models assessed the association between cumulative ACE and school-based violence, adjusting for age, ethnicity, family structure, poverty status, internalizing symptoms, and school district size. Nearly 30% of students were exposed to at least one ACE. Students with ACE represent 19% of no violence, 38% of victim only, 40% of perpetrator only, and 63% of victim-perpetrator groups. There was a strong, graded relationship between ACE and the probability of school-based victimization: physical bullying for boys but not girls, being threatened with a weapon, and theft or property destruction ( ps < .001) and perpetration: bullying and bringing a weapon to campus ( ps < .001), with boys especially vulnerable to the negative effects of cumulative ACE. We recommend that schools systematically screen for ACE, particularly among younger adolescents involved in victimization and perpetration, and develop the infrastructure to increase access to trauma-informed intervention services. Future research priorities and implications are discussed.
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Lehmann, A; Scheffler, Ch; Hermanussen, M
2010-02-01
Recent progress in modelling individual growth has been achieved by combining the principal component analysis and the maximum likelihood principle. This combination models growth even in incomplete sets of data and in data obtained at irregular intervals. We re-analysed late 18th century longitudinal growth of German boys from the boarding school Carlsschule in Stuttgart. The boys, aged 6-23 years, were measured at irregular 3-12 monthly intervals during the period 1771-1793. At the age of 18 years, mean height was 1652 mm, but height variation was large. The shortest boy reached 1474 mm, the tallest 1826 mm. Measured height closely paralleled modelled height, with mean difference of 4 mm, SD 7 mm. Seasonal height variation was found. Low growth rates occurred in spring and high growth rates in summer and autumn. The present study demonstrates that combining the principal component analysis and the maximum likelihood principle enables growth modelling in historic height data also. Copyright (c) 2009 Elsevier GmbH. All rights reserved.
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Kupersmidt, Janis B.; Stelter, Rebecca; Dodge, Kenneth A.
2013-01-01
The purpose of this study was to evaluate the psychometric properties of an audio computer-assisted self-interviewing Web-based software application called the Social Information Processing Application (SIP-AP) that was designed to assess social information processing skills in boys in 3rd through 5th grades. This study included a racially and ethnically diverse sample of 244 boys ages 8 through 12 (M = 9.4) from public elementary schools in 3 states. The SIP-AP includes 8 videotaped vignettes, filmed from the first-person perspective, that depict common misunderstandings among boys. Each vignette shows a negative outcome for the victim and ambiguous intent on the part of the perpetrator. Boys responded to 16 Web-based questions representing the 5 social information processing mechanisms, after viewing each vignette. Parents and teachers completed measures assessing boys’ antisocial behavior. Confirmatory factor analyses revealed that a model positing the original 5 cognitive mechanisms fit the data well when the items representing prosocial cognitions were included on their own factor, creating a 6th factor. The internal consistencies for each of the 16 individual cognitions as well as for the 6 cognitive mechanism scales were excellent. Boys with elevated scores on 5 of the 6 cognitive mechanisms exhibited more antisocial behavior than boys whose scores were not elevated. These findings highlight the need for further research on the measurement of prosocial cognitions or cognitive strengths in boys in addition to assessing cognitive deficits. Findings suggest that the SIP-AP is a reliable and valid tool for use in future research of social information processing skills in boys. PMID:21534693
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NASA Astrophysics Data System (ADS)
Baker, Dale
This study examined the effects of single-sex middle school science and mathematics classrooms with high minority enrollment on achievement, affect, peer, and teacher-student interactions. All students earned higher grades in mathematics than in science. Girls earned higher grades than boys. The higher grades of girls were not clearly attributable to the singlesex environment, and aspects of the single-sex environment interfered with boys' achievement. The single-sex environment contributed to girls', but not boys', feelings of empowerment, peer support, and positive self-concept. The curriculum and pedagogy were better suited to girls than to boys, leading to discipline problems and hostile interactions. However, boys were more engaged in technology-based activities than girls. Overall, all-boy classes were less supportive learning environments than all-girl classes. Although the results replicate findings elsewhere, this is the only study to look at minority students in middle school.
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Tiger cubs and little flowers.
1993-01-01
Short vignettes are related to show the conditions for girls and women in Morocco. Descriptions are given for child labor, literacy, the government's education campaign, youth group efforts to enhance family planning (FP) knowledge, the impact of FP outreach in rural areas, and unmarried mothers. In Morocco's cities, young boys can be seen hawking cigarettes and working in market stalls; in the countryside, boys herd goats or do other farm work. In rural areas girls are hidden by having them perform work around the house or on the farm primarily indoors. Women are supervised by women. 54% work as maids and 39% are apprentices in carpet factories. Parents prefer to have their daughters working and consider it protection from mischief as well as needed income. Only 60% of girls are enrolled in primary school vs. 80% of the boys. In rural areas, only 44% of girls are enrolled, and 20% stay to complete their primary education, while 76% of boys enroll and 63% complete primary school. Literacy of women has an effect on the ability to accurately take birth control pills. All ages of women gather at schools in the evening for lessons in reading and writing in a program supported by the King. Women are pleased with their success in just learning how to write their own names. Television advertisements promote sending children to school, as another part of the Ministry of Education's campaign to increase girl's educational status. There are still not enough schools; many schools are double shift, and communities are building their own schools. Youth clubs, which refer to boys as "tiger cubs" and girls as "little flowers," try to familiarize young people with some basic information about contraception. A traditional midwife relates some problems with girl's education: costs for clothing and supplies, worry about male teachers, and poor role models. In some remote areas, farm families do not send their children to school, because of the distance to schools and the need for farm workers. Husbands divorce wives for not producing children, and turn away FP workers who knock on their doors. Unmarried mothers aged 14-19 are usually illiterate and poor and cannot afford abortion. Orphanages are full. FP is practiced only by the married, after having proven their fertility.
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The Impact of CHAMPS on the Exclusionary Discipline Incidents of African-American Boys
ERIC Educational Resources Information Center
Russell-Smith, Saundra
2018-01-01
African-American boys who receive exclusionary discipline (i.e. in- or out-of-school suspensions) are overrepresented at the elementary (kindergarten through fifth grade) level. Although African-American boys comprised only 15% of the population of this school, they accounted for 70% of the exclusionary discipline incidents. This…
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Participation in Leisure Activities among Boys with Attention Deficit Hyperactivity Disorder
ERIC Educational Resources Information Center
Shimoni, Ma'ayan; Engel-Yeger, Batya; Tirosh, Emanuel
2010-01-01
ADHD is a neural developmental disorder expressed in various life settings. Yet, previous studies have focused mainly on children's function in school and academic achievement. The purpose of the present study was, therefore, to examine participation patterns in outside formal school activities among boys with ADHD compared to typical boys.…
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The Brilliance of Black Boys: Cultivating School Success in the Early Grades
ERIC Educational Resources Information Center
Wright, Brian L.
2018-01-01
This much-needed book will help schools and, by extension, society to better understand and identify the promise, potential, and possibilities of Black boys. Drawing from their wealth of experience in early childhood education, the authors present an asset- and strengths-based view of educating Black boys. This positive approach enables…
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Parental Influence, School Readiness and Early Academic Achievement of African American Boys
ERIC Educational Resources Information Center
Joe, Emanique M.; Davis, James Earl
2009-01-01
This study examined the relationship between parental influence and the school readiness of African American boys, using data from the Early Childhood Longitudinal Study: ECLS-K, Parents' influence, via their academic beliefs and behaviors, was associated with the cognitive performance of African American boys during kindergarten. While previous…
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Too Many Boys Are Failing in American Schools: What Can We Do about It?
ERIC Educational Resources Information Center
Jackson, Barbara T.; Hilliard, Ann
2013-01-01
This research studied those factors that impact the failure of boys in American schools. Multiple areas were explored. Among the broadly investigated area were: physiological, social and cognitive. Attributing to the failure of boys included brain structure, cultural standards, teaching practices, economics, environmental factors, and familial…
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Dutt, Debashis; Pandey, Girish Kumar; Pal, Dipak; Hazra, Suprakas; Dey, Tushar Kanti
2013-04-01
Aggression affects academic learning and emotional development, can damage school climate and if not controlled early and may precipitate extreme violence in the future. (1) To determine the magnitude and types of aggressive behavior in school children. (2) To identify the influence of age and sex on aggressive behavior. A cross-sectional study was conducted in Anandanagar High School, Singur village, West Bengal. Participants were 161 boys and 177 girls of classes VII to IX. The students were asked to complete a self-administered questionnaire indicating the types of aggressive behavior by them in the previous month and to assess themselves with reference to statements indicating verbal/physical aggression. Overall, 66.5% of the children were physically aggressive in the previous month: Boys 75.8%, girls 58.2% (P = 0.001); 56.8% were verbally aggressive: Boys 55.2%, girls 61% (P = 0.97). Verbal indirect passive aggression was more common among girls (55.3%) than among boys (22.3%) (P = 0.000 [1.17E(-09)]). Boys were more liable to physical aggression, viz. 60.2% of the boys would hit on provocation compared with only 9% of the girls (P = 0.000 [6.6E(-23)]). Regarding attributes indicating verbal aggression, girls were more argumentative (63.8%) than boys (55.2%) (P = 0.134) and disagreeing (41.8%) compared with boys (33.5%) (P = 0.145). With increasing age/class, physical direct active aggression decreased while physical indirect passive and verbal indirect passive aggression increased. No classes had been taken on anger control/management by school the authorities. Aggressive behavior was common both among boys and girls. Life skills education/counseling/classroom management strategies are recommended.
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DeGarmo, D S; Forgatch, M S; Martinez, C R
1999-01-01
Socialization theories posit parenting practices as mechanisms linking socioeconomic status (SES) and children's academic outcomes. A mediational parenting model was tested examining separate effects of maternal education, occupation, and income for a sample of 238 divorced or recently separated mothers of 6- to 9-year-old sons. For the SEM path models, each indicator of SES was associated with better parenting, and parenting in turn had indirect effects on achievement through home skill-building activities and school behavior. The direct effect of maternal education on achievement was mediated by home skill-building activities, the direct effect of maternal occupation on achievement was not mediated, and income measures had no direct effects on achievement. These findings underscore the importance of unpacking the effects of SES and the relevance of effective parenting practices as a protective factor in the home and school environment for young boys' school success during postdivorce adjustment.
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Nije Bijvank, Marije; Konijn, Elly A; Bushman, Brad J
2012-02-01
This research focuses on low educational ability as a risk factor for aggression and violent game play. We propose that boys of lower educational ability are more attracted to violent video games than other boys are, and that they are also higher in trait aggressiveness and sensation seeking. Participants were Dutch boys in public schools (N = 830, age-range 11-17). In the Netherlands, standardized tests are used to place students into lower, medium, and higher educational ability groups. Results showed that boys in the lower educational ability group preferred to play violent, stand-alone games, identified more with video game characters, and perceived video games to be more realistic than other boys did. Lower levels of education were also related to higher levels of aggressiveness and sensation seeking. Higher educational ability boys preferred social, multiplayer games. Within a risk and resilience model, boys with lower educational ability are at greater risk for aggression. Copyright © 2011 The Foundation for Professionals in Services for Adolescents. All rights reserved.
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Students' Centennial Reader: Boys and Girls High School.
ERIC Educational Resources Information Center
Tominberg, Larry; And Others
This volume contains a series of stories and related questions about famous graduates of Boys and Girls High School and about some high points in the school's 100 year history. Brief biographical sketches are provided for Shirley Chisholm, Isaac Asimov, and other individuals who graduated from the school. Other readings describe various aspects of…
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Predicting Adolescent Self-Esteem from Participation in School Sports among Latino Subgroups.
ERIC Educational Resources Information Center
Erkut, Sumru; Tracy, Allison J.
2002-01-01
Data from a national longitudinal survey of secondary school students showed that participation in a school sport was associated with self-esteem among Mexican American boys and girls, Puerto Rican girls, and Cuban American boys. School attachment and physical well-being mediated the relationship between sports participation and self-esteem.…
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De, A. K.; Debnath, P. K.; Dey, N. K.; Nagchaudhuri, J.
1980-01-01
Physical efficiency tests were performed on urban school boys drawn from high socio-economic status in comparison to rural school boys. The height and weight records of the subjects indicating growing process showed that the rural boys attained less physical growth than their urban counterparts. The Vital Capacity and Peak Expiratory Flow Rate data expressed either per unit of height or body surface area were significantly lower in rual boys. these findings indicated a poor development of the thorax in the rural group. However, the determined grip strengths for both the group were similar. The grip test might reflect improvement of muscle mass in case of rural boys as a result of regular physical activity employing the arm muscles. Images p145-a p145-b PMID:7407454
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Li, M; Xue, H; Wen, M; Wang, W; Wang, Y
2017-12-01
Obesity is a serious threat to global health. School is a key setting for obesity intervention. Research on school risk factors for child obesity is limited in developing countries. To examine regional variations in obesity and school environments/policies and their associations among students in China. Analyses were based on the first nationally representative sample of 8573 9 th graders in 110 middle schools from 28 regions across China. Multilevel models tested associations between school factors and child self-reported weight outcomes and by school urbanicity setting (urban, rural). Overweight/obesity rate is higher among boys and in urban areas. Schools in rural areas, or less developed regions, promote longer on-campus life, as is indicated by the presence of school cafeterias, night study sessions and longer class hours. Multilevel models show that (i) school cafeterias (OR = 2.53, 95% CI = 1.35-4.75) and internet bars close to school (OR = 1.63, 95% CI = 1.15-2.30) are associated with increased overweight/obesity risk in rural areas, especially for boys; (ii) school night study sessions are associated with lower overweight/obesity risk (OR = 0.69, 95% CI = 0.50-0.96) in rural areas. China has large regional disparities in school environment/policies related to nutrition and physical activity. Some school factors are associated with students' weight status, which vary across gender and areas. Future school-based interventions should attend to diverse regional contexts. © 2016 World Obesity Federation.
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ERIC Educational Resources Information Center
Koca, Canan; Asci, F. Hulya; Demirhan, Giyasettin
2005-01-01
The purpose of this study was to examine attitudes toward physical education (PE and PE class preferences of high school Turkish students in terms of school gender composition; 213 girls and 249 boys from coeducational public schools, and 196 girls and 210 boys from single-sex vocational schools participated in the study. The Attitudes Toward…
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ERIC Educational Resources Information Center
Sullivan, Michael
2004-01-01
It's not that boys can not read, they just do not read. Study after study reveals that boys read less than girls. And according to the U.S. Department of Education, school-age boys tend to read a grade and a half lower than girls. How can librarians get guys to turn the page? For starters, they need to move beyond their traditional "here is a book…
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Richmond, Tracy K; Hayward, Rodney A; Gahagan, Sheila; Field, Alison E; Heisler, Michele
2006-06-01
Our goal was to determine if racial/ethnic disparities in adolescent boys' and girls' physical activity participation exist and persist once the school attended is considered. We performed a cross-sectional analysis of 17,007 teens in the National Longitudinal Study of Adolescent Health. Using multivariate linear regression, we examined the association between adolescent self-reported physical activity and individual race/ethnicity stratified by gender, controlling for a wide range of sociodemographic, attitudinal, behavioral, and health factors. We used multilevel analyses to determine if the relationship between race/ethnicity and physical activity varied by the school attended. Participants attended racially segregated schools; approximately 80% of Hispanic and black adolescent boys and girls attended schools with student populations that were <66% white, whereas nearly 40% of the white adolescents attended schools that were >94% white. Black and Hispanic adolescent girls reported lower levels of physical activity than white adolescent girls. There were more similar levels of physical activity reported in adolescent boys, with black boys reporting slightly more activities. Although black and Hispanic adolescent girls were more likely to attend poorer schools with overall lower levels of physical activity in girls; there was no difference within schools between black, white, and Hispanic adolescent girls' physical activity levels. Within the same schools, both black and Hispanic adolescent boys had higher rates of physical activity when compared with white adolescent boys. In this nationally representative sample, lower physical activity levels in Hispanic and black adolescent girls were largely attributable to the schools they attended. In contrast, black and Hispanic males had higher activity levels than white males when attending the same schools. Future research is needed to determine the mechanisms through which school environments contribute to racial/ethnic disparities in adolescent physical activity and will need to consider gender differences in these racial/ethnic disparities.
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Emotional Intelligence and Social Responsibility of Boy Students in Middle School
ERIC Educational Resources Information Center
Moradi Sheykhjan, Tohid; Jabari, Kamran; K, Rajeswari
2014-01-01
The present study has been undertaken to know the relationship between emotional intelligence and social responsibility of boy students in middle school using correlation. Survey method was adopted for the study. Data were collected from 100 boy students studying in Miandoab City of Iran during the academic year, 2012-13 who were selected…
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ERIC Educational Resources Information Center
Nelson, Joseph Derrick
2016-01-01
Background/Context: Positive teacher-student relationships are critical for Black boys' learning across single-sex and coeducational environments. Limited attention to these relationships by school professionals is rooted in deficit-oriented conceptions of boyhood and Black masculinity. The popular message of deficiency and pathology is clear:…
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ERIC Educational Resources Information Center
Coren, Sidney A.; Luthar, Suniya S.
2014-01-01
This study extends past findings of heightened problems among affluent youth by examining adjustment patterns among boys in two academically elite, independent high schools: one for boys only and the other co-educational. Both samples manifested disproportionately high rates of internalizing and externalizing symptoms, but only the co-educational…
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Reaching Boys: An International Study of Effective Teaching Practices
ERIC Educational Resources Information Center
Reichert, Michael; Hawley, Richard
2010-01-01
Despite a continuing stream of concern on the part of researchers, demographers, and cultural pundits about a crisis in boys' social development and schooling, surprisingly little attention has been paid to what is perhaps the richest pool of data: current, observable teaching practices that clearly work with boys. In schools of all types in all…
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"Other" Boys: Negotiating Non-Hegemonic Masculinities in the Primary School
ERIC Educational Resources Information Center
Renold, Emma
2004-01-01
Focusing on the experiences of boys who choose not to cultivate their masculinities through hegemonic discourses and practices, this paper seeks to empirically explore and theorize the extent to which it is possible to live out the category 'boy' in non-hegemonic ways in the primary school setting. Drawing upon a year-long ethnography of…
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Boys' Perceptions of Singing: A Review of the Literature
ERIC Educational Resources Information Center
Warzecha, Megan
2013-01-01
Boys seem to progress through phases in which they like to sing in early elementary school, they think that singing is for girls and, thus, unacceptable in late elementary school, and then, gradually, singing again becomes acceptable later in life. Studies speak to the difficulty that choir directors have in recruiting boys. Research shows that…
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The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study
ERIC Educational Resources Information Center
Gibbs, Kathryn; Mercer, K. Louise; Carrington, Suzanne
2016-01-01
This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple,…
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ERIC Educational Resources Information Center
Simpkins, Sandra D.; Price, Chara D.; Garcia, Krystal
2015-01-01
Individuals are at an increased risk to drop out of the STEM pipeline if they are female or Latino, and during certain periods including high school. Families are a potential untapped resource of support for high school students. Based on the expectancy-value model, we examined if a variety of parental behaviors predicted students' ability…
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ERIC Educational Resources Information Center
O'Donovan, Denis
2006-01-01
In this paper I argue that the move towards devolved modes of educational governance provides significant opportunities for feminist and pro-feminist constructionist research to impact on the types of "gender work" used by schools. Research-based understandings of gender in schools have been on the defensive in Australia and elsewhere…
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The Education of Playful Boys: Class Clowns in the Classroom
Barnett, Lynn A.
2018-01-01
This longitudinal study identified degrees of playfulness in 278 kindergarten-aged children, and followed them through their next three school years to determine how playfulness was viewed by the children themselves, their classmates, and teachers. Perceptions of the social competence, disruptiveness, and labeling as the class clown, were assessed from all perspectives in each of first through third grades. Hierarchical linear modeling was conducted to account for the nesting of the data (children within classrooms within schools) and for the lack of independence between the measures. A central finding confirmed extant literature in that gender differences were dominant, with playful boys regarded as distinct from their less playful counterparts, while no such discrepancies appeared for girls. Playful boys were increasingly negatively regarded as rebellious and intrusive and were labeled as the “class clown” by their teachers. These findings were in direct contrast with children's self-perceptions and those of their peers, who initially regarded more playful boys as appealing and engaging playmates. The data further revealed that the playful boys were stigmatized by their teachers, and this was communicated through verbal and non-verbal reprimands, and classmates assimilated this message and became increasingly denigrating of the playful quality in the boys. In stark contrast, girls' playfulness levels were not a consideration in ratings by teachers or peers at any grade, nor did their classroom behaviors show significant variation. These negative perceptions were likely transferred by teachers to peers and to the children themselves, whereupon they changed their positive perceptions to be increasingly negative by third grade. The results contribute to the literature by demonstrating that playfulness in boys (but not girls) is often associated with the “class clown” designation, and is viewed as an increasingly lethal characteristic in school classrooms, where compelling efforts are undertaken to discourage its expression and persistence. PMID:29545760
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Barriers for recess physical activity: a gender specific qualitative focus group exploration.
Pawlowski, Charlotte Skau; Tjørnhøj-Thomsen, Tine; Schipperijn, Jasper; Troelsen, Jens
2014-06-23
Many children, in particular girls, do not reach the recommended amount of daily physical activity. School recess provides an opportunity for both boys and girls to be physically active, but barriers to recess physical activity are not well understood. This study explores gender differences in children's perceptions of barriers to recess physical activity. Based on the socio-ecological model four types of environmental barriers were distinguished: natural, social, physical and organizational environment. Data were collected through 17 focus groups (at 17 different schools) with in total 111 children (53 boys) from fourth grade, with a mean age of 10.4 years. The focus groups included an open group discussion, go-along group interviews, and a gender segregated post-it note activity. A content analysis of the post-it notes was used to rank the children's perceived barriers. This was verified by a thematic analysis of transcripts from the open discussions and go-along interviews. The most frequently identified barriers for both boys and girls were weather, conflicts, lack of space, lack of play facilities and a newly-found barrier, use of electronic devices. While boys and girls identified the same barriers, there were both inter- and intra-gender differences in the perception of these barriers. Weather was a barrier for all children, apart from the most active boys. Conflicts were perceived as a barrier particularly by those boys who played ballgames. Girls said they would like to have more secluded areas added to the school playground, even in large schoolyards where lack of space was not a barrier. This aligned with girls' requests for more "hanging-out" facilities, whereas boys primarily wanted activity promoting facilities. Based on the results from this study, we recommend promoting recess physical activity through a combination of actions, addressing barriers within the natural, social, physical and organizational environment.
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Cigarette smoking among Korean adolescents: prevalence and correlates.
Juon, H S; Shin, Y; Nam, J J
1995-01-01
The purpose of this study was to examine the prevalence of cigarette smoking and to explore its relationship with individual, family, school, and psychological factors among Korean adolescents. As part of the Korean Institute for Health and Social Affairs' Adolescent Health Survey, 5,209 eighth graders and 4,677 eleventh graders from 70 junior and senior high schools completed a self-administered questionnaire during school hours in 1989. Current prevalence of cigarette smoking was 8.45% (15.43% of boys and 1.28% of girls). Smoking prevalence increased with age among boys. Based on logistic regression analyses, perceived peer use was most strongly associated with smoking status (OR = 9.97 for boys; and 68.27 for girls). Academic stress, grade, and type of school were also associated with smoking status for both boys and girls. In addition, mother's smoking, birth order, and urbanity were associated with smoking status for boys. Implications of the results for prevention efforts to inhibit the onset of cigarette smoking among Korean adolescents are discussed.
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ERIC Educational Resources Information Center
Morojele, Pholoho
2011-01-01
A doctoral study on constructions of gender in Lesotho rural primary schools has found that meanings attached to children's identities play a role in undermining gender equality in schools. The study employed the social constructionist paradigm as its theoretical framework. Drawing from ethnographic data (conversations, observations and informal…
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Tee, E Siong; Nurliyana, Abdul Razak; Norimah, A Karim; Mohamed, Hamid Jan B Jan; Tan, Sue Yee; Appukutty, Mahenderan; Hopkins, Sinead; Thielecke, Frank; Ong, Moi Kim; Ning, Celia; Nasir, Mohd Taib Mohd
2018-01-01
This study aimed to determine the relationship between breakfast consumption and body weight status among primary and secondary school children in Malaysia. This nationwide cross-sectional study involved 5,332 primary school children aged 6 to 12 years and 3,000 secondary school children aged 13 to 17 years. Height and weight were measured and BMI-for-age was determined. Socio-demographic backgrounds, breakfast habits and physical activity levels were assessed using questionnaires. Breakfast frequency was defined as follows: breakfast skippers (ate breakfast 0-2 days/week), irregular breakfast eaters (ate breakfast 3-4 days/week) and regular breakfast eaters (ate breakfast ≥5 days/week). The overall prevalence of breakfast skippers and irregular breakfast eaters was 11.7% and 12.7% respectively. Breakfast skipping was related to age, sex, ethnicity, income and physical activity level. Among primary school boys and secondary school girls, the proportion of overweight/obesity was higher among breakfast skippers (boys: 43.9%, girls: 30.5%) than regular breakfast eaters (boys: 31.2%, girls: 22.7%). Among primary school children, only boys who skipped breakfast had a higher mean BMI-for-age z-score than regular breakfast eaters. Among secondary school boys and girls, BMI-for-age z-score was higher among breakfast skippers than regular breakfast eaters. Compared to regular breakfast eaters, primary school boys who skipped breakfast were 1.71 times (95% CI=1.26-2.32, p=0.001) more likely to be overweight/obese, while the risk was lower in primary school girls (OR=1.36, 95% CI=1.02-1.81, p=0.039) and secondary school girls (OR=1.38, 95% CI=1.01-1.90, p=0.044). Regular breakfast consumption was associated with a healthier body weight status and is a dietary behaviour which should be encouraged.
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School Context and the Gender Gap in Educational Achievement
ERIC Educational Resources Information Center
Legewie, Joscha; DiPrete, Thomas A.
2012-01-01
Today, boys generally underperform relative to girls in schools throughout the industrialized world. Building on theories about gender identity and reports from prior ethnographic classroom observations, we argue that school environment channels conceptions of masculinity in peer culture, fostering or inhibiting boys' development of anti-school…
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Developmental Trajectories of Boys’ Driven Exercise and Fasting During the Middle School Years
Davis, Heather A.; Guller, Leila; Smith, Gregory T.
2016-01-01
Boys appear to engage in eating disorder behavior, particularly nonpurging compensatory behaviors such as driven exercise and fasting, at higher rates than previously thought. Little is known about the development of these behaviors in adolescent boys. In a sample of 631 non-binge eating and non-purging boys studied once in 5th grade and 6 times over the 3 years of middle school (grades 6 through 8), we found that (a) for some youth, driven exercise and fasting were present from grade 6; (b) different boys progressed along different trajectories of engagement in driven exercise and fasting, with some boys engaging in no driven exercise or fasting (65.8% and 83.5%, respectively), some boys engaging in driven exercise and fasting throughout middle school (25.2% and 16.5%, respectively), and other boys discontinuing engagement in driven exercise (9%); (c) 5th grade depression, eating expectancies, and thinness expectancies predicted subsequent trajectory group membership; and (d) boys engaging in driven exercise and fasting in 8th grade remained distressed. Boys’ engagement in driven exercise and fasting behavior merits the attention of researchers and clinicians. PMID:26707543
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Single-gender mathematics and science classes and the effects on urban middle school boys and girls
NASA Astrophysics Data System (ADS)
Sudler, Dawn M.
This study compared the differences in the Criterion-Referenced Competency Test (CRCT) mathematics and science achievement scores of boys and girls in Grade 7 at two urban middle schools. The data allowed the researcher to determine to what degree boys and girls in Grade 7 differ in their mathematics and science achievements within a single-gender environment versus a coeducational learning environment. The study compared any differences between boys and girls in Grade 7 within a single-gender environment in the subjects of mathematics and science, as measured by the CRCT assessments. The study also compared differences between boys and girls in Grade 7 within a coeducational environment in the subjects of mathematics and science, as measured by the CRCT assessments. Two middle schools were used within the study. One middle school was identified as a single-gender school (Middle School A); the other was identified as a coeducational school (Middle School B). This quantitative study applied the use of a descriptive research design. In addition, CRCT scores for the subjects of mathematics and science were taken during the spring of 2008 from both middle schools. Data were measured using descriptive statistics and independent t test calculations. The frequency statistics proceeded to compare each sample performance levels. The data were described in means, standard deviations, standard error means, frequency, and percentages. This method provided an excellent description of a sample scored on the spring 2008 CRCT mathematics and science assessments.
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Pahlke, Erin; Hyde, Janet Shibley; Allison, Carlie M
2014-07-01
Proponents of single-sex (SS) education believe that separating boys and girls, by classrooms or schools, increases students' achievement and academic interest. In this article, we use meta-analysis to analyze studies that have tested the effects on students of SS compared with coeducational (CE) schooling. We meta-analyzed data from 184 studies, representing the testing of 1.6 million students in Grades K-12 from 21 nations, for multiple outcomes (e.g., mathematics performance, mathematics attitudes, science performance, educational aspirations, self-concept, gender stereotyping). To address concerns about the quality of research designs, we categorized studies as uncontrolled (no controls for selection effects, no random assignment) or controlled (random assignment or controls for selection effects). Based on mixed-effects analyses, uncontrolled studies showed some modest advantages for single-sex schooling, for both girls and boys, for outcomes such as mathematics performance but not for science performance. Controlled studies, however, showed only trivial differences between students in SS versus CE, for mathematics performance (g = 0.10 for girls, 0.06 for boys) and science performance (g = 0.06 for girls, 0.04 for boys), and in some cases showed small differences favoring CE schooling (e.g., for girls' educational aspirations, g = -0.26). Separate analyses of U.S. studies yielded similar findings (e.g., for mathematics performance g = 0.14 for girls and 0.14 for boys). Results from the highest quality studies, then, do not support the view that SS schooling provides benefits compared with CE schooling. Claims that SS schooling is particularly effective for U.S. ethnic minority boys could not be tested due to the lack of controlled studies on this question. PsycINFO Database Record (c) 2014 APA, all rights reserved.
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Games for Boys: A Qualitative Study of Experiences with Commercial off the Shelf Gaming
ERIC Educational Resources Information Center
Engerman, Jason A.; MacAllan, Monique; Carr-Chellman, Alison A.
2018-01-01
Boys are less likely to receive praise and recognition for good schoolwork, to consider school important, and have fewer opportunities to do the things that they do best (Lopez and Calderon in How America's boys become psychological dropouts. The gallup blog, 2013). Traditional school cultures have come in conflict with the normal and natural ways…
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Are Boys Discriminated in Swedish High Schools?
ERIC Educational Resources Information Center
Hinnerich, Bjorn Tyrefors; Hoglin, Erik; Johannesson, Magnus
2011-01-01
Girls typically have higher grades than boys in school and recent research suggests that part of this gender difference may be due to discrimination of boys in grading. We rigorously test this in a field experiment where a random sample of the same tests in the Swedish language is subject to blind and non-blind grading. The non-blind test score is…
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Parent-Reported Differences between School-Aged Girls and Boys on the Autism Spectrum
ERIC Educational Resources Information Center
Sutherland, Rebecca; Hodge, Antoinette; Bruck, Susan; Costley, Debra; Klieve, Helen
2017-01-01
More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided…
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ERIC Educational Resources Information Center
Curran, Sara; Chung, Chang; Cadge, Wendy; Varangrat, Anchalee
Within individual countries, the paths toward increasing educational attainment are not always linear, and individuals are not equally affected. Differences between boys' and girls' educational attainments are a common expression of this inequality, as boys are more often favored for continued schooling. This paper examines the importance of birth…
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What Matters to Girls and Boys in a Black Primary School in South Africa
ERIC Educational Resources Information Center
Bhana, Deevia
2005-01-01
This article focuses on the construction of gender identities among young boys and girls in a black primary school. Against the backdrop of food insecurity, young boys' and girls' vulnerability to violence and to using violence as a means of getting food is increased. Violence is a clear manifestation of gender inequalities. Drawing on data…
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Boys as Writers: Perspectives on the Learning and Teaching of Writing in Three Primary Schools
ERIC Educational Resources Information Center
Edwards, Gillian; Jones, Jane
2018-01-01
Boys' attitude to writing is widely perceived as an issue in English primary and secondary schools. Prior research has identified a link between negative attitudes to writing and lower achievement and raised the issue of the stereotyping of boys as underachievers in literacy. The study reported here suggests that if we are to understand the…
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Analyse Des Inégalités De Rendement Liées Au Sexe De l'élève Dans l'Enseignement Primaire Ivoirien
NASA Astrophysics Data System (ADS)
Grisay, Aletta
1984-03-01
A survey of achievement in primary education in the Ivory Coast shows that the results of girls are inferior to those of boys in all subjects and at all levels of schooling. Concerning the learning of French (the language of instruction in the Ivory Coast), the situation differs from that observed in a number of industrialised countries, where the performance of girls is generally superior to that of boys in subjects linked to language learning. On the other hand, it conforms to the situation observed in other developing countries, where boys most frequently show superior results. This pattern of results suggests that the differences in achievement between the sexes are of a cultural origin. Analysis of factors associated with these differences in the Ivory Coast seems to confirm this hypothesis: First, society in the Ivory Coast attaches less importance to the educational achievements of girls than of boys. Girls go to school less often than boys or leave school more readily than boys. They less often express the desire to continue their studies beyond the primary school.
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White Teachers' Reactions to the Racial Treatment of Middle-School Black Boys
ERIC Educational Resources Information Center
Battle, Stefan
2017-01-01
This qualitative exploratory study, informed by grounded theory, used questionnaires and unstructured interviews based on fictionalized vignettes to examine urban, public, middle-school White teachers' attitudes about middle-school Black boys, questioning whether and how such attitudes might influence classroom interactions. Twenty-four…
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Understanding boys': thinking through boys, masculinity and suicide.
Mac An Ghaill, Mairtin; Haywood, Chris
2012-02-01
In the UK, the media are reporting increasing rates of childhood suicide, while highlighting that increasing numbers of pre-adolescent boys (in relation to girls) are diagnosed as mentally ill. In response, academic, professional and political commentators are explaining this as a consequence of gender. One way of doing this has been to apply adult defined understandings of men and masculinities to the attitudes and behaviours of pre-adolescent boys. As a consequence, explanations of these trends point to either 'too much' masculinity, such as an inability to express feelings and seek help, or 'not enough' masculinity that results in isolation and rejection from significant others, such as peer groups. Using a discourse analysis of semi-structured interviews with 28 children aged 9-13 (12 male, 16 females) and 12 school staff at a school in North East England, this article questions the viability of using normative models of masculinity as an explanatory tool for explaining boys' behaviours and suggests that researchers in the field of gender and suicide consider how boys' genders may be constituted differently. We develop this argument in three ways. First, it is argued that studies that use masculinity tend to reduce the formation of gender to the articulation of power across and between men and other men and women. Second, we argue that approaches to understanding boys' behaviours are simplistically grafting masculinity as a conceptual frame onto boy's attitudes and behaviours. In response, we suggest that it is important to re-think how we gender younger boys. The final section focuses specifically on the ways that boys engage in friendships. The significance of this section is that we need to question how notions of communication, integration and isolation, key features of suicide behaviours, are framed through the local production of friendships. Copyright © 2010 Elsevier Ltd. All rights reserved.
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A Test in the High School Context of Berdahl's Status Theory of Sex-Based Harassment.
Shute, Rosalyn H
2017-10-01
This study, carried out in the high school context, is the first direct test of Berdahl's status theory of sex-based harassment. The theory covers not just male harassment of females, but female harassment of males and same-sex harassment. Participants were 771 males and 679 females, from Years 8 to 10, in five co-educational lower socioeconomic status (SES) Australian city schools, participating in a wider study of peer victimization. They indicated on a 5-point scale (from never to almost every day) how frequently they had experienced each of six sex-based harassment behaviors over the previous year, from same-sex and from opposite-sex peers, and responded to a question about sense of safety at school. Nonparametric analyses supported five of seven hypotheses derived from the theory: boys harassed others most often, girls were harassed most often, boy-to-girl harassment was the most frequent, girls harassed girls more than they did boys, and girl-to-boy harassment was the least frequent. However, contrary to the theory, boys' same-sex harassment was no more frequent than that between girls, and girl-to-girl harassment was just as threatening to victims' sense of safety as boy-to-boy harassment. The study largely supports Berdahl's theory. The unexpected results can be understood in terms of the intimate nature of adolescent girls' groups in high schools and their centrality for identity formation. In this context, girls are highly motivated to defend their status in terms of stereotypically feminine standards regarding appearance, sexual activity, and access to high-status boys. The theory implies that structural changes to reduce the salience of sex differences and sex stereotyping will be crucial to efforts to address sex-based harassment.
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Video incident analysis of concussions in boys' high school lacrosse.
Lincoln, Andrew E; Caswell, Shane V; Almquist, Jon L; Dunn, Reginald E; Hinton, Richard Y
2013-04-01
Boys' lacrosse has one of the highest rates of concussion among boys' high school sports. A thorough understanding of injury mechanisms and game situations associated with concussions in boys' high school lacrosse is necessary to target injury prevention efforts. To characterize common game-play scenarios and mechanisms of injury associated with concussions in boys' high school lacrosse using game video. Descriptive epidemiological study. In 25 public high schools of a single school system, 518 boys' lacrosse games were videotaped by trained videographers during the 2008 and 2009 seasons. Video of concussion incidents was examined to identify game characteristics and injury mechanisms using a lacrosse-specific coding instrument. A total of 34 concussions were captured on video. All concussions resulted from player-to-player bodily contact. Players were most often injured when contact was unanticipated or players were defenseless (n = 19; 56%), attempting to pick up a loose ball (n = 16; 47%), and/or ball handling (n = 14; 41%). Most frequently, the striking player's head (n = 27; 79%) was involved in the collision, and the struck player's head was the initial point of impact in 20 incidents (59%). In 68% (n = 23) of cases, a subsequent impact with the playing surface occurred immediately after the initial impact. A penalty was called in 26% (n = 9) of collisions. Player-to-player contact was the mechanism for all concussions. Most commonly, injured players were unaware of the pending contact, and the striking player used his head to initiate contact. Further investigation of preventive measures such as education of coaches and officials and enforcement of rules designed to prevent intentional head-to-head contact is warranted to reduce the incidence of concussions in boys' lacrosse.
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Boys and girls "doing science" and "doing gender"
NASA Astrophysics Data System (ADS)
Cervoni, Cleti
The gender gap in achievement in science continues to plague science educators (AAAS, 2001). Strategies to close this gap have defined the problem in terms of girls' lack of interest or their inability to survive in science classrooms. Recent feminist scholarship has re-centered this problem of gender inequity not on girls, but on the nature of science and how it is taught in schools (Birke, 1986; Parker, 1997). Lesley Parker (1997) argues that it is schools that need to change and recommends a gender-inclusive science curriculum for schools. My dissertation argues for a new framework and research agenda for understanding the relationship between gender and science in schools. My study examines the gender dynamics of how unequal gender relations are negotiated, resisted and sustained in the context of a second grade science classroom. In examining the gender dynamics between the boys and the girls in a science classroom, I found that the boys positioned the girls as their assistants, as incompetent in science, as weak in contrast to the boys, and in need of the boys' help and protection. These discourses functioned to create and sustain unequal gender relations in the classroom. The girls responded in paradoxical ways to the boys' positioning of them. They resisted the boys by: (a) ignoring them; (b) using a domestic discourse to negotiate/gain more power; (c) appropriating teacher authority; or (d) using sexuality to embarrass and silence the boys. The girls also deferred to the boys as experts in science. In these ways, the girls themselves contributed to maintaining unequal gender relations in the classroom. I found that the classroom context is a site of struggle for both boys and girls as they seek to secure a place in the social hierarchy of the classroom. For the boys, masculinity is strong and powerful yet fragile and vulnerable. The girls struggle in holding multiple images of femininity. Examining gender dynamics through positioning and negotiation for power in a science classroom has implications for teaching science in elementary school.
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Kosakowska-Berezecka, Natasza; Jurek, Paweł; Besta, Tomasz; Badowska, Sylwia
2017-01-01
The backlash avoidance model (BAM) suggests women insufficiently self-promote because they fear backlash for behavior which is incongruent with traditional gender roles. Avoiding self-promoting behavior is also potentially related to associating success with negative consequences. In two studies we tested whether self-promotion and fear of success will be predictors of lower salaries and anticipation of lower chances of success in an exam. In study 1, prior to the exam they were about to take, we asked 234 students about their predictions concerning exam results and their future earnings. They also filled scales measuring their associations with success (fear of success) and tendency for self-promotion. The tested model proved that in comparison to men, women expect lower salaries in the future, anticipate lower test performance and associate success with more negative consequences. Both tendency for self-promotion and fear of success are related to anticipation of success in test performance and expectations concerning future earnings. In study 2 we repeated the procedure on a sample of younger female and male high school pupils ( N = 100) to verify whether associating success with negative consequences and differences in self-promotion strategies are observable in a younger demographic. Our results show that girls and boys in high school do not differ with regard to fear of success, self-promotion or agency levels. Girls and boys anticipated to obtain similar results in math exam results, but girls expected to have higher results in language exams. Nevertheless, school pupils also differed regarding their future earnings but only in the short term. Fear of success and agency self-ratings were significant predictors of expectations concerning future earnings, but only among high school boys and with regard to earnings expected just after graduation.
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Kosakowska-Berezecka, Natasza; Jurek, Paweł; Besta, Tomasz; Badowska, Sylwia
2017-01-01
The backlash avoidance model (BAM) suggests women insufficiently self-promote because they fear backlash for behavior which is incongruent with traditional gender roles. Avoiding self-promoting behavior is also potentially related to associating success with negative consequences. In two studies we tested whether self-promotion and fear of success will be predictors of lower salaries and anticipation of lower chances of success in an exam. In study 1, prior to the exam they were about to take, we asked 234 students about their predictions concerning exam results and their future earnings. They also filled scales measuring their associations with success (fear of success) and tendency for self-promotion. The tested model proved that in comparison to men, women expect lower salaries in the future, anticipate lower test performance and associate success with more negative consequences. Both tendency for self-promotion and fear of success are related to anticipation of success in test performance and expectations concerning future earnings. In study 2 we repeated the procedure on a sample of younger female and male high school pupils (N = 100) to verify whether associating success with negative consequences and differences in self-promotion strategies are observable in a younger demographic. Our results show that girls and boys in high school do not differ with regard to fear of success, self-promotion or agency levels. Girls and boys anticipated to obtain similar results in math exam results, but girls expected to have higher results in language exams. Nevertheless, school pupils also differed regarding their future earnings but only in the short term. Fear of success and agency self-ratings were significant predictors of expectations concerning future earnings, but only among high school boys and with regard to earnings expected just after graduation. PMID:29163271
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Hsiao, Mei-Ni; Tseng, Wan-Ling; Huang, Hui-Yi; Gau, Susan Shur-Fen
2013-01-01
This study examined the associations between children's and adolescents' autistic-like social deficits and school and social adjustment as well as the moderating roles of age and gender in these associations. The sample consisted of 1321 students (48.7% boys) in Grade 1 to Grade 8 from northern Taiwan. Children's and adolescents' autistic-like social deficits were assessed using the Social Responsiveness Scale (SRS), and their school and social adjustment (i.e., academic performance, negative attitudes toward schoolwork/teachers/classmates, behavioral problems at schools, negative peer relationships, and problems with peers) were assessed using the Social Adjustment Inventory for Children and Adolescents (SAICA). Both measures were completed by the mothers of the participants. Results from the linear mixed models demonstrated that autistic-like social deficits were associated with poor academic performance, negative attitudes toward schoolwork, teachers, and classmates, behavioral problems at schools, negative peer relationships, and problematic peer interactions. Moreover, gender and/or age moderated the associations between autistic-like social deficits and school and social adjustment problems. For example, autistic-like social deficits were more strongly related to negative school attitude, school social problems, and negative peer relationships in boys than in girls. Further, autistic-like social deficits were more strongly related to problems with peers in older girls than in older boys or younger children (regardless of gender). In conclusion, the present study suggests that autistic-like social deficits may place children and adolescents at increased risk for social and school maladjustment and that the extent of maladjustment may vary with the child's age and gender and the domains of adjustment under discussion. Copyright © 2012 Elsevier Ltd. All rights reserved.
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Divorce and Child Behavior Problems: Applying Latent Change Score Models to Life Event Data
Malone, Patrick S.; Lansford, Jennifer E.; Castellino, Domini R.; Berlin, Lisa J.; Dodge, Kenneth A.; Bates, John E.; Pettit, Gregory S.
2009-01-01
Effects of parents' divorce on children's adjustment have been studied extensively. This article applies new advances in trajectory modeling to the problem of disentangling the effects of divorce on children's adjustment from related factors such as the child's age at the time of divorce and the child's gender. Latent change score models were used to examine trajectories of externalizing behavior problems in relation to children's experience of their parents' divorce. Participants included 356 boys and girls whose biological parents were married at kindergarten entry. The children were assessed annually through Grade 9. Mothers reported whether they had divorced or separated in each 12-month period, and teachers reported children's externalizing behavior problems each year. Girls' externalizing behavior problem trajectories were not affected by experiencing their parents' divorce, regardless of the timing of the divorce. In contrast, boys who were in elementary school when their parents divorced showed an increase in externalizing behavior problems in the year of the divorce. This increase persisted in the years following the divorce. Boys who were in middle school when their parents divorced showed an increase in externalizing behavior problems in the year of the divorce followed by a decrease to below baseline levels in the year after the divorce. This decrease persisted in the following years. PMID:20209039
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Mediators of Psychological Well-being in Adolescent Boys.
Lubans, David R; Smith, Jordan J; Morgan, Philip J; Beauchamp, Mark R; Miller, Andrew; Lonsdale, Chris; Parker, Philip; Dally, Kerry
2016-02-01
The aim of this study was to explore the effect of the Active Teen Leaders Avoiding Screen-time (ATLAS) intervention on psychological well-being in adolescent boys and to examine the potential mediating mechanisms that might explain this effect. ATLAS was evaluated using a cluster randomized controlled trial in 14 secondary schools located in low-income communities (N = 361 adolescent boys, mean age = 12.7 ± .5 years). The 20-week intervention was guided by self-determination theory and involved: professional development for teachers, provision of fitness equipment to schools, enhanced school sport sessions, researcher-led seminars, a smartphone application, and parental strategies for reducing screen time. Assessments were conducted at baseline and immediately post intervention (8 months). Psychological well-being was measured using the Flourishing Scale. Motivational regulations (intrinsic, identified, introjected, controlled, and amotivation) and basic psychological needs (autonomy, competence, and relatedness) in school sport, muscular fitness, resistance training skill competency, and recreational screen time were examined as potential mediating mechanisms of the intervention effect. The intervention effect on well-being was small but statistically significant. Within a multiple mediator model, changes in autonomy needs satisfaction, recreational screen time, and muscular fitness significantly mediated the effect of the intervention on psychological well-being. In addition to the physical health benefits, targeted physical activity programs for adolescent boys may have utility for mental health promotion through the mechanisms of increasing autonomy support and muscular fitness and reducing screen time. Copyright © 2016 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
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Epidemiologic Study on Drug Abuse among First and Second Grade High School Students in Kerman.
Nakhaee, Nouzar; Ziaaddini, Hassan; Karimzadeh, Ali
2009-01-01
This study investigated the epidemiology of drug abuse among high school students in Kerman. This was a cross-sectional study on a randomly selected sample of 652 first and second grade high school students (256 boys, 396 girls) in Kerman. They were informed that their answers would be classified and nameless before they filled questionnaires. Schools and classes were selected using stratified sampling method. From total 652 students participated in this study, 39.2% (256) were boys and 60.7% (396) were girls. Most of the students had information about opium (70.7% of boys and 79.8% of girls), and then alcohol (55.9% of boys and 53.9% of girls). Most offered substance to the students was alcohol (25% in boys and 12.4% in girls). The most effective encouragement for using drugs was through their friends (39% in boys, 16.9% in girls). The most used drug was alcohol among boys (11.4%) and sedative tablets among girls (12.2%). Boys preferred to use drugs in wedding ceremonies (11.3%) but girls proffered their houses (4.8%). The first reason for using drugs was socializing with unsavory friends (29.4%) and the second one was domestic problems (21.4%). The results of this study indicated dangerously increase of drug abuse among teenagers, who are the future of the society. If these results could be generalized, authorities must think of serious solutions for this rising problem.
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Stratton, Gareth; Ridgers, Nicola D; Fairclough, Stuart J; Richardson, David J
2007-06-01
This study aimed to compare moderate-to-vigorous physical activity (MVPA) and vigorous physical activity (VPA) in normal-weight and overweight boys and girls during school recess. Four hundred twenty children, age 6 to 10 years, were randomly selected from 25 schools in England. Three hundred seventy-seven children completed the study. BMI was calculated from height and weight measurements, and heart rate reserve thresholds of 50% and 75% reflected children's engagement in MVPA and VPA, respectively. There was a significant main effect for sex and a significant interaction between BMI category and sex for the percent of recess time spent in MVPA and VPA. Normal-weight girls were the least active group, compared with overweight boys and girls who were equally active. Fifty-one boys and 24 girls of normal weight achieved the 40% threshold; of these, 30 boys and 10 girls exceeded 50% of recess time in MVPA. Eighteen overweight boys and 22 overweight girls exceeded the 40% threshold, whereas 8 boys and 8 girls exceeded the 50% threshold. Overweight boys were significantly less active than their normal-weight male counterparts; this difference did not hold true for girls. Even though nearly double the number of normal-weight children achieved the 40% of MVPA during recess compared with overweight children, physical activity promotion in school playgrounds needs to be targeted not only at overweight but at other health parameters, as 40 overweight children met the 40% MVPA target proposed for recess.
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ERIC Educational Resources Information Center
Petras, Hanno; Chilcoat, Howard D.; Leaf, Philip J.; Ialongo, Nicholas S.; Kellam, Sheppard G.
2004-01-01
Objective: To evaluate the utility of a teacher-rating instrument (TOCA-R) of aggressive behavior during elementary school years in identifying boys at risk for later violence. Method: A community epidemiological sample of 415 public school boys was rated at six time points during elementary school regarding their level of aggressive/disruptive…
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ERIC Educational Resources Information Center
Stidder, Gary
2014-01-01
This research examines the school-based training experiences of a female trainee teacher of physical education (Emily) at a grammar school for boys. The purpose of this research is to consider whether the sex of the trainee teacher either inhibits or advances the professional development of trainee teachers in an opposite-sex school. Emily…
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Single-Sex Classrooms and Reading Achievement: An Exploratory Study
ERIC Educational Resources Information Center
Stotsky, Sandra; Denny, George
2012-01-01
Gendered schooling is growing in the United States, but little research exists on single-sex classes in public elementary schools. This study sought to find out if single-sex classes in two elementary schools made a difference in boys' reading gains in 2008-2009, as judged by scores on the state's annual literacy test. In one school, boys in the…
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ERIC Educational Resources Information Center
Schachner, Maja K.; Van de Vijver, Fons J. R.; Noack, Peter
2018-01-01
Navigating between cultures in addition to developmental changes and challenges in early adolescence can be difficult. We investigated school, family, and ethnic group as conditions for acculturation and school adjustment among early-adolescent boys and girls. Analyses were based on 860 mostly second- and third-generation immigrant students from…
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ERIC Educational Resources Information Center
Proctor, Helen
2011-01-01
High fee-charging non-government schools for boys comprise a small but significant sector of the Australian schooling market. In different ways in different historical periods these schools have represented themselves as being concerned with more than just an instrumental or utilitarian education, making both explicit and implicit claims about the…
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Are Boys Left Behind? The Evolution of the Gender Achievement Gap in Beijing's Middle Schools
ERIC Educational Resources Information Center
Lai, Fang
2010-01-01
Using one cohort of 7235 middle school students in Beijing, China, we examined the evolution of the gender achievement gap in middle school. Our study found a more significant female dominance than in U.S. studies: even though boys gradually caught up during middle school, especially in Math and Science, and the gender achievement gap decreased…
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Protective effects of middle school comprehensive sex education with family involvement.
Grossman, Jennifer M; Tracy, Allison J; Charmaraman, Linda; Ceder, Ineke; Erkut, Sumru
2014-11-01
School-based comprehensive sex education programs can reduce early adolescents' risky sexual behavior. The purpose of this study was to assess the effectiveness of a 3-year comprehensive sex education program in delaying vaginal sex for middle school students and whether the family component of the intervention contributes to its effectiveness. This longitudinal evaluation followed a cohort of 6th graders (N = 2453) through the end of 8th grade. The design used random assignment of 24 schools into treatment and comparison conditions. The analysis included multiple-group logistic regression to assess differences in delay of sex between intervention and comparison groups. In schools where the program was taught, 16% fewer boys and 15% fewer girls had had sex by the end of 8th grade compared to boys and girls at comparison schools. Completing family activities during the first year of the program predicted delayed sexual debut for boys. Theory-based, developmentally appropriate, comprehensive sex education programs that include parent involvement can be effective in delaying vaginal sex for middle school students. Parent involvement is particularly important for boys, as family activities may encourage parents to talk with their sons earlier and more frequently. © 2014, American School Health Association.
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Im, Myung Hee; Hughes, Jan N.; West, Stephen G.
2016-01-01
In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12–14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12–14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed. PMID:28239244
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Im, Myung Hee; Hughes, Jan N; West, Stephen G
2016-12-01
In a sample of 527 academically at-risk youth, we investigated trajectories of friends' and parents' school involvement across ages 12-14 and the joint contributions of these trajectories to adolescents' age 15 school engagement and academic achievement. Girls reported higher levels of friends' and parents' school involvement than boys. Both parents' and friends' school involvement declined across ages 12-14. Combined latent growth models and structural equation models showed effects of the trajectories of friends' and parents' school involvement on adolescents' age 15 school engagement and academic achievement, over and above adolescents' prior performance. These effects were additive rather than interactive. Strategies for enhancing parent involvement in school and students' affiliation with peers who are positively engaged in school are discussed.
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What explains between-school differences in rates of smoking?
Henderson, Marion; Ecob, Russell; Wight, Daniel; Abraham, Charles
2008-01-01
Background Schools have the potential to influence their pupils' behaviour through the school's social organisation and culture (non-formal school characteristics), as well as through the formal curriculum. This paper examines whether these school characteristics (which include a measure of quality of social relationships) can account for school differences in smoking rates. Methods This study uses a longitudinal survey involving 5,092 pupils in 24 Scottish schools. Pupils' smoking (at age 15/16), cognitive measures, attitude to school and pupils' rating of teacher pupil relationships (at age 13/14) were linked to school level data comprising teacher assessed quality of pupil-staff relationships, school level deprivation, staying on rates and attendance. Analysis involved multi-level modelling. Results Overall, 25% of males and 39% of females reported smoking, with rates by school ranging from 8% to 33% for males and from 28% to 49% for females. When individual socio-economic and socio-cultural factors were controlled for there was still a large school effect for males and a smaller (but correlated) school effect for females at 15/16 years. For girls their school effect was explained by their rating of teacher-pupil relationships and attitude to school. These variables were also significant in predicting smoking among boys. However, the school effect for boys was most radically attenuated and became insignificant when the interaction between poor quality of teacher – pupil relationships and school level affluence was fitted, explaining 82% of the variance between schools. In addition, researchers' rating of the schools' focus on caring and inclusiveness was also significantly associated with both male and female smoking rates. Conclusion School-level characteristics have an impact on male and female pupils' rates of smoking up to 15/16 years of age. The size of the school effect is greater for males at this age. The social environment of schools, in particular the quality of teacher-pupil relationships, pupils' attitude to school and the school's focus on caring and inclusiveness, can influence both boys' and girls' smoking. This provides support for the school-wide or "Health Promoting School" approach to smoking prevention. PMID:18570635
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Robbins, Lorraine B; Sikorskii, Alla; Hamel, Lauren M; Wu, Tsu-Yin; Wilbur, JoEllen
2009-04-01
Perceived benefits of and barriers to physical activity (PA) reported by 206 middle school boys and girls in a survey were compared. Only "take care of myself, stay in shape, and be healthier" emerged as a greater benefit for girls than boys. Among students not on a sports team, boys reported fewer barriers than girls. Among those selecting an active pursuit, boys perceived more barriers than girls. When controlling for sports team participation and perceived benefits and barriers, boys reported more minutes of vigorous PA than girls. As boys and girls reported relatively similar benefits of and barriers to PA, nurse counseling with both groups can focus on the same information. Effort is particularly needed to increase PA among girls.
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Simons-Morton, B; Crump, A D; Haynie, D L; Saylor, K E; Eitel, P; Yu, K
1999-02-01
Experimentation with smoking often begins during adolescence, but an adequate understanding of the factors associated with early initiation remains elusive. Sixth- to eighth-grade students (n = 4,263, 67.1% white, 23.5% black, 7.2% other) from seven middle schools were surveyed. The overall prevalence of recent smoking (past 30 days) of 10.4% was similar for boys and girls and by race, but increased from 3.7% in sixth to 17.8% in eighth grade. In multiple logistic regression analyses positive outcome expectations, high perceived prevalence, deviance acceptance, and trouble at school were independently associated with smoking for both boys and girls. Among boys, problem-behaving friends, peer pressure, authoritative parenting, and mother's education and among girls, self-control problems, knowledgeable parents, and grade were independently associated with smoking. This is one of the few studies to report an independent association between smoking and outcome expectations, the first study to report an independent effect for peer influences among boys only, and one of several to find a negative association between smoking and positive parenting behavior. These findings suggest that the effectiveness of preventive interventions might be improved by targeting parent, school, and student outcomes, including outcome expectations, deviance acceptance, and social norms for both boys and girls, peer influences among boys, and self-control among girls.
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ERIC Educational Resources Information Center
Bhana, Deevia
2008-01-01
This paper explores the salience of sport in the lives of eight-year-old and nine-year-old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show…
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Broken Voices or a Broken Curriculum? The Impact of Research on UK School Choral Practice with Boys
ERIC Educational Resources Information Center
Ashley, Martin R.
2013-01-01
Work such as that of John Cooksey on boys' changing voices has influenced choral practice in the USA and in certain UK youth choirs, but has hitherto had little impact in UK schools where many teachers continue to believe that boys' voices "break". Different practices are found across the independent and maintained sectors of secondary…
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Anger in Middle School: The Solving Problems Together Model
ERIC Educational Resources Information Center
Hall, Kimberly R.; Rushing, Jeri L.; Owens, Rachel B.
2009-01-01
Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), with a small group of adolescent African American boys struggling with anger management. Adapted from the teaching philosophy of…
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Anderson, Ariana; Locke, Jill; Kretzmann, Mark; Kasari, Connie
2016-01-01
Although children with autism spectrum disorder are frequently included in mainstream classrooms, it is not known how their social networks change compared to typically developing children and whether the factors predictive of this change may be unique. This study identified and compared predictors of social connectivity of children with and without autism spectrum disorder using a social network analysis. Participants included 182 children with autism spectrum disorder and 152 children without autism spectrum disorder, aged 5–12 years in 152 general education K-5 classrooms. General linear models were used to compare how age, classroom size, gender, baseline connectivity, diagnosis, and intelligence quotient predicted changes in social connectivity (closeness). Gender and classroom size had a unique interaction in predicting final social connectivity and the change in connectivity for children with autism spectrum disorder; boys who were placed in larger classrooms showed increased social network fragmentation. This increased fragmentation for boys when placed in larger classrooms was not seen in typically developing boys. These results have implications regarding placement, intervention objectives, and ongoing school support that aimed to increase the social success of children with autism spectrum disorder in public schools. PMID:26567264
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ERIC Educational Resources Information Center
Yli-Piipari, Sami; Kokkonen, Juha
2014-01-01
The study examined the role of motivation in students' performance and engagement in elementary and middle school physical education. Cross-lagged relationships between performance and engagement were investigated across Grades 6-9. A total of 763 (365 girls, 398 boys) Finnish school students (11- to 12-year old) were followed across three years.…
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Reinforcing Resistance to Drug and Alcohol Use through Teen Role Models. NERCRD Project Report.
ERIC Educational Resources Information Center
Kims, Amanda
In the Life Skills Training program, teen leaders teach social skills to rural fifth- and sixth-grade children to help them resist drugs and alcohol in high school. Based on a Boys & Girls Clubs of America program, the 9-week after-school program provides youth with accurate information; teaches youth how to handle a range of problem…
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Corboz, Julienne; Hemat, Osman; Siddiq, Wahid; Jewkes, Rachel
2018-01-01
Child peer violence is a global problem and seriously impacts children's physical and psychological health, and their education outcomes. There are few research studies on children's peer violence available in South Asian countries, particularly in Afghanistan. This paper describes the prevalence of children's peer violence perpetration and victimization and associated factors among school children in Afghanistan. A total of 770 children were recruited into a baseline study conducted as part of an intervention evaluation in 11 schools (seven girls' and four boys' schools). All children were interviewed with a questionnaire developed for the study. The main outcome is a three-level peer violence variable consisting of (a) no violence, (b) victimization only, or (c) perpetration (with or without victimization). Peer violence victimization was measured through the Multidimensional Peer-Victimization Scale, and peer violence perpetration was measured through an adjusted version of the same scale with wording changed to measure perpetration. 49.7% of boys and 43.3% of girls reported having experienced more than one instance of violence victimization in the past month, and 31.7% of boys and 17.6% of girls disclosed perpetration of more than one instance of violence in the past month, with considerable overlap found between experience of victimization and perpetration, particularly among boys. Multinomial models of factors associated with peer violence show that for boys, food insecurity was associated with perpetration of peer violence but not with victimization, and experiencing corporal punishment at school in the last month was significantly associated with both peer victimization and perpetration. For girls, food insecurity, more depressive symptoms and experiencing any beating at home were associated with both violence victimization and perpetration. Having a disability was associated with victimization only, and having witnessed their father fighting and experiencing any kind of corporal punishment were associated with peer violence perpetration only. Peer violence in Afghanistan is linked to food insecurity, exposure of children to witnessing family violence, and children's experience of physical violence at home and corporal punishment at school. School-based settings provide an important platform for interventions to reduce and prevent peer violence; however, such interventions may benefit from broader violence-prevention initiatives conducted at the community level.
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Physical activity patterns measured by accelerometry in 6- to 10-yr-old children.
Nyberg, Gisela A; Nordenfelt, Anja M; Ekelund, Ulf; Marcus, Claude
2009-10-01
To examine differences in patterns of objectively measured physical activity (PA) among weekdays and weekend days and across different time blocks during the day in relation to age and gender. This knowledge is important when planning preventive initiatives aimed at increasing levels of PA in children. This is a cross-sectional analysis in 653 girls and 640 boys (6-10 yr) measured during 1 wk with accelerometry. Periods of the day were divided into school time (8:00 a.m. to 1:30 p.m.), after school care time (1:30-4:00 p.m.), and evening time (4:00-9:00 p.m.). Multivariate ANOVA was used to analyze mean PA. Mean daily PA differed significantly across age groups (6-10 yr) in both boys and girls (P < 0.001). Mean (SE) daily PA was significantly lower during weekends compared with weekdays in all age groups (girls 782 (6.7) vs 681 (7.7) counts per min (CPM), P < 0.001; boys 853 (7.1) vs 729 (8.0) CPM, P < 0.001). This decline was similar across low, medium, and highly active children. Mean PA was highest during after school care time on weekdays (girls 879 (9.8) and boys 990 (10.0) CPM) compared with all other periods. The difference in mean PA between boys and girls was highest during school time (P < 0.001) and after school care time (P < 0.001). The decline in PA in children may start already at the age of 6 yr. The school setting may be an important arena for targeting activity levels in girls because the difference in PA levels between girls and boys is most pronounced during school time. In both girls and boys, PA levels are disproportionally low during weekends and might be important targets for interventions aimed to increase PA.
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Anglo-American and Cuban-American Teachers' Perception of Elementary School Boys and Girls.
ERIC Educational Resources Information Center
Dempsey, Arthur D.
The attitudes of Cuban- and Anglo-American elementary school teachers concerning boys and girls were compared. It appears to be generally accepted in Anglo-American culture that males are considered hostile and aggressive in school situations, while females are considered passive and conforming. Conversely, in the Latin American cultures, the…
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Back to the Future on Gender and Anti-School Boys: A Response to Jeffrey Smith
ERIC Educational Resources Information Center
Abraham, John
2008-01-01
This article examines recent claims by Jeffrey Smith that: (1) "hegemonic masculinity" is an expression of working class counter-school culture; (2) some teachers are "cultural accomplices" in constructing "hegemonic masculinities" of anti-school working class boys, thereby contributing to their underachievement; and (3) these "cultural…
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Bullying and Victimization Behaviors in Boys and Girls at South Korean Primary Schools
ERIC Educational Resources Information Center
Yang, Su-Jin; Kim, Jae-Min; Kim, Sung-Wan; Shin, Il-Seon; Yoon, Jin-Sang
2006-01-01
Objective: To investigate the prevalence and correlates of bullying and victimization behaviors in boys and girls at South Korean primary schools. Method: In a cross-sectional survey, 1,344 fourth-grade primary school children completed a questionnaire on self-reported bullying and victimization behaviors, depression, anxiety, body image, coping…
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Salmela-Aro, Katariina; Upadyaya, Katja; Hakkarainen, Kai; Lonka, Kirsti; Alho, Kimmo
2017-02-01
Recent research shows an increased concern with well-being at school and potential problems associated with students' use of socio-digital technologies, i.e., the mobile devices, computers, social media, and the Internet. Simultaneously with supporting creative social activities, socio-digital participation may also lead to compulsive and addictive behavioral patterns affecting both general and school-related mental health problems. Using two longitudinal data waves gathered among 1702 (53 % female) early (age 12-14) and 1636 (64 % female) late (age 16-18) Finnish adolescents, we examined cross-lagged paths between excessive internet use, school engagement and burnout, and depressive symptoms. Structural equation modeling revealed reciprocal cross-lagged paths between excessive internet use and school burnout among both adolescent groups: school burnout predicted later excessive internet use and excessive internet use predicted later school burnout. Reciprocal paths between school burnout and depressive symptoms were also found. Girls typically suffered more than boys from depressive symptoms and, in late adolescence, school burnout. Boys, in turn, more typically suffered from excessive internet use. These results show that, among adolescents, excessive internet use can be a cause of school burnout that can later spill over to depressive symptoms.
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Ridder, Monica A M; Koning, Maaike; Visscher, Tommy L S; Hirasing, Remy A; Seidell, Jacob C; Renders, Carry M
2018-06-01
Energy balance-related behavior on schooldays and beliefs about school-based interventions may differ between students in different educational levels, sexes, and BMI (body mass index) categories. In Zwolle (the Netherlands), 1,084 adolescents (13-15 years) at 9 secondary schools completed a questionnaire. Overweight prevalence (boys 18.1%, girls 19.3%) increased with decreasing educational level, especially in boys. Girls reported healthier behavior than boys regarding daily consumption of fruit (35% vs. 29%), vegetables (58% vs. 48%), ≤1 snack/candy (36% vs. 26%), ≤3 glasses of sugared drinks (80% vs. 73%; all p < .05). Unhealthier dietary behaviors were associated with lower educational level, except for eating sugary and savory snacks. Snacks and sugared drinks consumed at school were mostly brought from home (61.6% and 68.5%, respectively). Overweight students reported less frequent consumption of daily breakfast, snacks, and sugared drinks than nonoverweight students. Of all students, 40% spent ≥1 hour per day cycling to school. Lower educational level students reported less organized sports activities than higher level students, but more outside play and other activities. Overweight was associated with cycling to school (boys) and participating in organized sports (girls). More girls than boys were interested in lessons about healthy nutrition (44.4% vs. 31.7%). To stimulate physical activity, boys suggested more physical education classes (63%), girls advised more variation (47%) and choice (43%). A healthy school canteen (57%) and offering free fruit (67%) were suggested as promising interventions to stimulate healthy behavior. Educational and environmental interventions to tackle unhealthy dietary and physical activity behavior should be developed in collaboration with parents and tailored to educational level and gender.
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Helping Underachieving Boys Read Well and Often. ERIC Digest.
ERIC Educational Resources Information Center
Schwartz, Wendy
This digest discusses how schools and families can improve native English speaking boys' reading skills, particularly poor, minority boys. It examines ways to increase the time boys spend reading and the enjoyment they get from reading. Boys tend to learn to read later, take longer to learn, comprehend narrative texts less easily, value reading…
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Hansen, Kristina; Lindström, Martin; Rosvall, Maria
2015-11-18
Smoking is usually initiated early in life and most adult regular smokers have started smoking before 18 years of age. A younger age at smoking initiation is associated with risk taking behaviours and worse health outcomes regarding psychological and somatic conditions, suggested to be caused by exposure during critical developmental periods. The present study aims to investigate self-rated health among second grade high school boys and girls related to age at smoking initiation (<14 years of age and ≥ 14 years of age) among current and former smokers, compared to never smokers. Data was derived from the Scania public health survey among children and adolescents in 2012. The study was cross-sectional with retrospective information about first time cigarette smoking experiences among 3245 boys and 3434 girls in second grade of high school. Self-rated health was assessed with the question "How do you rate your general health". Associations of age at smoking initiation, current smoking status and poor self-rated health were investigated with logistic regression models. Crude odds ratios of poor self-rated health were increased for all smoking groups compared to never smokers. Former smoking boys and currently smoking girls with early smoking initiation had the highest odds ratios of poor self-rated health, with odds ratios (OR) 2.4 (95 % confidence interval (CI): 1.5-3.7) and OR 2.9 (95 % CI: 2.3-3.6), respectively. After adjustments for sociodemographic factors, health-related behaviours, psychosocial factors, weight and functional disabilities, the results were attenuated, but remained statistically significant regarding former and current smoking boys with early smoking initiation, OR 2.0 (95 % CI: 1.1-3.7) and OR 1.7 (95 % CI: 1.1-2.4) and for current smoking girls with early and later smoking initiation, OR 2.1 (95 % CI: 1.5-2.8) and OR 1.5 (95 % CI: 1.1-2.0). Boys and girls in second grade of high school with early smoking initiation reported poorer self-rated health than later initiators and never smokers. Poorer self-rated health persisted also after smoking cessation among early initiating boys. Further studies are needed to understand the adverse health effects associated with timing of smoking initiation.
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ERIC Educational Resources Information Center
Drown, Barbara
This document presents data on the residents of the two correctional institutions for juvenile offenders operated by Wisconsin's Division of Corrections: Ethan Allen School for boys which housed 287 boys on June 30, 1986 and the co-educational Lincoln Hills School which housed 203 boys and 36 girls on that date. Three pages of descriptive text…
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ERIC Educational Resources Information Center
Helbig, Marcel
2012-01-01
The prevalence of women in the teaching profession has been claimed by various scholars to be responsible for the low school performance among boys. Based on this claim there have been widespread calls for increasing the share of male teachers as a means of improving boys' school performance. There is, however, very little empirical evidence…
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ERIC Educational Resources Information Center
Hogberg, Ronny
2011-01-01
This article is based on a field study in two boy-dominated classes in a vocational programme in a Swedish upper secondary school. The focus of the article is the boys' perspective on their cheating activities during lessons and tests within academic subjects. Since the boys often regarded these subjects as boring and useless in relation to their…
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Stalmach, Magdalena; Tabak, Izabela; Radiukiewicz, Katarzyna
2014-01-01
Analyses concerning peer violence among girls and boys aged 13-17 years, in the context of socio- -economic characteristics of the family: family structure, parental employment status and perceived family wealth. Preliminary data from the recent HBSC studies conducted in 12 voivodeships in Poland in 2013 was used. The analyzes concerned 2300 students aged 13-17 years (45% boys) and focused on the following types of violence: being a perpetrator and a victim of bullying, participation in fights and cyberbullying. Chi-square test analysis and multivariate logistic regression models were used. Significantly more boys than girls experienced bullying (28% vs. 22%) and was perpetrators of violence in the school (39% vs. 25%). The youth from single-parent families significantly more often than students from two-parent families, participated in fights and was the perpetrators of violence in the school. Being a perpetrator and a victim of violence concerned mostly students from poor families and boys, whose father was unemployed. The following risk factors was identified- among boys: low economic status of the family (victims of bullying) and single-parent family (victims of cyberbullying), father's unemployment (the perpetrator of bullying) and age 13-14 years (victims and perpetrators of bullying, participation in fights) and among girls: low economic status of the family (cyberbullying), mother's unemployment and age 13-14 years (victims of violence). The family socio-economic factors, gender and age determine the type and the prevalence of peer violence. Low economic status of the family and single-parent family increases the risk of experiencing violence. For the prevention of bullying the educational role of the father and his commitment to family budget are important.
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The Repudiation of Single-Sex Education: Boys' Schools in the Soviet Union, 1943-1954
ERIC Educational Resources Information Center
Ewing, E. Thomas
2006-01-01
This article examines the 11-year Soviet experiment with boys' schools as a way to cast new light on scholarly research and public debates about single-sex education. Drawing on archival and published materials by educators who described school conditions, identified problems, suggested reforms, and evaluated remedies, the author argues that…
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A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration.
ERIC Educational Resources Information Center
Coleman, Mary Ruth
1992-01-01
Gifted learning-disabled and average learning-disabled middle school boys (n=42) in grades 6-9 were compared on ways they cope with difficult school situations. Although no group differences were found on the Coping Resources Inventory, significant differences were found in the actual strategies the groups reported using, with gifted students…
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Stability and Change in Peer Relationships during the Transition to Middle-Level School.
ERIC Educational Resources Information Center
Hardy, Cindy L.; Bukowski, William M.; Sippola Lorrie K.
2002-01-01
Assessed Canadian young adolescents' peer relationships as students moved from grade 6 in small elementary schools to middle-level schools offering grades 7 to 12. Found that girls experienced greater instability in reciprocated friendships than boys. Found that girls, more so than boys, lost old friendships and formed new friendships with…
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ERIC Educational Resources Information Center
Spinath, Birgit; Eckert, Christine; Steinmayr, Ricarda
2014-01-01
Background: Education is a key variable for reaching individually and socially desired outcomes. Specifically, school grades are important admission criteria for higher education and job positions. Nowadays, in countries committed to equal opportunities, girls obtain better school grades than boys, but the reasons why girls outperform boys are not…
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ERIC Educational Resources Information Center
Murithi, Grace Gatune; Nyaga, Veronica Karimi; Barchok, Hillary K.
2015-01-01
This study sought to examine the impact of attitudinal adaptation on academic achievement among boys and girls in boarding secondary schools in Meru County in Kenya. The descriptive survey research design was adapted for the study whose sample size was 384 students, school counsellors and deputy principals in the boarding secondary schools. The…
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ERIC Educational Resources Information Center
Nuttall, Amanda; Doherty, Jonathan
2014-01-01
This article reports on a teacher inquiry project in a primary school that serves disadvantaged communities on the outskirts of a de-industrialised city in the north of England. Of particular concern is a small group of white British boys in receipt of free school meals, who are identified by the school as disaffected and as a consequence…
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Coleman, Karen J; Tiller, Claire Lola; Sanchez, Jesus; Heath, Edward M; Sy, Oumar; Milliken, George; Dzewaltowski, David A
2005-03-01
To assess the impact on children's health of translating an evidence-based national intervention trial (Child and Adolescent Trial for Cardiovascular Health [CATCH]) to low-income elementary schools with primarily Hispanic students. An untreated, matched control group design with repeated dependent pretest and posttest samples was used. Four El Paso CATCH and 4 control elementary schools in El Paso, Tex, along the US-Mexico border region. All had Title I status (most were low-income students). Participants were 896 third-grade children (473 control schools [224 girls and 249 boys] and 423 CATCH schools [199 girls and 224 boys]); 93% were Hispanic. Community-based implementation of the national CATCH program. Risk of overweight or overweight, body mass index, waist-to-hip ratio, yards run in 9 minutes, passing rates for Fitnessgram national mile standards, moderate to vigorous physical activity and vigorous physical activity in physical education class, and percentage of fat and sodium in school lunches. Girls in control schools had significant increases in percentage of risk of overweight or overweight from third (26%) to fifth (39%) grades, as did girls in CATCH schools (30%-32%); however, the rate of increase for girls in the CATCH schools was significantly lower (2%) compared with the rate for control girls (13%). A similar pattern was seen for boys, with a rate of increase for boys in CATCH schools of 1% (40%-41%), which was significantly less than the 9% increase (40% to 49%) for control boys. The translation of the national CATCH program to low-income schools with Hispanic students successfully slowed the epidemic increase in risk of overweight or overweight seen in control school children. An emphasis should be placed on community organizing and evaluation feedback when implementing evidence-based school health programs in low-income Hispanic communities.
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Song, Yi; Wang, Hai-Jun; Dong, Bin; Wang, Zhiqiang; Ma, Jun; Agardh, Anette
2017-04-01
To assess the trend of sex disparity in hemoglobin concentration and prevalence of anemia among Chinese school-aged children from 1995 to 2010. Data were collected from 360 866 children aged 7, 9, 12, 14, and 17 years during 4 cross-sectional surveys (1995, 2000, 2005, and 2010) of the Chinese National Surveys on Students Constitution and Health. Shifts in hemoglobin concentration distributions were compared by sex. Average shifts and sex differences were calculated with quantile regression models. Logistic regression was used to estimate the prevalence odds ratio of sex for prevalence of anemia in different surveys. The mean hemoglobin concentration increased among Chinese children between 1995 and 2010, from 132.7 to 138.3 g/L in boys, and from 127.7 to 132.3 g/L in girls. The prevalence of anemia decreased from 18.8% in 1995 to 9.9% in 2010. It was higher in rural than urban children among all age groups. The prevalence odds ratios of girls versus boys for anemia increased in both urban and rural areas over time. Hemoglobin concentration and prevalence of anemia improved among Chinese school-aged children over time. Hemoglobin concentration improved faster in boys than girls and as a result the relative prevalence of anemia in girls compared with boys increased. Sex-specific preventive guidelines and public health policies for childhood anemia are needed in China. Copyright © 2017 Elsevier Inc. All rights reserved.
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Parental concerns on the circumcision for elementary school boys: a questionnaire study.
Lee, Sang D.; Park, Eun; Choe, Byeng M.
2003-01-01
To evaluate the parental concerns for elementary school boys (7-12 yr) on the circumcision, a randomly selected cross-sectional survey was performed in each elementary school from 16 urban wards in Busan. We asked 10,861 parents to answer the questionnaires on the circumcision such as the benefits and fallbacks of circumcision, proper time and knowledge of the surgery, and neonatal circumcision. The overall response rate to the questionnaire was 38.9%. The overall circumcision rate of elementary school boys was 43.2%, which increased from 18.7% at 7 yr old to 64.8% at 12 yr old. The significant reason for and against circumcision was "hygiene benefits (88.1%)" and "unreliable medical benefits (38.5%)", respectively. 74.9% of parents thought that elementary school age is the optimal time of circumcision. Only 11.2% of boys were circumcised during neonatal period. The main reason for parents to oppose neonatal circumcision was "their babies feel pain (35.8%)". About 50% of parents thought that circumcision will prevent medical diseases. Besides the medical basis, the circumcision is emerging as a kind of social custom in Busan. For parents making the decisions on the circumcision of their boys, physician or health care providers should provide helpful and honest facts about circumcision. PMID:12589091
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Getting Prepared: Nonformal Education in Boy Scouts.
ERIC Educational Resources Information Center
Kleinfeld, Judith; Shinkwin, Anne
An intensive study of boys' experiences in two Boy Scout groups shows that scout programs provide important educational functions that schools and homes do not. Detailed field notes were taken on 75 events of the 2 groups, semi-structured interviews were conducted with 20 boys and their parents to explore what parents and boys felt they were…
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The Relationship between Friendship Quality and Self-Esteem in Adolescent Girls and Boys.
ERIC Educational Resources Information Center
Thomas, Jennifer J.; Daubman, Kimberly A.
2001-01-01
Investigated the role of friendship quality in adolescent boys' and girls' self-esteem. High school student surveys indicated that girls had significantly lower self-esteem than boys, and they rated their relationships as stronger, more interpersonally rewarding, and more stressful than boys. Boys rated their cross-gender best friendship as more…
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Nutritional behaviours and body self-perception in polish pupils attending middle-school.
Woźniak, Agnieszka; Artych, Marta; Wawrzyniak, Agata
2014-01-01
Adolescence is a vital part of child development, where acquired eating/dietary behaviour is often associated with ones' perception of body shape. To assess eating habits in relation to body shape perception and esteem in middle-school (junior-high) pupils. Surveyed subjects were 170 middle-school pupils from Warsaw; 101 girls and 69 boys aged 15 years. An anonymous questionnaire was used to determine eating habits, body mass, growth and body shape perception. Anthropometric measurement cut-off points were taken according to the method of Cole et al. Only 29% of pupils ate 5 daily meals; of whom there were significantly more girls than boys (35% vs 20%, p = 0.042). Girls more often consumed second breakfast than boys (p < 0.001), whilst boys ate dinner more frequently than girls (p = 0.004). Eating meals was observed in 86% all pupils, where sweets (71%) and fresh fruit (69%) were most commonly eaten. Boys ate fast-food more often than girls (p = 0.004), as well as savoury snacks (p = 0.002), sweets (p = 0.009) and sweetened fizzy drinks (p < 0.001). Girls however, consumed more low-fat foodstuffs compared to boys (p = 0.003). Over- weight was more common in boys than girls (26% vs 9%, p = 0.003), whereas girls were more frequently malnourished than boys (21% vs 7%, p = 0.016). Far fewer girls were satisfied with their body shape compared to boys (51% vs 94%, p < 0.001). Girls also more commonly expressed a desire for slimming, despite either having a correct body mass or being underweight. Many adverse and abnormal eating habits of pupils were found, especially in boys, that could lead to over- weight and obesity. Subjects were found to incorrectly assess their body shape, particularly the girls, thereby leading to unwarranted slimming behaviour. nutritional habits, middle-school pupils, perceived body shape/image.
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ERIC Educational Resources Information Center
Chang, Hyein; Olson, Sheryl L.; Sameroff, Arnold J.; Sexton, Holly R.
2011-01-01
An explanatory model for children's development of disruptive behavior across the transition from preschool to school was tested. It was hypothesized that child effortful control would mediate the effects of parenting on children's externalizing behavior and that child sex would moderate these relations. Participants were 241 children (123 boys)…
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Physical Activity Patterns During School Recess: A Study in Children 6 to 10 Years Old
ERIC Educational Resources Information Center
Lopes, Victor; Vasques, Catarina Margarida Silva; de Oliveira Pereira, Maria Beatriz Ferreira Leite
2006-01-01
The aims of this study were to characterize the spontaneous physical activity of children during school recess, and to estimate variation in physical activity associated with gender and age. A MTI actigraph (Model 7164) was used with a sample of 140 boys and 131 girls, 6 to 10 years of age. MTI counts were converted to METs using a regression…
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ERIC Educational Resources Information Center
Hernández, Maciel M.; Conger, Rand D.; Robins, Richard W.; Bacher, Kelly Beaumont; Widaman, Keith F.
2014-01-01
The relation between cultural socialization and ethnic pride during the transition to middle school was examined for 674 fifth-grade students (50% boys; M[subscript age] = 10.4 years) of Mexican origin. The theoretical model guiding the study proposes that parent-child relationship quality is a resource in the transmission of cultural values from…
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ERIC Educational Resources Information Center
Chang, Hyein; Shelleby, Elizabeth C.; Cheong, JeeWon; Shaw, Daniel S.
2012-01-01
The goals of this study were to examine the additive and interactive effects of cumulative risk and child negative emotionality on children's social competence in the transition from preschool to school and to test whether these associations were mediated by child emotion regulation within a sample of 310 low-income, ethnically diverse boys.…
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Level 2 Therapeutic Model Site
ERIC Educational Resources Information Center
Spears, Brad; Sanchez, David; Bishop, Jane; Rogers, Sharon; DeJong, Judith A.
2006-01-01
L2, one of the original sites first funded under the Therapeutic Residential Model Initiative in 2001-2002, is operated as a peripheral dormitory This dormitory cares for 185 boys and girls in grades 1-12 who attend local public schools. L2 presented an outstanding proposal which identified gaps in services and presented a reasonable budget to…
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A Group Counseling Model for Developing Manhood among Black Male Adolescents.
ERIC Educational Resources Information Center
Lee, Courtland
1991-01-01
A dialogue is presented, which highlights the meaning of success as a Black man. C. Lee's Black Manhood Training Model is discussed, which was developed as a group counseling experience in a school setting for 13- to 17-year-old Black boys to address the challenges of Black male development. (SLD)
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Theorising Inner-City Masculinities: "Race," Class, Gender and Education.
ERIC Educational Resources Information Center
Archer, Louise; Yamashita, Hiromi
2003-01-01
Discusses how to theorize diverse, working-class male students' masculinities within an inner-city, multicultural context. Data from discussions with boys at one inner-city London school are used to illustrate the boys' complex constructions of culturally entangled masculinities. Examines boys' constructions of "bad boy" masculinities…
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The relationship of weight-related attitudes with suicidal behaviors in Korean adolescents.
Kim, Jun-Su; Lee, Kayoung
2010-11-01
The objective of this study was to assess the relationship between weight-related attitudes and suicidal behavior after consideration of depressive mood in Korean adolescents. The study population consisted of a nationally representative sample of 74,698 adolescents (n = 39,466 boys, 35,232 girls) in middle and high school who completed the Korea Youth Risk Behavior Web-based Survey (KYRBWS) in 2007. Logistic regression models were used to examine the relationships between measures of weight-related and self-reported suicidal behavior, controlling for demographics, depressive mood, stress perception, level of school achievement, and substance use. Suicide attempts were surveyed among those reported to have suicidal ideation (n = 7,579 boys, 10,204 girls). Significantly more girls than boys reported suicidal ideation (29 vs. 19%) and suicide attempts (7.7 vs. 4.5%). Factors significantly associated with suicidal ideation were overestimation of weight (vs. correct estimation) and behaviors to lose or gain weight (vs. no weight control) among boys and overestimation of weight and attempting to lose weight among girls. In contrast, the odds of suicide attempts were significantly higher among boys who tried to lose, gain, or maintain their weight (vs. no weight control) and girls who underestimated their weight (vs. correct estimation) and tried to lose weight (vs. no weight control). Boys and girls classified as overweight or at risk for overweight were significantly less likely to report suicide attempts compared to those classified as underweight. Weight-related attitudes, such as incorrect weight perception and weight control behaviors, seem to be useful indicators for identifying Korean adolescents who are at risk for suicidal behaviors.
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Kaltiala-Heino, Riittakerttu; Fröjd, Sari; Marttunen, Mauri
2016-08-01
To study the associations between subjection to sexual harassment and emotional (depression) and behavioural (delinquency) symptoms among 14-to-18-year-old adolescents, and gender differences within these associations. 90,953 boys and 91,746 girls aged 14-18 participated in the School Health Promotion Study (SHPS), a school-based survey designed to examine the health, health behaviours, and school experiences of teenagers. Experiences of sexual harassment were elicited with five questions addressing five separate forms of harassment. Depression was measured by the 13-item Beck Depression Inventory and delinquency with a modified version of the International Self-Report Delinquency Study (ISRD) instrument. Data were analysed using cross-tabulations with Chi-square statistics and logistic regression. All sexual harassment experiences studied were associated with both depression (adjusted odds ratios varied from 2.2 to 2.7 in girls and from 2.0 to 5.1 in boys) and delinquency (adjusted odds ratios 3.1-5.0 in girls and 1.7-6.9 in boys). Sexual name-calling had a stronger association with depression and with delinquency in girls (adjusted odds ratios, respectively, 2.4 and 4.2), than in boys (adjusted odds ratios, respectively, 2.0 and 1.7), but otherwise stronger associations with emotional and behavioural symptoms were seen in boys. Subjection to sexual harassment is associated with both emotional and behavioural symptoms in both girls and boys. The associations are mostly stronger for boys. Boys subjected to sexual harassment may feel particularly threatened regarding their masculinity, and there may be less support available for boys traumatised due to sexual harassment.
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Xie, Hongling; Dawes, Molly; Wurster, Tabitha J; Shi, Bing
2013-01-01
The transition to middle school often presents behavioral and academic challenges to youths. Boys of color (i.e., African American and Hispanic in this study) may be especially vulnerable. In this study, peer nominations of aggressive and academic behaviors as well as youths' perceptions of how these behaviors were related to popularity in peer networks were obtained from the spring semester of fifth grade through the spring semester of seventh grade, with the transition occurring as the students entered the sixth grade. The sample included 188 boys (71 Caucasian, 90 African American, and 27 Hispanic) from an urban school district in the northeastern United States. Trajectory analyses showed that African American boys scored lower in studentship and higher in rule-breaking and aggressive (both physical and social) behaviors prior to the transition, and such differences among ethnic groups were largely maintained during the transition. Hispanic boys displayed decreases in their studentship during the transition. African American boys' perception of how studentship affects popularity was more positive than other boys prior to the transition, but it decreased during the transition. African American boys also endorsed rule breaking and physical and social aggression more positively for popularity prior to the transition, whereas Caucasian and Hispanic boys' endorsement increased during the transition and eventually caught up with those of African American boys in seventh grade. A positive within-individual association was found between youths' popularity perception and their behavior for studentship, rule breaking, and physical aggression, which did not differ by ethnicity. © 2013 American Orthopsychiatric Association.
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Ostojic, S M; Stojanovic, M D
2010-12-01
The objective of the present study was to determine relationship between aerobic (cardiovascular) fitness and body composition in both non-overweight and overweight 12-year-old school boys. A cross-sectional study was conducted in a random sample of 10 elementary schools. The study participants were a 170 healthy fifth-grade elementary school boys aged 11.9±0.4 years. Anthropometric data (height, body mass, waist circumference, abdominal skinfold thickness) were collected according to standard procedure. Total body fat and muscle mass percentage were assessed by bioimpedance analysis. Body Mass Index (BMI) age-specific cutoff points were used for overweight definition and boys were placed in two groups overweight and non-overweight. Aerobic fitness (VO2max) was assessed with the multistage shuttle-run fitness test. Boys were grouped into high (upper two quintiles) and low (lower two quintiles) aerobic fitness based on age distribution. Waist circumference, abdominal skinfold thickness and total body fat were lower while muscle mass percentage was higher in overweight boys with high aerobic fitness in comparison with boys at the same BMI category with low fitness level (P<0.05). Aerobic fitness was inversely correlated with body fat in the whole group of subjects (r=-0,57, P<0.05), with particularly high correlation between VO2max and muscle mass in overweight boys (r=0.68, P<0.05). Indicators of local and total adiposity were lower in boys with high aerobic fitness. It seems that high aerobic fitness has is positively associated with body composition in overweight boys.
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Cui, Xin-yue; Chen, Tian-jiao; Ma, Jun
2015-06-18
To study whether the socio-ecological model based on "student-school-family" three-level strategy is effective in obesity prevention. A total of 3 175 students aged 7 to 18 from 16 schools (4 urban primary schools, 4 rural primary schools, 4 urban secondary schools and 4 rural secondary schools, of which 2 intervention schools were selected, respectively) were recruited by stratified cluster sampling method. A three-month intervention using "student-school-family" socio-ecological model was conducted through health education and environment improvement. The intervention contents included knowledge on obesity, healthy diet and physical activities. Their anthropometric indexes were recorded. The intervention prevented obesity (OR=1.12, P<0.05), and was effective in waist circumference (WC) and waist-hip ratio (WHR) (adjusted difference=0.63, 0.02, P<0.05). WC and WHR were reduced in girls (adjusted difference=0.52 & 0.02, P<0.05), and obesity was prevented in girls (OR=1.18, P<0.05). WC and WHR were reduced in boys (adjusted difference=0.73, 0.01, P<0.05). WHR were reduced in urban areas (adjusted difference=0.01, P<0.05). WC and WHR were reduced (adjusted difference=1.05, 0.02, P<0.05) and obesity was prevented (OR=1.18, P<0.05) in rural areas. WHR were reduced (adjusted difference=0.01, P<0.05) and obesity was prevented (OR=1.21, P<0.05) in primary schools. WHR were reduced in secondary schools (adjusted difference=0.02, P<0.05).The intervention effect was better in girls than in boys, in rural areas than in urban areas, and in primary schools than in secondary schools. The overweight and obesity prevalence went down after the intervention (χ2=11.01, P<0.01). Intervention strategy is effective in central obesity indexes such as WC and WHR, and it can be used widely.
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The Adult Occupational Success of Dyslexic Boys: A Large Scale, Long-Term Follow Up.
ERIC Educational Resources Information Center
Gottfredson, Linda S.; And Others
Several hundred men who were dyslexic as high school students, and for whom considerable early test data were available, were surveyed as adults. Subjects included alumni from 1940 through 1977 of the Gow School, a private secondary school for dyslexic boys. Their occupations were compared to those of a control group, the fathers of both groups,…
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ERIC Educational Resources Information Center
Chua, Vincent
2015-01-01
This paper utilises ideas of correspondence as a way of thinking about intersections between school and work in Singapore's developmental state. Whereas the principle of correspondence predicts segregated patterns of association between school and work, this paper shows how a developmentalist form of political economy gives rise to crosscutting,…
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Gender Gap: Are Boys Being Shortchanged in K-12 Schooling?
ERIC Educational Resources Information Center
Whitmire, Richard; Bailey, Susan McGee
2010-01-01
Debates about gender and schooling have taken a surprising turn in the past decade. After years of concern that girls were being shortchanged in male-dominated schools, especially in math and science, there has grown a rising chorus of voices worrying about whether boys are the ones in peril. With young women making up close to 60 percent of…
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Context-Dependent Victimization and Aggression: Differences between All-Girl and Mixed-Sex Schools
ERIC Educational Resources Information Center
Velasquez, Ana Maria; Santo, Jonathan Bruce; Saldarriaga, Lina Maria; Lopez, Luz Stella; Bukowski, William M.
2010-01-01
Contextual differences in the association between different forms of aggressive behavior and victimization were studied with a sample of 197 boys and 149 girls from mixed-sex schools and in 336 girls from all-girl schools (M = 10.21 years of age) in two cities in Colombia. Results showed that boys generally engage in more physical than relational…
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Victims of Benevolence: The Dark Legacy of the Williams Lake Residential School.
ERIC Educational Resources Information Center
Furniss, Elizabeth
A study of two tragic events that took place at an Indian residential school in British Columbia underlines the profound impact the residential school system has had on Aboriginal communities in Canada throughout this century. One event was the death of a runaway boy and the other was the suicide of another boy while both were students at the…
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ERIC Educational Resources Information Center
Munns, Geoff
This paper discusses the production, nature, and consequences of oppositional behavior among 102 poor, inner-city Koori (Aboriginal Australian) boys and girls attending Greytown School, Australia. The connection between the local indigenous Australian community's history and culture and the classroom life of its primary school illustrates the…
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N.Y.C. Study: Don't Ignore Asian Pupils
ERIC Educational Resources Information Center
Zubrzycki, Jaclyn
2012-01-01
A Bangladeshi girl who spends her out-of-school time translating documents for her parents' immigration hearings. A group of Chinese high school boys whose teachers can't figure out why they're so disengaged. A Vietnamese boy who speaks almost no English and is the only Asian student at his low-performing school. A Korean-American girl at the top…
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Filiz, Tuncay M; Cinar, Nursan; Topsever, Pinar; Ucar, Fatma
2006-04-01
The aim of this study was to assess, by means of an in-school questionnaire, the knowledge, attitudes, and behaviors of high-school students in Sakarya, Turkey concerning sun protection and skin cancer. The knowledge and behavior scores of girls were higher than those of boys, whereas boys had better attitude scores.
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Boys' and girls' involvement in science learning and their self-efficacy in Taiwan.
Hong, Zuway-R; Lin, Huann-shyang
2013-01-01
This cross-sectional study investigated the significant differences in students' self-efficacy and their involvement in learning science. Nine hundred and twenty-two elementary school fifth graders, 499 junior high school eighth graders, and 1455 senior or vocational high school eleventh graders completed the students' questionnaire. Analyses of variance (ANOVAs) and independent t-tests compared the significant similarities and differences across school levels and genders. The initial findings were as follows: A sharp decline in boys' and girls' self-efficacy scores from elementary to secondary school levels; boys have significantly higher self-efficacy scores than girls at vocational and senior high school levels; students with more involvement in science learning presented significantly higher self-efficacy scores than those with less involvement. The significant discrepancies in terms of gender and age in students' self-efficacy and involvement in learning science need to be addressed. Implications and limitations are provided.
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Kain, Juliana; Leyton, Barbara; Cerda, Ricardo; Vio, Fernando; Uauy, Ricardo
2009-09-01
Obesity prevalence among Chilean children is 19.4%. The present study aimed to assess the effectiveness of a school-based obesity prevention programme. Non-randomized controlled study. The intervention included activities in nutrition and physical activity, fully applied the first year and partially in the second one. Primary outcomes were BMI Z-score (BMIZ) and obesity prevalence; secondary outcomes were waist circumference and triceps skinfold thickness. Time effects were assessed by changes in BMI-related variables by gender and period (ANOVA and Tukey test), while intervention effects were determined by comparing changes in (i) obesity prevalence by gender and period (PROC GENMOD) and (ii) BMIZ according gender, age and period (PROC MIXED). Primary schools in the Chilean cities of Casablanca (intervention group) and Quillota (control group). One thousand seven hundred and fifty-nine children from three schools (intervention group) and 671 from one school (control group). Over the two years, obesity prevalence and BMIZ declined significantly in the intervention group; from 17.0% to 12.3% and 14.1% to 10.3% in boys and girls, respectively, and from 0.62 to 0.53 and 0.64 to 0.58, respectively. In the control group, obesity remained stable at about 21% and 15%, while BMIZ increased significantly in the second year. BMIZ declined in both genders and all age categories in the intervention group during the first year (significant only in younger boys). No changes occurred during the summer, while during the second year, BMIZ increased in boys and girls from both groups (significant only in the younger control boys). Obesity declined significantly only in boys during the first year. Effectiveness was greater in the first school year and more evident in younger boys.
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Xu, Y Y; Sun, L; Guo, X; Zhang, J; Lou, X M; Wang, H; Tao, F B
2017-09-06
Objective: To understand the associations between overweight-obesity and puberty timing in children with different genders. Methods: The girls in grade 2, 3, 7, 8 and boys in grade 3, 4, 7, 8 were recruited from primary and middle schools in North new area of Shenyang, Yanqing district of Beijing, Erqi district of Zhengzhou and Jiulongpo district of Chongqing by purposive sampling method between October and December 2014, respectively. The information of demographic characteristics of the respondents were collected and the pubertal development status was evaluated by Pubertal Development Scale (PDS). A total of 6 701 students were recruited; 6 137 out of which were valid with complete questionnaires. The associations between overweight-obesity and puberty timing were estimated by multivariate logistic regression analysis. Results: The prevalence of overweight-obesity in primary schools were 34.8% (522/1 499) among boys and 24.2% (341/1 409) among girls, respectively. The prevalence of overweight-obesity in middle schools were 31.3% (591/1 658) among boys and 21.8% (342/1 571) among girls, respectively. The prevalence of premature puberty in primary schools were 15.0% (225/1 499) among boys and 14.2% (200/1 409) among girls, respectively. The prevalence of delayed puberty in middle schools were 14.3% (237/1 658) among boys and 14.9% (234/1 571) among girls, respectively. After adjusting the effects of region, age, one-child, family income and the parents' educational levels, multivariate logistic regression analysis showed that overweight-obesity had significantly positive association with premature puberty ( OR= 2.16, 95 %CI: 1.56-2.99) among girls in primary schools, and significantly negative association with delayed puberty ( OR= 0.54, 95 %CI: 0.36-0.80) among girls in middle schools when compared with students with normal weights, both P values were <0.05. There was no significant associations among boys in primary and middle schools between overweight-obesity and puberty timing, and the corresponding OR (95 %CI ) were 1.08(0.80-1.45) and 0.93(0.69-1.27) respectively, both P values >0.05. Conclusion: There was significantly positive association between overweight-obesity and premature puberty among girls, and significantly negative association with delayed puberty among girls in middle schools; but the association was not found among boys.
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The Politics of Policy in Boys' Education: Getting Boys "Right"
ERIC Educational Resources Information Center
Weaver-Hightower, Marcus B.
2008-01-01
This book explores boy-focused education policy and how different educators struggle to implement or resist it in their schools. Weaver-Hightower examines masculinity politics in Australia and the United States, mapping how these politics create panic over raising and educating boys the "Right" way. Contextualizing this policy with…
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Code of Federal Regulations, 2010 CFR
2010-07-01
... ACCESS TO PUBLIC SCHOOL FACILITIES FOR THE BOY SCOUTS OF AMERICA AND OTHER DESIGNATED YOUTH GROUPS § 108.3 Definitions. The following definitions apply to this part: (a) Act means the Boy Scouts of America.... 7905). (b) Boy Scouts means the organization named “Boy Scouts of America,” which has a Federal charter...
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Code of Federal Regulations, 2014 CFR
2014-07-01
... ACCESS TO PUBLIC SCHOOL FACILITIES FOR THE BOY SCOUTS OF AMERICA AND OTHER DESIGNATED YOUTH GROUPS § 108.3 Definitions. The following definitions apply to this part: (a) Act means the Boy Scouts of America.... 7905). (b) Boy Scouts means the organization named “Boy Scouts of America,” which has a Federal charter...
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Code of Federal Regulations, 2011 CFR
2011-07-01
... ACCESS TO PUBLIC SCHOOL FACILITIES FOR THE BOY SCOUTS OF AMERICA AND OTHER DESIGNATED YOUTH GROUPS § 108.3 Definitions. The following definitions apply to this part: (a) Act means the Boy Scouts of America.... 7905). (b) Boy Scouts means the organization named “Boy Scouts of America,” which has a Federal charter...
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Code of Federal Regulations, 2012 CFR
2012-07-01
... ACCESS TO PUBLIC SCHOOL FACILITIES FOR THE BOY SCOUTS OF AMERICA AND OTHER DESIGNATED YOUTH GROUPS § 108.3 Definitions. The following definitions apply to this part: (a) Act means the Boy Scouts of America.... 7905). (b) Boy Scouts means the organization named “Boy Scouts of America,” which has a Federal charter...
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Code of Federal Regulations, 2013 CFR
2013-07-01
... ACCESS TO PUBLIC SCHOOL FACILITIES FOR THE BOY SCOUTS OF AMERICA AND OTHER DESIGNATED YOUTH GROUPS § 108.3 Definitions. The following definitions apply to this part: (a) Act means the Boy Scouts of America.... 7905). (b) Boy Scouts means the organization named “Boy Scouts of America,” which has a Federal charter...
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High School Rowing Injuries: National Athletic Treatment, Injury and Outcomes Network (NATION)
Baugh, Christine M.; Kerr, Zachary Y.
2016-01-01
Context: Data on high school (HS) rowing injuries are lacking. Objective: To describe the epidemiology of HS boys' and girls' rowing injuries during the 2011–2012 through 2013–2014 academic years. Design: Descriptive epidemiology study. Setting: Injury and exposure data from 8 and 11 boys' and girls' rowing programs providing 13 and 17 team-seasons of data, respectively. Patients or Other Participants: High school boys' and girls' varsity rowing student-athletes. Intervention(s): High school rowing data from the National Athletic Treatment, Injury and Outcomes Network. Main Outcome Measure(s): Injury rates and rate ratios were reported with 95% confidence intervals (CIs). Results: In HS boys' and girls' rowing, 59 and 190 injuries were reported, respectively, for rates of 2.39/1000 athlete-exposures (95% CI = 1.78, 3.00) and 8.60/1000 athlete-exposures (95% CI = 7.38, 9.82). The girls' rowing injury rate was 3.60 times that of boys' (95% CI = 2.69, 4.82). Conclusions: These findings suggest a higher injury rate among HS female rowers than HS male rowers. Additional research exploring reasons for the sex difference is warranted. PMID:27049926
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Using Picture Books to Provide Archetypes to Young Boys: Extending the Ideas of William Brozo
ERIC Educational Resources Information Center
Zambo, Debby
2007-01-01
In his book "To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy," William Brozo suggested that many adolescent boys have become mentally and academically detached from school. While Brozo acknowledges that a solution to these problems is multifaceted, he asserts that engaging boys in literature that makes use of…
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The attitudes of Kenyan in-school adolescents toward sexual autonomy.
Adaji, Sunday E; Warenius, Linnea U; Ong'any, Antony A; Faxelid, Elisabeth A
2010-03-01
This was a cross-sectional study to examine the attitudes of Kenyan in-school adolescents towards premarital sex, unwanted pregnancies/abortions and contraception. Data collection was undertaken using a structured questionnaire. Kenyan in-school adolescents have conservative attitudes toward premarital sex, disagreeing that adolescent boy and girls should be left alone to satisfy their sexual needs. The girls had the view that boys have uncontrollable sexual appetites. With regards to unwanted pregnancies, the majority of the respondents disagreed with allowing abortions for pregnant school girls while they agreed that a pregnant school girl should be allowed to return to school. However, the majority of the girls held the view that a school boy who had impregnated a school girl should be expelled from school. The attitudes of the respondents to contraception were also largely conservative. The conservative attitudes of the respondents conflicts with the findings of high levels of unsafe sex and reproductive ill-health among Kenyan adolescents. There is need to help Kenyan in-school adolescents to develop more realistic attitudes toward sexuality in order to improve their reproductive health.
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PE is not for me: when boys' masculinities are threatened.
Tischler, Amy; McCaughtry, Nate
2011-03-01
This study used hegemonic masculinity theory to examine the intersection of masculinities and school physical education from the perspectives of boys who embodied masculinities that were marginalized. Over a 13-week period using present-focused, student-centered, qualitative methodological approaches, we observed, interviewed, and worked in small groups with 5 middle school boys from two schools. We identified three significant themes that merge the stories and experiences of masculinity hierarchies in sport-based physical education. First, we found that four social practices (content, pedagogies, teacher-student relationships, and peer cultures) in these physical education settings privileged some masculinities over others. Second, we examined the role that embodiment played, both in how the boys wore their oppression and in how their bodies resisted marginalizing situations. Third, we describe the contrasts these boys drew between physical activities experienced in sport-based physical education and physical activity experiences in other areas of their lives. We used Connell and Messerschmidt's (2005) reconceptualization of the theory of hegemonic masculinity for understanding how competitive sport-based physical education functioned to oppress boys with masculinities that were deemed abnormal. Additionally, we introduce feminist poststructuralism as a possible theoretical lens for interpreting boys' bodies as also being active agents in social practices rather than being only passive objects who are oppressed and dominated.
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Lazarides, Rebecca; Watt, Helen M G
2017-12-01
According to Eccles and Jacobs' (1986) parent socialization model, parents' gendered ability and value beliefs influence girls' and boys' interpretations of those beliefs, and hence students' domain-specific valuing of tasks and competence beliefs and subsequent career plans. Studies have rarely analyzed how both student-perceived mothers' and fathers' beliefs affect girls' and boys' task values, success expectancies, and career plans across domains. This study analyzed survey data of 459 students (262 boys) assessed through Grades 9, 10, and 11 from three coeducational secondary schools in Sydney, Australia. Longitudinal structural equation models revealed gendered value transmission pathways for girls in mathematics. Although mathematics test scores did not vary statistically significantly, girls reported statistically significantly lower mothers' ability beliefs for them in mathematics than boys at Time 1, which led to their statistically significantly lower mathematics intrinsic value at Time 2 and mathematics-related career plans at Time 3. Such gendered pathways did not occur in English. Matched same-gender effects and gendered pathways in parent socialization processes were evident; perceived mothers' value beliefs were more strongly related to girls' than boys' importance values in English. Student-perceived fathers' ability beliefs positively predicted boys', not girls', importance value in mathematics. Implications for educational practice emphasize the need to target girls' and boys' interest when aiming to enhance their mathematical career motivations. © 2017 The Authors. Journal of Research on Adolescence © 2017 Society for Research on Adolescence.
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Childs, G; McKay, M
2001-06-01
Consistent evidence indicates that low socio-economic status (SES) acts as an important stressor and vulnerability factor for children's school learning. However, specific mechanism(s) of this process are still not well understood. This study was a follow-up of the classroom learning behaviour and perceived achievement of low and middle income children after two years at school, who had previously been rated soon after starting school. It examined whether teachers' ratings displayed predictive stability over that period, and whether significant differences evident at age 5 in SES and gender were still operative at age 7. Two samples, of low income (N = 85) and middle income (N = 63) children, were rated following school entry (mean age 5 years 3 months) and rated again after two years at school. The children were rated at both points by their regular classroom teachers using the Learning Behaviours Scale (Stott et al., 1998) with subscales of Distractible, Apprehensive and Uncooperative, together with ratings of academic achievement and their personal perception of each child. SES was found to be a very limited predictor for the learning behaviour subscale ratings and for teachers' personal perceptions at both ages 5 and 7. SES did significantly predict expected Academic Achievement at age 5, but this effect disappeared completely by age 7. Conversely, within the two defined groups, Low Income boys were found to display significantly poorer learning behaviours at age 5, especially in terms of distractible behaviour, compared with Middle Income boys and with girls generally. This pattern was maintained over the next two years of their schooling. The effect of SES was thus demonstrated more powerfully in between-group differences than by means of regression. The findings emphasised the persistence of teachers' initial negative impressions about distractible 'hard to manage' boys from low SES families. The outcomes of this study suggest that low SES boys commenced school significantly disadvantaged by a pattern of perceived distractible behaviour in particular, and that this perception continued to operate over the next two years of their schooling. Such a pattern implied that these boys were perceived by their teachers, from early in their school careers, as being demanding and difficult to teach. Once teachers gave certain boys a label it appeared to 'stick'. SES per se was thus not the main risk factor. It was primarily the effect of boys' greater activity level, distractibility, and initial inability to 'settle' to classroom routines, which seemed to be particularly associated with certain lower SES child-rearing practices. These behaviours had a serious negative impact on the children's teachers and the way they responded to them.
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Rogers, Adam A; DeLay, Dawn; Martin, Carol Lynn
2017-04-01
Culturally prescribed social scripts for traditional masculinity that emphasize social dominance are frequently linked to diminished well-being for men across a variety of psychological domains. However, few studies have examined the role of traditional masculinity scripts in the lives of early adolescent boys and girls, despite their relevance during this period and their potential developmental implications. To address this need, we examined the development of early adolescents' conformity to traditional masculinity across the middle school transition, as well as its links with depressive symptoms and academic engagement. Using a diverse sample of 280 adolescents (M age = 11.13, SD = 0.51; 54.3 % Female; 44 % Latina/o) assessed at the beginning (fall 2014) and end (spring 2015) of their first year of middle school, we found an increase in conformity to traditional masculinity scripts among boys, but not among girls. For boys and girls alike, conformity to traditional masculinity predicted greater depressive symptoms and decreased academic engagement. Depressive symptoms also mediated the association between traditional masculinity and academic engagement for boys and girls. This study is among the first to study conformity to traditional masculinity from a developmental lens. The findings suggest that traditional masculinity scripts are relevant for early adolescents (particularly boys) transitioning to middle school. However, for both boys and girls, conformity to these scripts can compromise psychological and academic well-being.
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Shamu, Simukai; Gevers, Anik; Mahlangu, B Pinky; Jama Shai, P Nwabisa; Chirwa, Esnat D; Jewkes, Rachel K
2016-01-01
Intimate partner violence (IPV) is a serious public health problem among adolescents. This study investigated the prevalence of and factors associated with Grade 8 girls' experience and boys' perpetration of IPV in South Africa. Participants were interviewed using interviewer-administered questionnaires about IPV, childhood violence, bullying, gender attitudes, alcohol use and risky sexual behaviours. Multiple logistic regression analysis was conducted to assess factors associated with girls' experience and boys' perpetration of IPV. Structural equation modelling (SEM) was conducted to assess the pathways to IPV experience and perpetration. Results show dating relationships are common among girls (52.5%) and boys (70.7%) and high prevalence of sexual or physical IPV experience by girls (30.9%; 95% CI: 28.2-33.7) and perpetration by boys (39.5%; 95% CI: 36.6-42.3). The logistic regression model showed factors associated with girls' experience of IPV include childhood experience of violence, individual gender inequitable attitudes, corporal punishment at home and in school, alcohol use, wider communication with one's partner and being more negative about school. We found three pathways from childhood trauma to IPV experience and perpetration in both models and these are through inequitable gender attitudes and risky sex, bullying and alcohol use. Prevention of IPV in children needs to encompass prevention of exposure to trauma in childhood and addressing gender attitudes and social norms to encourage positive disciplining approaches. : The trial is registered on ClinicalTrials.gov as NCT02349321. © The Author 2015. Published by Oxford University Press on behalf of Royal Society of Tropical Medicine and Hygiene. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
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Stanley, Rebecca M.; Ridley, Kate; Olds, Timothy S.; Dollman, James
2014-01-01
Background The lunchtime and after-school contexts are critical windows in a school day for children to be physically active. While numerous studies have investigated correlates of children’s habitual physical activity, few have explored correlates of physical activity occurring at lunchtime and after-school from a social-ecological perspective. Exploring correlates that influence physical activity occurring in specific contexts can potentially improve the prediction and understanding of physical activity. Using a context-specific approach, this study investigated correlates of children’s lunchtime and after-school physical activity. Methods Cross-sectional data were collected from 423 South Australian children aged 10.0–13.9 years (200 boys; 223 girls) attending 10 different schools. Lunchtime and after-school physical activity was assessed using accelerometers. Correlates were assessed using purposely developed context-specific questionnaires. Correlated Component Regression analysis was conducted to derive correlates of context-specific physical activity and determine the variance explained by prediction equations. Results The model of boys’ lunchtime physical activity contained 6 correlates and explained 25% of the variance. For girls, the model explained 17% variance from 9 correlates. Enjoyment of walking during lunchtime was the strongest correlate for both boys and girls. Boys’ and girls’ after-school physical activity models explained 20% variance from 14 correlates and 7% variance from the single item correlate, “I do an organised sport or activity after-school because it gets you fit”, respectively. Conclusions Increasing specificity of correlate research has enabled the identification of unique features of, and a more in-depth interpretation of, lunchtime and after-school physical activity behaviour and is a potential strategy for advancing the physical activity correlate research field. The findings of this study could be used to inform and tailor gender-specific public health messages and interventions for promoting lunchtime and after-school physical activity in children. PMID:24809440
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ERIC Educational Resources Information Center
Smith, Molly; Ayres, Kevin; Mechling, Linda; Smith, Katie
2013-01-01
The purpose of this study was to compare the effects of two forms of video modeling: video modeling that includes narration (VMN) and video models without narration (VM) on skill acquisition of four adolescent boys with a primary diagnosis of autism enrolled in an Extended School Year (ESY) summer program. An adapted alternating treatment design…
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Mirchandani, Gita G.; Castrucci, Brian C.; Chávez, Noel; Handler, Arden; Hoelscher, Deanna M.
2012-01-01
BACKGROUND Childhood obesity is a national epidemic that disproportionately affects Hispanic children. Evidence suggests that increased acculturation among this population adversely affects diet and other healthy lifestyle characteristics, leading to higher rates of overweight and obesity. Healthy lifestyle characteristics must be understood in order to prevent or decrease overweight and obesity among Hispanic children. METHODS Using the School Physical Activity and Nutrition (SPAN) study, we examined cross-sectional data on healthy lifestyle characteristics collected in Texas public schools from Hispanic 4th grade children in 2004-2005. We calculated adjusted odds ratios and associated confidence intervals using multivariate logistic regression analyses to analyze the association between acculturation and healthy lifestyle characteristics among Spanish-speaking Hispanic children compared to English-speaking Hispanic children. RESULTS Spanish-speaking Hispanic boys consumed more milk and fruit than English-speaking Hispanic boys (milk: AOR: 1.7, p = 0.02; fruit: AOR: 2.5, p = .0001). The likelihood that Spanish-speaking Hispanic boys and girls did not know that there is a relationship between overweight and health problems were two times greater (boys: AOR: 1.7, p = .03; girls: AOR: 2.2, p = .006) than their English-speaking Hispanic counterparts. Likelihood of weight loss attempts was greater among Spanish-speaking Hispanic boys than English-speaking Hispanic boys (AOR: 1.9, p = .04). CONCLUSIONS Results are mixed. Lower levels of acculturation appear to be associated with both positive and negative healthy lifestyle characteristics, depending on sex. These findings have important implications for school health policies and programs and should be distributed to school administrators. PMID:22385089
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Barth Syndrome Is Associated with a Cognitive Phenotype
Mazzocco, Michèle M.M.; Henry, Anne E.; Kelly, Richard I.
2010-01-01
Objective Barth syndrome is a rare, X-linked recessive disorder that affects only boys. The cardinal characteristics include growth retardation, cardioskeletal myopathy, chronic or cyclic neutropenia, and 3-methylglutaconic aciduria. A preliminary study of five young boys with Barth syndrome suggested a distinct cognitive phenotype. Methods The present study was designed to explore whether additional evidence for a cognitive phenotype emerged from a larger sample. A psychoeducational assessment battery was administered to 15 boys with Barth syndrome. Data from these boys were compared to data from 15 typically developing boys individually matched on age and grade in school to each of the 15 boys with Barth syndrome. Results Although boys with Barth syndrome had age-appropriate performance on all measures of reading-related skills, their performance on mathematics and visual spatial tasks was significantly lower than that of boys in the comparison group. Moreover, specific aspects of visual short-term memory also differed from available norms. Conclusion Our findings support the validity of the preliminary findings and reflect a higher incidence of cognitive difficulties in boys with Barth syndrome relative to boys in the comparison group. Coupled with the fatigue regularly experienced by boys with Barth syndrome, our findings indicate that educational support should be implemented during the early school-age years for children with Barth syndrome. PMID:17353728
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ERIC Educational Resources Information Center
Kessels, Ursula; Steinmayr, Ricarda
2013-01-01
This study seeks to understand boys' lower academic success by analysing the relationship between sex, gender role self-concept, help seeking attitudes, and school performance in a sample of 182 German 11th grade students (83 girls, 99 boys), age 16. Grades at two points in time, intelligence test data, help-seeking attitudes, gender role…
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ERIC Educational Resources Information Center
Parkes, Jenny; Heslop, Jo; Ross, Freya Johnson; Westerveld, Rosie; Unterhalter, Elaine
2016-01-01
Every day, girls and boys around the world face many forms of physical, sexual and psychological violence in and around schools. On too many occasions, such violence is tolerated by societies and institutions, including schools, and it is these forms of violence that contribute to the alarming numbers of girls and boys being excluded from schools…
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Photographic copy of photograph, photographer unknown, ca. 1930 (original print ...
Photographic copy of photograph, photographer unknown, ca. 1930 (original print located at Colorado Historical Society, Denver, Colorado). Overall view of Southern UTE Agency Boarding School, with boys dormitory at center. - Southern Ute Boarding School, Boy's Dormitory, Ouray & Capote Drives, Ignacio, La Plata County, CO
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Dean, Michelle; Kasari, Connie; Shih, Wendy; Frankel, Fred; Whitney, Rondalyn; Landa, Rebecca; Lord, Catherine; Orlich, Felice; King, Bryan; Harwood, Robin
2014-11-01
This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and without ASD (n = 50). Girls and boys with ASD were matched by age, gender, and IQ. Each child with ASD was matched by age and gender to a typically developing classmate. Consistent with typically developing populations, children with ASD preferred, were accepted by, and primarily socialized with same-gender friends. With fewer nominations and social relationships, girls and boys with ASD appear more socially similar to each other than to the same-gender control group. Additionally, girls and boys with ASD showed higher rates of social exclusion than their typically developing peers. However, boys with ASD were more overtly socially excluded compared to girls with ASD, who seemed to be overlooked, rather than rejected. Our data suggest a number of interesting findings in the social relationships of children with ASD in schools. Like typically developing populations, children with ASD identify with their own gender when socializing and choosing friends. But given the social differences between genders, it is likely that girls with ASD are experiencing social challenges that are different from boys with ASD. Therefore, gender is an important environmental factor to consider when planning social skills interventions at school. © 2014 The Authors. Journal of Child Psychology and Psychiatry. © 2014 Association for Child and Adolescent Mental Health.
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The development of occupational aspirations and expectations among inner-city boys.
Cook, T D; Church, M B; Ajanaku, S; Shadish, W R; Kim, J R; Cohen, R
1996-12-01
The occupational aspirations and expectations of two populations of boys in grades 2, 4, 6, and 8 were examined in order (1) to describe what is unique about the development of job preferences among urban ghetto children who live in settings where many adult males are not well attached to the labor force and (2) to examine 6 reasons for any age- and population-dependent patterns there might be in job aspirations and job expectations. Findings show that boys tend to be more realistic about occupational aspirations and expectations the older they are; that from second grade on the occupational expectations of inner-city boys mirror existing race and class differences in adult job holdings; that the gap between occupational aspirations and expectations is greater for the ghetto boys and remains roughly constant in size across the grades examined; and that the lower occupational expectations of the inner-city boys are strongly related to their lower educational expectations, with these educational expectations being associated with fewer poor boys having a biological father at home and with more of these boys seeing obstacles to success in the local social setting. But, the lower occupational expectations of the ghetto boys are not due to having fewer positive role models or believing that schooling will not pay off for them in the future as it does for others.
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Disciplinary attitudes and cigarette smoking: a comparison of two schools.
Porter, A
1982-01-01
Two British boarding schools for boys with different disciplinary policies in respect of cigarette smoking were identified. Questionnaires were sent to the young "old boys" of each school to determine their present smoking habit and most were returned (school A 81%, school B 83%). Significantly more responders smoked who had been to the less strict school (school A 39%, school B 30%, p less than 0.05). These figures probably underestimate the smoking prevalence in the two complete groups. The results suggest that measures that reduce the exposure of an uncommitted adolescent to peer group smoking decrease the chances of tobacco dependence in adulthood. PMID:6816346
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Effectiveness of a reproductive sexual health education package among school going adolescents.
Nair, M K C; Paul, Mini K; Leena, M L; Thankachi, Yamini; George, Babu; Russell, P S; Pillai, H Vijayan
2012-01-01
To assess the effectiveness of a school based "Adolescent Reproductive Sexual Health Education (ARSHE) Package" in improving students' knowledge on reproductive sexual health matters. An ARSHE package originally developed at Child Development Centre, Kerala, modified and approved by ICMR taskforce group was administered in three urban schools (One boys only, one girls only and one co-education) and one co-education rural school at Thiruvananthapuram district, Kerala. The study sample consisted of 1,586 adolescents including 996 boys and 560 girls of class IX and XI. Pre and post intervention knowledge regarding reproductive sexual health matters was assessed using a self-administered questionnaire. In the pre-intervention period, it was observed that majority of adolescents were poorly informed about reproductive sexual health matters, particularly about contraceptives. As compared to boys, girls had much poorer knowledge about prevention of pregnancy and after intervention; there was a statistically significant increase in the knowledge in both boys and girls. Among girls percentage of poor knowledge had reduced significantly from 64.1% to 8.3% and among boys from 37.7% to 3.5%. Similarly, increase in knowledge level was also observed in various other aspects of reproductive and sexual health including, STI, HIV/AIDS and perceptions about premarital sex. The study results revealed the feasibility and effectiveness of school based reproductive and sexual health education intervention programs for adolescents.
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To Be a Boy, To Be a Reader: Engaging Teen and Preteen Boys in Active Literacy.
ERIC Educational Resources Information Center
Brozo, William G.
When it comes to reading, teen and preteen boys are the most difficult students. This book addresses the growing concern among middle and high school teachers about boys' lack of literacy growth and independent reading. The book makes the case that boys are in the greatest need of help with literacy instruction and stresses the importance of…
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Gannagé-Yared, Marie-Hélène; Farah, Vanessa; Chahine, Elise; Balech, Nicole; Ibrahim, Toni; Asmar, Nadia; Barakett-Hamadé, Vanda; Jambart, Selim
2016-01-01
The prevalence of dyslipidelmia in pediatric Middle-Eastern populations is unknown. Our study aims to investigate the distribution and correlates of non-high-density lipoprotein cholesterol (non-HDL-C) and triglycerides among Lebanese school children. A total of 969 subjects aged 8-18 years were included in the study (505 boys and 464 girls). Recruitment was done from 10 schools located in the Great Beirut and Mount-Lebanon areas. Non-fasting total cholesterol, triglycerides, and HDL-cholesterol (HDL-C) were measured. Non-HDL-C was calculated. Schools were categorized into 3 socioeconomic statuses (SESs; low, middle, and high). In the overall population, the prevalence of high non-HDL-C (>3.8 mmol/L), very high non-HDL-C (>4.9 mmol/L), and high triglycerides (>1.5 mmol/l) are respectively 9.2%, 1.24%, and 26.6%. There is no significant gender difference for non-HDL-C or triglycerides. Non-HDL-C and triglycerides are inversely correlated with age in girls (P < .0001 for both variables) but not in boys. They are also positively correlated with body mass index (BMI) in boys and girls (P < .0001 for all variables). There is no relationship between schools' socioeconomic process (SES) and non-HDL-C. However, triglycerides are higher in children from lower SES schools. After adjustment for age and body mass index (BMI), testosterone is inversely associated with triglycerides in boys (P < .0001). In a multivariate regression analysis, non-HDL-C is independently associated with age and BMI in girls (P < .0001 for both variables) but only with BMI in boys (P < .0001), whereas triglycerides are independently associated with BMI and schools' SES in both girls and boys. This study confirms, in our population, the association between obesity and both high non-HDL-C and triglycerides, and between high triglycerides and low SES. Copyright © 2016 National Lipid Association. Published by Elsevier Inc. All rights reserved.
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Fairclough, Stuart J; Ridgers, Nicola D
2010-01-01
The aim of this study was to examine the influence of maturity status on primary school children's physical activity and physical self-perceptions. Altogether, 175 children (97 girls, 78 boys) aged 10.6 +/- 0.3 years completed the Children and Youth Physical Self-Perception Profile and wore an ActiGraph accelerometer for five consecutive days to assess moderate-to-vigorous physical activity. Anthropometric measures were completed to estimate maturity status. A two-level, multi-level analysis was used to assess the influence of maturity status on moderate-to-vigorous physical activity and physical self-perceptions. Boys performed more moderate-to-vigorous physical activity than girls (P < 0.0001), but when the effect of maturity status was controlled the difference was reduced (P = 0.02). Significant differences between the sexes were also observed for physical self-perception sub-domains (boys > girls, P = 0.02 to 0.0001). When maturity status was added to the model, significant differences were no longer apparent for each sub-domain, with the exception of perceived strength. Significant interactions between gender and maturity status revealed that boys' physical self-perceptions improved with more advanced maturity status, whereas girls' self-perceptions decreased (P = 0.07 to 0.002). Significant differences between the sexes in moderate-to-vigorous physical activity and some domains of physical self-perceptions were reduced or no longer evident when the effect of maturity status was controlled. Maturity status may differentially influence boys' and girls' physical self-perceptions.
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Kim, Dong-Sik; Cho, Youngtae; Cho, Sung-Il; Lim, In-Sook
2009-12-01
This study examined the mediating function of body weight perception (BWP) in the relation between body mass index (BMI) and unhealthy weight control behaviors (UWCBs; eg, fasting, using diet pills, or laxatives), and between BMI and suicidal ideation. It also explored the correlation between exposure to multiple UWCBs and suicidal ideation among Korean adolescents. Data on BMI, BWP, UWCBs, and suicidal ideation were obtained from the 2006 Korean Youth Risk Behavior Web-based Survey, a school-based survey conducted on a nationally representative sample of students in grades 7-12 (36,463 boys and 33,433 girls). Data were analyzed using bivariate and multivariate logistic regression. BMI was significantly associated with both UWCB and suicidal ideation among boys and girls, even after controlling for covariates. However, the significance and magnitude of the association between BMI and UWCB were considerably attenuated when BWP was added to the model. When BWP was included, the association between overweight BMI status and suicidal ideation became nonsignificant in both sexes, whereas the association between underweight BMI status and suicidal ideation remained significant among boys. Adolescent boys and girls engaging in multiple UWCBs were at greater risk for experiencing suicidal thoughts. This study suggests that BWP represents a potential mediator between BMI and UWCB, and between BMI and suicidal ideation among both boys and girls. Thus, school programs addressing issues related to BWP should be developed and targeted at adolescents to reduce the potential risks for both UWCB and suicidal behavior.
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Timing of pubertal maturation and the onset of sexual behavior among Zimbabwe school boys.
Campbell, Benjamin C; Prossinger, Hermann; Mbzivo, Michael
2005-10-01
The relationship between reproductive maturation and the onset of sexual behavior in boys across cultures is unclear. To explore the relative timing of pubertal events and their relationship to the onset of sexual behavior, we used data collected from 442 Zimbabwe school boys aged 12-18 years. Measures of reproductive maturation included self-reported spontaneous nocturnal emission, secondary sexual characteristics, and salivary testosterone. Behavioral measures included age at first sexual fantasies, non-coital sexual behavior, and coitus. Sigmoid interpolation curve techniques indicated a median age of first erection at 10.75 +/- 0.11 years, first sexual fantasy at 12.66 +/- 0.03 years, first spontaneous nocturnal emission at 13.02 +/- 0.03 years, and adult levels of blood testosterone at 17.2 +/- 0.7 years. First reported spontaneous nocturnal emission was significantly related to all measures of sexual behavior. Multiple regression models indicated that first reported spontaneous nocturnal emission was a stronger predictor of sexual behavior than variation in secondary sexual characteristics. In addition, testosterone was a significant predictor of sexual fantasies and intercourse, independent of first reported spontaneous nocturnal emission. These results confirm earlier findings in other populations that self-reported spontaneous nocturnal emissions can be used as a marker of pubertal timing among adolescent boys. They also suggest that variation in testosterone plays a role in the onset of sexual behavior among boys, beyond its relationship to developmental timing. The behavioral mechanisms represented by the significant effects of testosterone reported here remain to be investigated.
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ERIC Educational Resources Information Center
Serafini, Frank
2013-01-01
The challenges associated with boys and reading are focused on such factors as society's lack of focus on literacy skills, parents failings to inspire reading in boys, and internal motivational factors rather than looking at the environments created for reading in and out of school. In this column, several ideas for helping boys develop a…
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I Can Learn from You: Boys as Relational Learners
ERIC Educational Resources Information Center
Reichert, Michael; Hawley, Richard
2014-01-01
In "I Can Learn from You," Michael Reichert and Richard Hawley--the authors of "Reaching Boys, Teaching Boys"--set out to probe deeply into the relational dynamics that help boys succeed as learners. Drawing on interviews with students and teachers in thirty-five schools across six countries, they examine the particular ways…
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Revenge of the Beta Boys: Opting out as an Exercise in Masculinity
ERIC Educational Resources Information Center
Walker, Alicia
2014-01-01
This study examines the factors influencing underachieving boys on a high-performing high school campus. Unlike the "laddishness" often seen in studies of underachievement among boys, the boys in this study were quiet, unobtrusive, and compliant within the classroom. Using qualitative interviews and observation conducted over a one-year…
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Fit, Healthy and Sporty--the Disciplining of Boys' Bodies in Physical Education
ERIC Educational Resources Information Center
Gerdin, Goran
2012-01-01
This paper will report on findings from a study that examined boys' performances of gender in school Physical Education (PE). Using a participatory visual research approach, involving video recordings of boys participating in PE, the boys' representations and interpretations of the visual data were explored during both focus groups and individual…
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Is Gender Stereotyping Still an Issue? An Analysis of a Hong Kong Primary English Textbook Series
ERIC Educational Resources Information Center
Yang, Chi Cheung Ruby
2012-01-01
This study aimed to investigate gender representation in an English textbook series used in Hong Kong schools. The corpus software AntConc was used to analyse the collocations of gendered terms "He/he," "She/she," "Man/man," "Woman/woman," "women," "Boy/boy," "Boys/boys,"…
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Parent-reported differences between school-aged girls and boys on the autism spectrum.
Sutherland, Rebecca; Hodge, Antoinette; Bruck, Susan; Costley, Debra; Klieve, Helen
2017-08-01
More boys than girls are diagnosed with autism spectrum disorder; however, there are conflicting findings about whether they differ in their presentation. This study involved a survey of parents of school-aged children on the autism spectrum (171 parents of girls and 163 parents of boys) that was distributed via social media. The surveys provided insights regarding the characteristics of boys and girls (as perceived by parents) as well as some demographic information. There were very few differences reported regarding communication and social strengths and difficulties of boys and girls with autism. No differences were reported in the number of boys and girls on the autism spectrum with special interests or repetitive behaviours; however, significant differences were found in the types of special interests with boys and girls showing generally interests along traditional gender lines. Qualitative analysis of open comments indicated that some parents of girls on the autism spectrum described their daughter as trying to hide or mask her difficulties more but no parents of boys on the spectrum described this phenomenon.
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Self-Esteem and Delinquency in South Korean Adolescents: Latent Growth Modeling
ERIC Educational Resources Information Center
Lee, Kyungeun; Lee, Julie
2012-01-01
This study examined the inter-related development of self-esteem and delinquency across three years. Participants were 3449 Korean high school adolescents (age M = 15.8, SD = 0.42, 1725 boys, 1724 girls) from Korea Youth Panel Study (KYPS), in 2005-2007, nationally representative of Korean adolescents. Latent growth modeling was employed for…
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Pardo, Berta Murillo; Bengoechea, Enrique García; Julián Clemente, José A; Lanaspa, Eduardo Generelo
2014-09-01
To examine the effects of a school-based intervention called Sigue la Huella (Follow the Footstep) on adolescents' daily moderate-to-vigorous physical activity (MVPA). This quasi-experimental, cohort study took place in four secondary schools in Huesca (Spain) during the 2009-2010, 2010-2011, and 2011-2012 academic years (students aged 12-15 years). Two schools were assigned to the experimental condition (n=368) and two schools to the control condition (n=314). Sigue la Huella was based on the social ecological model and self-determination theory. MVPA was measured for 7 days on 4 occasions using accelerometers. Data were analyzed with individual growth curve models. There was a significant difference in linear growth rate of daily MVPA between the experimental and the control group, independent of study wave, type of school (public vs. private), grade level and gender (p<0.001). Specifically, MVPA increased in the experimental group (β=7.02, 95% confidence interval (CI)=1.27 to 12.78, p=0.017) and tended to decrease in the control group (β=-5.26, 95% CI=-11.17 to 0.65, p<0.081). The observed increase was larger in boys than in girls (p=0.003). Sigue la Huella had a positive effect on adolescents' daily MVPA over three school years. Both genders benefited from the intervention, although boys to a greater extent. Copyright © 2014 Elsevier Inc. All rights reserved.
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Rueger, Sandra Yu; Chen, Pan; Jenkins, Lyndsay N; Choe, Hyung Joon
2014-04-01
The transition to middle school can be a significant stressor for young adolescents, leading to increases in depression for those who are vulnerable. The current study examined how perceived support from mothers, fathers, and teachers independently and interactively predicted developmental patterns of depressive symptoms during adolescents' transition to middle school, and gender differences in these effects of social support. Four timepoints of data were collected from 1,163 participants (48.5 % boys) enrolled in an ethnically diverse suburban middle school in the Midwest between 1.25 and 20.50 months after these participants entered the 7th grade. The results from growth curve modeling indicated that levels of depressive symptoms decreased over time for boys but remained stable for girls during the developmental period examined. There is also evidence that support from mothers, fathers, and teachers independently and inversely predicted levels of depressive symptoms at the beginning of the 7th grade, and support from both mothers and fathers predicted changes in these symptoms. Effects of mothers' support and teachers' support, but not the effect of fathers' support, remained significant in reducing levels of depressive symptoms at 20.50 months from middle school entry. Furthermore, the protective effect of mothers' support was stronger for girls than for boys. Finally, mothers' support interacted with fathers' support and teachers' support to predict levels of depressive symptoms. Specifically, the protective effect of mothers' support was more salient when fathers' support was low, and vice versa. In contrast, support from mothers and teachers had an amplifying, synergistic effect.
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Photographic copy of photograph, photographer unknown, ca. 1930 (original print ...
Photographic copy of photograph, photographer unknown, ca. 1930 (original print located at Colorado Historical Society, Denver, Colorado). Overall views of Southern Ute Agency Boarding School, with boys' dormitory at left of lower view. - Southern Ute Boarding School, Boy's Dormitory, Ouray & Capote Drives, Ignacio, La Plata County, CO
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Negotiating Masculine Hegemony: Female Physical Educators in an All-Boys' School
ERIC Educational Resources Information Center
Mooney, Amanda; Hickey, Chris
2012-01-01
School physical education (PE) and sport are commonly regarded as sites where dominant or hegemonic masculinities cultivate, often at the expense of individuals who embody different gendered identities. In all-boys' PE settings, curriculum content frequently orientates around competitive and traditionally masculine team sports wherein teaching…
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How Schools Discriminate against Boys.
ERIC Educational Resources Information Center
McGuinness, Diane
1979-01-01
Biological differences between the sexes in motor, sensory, and some intellectual abilities are reviewed. The skills that lead to early success in school draw on female talents; as a result, boys are often labeled hyperactive. Journal availability: Human Nature, Inc., Subscriptions Department, P.O. Box 10702, Des Moines, Iowa 50340; single copy…
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ERIC Educational Resources Information Center
Bushweller, Kevin
1994-01-01
Statistics indicate that young males are far more likely than young females to suffer from self-destructive behavior, commit suicide, and be in special education programs. Some schools are aggressively recruiting male teachers; others have found that all-male classes can help hold boys' interest. Some maintain the schools have short-changed girls…
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Unnatural Selection on the Unstructured Playground.
ERIC Educational Resources Information Center
McGrath, Daniel J.; Kuriloff, Peter J.
1999-01-01
A group of athletic sixth-grade girls who controlled a central niche on a progressive elementary school's playground were eventually displaced by a few highly competitive sixth-grade boys. Boys could dominate play sites because their taste for large, structured, hierarchical games reflected the school's own preference. (Contaiins 10 references.)…
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Middle School Boys' Perspectives on Social Relationships with Peers with Disabilities
ERIC Educational Resources Information Center
Kalymon, Kristen; Gettinger, Maribeth; Hanley-Maxwell, Cheryl
2010-01-01
Factors that contribute to the development of positive peer relationships between middle-school students with and without disabilities are investigated. Eight typically developing, seventh-grade boys participate in semi-structured interviews to discern their perspectives of the personal benefits or challenges associated with having social…
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Macdonald, H M; Kontulainen, S A; Petit, M A; Beck, T J; Khan, K M; McKay, H A
2008-10-01
The effects of physical activity on bone strength acquisition during growth are not well understood. In our cluster randomized trial, we found that participation in a novel school-based physical activity program enhanced bone strength acquisition and bone mass accrual by 2-5% at the femoral neck in girls; however, these benefits depended on teacher compliance with intervention delivery. Our intervention also enhanced bone mass accrual by 2-4% at the lumbar spine and total body in boys. We investigated the effects of a novel school-based physical activity program on femoral neck (FN) bone strength and mass in children aged 9-11 yrs. We used hip structure analysis to compare 16-month changes in FN bone strength, geometry and bone mineral content (BMC) between 293 children who participated in Action Schools! BC (AS! BC) and 117 controls. We assessed proximal femur (PF), lumbar spine (LS) and total body (TB) BMC using DXA. We compared change in bone outcomes between groups using linear regression accounting for the random school effect and select covariates. Change in FN strength (section modulus, Z), cross-sectional area (CSA), subperiosteal width and BMC was similar between control and intervention boys, but intervention boys had greater gains in BMC at the LS (+2.7%, p = 0.05) and TB (+1.7%, p = 0.03) than controls. For girls, change in FN-Z tended to be greater (+3.5%, p = 0.1) for intervention girls than controls. The difference in change increased to 5.4% (p = 0.05) in a per-protocol analysis that included girls whose teachers reported 80% compliance. AS! BC benefits bone strength and mass in school-aged children; however, our findings highlight the importance of accounting for teacher compliance in classroom-based physical activity interventions.
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Preliminary evidence for school-based physical activity policy needs in Washington, DC.
Goodman, Emily; Evans, W Douglas; DiPietro, Loretta
2012-01-01
The school setting could be a primary venue for promoting physical activity among inner-city children due to the structured natured of the school day. We examined differences in step counts between structured school days (SSD) and weekend days (WED) among a sample of public school children in Washington, DC. Subjects (N = 29) were third- to sixth-grade students enrolled in government-funded, extended-day enrichment programs. Step counts were measured using a pedometer (Bodytronics) over 2 SSD and 2 WED. Differences in mean step counts between SSD and WED were determined using multivariable linear regression, with adjustments for age, sex, and reported distance between house and school (miles). Recorded step counts were low on both SSD and WED (7735 ± 3540 and 8339 ± 5314 steps/day). Boys tended to record more steps on SSD compared with girls (8080 ± 3141 vs. 7491 ± 3872 steps/day, respectively), whereas girls recorded more steps on the WED compared with boys (9292 ± 6381 vs. 7194 ± 3669 steps/day). Parameter estimates from the regression modeling suggest distance from school (P < .01) to be the strongest predictor of daily step counts, independent of day (SSD/WED), sex, and age. Among inner-city school children, a safe walking route to and from school may provide an important opportunity for daily physical activity.
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Moon, Ui Jeong; Hofferth, Sandra L.
2016-01-01
Gender differences in elementary school performance among immigrant children have not yet been well documented. This study examined how differences in parental involvement, child effort, and family characteristics and resources contribute to immigrant boys’-and girls’ academic achievement from kindergarten through 5th-grade. The sample was drawn from the Early Childhood Longitudinal Study-Kindergarten cohort. Using a latent score growth model, this study found that parents’ involvement at home benefited boys’ reading and mathematics skills throughout all early elementary school years, but did not have the same benefit for girls. For both boys and girls, child effort in reading appears to be strongly linked to better reading and mathematics skills at kindergarten and to subsequent improvement between grades. The positive associations of parental involvement and child’s effort with test scores were greater during earlier years than during later years for boys, whereas there was no difference in the association over time for girls. PMID:26900304
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The internal structure of foster-parent completed SDQ for school-aged children
Lehmann, Stine; Bøe, Tormod; Breivik, Kyrre
2017-01-01
Mental health problems are common in foster-children, and tools to measure the mental health of these children are needed. One candidate instrument is the Strengths and Difficulties Questionnaire (SDQ), a measure of child psychological adjustment that is increasingly being employed by Child Protection services. The aim of the current study was to examine the structural validity of the foster parent completed SDQ in a sample of 237 school aged foster children. Confirmatory factor analysis demonstrated an excellent fit of the foster parent completed SDQ data to a five-factor model (CFI = 0.96, RMSEA = 0.05, 90% CI [0.04, 0.06]), thus confirming the structural validity of the five-factor model for the parent-version of the SDQ in Norwegian foster children. Measurement invariance analyses indicated that boys had lower thresholds for fighting with or bullying other children than girls. Girls were on their side more likely to be rated as less popular than boys with a similar level of peer problems. PMID:28665965
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The internal structure of foster-parent completed SDQ for school-aged children.
Lehmann, Stine; Bøe, Tormod; Breivik, Kyrre
2017-01-01
Mental health problems are common in foster-children, and tools to measure the mental health of these children are needed. One candidate instrument is the Strengths and Difficulties Questionnaire (SDQ), a measure of child psychological adjustment that is increasingly being employed by Child Protection services. The aim of the current study was to examine the structural validity of the foster parent completed SDQ in a sample of 237 school aged foster children. Confirmatory factor analysis demonstrated an excellent fit of the foster parent completed SDQ data to a five-factor model (CFI = 0.96, RMSEA = 0.05, 90% CI [0.04, 0.06]), thus confirming the structural validity of the five-factor model for the parent-version of the SDQ in Norwegian foster children. Measurement invariance analyses indicated that boys had lower thresholds for fighting with or bullying other children than girls. Girls were on their side more likely to be rated as less popular than boys with a similar level of peer problems.
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Levin, Kate A; Kirby, Joanna; Currie, Candace
2012-02-01
Family structure is associated with a range of adolescent risk behaviours, with those living in both parent families generally faring best. This study describes the association between family structure and adolescent risk behaviours and assesses the role of the family meal. Data from the 2006 Health Behaviour in School-Aged Children survey were modelled using Multilevel Binomial modelling for six risk behaviour outcomes. Significantly more children from 'both parent' families ate a family meal every day and fewer 'hardly ever or never' did. Family structure was associated with boys' and girls' smoking, drinking, cannabis use and having sex and with girls' fighting. Frequency of eating a family meal was associated with a reduced likelihood of all risk behaviours among girls and all but fighting and having sex among boys. Eating a family meal regularly nullified the association between family structure and drinking alcohol for boys and girls and cannabis use for boys and reduced the effect size of alternative family structures on boys having sex and smoking. The family meal, associated with a reduced likelihood of many adolescent risk behaviours, reduces or eliminates the association with family structure and may therefore help to overcome inequalities in adolescent risk behaviours.
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Cobbett, Mary; Warrington, Molly
2013-01-01
This paper discusses findings from a qualitative study conducted in four government secondary schools in the Caribbean state of Antigua and Barbuda on students' experiences at school in relation to sexuality. Both girls and boys experienced a range of anxieties and confusions in relation to sexuality, whilst also seeing (hetero)sexual attraction as an exciting part of schooling. Sexual harassment of girls emerged as a widespread and serious (as well as 'normalised') occurrence in all the schools studied. However, the data also showed that girls were far from passive. Instead, girls demonstrated complex and contradictory responses to boys' behaviour due to their own investments in being desirable within discourses of hetero-femininity, as well as the pleasure they gained from their relationships. Both genders would clearly benefit from opportunities to discuss their needs, beliefs and desires regarding sexuality and relationships.
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Early school competence: the roles of sex-segregated play and effortful control.
Fabes, Richard A; Martin, Carol Lynn; Hanish, Laura D; Anders, Mary C; Madden-Derdich, Debra A
2003-09-01
The purpose of this research was to examine the role that young children's same-sex peer interactions play in influencing early school competence. The authors also examined the degree to which effortful control (EC) moderated these relations. The same-sex play preferences of 98 young children (50 boys and 48 girls; mean age = 54.77 months) were observed during the fall semester. At the end of the fall semester, one set of teachers reported on children's EC, and at the end of the following springsemester, another set reported on children's school competence (social, academic, and perceptual-motor). Results revealed that EC moderated the relations of children's same-sex play to their school competence. These patterns differed for boys and girls such that same-sex play was positively related to school outcomes for boys high in EC and for girls low in EC.
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Zhang, Xinghui; Xuan, Xin; Chen, Fumei; Zhang, Cai; Luo, Yuhan; Wang, Yun
2016-03-01
Perceptions of school safety have an important effect on students' development. Based on the model of "context-process-outcomes," we examined school safety as a context variable to explore how school safety at the school level affected students' self-esteem. We used hierarchical linear modeling to examine the link between school safety at the school level and students' self-esteem, including school liking as a mediator. The data were from the National Children's Study of China (NCSC), in which 6618 fourth- to fifth-grade students in 79 schools were recruited from 100 counties in 31 provinces in China. Multilevel mediation analyses showed that the positive relationship between school safety at the school level and self-esteem was partially mediated by school liking, controlling for demographics at both student and school levels. Furthermore, a sex difference existed in the multilevel mediation model. For boys, school liking fully mediated the relationship between school safety at the school level and self-esteem. However, school liking partially mediated the relationship between school safety at the school level and self-esteem among girls. School safety should receive increasing attention from policymakers because of its impact on students' self-esteem. © 2016, American School Health Association.
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So What Exactly Do You Want? What Principals Mean when They Say "Male Role Model"
ERIC Educational Resources Information Center
Cushman, Penni
2008-01-01
The need for more male role models in young boys' lives is one of the main reasons underpinning the call for more male teachers in primary schools. However, the exact responsibilities and attributes associated with the term "male role model" have yet to be clearly established. The purpose of this survey of 250 New Zealand primary school…
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ERIC Educational Resources Information Center
Shemesh, Michal; Lazarowitz, Reuven
This study investigated: (1) whether boys and girls master formal reasoning tasks to the same degree at the same age; (2) if the variance of boys' and girls' performance in formal tasks could be predicted by the same cognitive learning abilities; and (3) what are the main and interactional effects of age, sex, and school type on the variance of…
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Kobayashi, Yasuto; Ae, Michiyoshi; Miyazaki, Akiyo; Fujii, Norihisa; Iiboshi, Akira; Nakatani, Hideki
2016-09-01
The purpose of this study was to investigate joint kinetics of the throwing arms and role of trunk motion in skilled elementary school boys during an overarm distance throw. Throwing motions of 42 boys from second, fourth, and sixth grade were videotaped with three high-speed cameras operating at 300 fps. Seven skilled boys from each grade were selected on the basis of throwing distance for three-dimensional kinetic analysis. Joint forces, torques, and torque powers of the throwing arm joints were calculated from reconstructed three-dimensional coordinate data smoothed at cut-off frequencies of 10.5-15 Hz and by the inverse dynamics method. Throwing distance and ball velocity significantly increased with school grade. The angular velocity of elbow extension before ball release increased with school grade, although no significant increase between the grades was observed in peak extension torque of elbow joint. The joint torque power of shoulder internal/external rotation tended to increase with school grade. When teaching the overarm throw, elementary school teachers should observe large backward twisting of trunk during the striding phase and should keep in mind that young children, such as second graders (age 8 years), will be unable to effectively utilise shoulder external/internal rotation during the throwing phase.
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9. VIEW SHOWING PEARL WHITFORD (LEFT) AND ARTHUR RAINING BIRD ...
9. VIEW SHOWING PEARL WHITFORD (LEFT) AND ARTHUR RAINING BIRD (RIGHT) HOLDING A FRAMED FLOUR SACK USED BY THE ROCKY BOY'S AGENCY FLOUR MILL. THE SACK SHOWS AN IMAGE OF ROCK BOY, LEADER OF THE CHIPPEWA AND CREE INDIANS IN MONTANA AT THE TIME ROCK BOY'S RESERVATION WAS CREATED BY CONGRESS (PHOTO WAS TAKEN BEHIND THE AGENCY'S SCHOOL). - Rocky Boy's Agency Flour Mill, Rocky Boy, Hill County, MT
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Hernández, Maciel M; Robins, Richard W; Widaman, Keith F; Conger, Rand D
2016-06-01
This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth grade students (50% boys; M age = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a Structural Equation Modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process.
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Hernández, Maciel M.; Robins, Richard W.; Widaman, Keith F.; Conger, Rand D.
2014-01-01
This study examined factors that relate to academic competence and expectations from elementary to middle school for 674 fifth grade students (50% boys; Mage = 10.86 years) of Mexican origin. Models predicting academic competence and expectations were estimated using a Structural Equation Modeling (SEM) framework, with longitudinal data from fifth to eighth grades. School belonging (i.e., social and emotional connectedness to school) predicted greater academic competence and expectations over time. Findings indicate that student feelings of belonging in school may act as a resource that promotes academic competence and expectations. Furthermore, family income, parent education, and generational status had direct effects on academic competence and expectations to some degree, suggesting the importance of contextual factors in this process. PMID:27231419
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Mondal, Nandan Kumar; Ghosh, Sreenita; Ray, Manas Ranjan
2011-11-01
The effect of glue snuffle on the expression of argyrophilic nucleolar organizer regions (AgNORs), an indicator of ribosome biosynthesis, in epithelial cells of oral mucosa has been investigated. AgNOR was evaluated by cytochemical staining in 148 Indian street boys (median age 12 year) who had different bad addictions like tobacco smoking, chewing and most importantly inhaling glue and 20 age- and body mass index-matched school boys who had no such type of bad habit. Compared with school boys, glue addicted street boys showed remarkably increased number of AgNOR dots per nucleus (9.38±1.84 vs. 3.12±0.87, p<0.001), AgNOR size (1.34±0.52 vs. 0.43±0.02 μm(2), p<0.001) and percentage of AgNOR occupied nuclear area (9.38±2.12 vs. 0.99±0.03%, p<0.001). Increase in number and size of the dots is also higher in tobacco smokers and chewers when compared with school boys but a remarkable difference was recorded in glue addicted boys. The changes in AgNOR expression were positively associated with years of addiction after controlling potential confounders. Thus, glue snuffle appeared to be a risk factor for abnormal cell growth via up-regulation of ribosome biogenesis. Copyright © 2010 Elsevier GmbH. All rights reserved.
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Boys' Bodies in Early Childhood
ERIC Educational Resources Information Center
Drummond, Murray
2012-01-01
This paper is based on qualitative research data from a project investigating early childhood boys' constructions of masculinities in relation to sport, health and the body. The focus group data, with 33 boys, has been collected in each of the boys' first three years at school. It is part of the data that will be collected over eight years with…
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Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C.; Yao, Hsueh-Hua; Ho, Chien-Chang
2017-01-01
The relationship between students’ school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine. School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents’ physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents’ physical fitness in Taiwan; meanwhile, these association patterns differed by gender. PMID:28098836
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Lo, Kai-Yang; Wu, Min-Chen; Tung, Shu-Chin; Hsieh, City C; Yao, Hsueh-Hua; Ho, Chien-Chang
2017-01-15
The relationship between students' school environment and exercise habits is complex, and is affected by numerous factors. However, the few studies that have been conducted on this relationship have reported inconsistent results, especially regarding Taiwanese students. We conducted this cross-sectional study to investigate the association of school environment and after-school physical activity with health-related physical fitness in Taiwanese adolescents. Data were drawn from a national survey conducted by the Ministry of Education in Taiwan in 2008 of health-related physical fitness measurements among junior high school students (649,442 total) in grades seven to nine.School environment (level of urbanization, school size, presence of sports field or gymnasium) and after-school physical activity were assessed for their association with adolescents' physical fitness measurements (body mass index (BMI), bent-leg sit-ups, 800-/1600-m run, sit-and-reach, standing long jump). Urban boys and girls perform significantly better in muscle strength and endurance, cardiorespiratory endurance, flexibility, and explosive power; girls from rural areas exhibited significantly worse scores in body composition. Boys from large-size schools performed the worst in cardiorespiratory endurance, flexibility, and explosive power; whereas girls from large-size schools performed the worst in muscle strength, muscle endurance, and explosive power, but had the best score for body composition. However, the differences in body composition of boys from large-, medium-, and small- size schools did not reach a statistically significant level. Adolescents of both genders in schools with a sports field or gymnasium exhibited significantly better in muscle strength and endurance, cardiorespiratory endurance, and explosive power. Boys in schools with a sports field or gymnasium had significantly better body composition; girls in schools with sports field or gymnasium differed significantly in flexibility. Adolescents of both genders who participated in physical activity after school had significantly better body composition, cardiorespiratory endurance, and flexibility. Boys who participated in physical activity after school significantly differed in explosive power, whereas girls who participated in physical activity after school exhibited significantly better flexibility. Thus, the current study demonstrated that some factors, including urbanization (school location in rural or urban areas), school size, school facility provision (school with or without sports fields or gymnasiums), and after-school physical activity participation are more important than others in shaping adolescents' physical fitness in Taiwan; meanwhile, these association patterns differed by gender.
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Health perceptions and behaviors of school-age boys and girls.
Graham, M V; Uphold, C R
1992-01-01
This study described and compared the health perceptions and behaviors of 83 school-age boys and girls. An age-appropriate interview schedule was designed to collect data related to demographic characteristics, health perceptions, safety, life-style practices, nutrition, dental health, and care of minor injuries. Findings indicated that most boys and girls viewed themselves as healthy and managed their own care fairly well in the areas of seat belt use, exercise, and dental health. Nutrition was identified as an area of concern, with 10% of the children skipping breakfast, and over half eating snacks with empty calories. Generally, children were found to be knowledgeable in the management of simple injuries and how to respond in the event of an emergency. Boys and girls were similar in all areas of health perceptions and behaviors except for dental health, with boys reporting more regular visits to the dentist than did girls. Further research is needed to learn more about the process by which school-age children acquire positive health behaviors to assist nurses to design and implement intervention programs that appropriately address the needs of this age group.
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Epidemiology of hypertension among a population of school children in Sousse, Tunisia
Harrabi, Imed; Belarbia, Anis; Gaha, Rafika; Essoussi, Ahmed S; Ghannem, Hassen
2006-01-01
BACKGROUND Pediatric hypertension is a field of increasing interest and importance. Early identification of children at risk for hypertension is important to prevent the serious, long-term complications associated with the condition. In Tunisia, there are no data available on the cardiovascular disease risk profile, such as hypertension, in the population of children. OBJECTIVE To establish the prevalence of hypertension, the percentile distribution of blood pressure and the inter-relationships between hypertension and other cardiovascular disease risk factors among school children. METHODS An epidemiological survey was conducted based on a representative sample of 1569 urban school children in Sousse, Tunisia. RESULTS The prevalence of arterial hypertension was 9.6%, with no significant difference between boys (9.2%) and girls (9.9%). The prevalence of systolic and diastolic hypertension was 6.4% and 4.5%, respectively. In both boys and girls, systolic pressure had a highly significant positive correlation with height (boys: r=0.33, P<0.001; girls: r=0.08, P=0.02), weight (boys: r=0.47, P≤0.001; girls: r=0.35, P<0.001) and triglyceride concentrations (boys: r=0.13, P<0.001; girls: r=0.10, P=0.006). Among boys, a positive correlation was found between systolic blood pressure and age (r=0.12, P=0.001) and, among girls, a negative correlation was found (r=−0.12, P=0.001). CONCLUSION This information will be used to help launch a regional program of heart health promotion in schools. PMID:16520851
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Shelbourne, K. Donald; Sullivan, A. Nichole; Bohard, Katie; Gray, Tinker; Urch, Scott E.
2009-01-01
Background: Little is known about the return to sports after anterior cruciate ligament reconstruction and whether sex differences exist regarding the level and timing at which athletes return. Hypotheses: Compared to school-aged girls, boys return to full sports earlier and at a higher frequency after surgery (1). Athletes who return to sports earlier will not have a higher incidence of subsequent injury to either knee after surgery (2). Study Design: Cohort. Methods: The patient population comprised 413 consecutive school-aged athletes who were injured while competing in basketball or soccer. Patients were enrolled prospectively, and activity levels were obtained through follow-up visits, surveys, phone calls, and e-mail. Results: Follow-up was obtained for 402 patients (basketball: 58 boys, 242 girls; soccer: 25 boys, 77 girls). Eighty-seven percent of girls and boys returned to high school basketball after surgery: the mean time to return to full participation in basketball was 5.2 ± 2.1 months for girls and 5.3 ± 2.2 months for boys (P = .92). Similarly, 93% of girls and 80% of boys returned to compete in high school soccer after surgery (P = .13); the mean time to return to full participation in soccer was 5.1 ± 1.9 months for girls and 5.1 ± 2.0 for boys (P = 1.00). About 20% of athletes went on to compete in their sport in college. The time of return to sports was not a statistically significant factor for the incidence of subsequent anterior cruciate ligament injury. Conclusion: Of 402 athletes competing in basketball and soccer, women and men returned at the same rate and same level of sport after surgery. Athletes who returned to sports at earlier times after surgery did not have a higher incidence of subsequent anterior cruciate ligament injury than patients who returned at later times. PMID:23015878
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Heyder, Anke; Kessels, Ursula; Steinmayr, Ricarda
2017-06-01
Boys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role of the students' motivational beliefs. We aimed to explain boys' lower language grades by applying the expectancy-value model while taking into account students' motivational beliefs as well as their aptitude, prior achievement, and socializers' beliefs. In addition, we aimed at exploring the incremental contribution of each potential mediator. Five hundred and twenty German students (age M = 17 years; 58% female) and 374 parents (age M = 47 years). Student-reported ability self-concept (ASC) and task values, parents' perceptions of students' ability, students' prior achievement as reported by schools, and students' verbal intelligence test scores were all tested as mediators of the effect of gender on grades in German while controlling for parents' socioeconomic status. Single-mediator models and a multiple-mediator model were estimated using structural equation modelling. All variables proved to be relevant for explaining boys' underachievement in language grades. Whereas students' ASC, task values, prior achievement, and parents' perceptions mediated the gender effect, verbal intelligence was identified as a suppressor variable increasing the gender effect. Our results challenge the stereotypic belief that boys' lower grades are due to lower verbal aptitude. Rather, students' motivational beliefs and parents' perceptions seem critical factors. Implications for both future research and practice are discussed. © 2017 The British Psychological Society.
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Aggression, conflict resolution, popularity, and attitude to school in Russian adolescents.
Butovskaya, Marina L; Timentschik, Vera M; Burkova, Valentina N
2007-01-01
The objective of the present study was to examine the effects of aggression and conflict-managing skills on popularity and attitude to school in Russian adolescents. Three types of aggression (physical, verbal, and indirect), constructive conflict resolution, third-party intervention, withdrawal, and victimization were examined using the Peer-Estimated Conflict Behavior (PECOBE) inventory [Bjorkquist and Osterman, 1998]. Also, all respondents rated peer and self-popularity with same-sex classmates and personal attitude to school. The sample consisted of 212 Russian adolescents (101 boys, 111 girls) aged between 11 and 15 years. The findings attest to significant sex differences in aggression and conflict resolution patterns. Boys scored higher on physical and verbal aggression, and girls on indirect aggression. Girls were socially more skillful than boys in the use of peaceful means of conflict resolution (they scored higher on constructive conflict resolution and third-party intervention). The attributional discrepancy index (ADI) scores were negative for all three types of aggression in both sexes. Verbal aggression is apparently more condemned in boys than in girls. ADI scores were positive for constructive conflict resolution and third-party intervention in both genders, being higher in boys. In girls, verbal aggression was positively correlated with popularity. In both sexes, popularity showed a positive correlation with constructive conflict resolution and third-party intervention, and a negative correlation with withdrawal and victimization. Boys who liked school were popular with same-sex peers and scored higher on constructive conflict resolution. Girls who liked school were less aggressive according to peer rating. They also rated higher on conflict resolution and third-party intervention. Physical aggression was related to age. The results are discussed in a cross-cultural perspective. Copyright 2007 Wiley-Liss, Inc.
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Smolak, Linda; Stein, Jonathan A
2006-06-01
This study examines the relationship of three sociocultural factors-media influence, peer teasing, and parent teasing/comments and three potential moderator variables-self-esteem, social comparison, and endorsement of male strength and athleticism-to drive for muscularity in middle school boys. There were 287 seventh and eighth grade boys who completed a questionnaire measuring these variables as well as body mass index (BMI) and pubertal status. Results indicated that media influence and male physical attributes endorsement were particularly important correlates of drive for muscularity. These findings have implications for programs designed to prevent body dissatisfaction among adolescent boys.
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Harten, Nathan; Olds, Tim; Dollman, Jim
2008-09-01
Two studies were conducted to examine the interactions between gender, play area, motor skills and free play activity in 8-11 year old school children. In both studies, boys were more active than girls. In boys, but not in girls, energy expenditure was greater for high-skill than for low-skill children (p = 0.0002), and increased as play area increased (p = 0.01). These results suggest that motor skills and play space are important variables in determining the free play activity of boys, but not of girls. This may be related to widely different play styles among boys and girls.
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ERIC Educational Resources Information Center
Polat, Hüseyin
2018-01-01
The purpose of this study is to investigate Life Sciences course entrepreneurship skills of the 3rd grade primary school students as evaluated by their parents. The study was conducted with the screening model. The participants of the study were the parents (47 mothers and 23 fathers) of the students (32 girls, 38 boys) who study in the center of…
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[Survey and analysis of the intakes of energy and macronutrients in rural boarding school students].
Piao, Wei; Wang, Lijuan; Li, Jin; Sun, Jing; Wang, Chen; Li, Ying; Wei, Yanli; Huo, Junsheng; Yang, Xiaoguang
2016-05-01
To preliminarily survey the intakes of energy and macronutrients in rural boarding school students and analyse the affect factors of discrepancies between different sex and age groups. A total of 1834 rural boarding junior high school first grade students were selected from 16 provinces, and stratified cluster sampling method was used. The method of weight recording and three days dietary recall were used to investigate the diet of boarding school students. The ratios which reached the EER of energy intakes in boy and girl groups were 37.0% and 46.7% (P < 0.05) respectively, and the proportion of the intakes level of EER among the age groups of 11y ~ and 14y ~ for both boys and girls were 93.4%, 81.1% (P < 0.05) and 102.1%, 87.1% (P < 0.05) respectively. The ratios which reached the EAR of protein intakes in boy and girl groups were 57.7% and 61.4% ( P > 0.05) respectively, and the proportion of the intakes level of EAR among the age groups of 11y ~ and 14y ~ for both boys and girls were 124.8%, 107.3% (P > 0.05) and 134.8%, 112.1% (P < 0.05) respectively. The ratios which reached the EAR of total carbohydrate intakes in boy and girl groups were 85.0% and 77.5% (P < 0.05) respectively, and the proportion of the intakes level of EAR among the age groups of 11y ~ and 14y ~ for both boys and girls were 202.0% and 240.0% (P < 0.05), 180.1% and 205.4% (P < 0.05 ) respectively. The ratios which reached the AMDR of total fat intakes in boy and girl groups were 25.4% and 22.0% (P > 0.05) respectively, and among the age groups of 11y ~ and 14y ~ for both boys and girls were 21.8% and 30.5% (P < 0.05), 20.2% and 25.5% (P > 0.05) respectively. Double burden of nutrient might exist in the rural boarding schools. The status of nutrition could be improved evidently, by fulfilling the relative national policies, promoting the balance of the nutrition supplying in schools, and enriching the boarding students' knowledge of nutrition.
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Mladenovic, B; Donev, D; Spasovski, M
2009-07-01
(Full text is available at http://www.manu.edu.mk/prilozi). The aim of the study was to assess the gender influence on the main determinants of sexual behaviour of senior high-school students in Skopje, R. Macedonia (prevalence and age of onset of sexual activity, duration of the relationship before and the contraceptive method used during the first sexual intercourse, and number of lifetime sexual partners). After ensuring privacy and confidentiality, a cross-sectional study was carried out in Skopje by enrolling 310 high-school students (49.7% males, 49% females, 1.3% unknown) from 5 randomly selected high-schools, from the 4th grade, using a 32-item paper-and-pencil self administered questionnaire. The prevalence of sexual activity was higher among boys than girls (when reaching grade 4 of the study 62.7% of the boys and 26.7% of the girls are sexually active) (p < 0.01). In addition, a significant gender difference was found in the following: the mean age of onset of sexual activity is 16 years for boys and 17 years for girls; concerning the duration of the relationship before the first sexual intercourse 33% of the boys and 2.5% of the girls had experienced one-night stand relationship (p < 0.01); and concerning the number of partners, having four or more sexual partners was reported by 29.8% of the boys and 5% of the girls (p < 0.01). Of those sexually non-active, 62.5% of the boys and 15.5% of the girls did not start with sexual activity because they did not have a chance (p < 0.01); 17.9% of the boys and 79.1% of the girls felt unprepared (p < 0.01). The data indicates substantial gender differences in sexual initiation patterns and sexual conduct. Boys and girls are vulnerable at different times in their development and hence need to be reached with different public health interventions for improving their sexual and reproductive health, adapted to local cultural and gender norms. Key words: Macedonia, high-school students, sexual behaviour, gender.
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Ankle Injuries Among United States High School Sports Athletes, 2005–2006
Nelson, Alex J; Collins, Christy L; Yard, Ellen E; Fields, Sarah K; Comstock, R. Dawn
2007-01-01
Context: Ankle injuries are the most common sport-related injuries. To date, no studies have been published that use national data to present a cross-sport, cross-sex analysis of ankle injuries among US high school athletes. Objective: To investigate the incidence rates of ankle injuries by sex, type of exposure, and sport. Design: Descriptive epidemiologic study. Setting: One hundred US high schools. Patients or Other Participants: United States high school athletes. Main Outcome Measure(s): We reviewed ankle injury data collected over the 2005–2006 school year from a nationally representative sample obtained by High School RIO, an injury surveillance system. Specific sports studied were boys' football, boys' and girls' soccer, girls' volleyball, boys' and girls' basketball, boys' wrestling, boys' baseball, and girls' softball. Results: An estimated 326 396 ankle injuries occurred nationally in 2005–2006, yielding an injury rate of 5.23 ankle injuries per 10 000 athlete-exposures. Ankle injuries occurred at a significantly higher rate during competition (9.35 per 10 000 athlete-exposures) than during practice (3.63) (risk ratio = 2.58; 95% confidence interval = 2.26, 2.94; P < .001). Boys' basketball had the highest rate of ankle injury (7.74 per 10 000 athlete-exposures), followed by girls' basketball (6.93) and boys' football (6.52). In all sports except girls' volleyball, rates of ankle injury were higher in competition than in practice. Overall, most ankle injuries were diagnosed as ligament sprains with incomplete tears (83.4%). Ankle injuries most commonly caused athletes to miss less than 7 days of activity (51.7%), followed by 7 to 21 days of activity loss (33.9%) and more than 22 days of activity loss (10.5%). Conclusions: Sports that combine jumping in close proximity to other players and swift changes of direction while running are most often associated with ankle injuries. Future research on ankle injuries is needed to drive the development and implementation of more effective preventive interventions. PMID:18059994
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Prevalence of tobacco use and awareness of risks among school children in Jaipur.
Singh, V; Gupta, R
2006-08-01
Smoking and tobacco use is a major public health issue in developing countries. We performed an epidemiological study to determine the prevalence of smoking and tobacco-use and awareness of risks of tobacco use among school children. Students in randomly selected schools in Jaipur were studied. Students in classes 9-12 (age 13-18 years, boys 2866, girls 939) were enrolled. Medical social workers filled in information regarding presence of smoking and other forms of tobacco use among these children. Details of presence of tobacco use among family members, awareness of harms of tobacco and proactive role of children were also inquired. Fifty nine boys (2.1%, 95% confidence interval 1.5% to 2.6%) and 16 girls (1.7%, 0.9% to 2.5%) agreed to current tobacco use. Smoking cigarettes or bidis was present in 43 boys (1.5%, 72.8% of users) and 8 girls (0.8%, 50.0% of users). Smoking or tobacco use was present in immediate family of 1208 boys (42.1%) and 304 girls (32.4%) (p<0.001) but was significantly more in family of children who used tobacco (boys 51/59, 86.4%, girls 11/16, 68.8%). 2842 boys (99.2%) boys and 934 girls (99.5%) were aware that tobacco use is harmful and similar proportions disliked it. More than 90% students were aware of its importance in causing respiratory diseases and the majority of boys and girls, respectively, knew of its potential to cause general debility (55.7%, 54.1%), heart disease (56.8%, 58.3%), cancer (64.6%, 64.6%), impotence (40.9%, 23.2%), ulcer of stomach (48.1%, 46.4%) and death (68.2%, 68.1%). 76.4% boys and 75.7% girls considered quitting to smoke beneficial and 77.1% boys and 75.8% girls knew that passive smoking is bad. 75.7% boys and 75.0% girls would insist that no-one smokes in their presence. 1592 boys (55.5%) and 507 girls (54.0%) remembered seeing tobacco related advertisement in news-paper and could recall name of the brand. 57.2% boys and 62.4% girls agreed to participate in a tobacco-awareness and cessation program, however only 5.2% of the students had attempted tobacco-control among family or peers. There is low prevalence of smoking and tobacco use in school children in Jaipur. Awareness of harmful effects of tobacco is high.
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Starting School--Why Girls Are Already Ahead of Boys
ERIC Educational Resources Information Center
Whitehead, Joan M.
2006-01-01
Drawing on a number of fields of educational research this article argues that girls come to school better prepared to meet its demands than boys. Parents encourage different skills in their children, as a result girls have more sophisticated communication skills, and are more likely to have been encouraged to participate in intellectual tasks…
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Students' Attitudes towards Mathematics in Single-Sex and Coeducational Schools.
ERIC Educational Resources Information Center
Norton, Stephen J.; Rennie, Leonie J.
1998-01-01
Discusses part of study stimulated by the continuing debate over differences between boys and girls in their attitudes towards mathematics and their participation and performance in this subject at school. Concludes that there were clear differences between boys and girls on the Mathematics as a Male Domain scale with girls being less stereotyped…
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ERIC Educational Resources Information Center
Ennis, Rosetta
2017-01-01
The qualitative descriptive case study explores the underachievement phenomenon of fourth-grade African American boys in New York City public elementary schools. Numerous studies have been conducted at the middle school through college levels. However, very little is known about the underachievement phenomenon of fourth-grade African American…
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Photographic copy of photograph, photographer unknown, ca. 1915 (original print ...
Photographic copy of photograph, photographer unknown, ca. 1915 (original print located at Southern Ute Agency, Bureau of Indian Affairs Office, Ignacio, Colorado). Overall view of Southern Ute Agency Boarding School, with main building (boy's dormitory) at right. - Southern Ute Boarding School, Boy's Dormitory, Ouray & Capote Drives, Ignacio, La Plata County, CO
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ERIC Educational Resources Information Center
Watson, Cary M.; Quatman, Teri; Edler, Erik
2002-01-01
Compared high achieving adolescent girls' ideal and real career aspirations to adolescent boys' aspirations, examining the influence of grade level, achievement level, and an all-girls school environment. At all achievement levels, girls were commensurate with boys in ideal and realistic career aspirations. High achieving girls exceeded the…
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ERIC Educational Resources Information Center
Turna, Bülent; Kilinç, Fatih
2018-01-01
The purpose of this study is to determine and compare some biomotoric properties and anthropometric measurements of Antalya Muratpasa High School Boys' Basketball Team and Football Team. Thirty volunteering players from Antalya Muratpasa High School Boys' Basketball and Football Teams participated in the study. Fifteen of the participants were…
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Tests Screening Reading Difficulty in Malayalam among Upper Primary School Boys
ERIC Educational Resources Information Center
Gafoor, K. Abdul
2014-01-01
Design of a screening test for identifying reading difficult students in Malayalam and validation thereof among boys is made to help schools proactively intervene with such students. A battery of tests developed based on extant literature on screening tests, reviewed difficulties in reading Malayalam, and discrimination power of the draft tests is…
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ERIC Educational Resources Information Center
Keddie, Amanda
2010-01-01
This article presents the stories of two Australian feminist educators, "Kath" and "Kim". Drawn from a small-scale interview-based study, the stories highlight these women's struggles to mobilise progressive spaces within the current boy-focused equity and schooling agenda. Such struggles are located within the new…
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Polish Migrant Parents of Secondary School Boys in the United Kingdom
ERIC Educational Resources Information Center
Tkacz, Daria; McGhee, Derek
2016-01-01
This article focuses on the parents of secondary school Polish boys and their capacity to realise their educational and professional aspirations for their children. Our primary finding is that although many Polish parents face considerable challenges in manoeuvring through the educational system, some Polish parents display a level of agency…
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Gender and Boys' Singing in Early Childhood
ERIC Educational Resources Information Center
Hall, Clare
2005-01-01
This article derives from a research project investigating the singing behaviour of a group of Australian boys in their first year of school. The project showed that the genesis of the "missing male" trend in singing at school may be occurring in early childhood. The impact of hegemonic masculinity in early childhood is explored here by…
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Gender and Behavioural Differences in Kuwait Primary Schools
ERIC Educational Resources Information Center
Almurtaji, Yousuf; Everatt, John; Almenaye, Nasser S.; Alazemi, Ahmad S.; Alradaan, Dalal Abdul Hadi
2018-01-01
Previous studies have found significant differences between the classroom behaviour of boys and girls. Most are within a single broad cultural context and little work has been done within an Arabic/Kuwaiti one. The main aim was to investigate the differences in behaviour between boys and girls in Kuwait primary schools. Data were collected that…
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ERIC Educational Resources Information Center
Ringrose, Jessica; Renold, Emma
2010-01-01
Since the 1990s the educational community has witnessed a proliferation of "bullying" discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse "bullying"…
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Doing Harm in the Name of Protection: Menstruation as a Topic for Sex Education.
ERIC Educational Resources Information Center
Diorio, Joseph A.; Munro, Jennifer A.
2000-01-01
Pubertal changes in girls and boys are treated differently in New Zealand schools. Girls learn about menstruation in a scientific, bleak manner, getting an unrealistic picture of growing up. Boys receive positive information about exciting, powerful bodily changes. By protecting girls from problems associated with menstruation, schools risk…
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NASA Astrophysics Data System (ADS)
Krstovic, Mirjan; Brown, Laura; Chacko, Merin; Trinh, Brenda
In this report, we discuss the interests of Grade 9 boys and girls studying astronomy at Fletcher's Meadow Secondary School in Brampton, Ontario. A total of 152 Grade 9 academic students were asked to rate their interest levels in various astronomy topics on a scale of 0 3, where 0 represented no interest and 3 represented a high level of interest. We also asked the students to rate all the in-class activities on the same scale. Our analysis of the data suggests that there are many similarities in interest levels in various astronomy topics between boys and girls. In addition, boys and girls expressed similar preferences for in-class astronomy activities with only minor differences, suggesting similar learning styles in astronomy for boys and girls at the Grade 9 level.
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44 CFR 19.235 - Statutory amendments.
Code of Federal Regulations, 2011 CFR
2011-10-01
... HOMELAND SECURITY GENERAL NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION PROGRAMS OR ACTIVITIES... Legion undertaken in connection with the organization or operation of any Boys State conference, Boys... secondary school or educational institution specifically for: (i) The promotion of any Boys State conference...
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ERIC Educational Resources Information Center
Hilton, Gillian L. S.
2007-01-01
This article describes the preferences expressed by 16-year-old and 17-year-old boys when they were asked what they want to learn from sex and relationship education classes and how they want to be taught. Research was carried out in eight secondary schools with boys in year 12. Qualitative responses from questionnaires issued to 307 boys were…
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ERIC Educational Resources Information Center
Herman, Keith C.; Lambert, Sharon F.; Reinke, Wendy M.; Ialongo, Nicholas S.
2008-01-01
The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive…
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Chen, Wenying; Shi, Zumin
2013-01-01
to describe the trend in gender disparities of overweight/obesity and underweight, as well as height, among Chinese adolescents. the study is based on population-based data from annual health checks of approximately 7,000 students finishing high school each year between 2004-2011. Height and weight were measured. Overweight/obesity and underweight were defined using International Obesity Task Force (IOTF) criteria. School level socioeconomic status (SES) was constructed based on real-estate prices near each school. there was a slight increase in the prevalence of obesity between 2004 and 2011; 3.7% to 4.7% in boys and 1.1% to 1.5% in girls. The prevalence of overweight was quite stable in both genders (boys: 12%-15%; girls: 7%-10%). In most years, the prevalence of underweight was above 10%. The prevalence of underweight in girls born after 1991 increased dramatically. However, the opposite trend was seen in boys. School SES was positively associated with overweight and inversely associated with underweight among boys. There was a significant increase in height in both genders. Height and BMI was positively associated in boys but this relation was inversely associated in girls. between 2004 and 2011, the prevalence of overweight/obesity was plateauing among adolescents finishing high school. A substantial increase in the prevalence of underweight was observed among girls born after 1991 but this seemed to be positively associated with high SES.
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Devine, Amy; Fawcett, Kayleigh; Szűcs, Dénes; Dowker, Ann
2012-07-09
Mathematics anxiety (MA), a state of discomfort associated with performing mathematical tasks, is thought to affect a notable proportion of the school age population. Some research has indicated that MA negatively affects mathematics performance and that girls may report higher levels of MA than boys. On the other hand some research has indicated that boys' mathematics performance is more negatively affected by MA than girls' performance is. The aim of the current study was to measure girls' and boys' mathematics performance as well as their levels of MA while controlling for test anxiety (TA) a construct related to MA but which is typically not controlled for in MA studies. Four-hundred and thirty three British secondary school children in school years 7, 8 and 10 completed customised mental mathematics tests and MA and TA questionnaires. No gender differences emerged for mathematics performance but levels of MA and TA were higher for girls than for boys. Girls and boys showed a positive correlation between MA and TA and a negative correlation between MA and mathematics performance. TA was also negatively correlated with mathematics performance, but this relationship was stronger for girls than for boys. When controlling for TA, the negative correlation between MA and performance remained for girls only. Regression analyses revealed that MA was a significant predictor of performance for girls but not for boys. Our study has revealed that secondary school children experience MA. Importantly, we controlled for TA which is typically not controlled for in MA studies. Girls showed higher levels of MA than boys and high levels of MA were related to poorer levels of mathematics performance. As well as potentially having a detrimental effect on 'online' mathematics performance, past research has shown that high levels of MA can have negative consequences for later mathematics education. Therefore MA warrants attention in the mathematics classroom, particularly because there is evidence that MA develops during the primary school years. Furthermore, our study showed no gender difference in mathematics performance, despite girls reporting higher levels of MA. These results might suggest that girls may have had the potential to perform better than boys in mathematics however their performance may have been attenuated by their higher levels of MA. Longitudinal research is needed to investigate the development of MA and its effect on mathematics performance.
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Shimoda, Yoshiyuki; Ishizu, Kenichiro; Kashimura, Masami
2014-02-01
The effect of self-evaluation of emotions on subjective adaption to school was investigated among junior high school students (n = 217: 112 boys, 105 girls) who participated in a questionnaire survey. Hierarchical multiple regression analysis indicated that for boys "Infringement and maladjustment" differed based on their self-evaluation of anger and anxiety. For girls, on the other hand, the self-evaluation of anger alleviated psychological stress, worsened the "Relationship with the teacher" and the "Relationship with the class", whereas self-evaluation of anxiety played a role in increasing psychological stress and deteriorating the "Relationship with the class." Furthermore, negatively evaluating either anger or anxiety heightened the "Motivation for learning" in girls. These results suggest that the evaluation of emotions is different in boys and girls and for different emotions.
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2016-04-26
through 12 for boys and girls in public, private, and community-based schools. To accomplish our objectives, we compiled all primary and secondary... girls and boys in remote rural and semi-urban areas, where access to MOE facilities is impractical due to distance or because the students are too...supporting grades 1–12 for boys and girls in public, private, and community-based schools. We focused specifically on activities that directly support
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ERIC Educational Resources Information Center
Souto-Manning, Mariana; Dernikos, Bessie; Yu, Hae Min
2016-01-01
In light of the historical failure of boys of color in US schools, this article sheds light onto the ways in which normative discourses of literacy and learning shape the experiences of immigrant boys and how they are perceived and defined as un/successful students. Findings indicate that although these boys--deemed to be "at-risk" or…
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"I'm Not Going to Be a Girl": Masculinity and Emotions in Boys' Friendships and Peer Groups
ERIC Educational Resources Information Center
Oransky, Matthew; Marecek, Jeanne
2009-01-01
This study examines the peer relations and emotion practices of adolescent boys in light of their expectations and assumptions about masculinity. We carried out semistructured interviews with middle-class and upper-middle-class boys from an independent high school. The boys reported that they assiduously avoided displays of emotional or physical…
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An investigation of adolescent health from China.
Liu, G R
1997-04-01
In a senior high school in the Weicheng District of Weifang City, we studied the health of a total 445 students. The age of the first emission was 15.22 +/- 2.24 years, and the age of menarche was 13.56 +/- 2.26 years. Because 47.9% of boys and 63.8% of girls did not have previous knowledge about puberty, 39.9% of boys and 52.2% of girls felt puzzled and disgusted with the onset of puberty. About 18% of boys and about 2% of girls reported masturbation. The average frequency of masturbation was 3.5 times a month in the boys and two times monthly in girls. Adolescents acquired sexual knowledge and information predominantly from magazines (25.8% of boys and 28.0% of girls). About 64% of boys and 44% of girls wanted to be given educational programs on sex. About 43% of boys and 1% of girls smoked cigarettes and 83.5% of boys and 54.9% of girls drank alcohol. The survey suggested that it is essential to teach the senior high school students about the psychosocial and behavioral characteristics of adolescence and promote research on adolescent medicine.
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It's all about the six-pack: Boys' bodies in contemporary Western culture.
Drummond, Murray; Drummond, Claire
2015-12-01
This is an article about boys and their construction of masculinities. It draws on 5 years of qualitative research data from the same group of boys from early childhood through to 10 years of age in an attempt to articulate the way in which boys come to view their bodies, and other male bodies, in contemporary Western culture. The research is based on focus groups and is a part of a longitudinal study with the same cohort of boys, at a school in Adelaide, Australia. The data were analysed using inductive thematic analysis to identify key emergent themes. The results indicate that there is an emerging trend among boys from early childhood through to middle primary school surrounding the acknowledgement of male body aesthetics as a signifier of being male. The use of terminology such as 'six-pack' is now commonplace among all of the groups. The consistency around muscularity as a signifier of being a man was very high among the boys of all ages. It is clear that greater emphasis needs to be placed on younger males' and boys' awareness of the meaning of the male body in contemporary Western society. © The Author(s) 2014.
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Tabak, Izabela; Mazur, Joanna
2016-01-01
One reason of increased psychological and somatic health problems in adolescence is intensification of stress in school and everyday life. There is little evidence to what extent the level of school achievements shapes this relationship. The aim of the study was to investigate determinants of subjective health complaints in schoolaged children, taking into account the interaction effects. Anonymous survey was conducted in Poland in 2013/2014 on the sample of 4,545 students, as a part of the HBSC (Health Behaviour in School-aged Children) study. On the basis of prevalence of eight symptoms in the past 6 months, a standardized index of health complaints (SCL - Subjective Complaints Checklist) was calculated (0-100). To predict its variability three hierarchical linear models (five blocks) were estimated, separately for three levels of school achievements. Support from family, classmates and teachers as well as family communication were considered as protective factors, which can reduce the negative impact of stress. All analyses were adjusted for age, gender and family affluence. The standardized SCL index was equal to 23.2 in boys and 32.5 in girls. The high level of school stress was reported by 28.5% boys and 35.6% girls, respectively. Regarding these two measures, similar patterns of change were observed, increase with age and with deterioration of academic achievement. Final multivariate models explained 22-25% variability of SCL, slightly more among worst students. Accumulation of low family support and high level of school stress caused the highest increase in the SCL index in very good students. School performance is an important determinant of subjective health complaints in adolescence, also modifying the impact of other risk and protective factors.
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When and where do youths have sex? The potential role of adult supervision.
Cohen, Deborah A; Farley, Thomas A; Taylor, Stephanie N; Martin, David H; Schuster, Mark A
2002-12-01
Interventions to reduce high-risk behaviors such as sex and substance use among youths have focused mainly on promoting abstinence, refusal skills, and negotiation skills, yet the frequency of high-risk behaviors among youths may also be influenced by opportunity, particularly the amount of time during which they are not supervised by adults. In this study, we examined when and where youths have sex and whether there is a relationship between unsupervised time and sex, sexually transmitted diseases (STDs), and substance use. A cross-sectional survey was conducted in 6 public high schools in an urban school district. Participants were 1065 boys and 969 girls from a school-based STD screening program. Ninety-eight percent of students were black, and 79% were in the free or reduced lunch program. Most students reported living with 1 parent only, primarily the mother (52%); only 27% lived in 2-parent families. Sexual activity, substance use, and the prevalence of gonorrhea or chlamydia as determined by a ligase-chain reaction test on a urine sample were measured. Fifty-six percent reported being home without an adult present 4 or more hours per day after school. There was no difference in the number of unsupervised after-school hours between children in 1- and 2-parent families. Fifty-five percent of boys and 41% of girls were participating in or planned to participate in after-school activities during the school year. Boys were more likely than girls to report having had sex for the first time before age 14 (42% vs 9%) and had a greater number of lifetime sex partners (mean: 4.2 vs 2.4 partners). Among the respondents who had had intercourse, 91% said that the last time had been in a home setting, including their own home (37%), their partner's home (43%), and a friend's home (12%), usually after school. Boys were more likely than girls to report having had sex in their own homes (43% vs 28%) and less likely than girls to report having had sex in their partner's homes (30% vs 59%). Fifty-six percent of youths who had had intercourse reported that the last time was on a weekday: 18% before 3:00, 17% between 3:00 and 6:00, and 21% after 6:00. There were no gender differences in the day of the week or time of day during which students reported having had intercourse. Youths who were unsupervised for 30 or more hours per week were more likely to be sexually active compared with those who were unsupervised for 5 hours a week or less (80% vs 68%). In addition, for boys, the greater the amount of unsupervised time, the higher the number of lifetime sex partners. Among girls but not among boys, sexual activity was associated with nonparticipation in after-school programs; 71% of those who were not participating in an after-school activity were sexually active compared with 59% of those who were participating. Tobacco and alcohol use were associated with unsupervised time among boys but not among girls. Boys who were unsupervised >5 hours per week after school were twice as likely to have gonorrhea or chlamydial infection as boys who were unsupervised for 5 hours or less. We found that substantial numbers of youths currently spend long periods of time without adult supervision and have limited opportunities to participate in after-school activities. More than half of sexually active youths reported that they had sex at home after school, and, particularly for boys, sexual-and drug-related risks increased as the amount of unsupervised time increased. As youths come of age, parents probably believe that it is appropriate to leave them increasingly on their own, and, accordingly, prevention approaches have concentrated on providing information and motivation for abstinence or safer sex. However, given the independent association between the amount of unsupervised time and sexual behaviors (with STD rates suggestive of particularly risky sexual behaviors) and substance use behaviors, it is worth considering increasing youth supervision, if not by parents, then by programs organized at schools organized at school or other community settings. Parents and community members should consider increasing opportunities for supervised activities to determine whether this will reduce risk-taking among youths.
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Weis, Robert; Cerankosky, Brittany C
2010-04-01
Young boys who did not own video games were promised a video-game system and child-appropriate games in exchange for participating in an "ongoing study of child development." After baseline assessment of boys' academic achievement and parent- and teacher-reported behavior, boys were randomly assigned to receive the video-game system immediately or to receive the video-game system after follow-up assessment, 4 months later. Boys who received the system immediately spent more time playing video games and less time engaged in after-school academic activities than comparison children. Boys who received the system immediately also had lower reading and writing scores and greater teacher-reported academic problems at follow-up than comparison children. Amount of video-game play mediated the relationship between video-game ownership and academic outcomes. Results provide experimental evidence that video games may displace after-school activities that have educational value and may interfere with the development of reading and writing skills in some children.
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Gender Differences in Mathematics: Does the Story Need to Be Rewritten?
ERIC Educational Resources Information Center
Brunner, Martin; Krauss, Stefan; Kunter, Mareike
2008-01-01
Empirical studies of high school mathematics typically report small gender differences in favor of boys. The present article challenges this established finding by comparing two competing structural conceptions of mathematical ability. The standard model assumes mathematical ability alone to account for the interindividual differences observed on…
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Predictors of beer advertising awareness among eighth graders.
Collins, Rebecca L; Schell, Terry; Ellickson, Phyllis L; McCaffrey, Daniel
2003-09-01
To identify correlates of beer advertising awareness among adolescents at an age when most initiate use of alcohol. We conducted a cross-sectional analysis of an in-school survey about alcohol advertising. Structural equation modeling was used to test for independent predictors of a latent beer advertising awareness construct, separately among boys and girls. Twenty middle schools in South Dakota, USA participated during their spring semester. A total of 1530 eighth graders. A latent advertisement awareness variable was derived based on recognition of six masked beer advertisements, knowledge of beer brands and knowledge of beer slogans. Tested predictors included measures of exposure to alcohol advertising in various venues, social norms regarding drinking, drinking beliefs and behavior and gender. Adolescents with greater exposure to advertisements in magazines, at sporting and music events and on television were more advertisement aware than those with less exposure, as were teens who watch more TV, pay attention to beer advertisements and know adults who drink. Beer advertisement awareness was dramatically higher among boys, and was associated with drinking only among boys. Each of a variety of advertising venues appears to influence independently the extent to which beer advertising is incorporated into an adolescent's cognitive world. Boys are more likely to be aware of and remember beer marketing, and may be more likely to drink as a result of this awareness than girls.
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Smith, Jordan J; Morgan, Philip J; Plotnikoff, Ronald C; Stodden, David F; Lubans, David R
2016-01-01
The purpose of this study was to examine the mediating effect of resistance training skill competency on percentage of body fat, muscular fitness and physical activity among a sample of adolescent boys participating in a school-based obesity prevention intervention. Participants were 361 adolescent boys taking part in the Active Teen Leaders Avoiding Screen-time (ATLAS) cluster randomised controlled trial: a school-based program targeting the health behaviours of economically disadvantaged adolescent males considered "at-risk" of obesity. Body fat percentage (bioelectrical impedance), muscular fitness (hand grip dynamometry and push-ups), physical activity (accelerometry) and resistance training skill competency were assessed at baseline and post-intervention (i.e., 8 months). Three separate multi-level mediation models were analysed to investigate the potential mediating effects of resistance training skill competency on each of the study outcomes using a product-of-coefficients test. Analyses followed the intention-to-treat principle. The intervention had a significant impact on the resistance training skill competency of the boys, and improvements in skill competency significantly mediated the effect of the intervention on percentage of body fat and the combined muscular fitness score. No significant mediated effects were found for physical activity. Improving resistance training skill competency may be an effective strategy for achieving improvements in body composition and muscular fitness in adolescent boys.
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Zhang, Ruiping
2015-08-01
This cross-sectional study investigated the relationships among self-esteem, social support, and Internet dependence. A sample of young people aged between 15 and 18 years old (M age = 16.3 yr., SD = 0.7; 470 boys, 441 girls) completed measures of the Rosenberg Self-Esteem Scale, the Perceived Social Support Scale, and the Internet Dependence Test. According to the cognitive-behavioral model of problematic Internet use, social support should mediate the relationship between self-esteem and Internet dependence. Furthermore, based on previous research it was predicted that boys would score higher on Internet dependence than women. Support for this model was obtained. Internet dependent students were more likely to be boys. Self-esteem and social support were negatively correlated with Internet dependence. The relationship between self-esteem and Internet dependence was mediated by social support. Although the effect sizes were small, the findings of the present study are of significance in investigating adolescents' Internet dependence.
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Hublet, Anne; Schmid, Holger; Clays, Els; Godeau, Emmanuelle; Gabhainn, Saoirse Nic; Joossens, Luk; Maes, Lea
2009-11-01
To investigate the associations between well-known, cost-effective tobacco control policies at country level and smoking prevalence among 15-year-old adolescents. Multi-level modelling based on the 2005-06 Health Behaviour in School-aged Children Study, a cross-national study at individual level, and with country-level variables from the Tobacco Control Scale and published country-level databases. Twenty-nine European countries. A total of 25 599 boys and 26 509 girls. Self-reported regular smoking defined as at least weekly smoking, including daily smoking (dichotomous). Interaction effects between gender and smoking policies were identified, therefore boys and girls were analysed separately. Large cross-national differences in smoking prevalence were documented. Intraclass correlations (ICC) of 0.038 (boys) and 0.035 (girls) were found. In the final multi-level model for boys, besides the significance of the individual variables such as family affluence, country-level affluence and the legality of vending machines were related significantly to regular smoking [b(country affluence) = -0.010; b(partial restriction vending machines) = -0.366, P < 0.05]. Price policy was of borderline significance [b(price policy) = -0.026, P = 0.050]. All relationships were in the expected direction. The model fit is not as good for girls; only the legality of vending machines had a borderline significance in the final model [b(total ban vending machines) = -0.372, P = 0.06]. For boys, some of the currently recommended tobacco control policies may help to reduce smoking prevalence. However, the model is less suitable for girls, indicating gender differences in the potential efficacy of smoking policies. Future research should address this issue.
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Suligowska, Klaudia; Czarniak, Piotr; Krawczyk, Michał; Szcześniak, Przemysław; Król, Ewa; Kusiak, Aida; Sabiniewicz, Robert; Wierzba, Tomasz; Utracka, Alicja; Urban, Magdalena; Wytrykowska, Anna; Pakalska, Anna; Drewek, Konrad; Giczewska, Anna; Popowski, Piotr; Wrotkowska, Magdalena; Marczulin, Joanna; Bochniak, Mariusz
2016-01-01
Introduction The study involved preparing and implementation a model of complex screening programme for adolescents and comparison of anthropometric examinations between the population of the SOPKARD-Junior programme and representative sample of Polish children in the same age. Material and methods The screening programme in 14–15 year old pupils (n = 282) included: anthropometric, blood pressure, echocardiographic, electrocardiographic, carotid arteries, kidney and thyroid ultrasound examinations, as well as respiratory, dental and masticatory system, orthopaedic, psychological and psychiatric assessment. Blood and urine tests were also performed. The results of anthropometric examinations from the SOPKARD-Junior and OLAF programmes were used for comparative analysis. Results Statistically significant (p < 0.001) differences between young people from Sopot and their peers in the general Polish population were found in height (+3.61 cm for boys), body mass (+5.19 kg for boys and +3.99 kg for girls), body mass index (+0.99 kg/m2 for boys and +1.33 kg/m2 for girls), waist circumference (+4.52 cm for boys and +4.52 cm for girls) and hip circumference (+2.51 cm for boys). The highest attendance rate was achieved for examinations performed in school (e.g. anthropometric and blood pressure measurements – n = 268; 95%) and the lowest for the echocardiograpy performed in local hospital (n = 133; 47%). The mean score of the programme quality (scale 1–6) assessed by children was 4.63. Conclusions The SOPKARD-Junior programme represents an attempt to develop a model of screening assessments for teenagers in Poland. Preliminary results of the SOPKARD-Junior programme indicate small differences in the biological development of Sopot youth in comparison with their peers from Polish population of the OLAF programme. The high attendance rate on research conducted at the school indicate that proposed health examinations in adolescents are acceptable and feasible. PMID:29379531
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Suligowska, Klaudia; Czarniak, Piotr; Krawczyk, Michał; Szcześniak, Przemysław; Król, Ewa; Kusiak, Aida; Sabiniewicz, Robert; Wierzba, Tomasz; Utracka, Alicja; Urban, Magdalena; Wytrykowska, Anna; Pakalska, Anna; Drewek, Konrad; Giczewska, Anna; Popowski, Piotr; Wrotkowska, Magdalena; Marczulin, Joanna; Bochniak, Mariusz; Zdrojewski, Tomasz
2018-01-01
The study involved preparing and implementation a model of complex screening programme for adolescents and comparison of anthropometric examinations between the population of the SOPKARD-Junior programme and representative sample of Polish children in the same age. The screening programme in 14-15 year old pupils ( n = 282) included: anthropometric, blood pressure, echocardiographic, electrocardiographic, carotid arteries, kidney and thyroid ultrasound examinations, as well as respiratory, dental and masticatory system, orthopaedic, psychological and psychiatric assessment. Blood and urine tests were also performed. The results of anthropometric examinations from the SOPKARD-Junior and OLAF programmes were used for comparative analysis. Statistically significant ( p < 0.001) differences between young people from Sopot and their peers in the general Polish population were found in height (+3.61 cm for boys), body mass (+5.19 kg for boys and +3.99 kg for girls), body mass index (+0.99 kg/m 2 for boys and +1.33 kg/m 2 for girls), waist circumference (+4.52 cm for boys and +4.52 cm for girls) and hip circumference (+2.51 cm for boys). The highest attendance rate was achieved for examinations performed in school (e.g. anthropometric and blood pressure measurements - n = 268; 95%) and the lowest for the echocardiograpy performed in local hospital ( n = 133; 47%). The mean score of the programme quality (scale 1-6) assessed by children was 4.63. The SOPKARD-Junior programme represents an attempt to develop a model of screening assessments for teenagers in Poland. Preliminary results of the SOPKARD-Junior programme indicate small differences in the biological development of Sopot youth in comparison with their peers from Polish population of the OLAF programme. The high attendance rate on research conducted at the school indicate that proposed health examinations in adolescents are acceptable and feasible.
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Boys' Reading Commission 2012: A Review of Existing Research Conducted to Underpin the Commission
ERIC Educational Resources Information Center
Clark, Christina
2012-01-01
The gender gap has been a hotly debated issue, both nationally and internationally. In 2000, the then Department for Education and Schools commissioned a four-year study into raising boys' achievement. The commission worked with over 60 primary, secondary and special schools in England to identify and evaluate the strategies highlighted to be…
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ERIC Educational Resources Information Center
Usman, Lantana M.
2008-01-01
Purpose: The purpose of this paper is to show how Nigeria's current Universal Basic Education on primary schooling targets Muslim "Almajiri" street boys for basic literacy acquisition. The paper examines the policy's management implementation practices and challenges, as well as provides policy options that may minimize discrepancies for…
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Why So Few? Women in Science, Technology, Engineering, and Mathematics
ERIC Educational Resources Information Center
Hill, Catherine; Corbett, Christianne; St. Rose, Andresse
2010-01-01
The number of women in science and engineering is growing, yet men continue to outnumber women, especially at the upper levels of these professions. In elementary, middle, and high school, girls and boys take math and science courses in roughly equal numbers, and about as many girls as boys leave high school prepared to pursue science and…
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PATHWAYS TO PROGRESS, A RESEARCH MONOGRAPH FROM OHIO'S PROGRAMS
ERIC Educational Resources Information Center
KOLB, DAVID A.
THE EFFECT OF A TRAINING PROGRAM IN ACHIEVEMENT MOTIVATION ON THE OF EDUCATION FOR THE ACADEMICALLY TALENTED STUDENT. AMONG PRESENTED. TWENTY BOYS WITH IQ'S ABOVE 120 AND SCHOOL GRADES BELOW C RECEIVED THE TRAINING PROGRAM IN ADDITION TO AN ACADEMIC SUMMER SCHOOL PROGRAM. THEY WERE COMPARED TO A CONTROL GROUP OF 37 SIMILAR BOYS WHO RECEIVED ONLY…
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ERIC Educational Resources Information Center
Rosvall, Per-Åke
2015-01-01
Previous research presented in this journal and elsewhere has suggested that vocational education is highly gender segregated and it is the heavy industrial sectors such as industry, vehicle and construction programmes that mainly attract boys with an anti-school attitude who are not interested in academic school work. However, there are good…
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Role-Taking in Small Book-Discussion Groups by First-Grade Boys in a Single-Gender School
ERIC Educational Resources Information Center
Das, Sudarshana
2010-01-01
Gender and achievement is controversial. Social and cultural concerns about who boys are and who they should become is tied closely to how both coeducational and single-gender schools function, and how they approach literacy issues. Currently, there is little understanding of social and cultural influences on students' experiences with discourse…
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ERIC Educational Resources Information Center
Grady, Marilyn L.
2006-01-01
There is constant reference to the "Old Boys Network" in the literature about access to administrative roles for women. Two books by Bob Greene capture a "Boys Network" both young and old. The first is "Be True To Your School: A Diary of 1964." It is Greene's journal of his high school years presented as a book. It chronicles his experiences as a…
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ERIC Educational Resources Information Center
Ilahi, Nadeem
Using panel data from Peru, this paper investigates the determinants of the allocation of boys' and girls' time to schooling, housework, and income-generating activities. Specifically, it explores whether sickness, employment of adult women, infrastructure, and female headship have different impacts on the time use of boys and girls. Girls mostly…
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Access to Upper-Level Mathematics: The Stories of Successful African American Middle School Boys
ERIC Educational Resources Information Center
Berry, Robert Q., III
2008-01-01
This article is about 8 African American middle school boys who have experienced success in mathematics. Five themes emerged from the data: (a) early educational experiences, (b) recognition of abilities and how it was achieved, (c) support systems, (d) positive mathematical and academic identity, and (e) alternative identities. (Contains 4…
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Interrogating Single-Sex Classes as a Strategy for Addressing Boys' Educational and Social Needs
ERIC Educational Resources Information Center
Martino, Wayne; Mills, Martin; Lingard, Bob
2005-01-01
This paper explores the policy of single-sex classes that is currently being adopted in some schools as a strategy for addressing boys educational and social needs. It draws on research in one Australian government, coeducational primary school to examine teachers' and students' experiences of this strategy. Interviews with the principal, male and…
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High School Male and Female Learning-Style Similarities and Differences in Diverse Nations.
ERIC Educational Resources Information Center
Honigsfeld, Andrea; Dunn, Rita
2003-01-01
Investigated gender differences in the learning styles of high school boys and girls from Bermuda, Brunei, Hungary, Sweden, and New Zealand. Data from student surveys indicated that although boys' and girls' learning styles differed in numerous ways, individuals within each group were more unique then either group as a whole. Country-specific…
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An Observational Study of Early Heterosexual Interaction at Middle School Dances
ERIC Educational Resources Information Center
Pellegrini, Anthony D.; Long, Jeffery D.
2007-01-01
In this longitudinal, observational study of heterosexual interaction at middle school dances we examined the degree to which boys' and girls' groups became more gender integrated over time. The results show groups became more integrated over time with the pattern differing by gender. Boys had a relatively low level of contact with girls over the…
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Hemat, Osman; Siddiq, Wahid; Jewkes, Rachel
2018-01-01
Background Child peer violence is a global problem and seriously impacts children’s physical and psychological health, and their education outcomes. There are few research studies on children’s peer violence available in South Asian countries, particularly in Afghanistan. This paper describes the prevalence of children’s peer violence perpetration and victimization and associated factors among school children in Afghanistan. Methods A total of 770 children were recruited into a baseline study conducted as part of an intervention evaluation in 11 schools (seven girls’ and four boys’ schools). All children were interviewed with a questionnaire developed for the study. The main outcome is a three-level peer violence variable consisting of (a) no violence, (b) victimization only, or (c) perpetration (with or without victimization). Peer violence victimization was measured through the Multidimensional Peer-Victimization Scale, and peer violence perpetration was measured through an adjusted version of the same scale with wording changed to measure perpetration. Results 49.7% of boys and 43.3% of girls reported having experienced more than one instance of violence victimization in the past month, and 31.7% of boys and 17.6% of girls disclosed perpetration of more than one instance of violence in the past month, with considerable overlap found between experience of victimization and perpetration, particularly among boys. Multinomial models of factors associated with peer violence show that for boys, food insecurity was associated with perpetration of peer violence but not with victimization, and experiencing corporal punishment at school in the last month was significantly associated with both peer victimization and perpetration. For girls, food insecurity, more depressive symptoms and experiencing any beating at home were associated with both violence victimization and perpetration. Having a disability was associated with victimization only, and having witnessed their father fighting and experiencing any kind of corporal punishment were associated with peer violence perpetration only. Discussion Peer violence in Afghanistan is linked to food insecurity, exposure of children to witnessing family violence, and children’s experience of physical violence at home and corporal punishment at school. School-based settings provide an important platform for interventions to reduce and prevent peer violence; however, such interventions may benefit from broader violence-prevention initiatives conducted at the community level. PMID:29438396
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ERIC Educational Resources Information Center
Annesi, James J.; Westcott, Wayne L.; Faigenbaum, Avery D.; Unruh, Jennifer L.
2005-01-01
To address reduced physical education (PE) in elementary schools, a 12-week physical activity protocol was tested on 5-12-year-old, primarily African American, girls (n = 226) and boys (n = 344) at 14 YMCA after-school care sites. The 3 times/week, 45-min session curriculum included cardiovascular, resistance, and flexibility training, in which…
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Botello-Harbaum, M; Haynie, D L; Murray, K W; Iannotti, R J
2011-07-01
Subjective health complaints are common among adolescents. There is evidence that girls are more likely to register complaints than boys. This study examines gender differences in the relationship between daily smoking and recurrent subjective health complaints in school-aged adolescents in the USA. A cross-sectional design with a multistage probability sample was used to survey 13,339 middle and high school students (grades 6 through 10) with the US 2001-2002 Health Behavior in School-Aged Children Survey. Recurrent subjective health complaints were higher for adolescents who smoke daily and experiment with cigarettes than for those who never smoke. In logistic regression analyses, the odds of daily smoking increased twofold for both boys and girls who report recurrent irritability/bad temper. For girls, the odds of daily smoking were higher among those who reported recurrent headache, stomachache and backache compared with never smokers. For boys only recurrent backache and feeling dizzy were associated with increased odds of daily smoking. The relationship between recurrent subjective health complaints and daily smoking provides new insights into both conditions for school-aged adolescents. Findings from this study suggest different patterns of association between daily smoking and recurrent subjective health complaints occur for girls and boys. Further studies are needed to explore causes and treatment of daily smoking and recurrent health complaints among school-aged children. © 2010 Blackwell Publishing Ltd.
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Differences in students' mathematics engagement between gender and between rural and urban schools
NASA Astrophysics Data System (ADS)
Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin
2017-01-01
The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools and also among the boys.
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Stone, Michelle R; Faulkner, Guy E; Mitra, Raktim; Buliung, Ron
2012-07-23
A child's opportunity for physical activity and the safety of engaging in activity are influenced by built environment (BE) elements. This study examined the relationship of neighbourhood type and socio-economic status (SES) with activity using a sampling frame that purposely located schools in varying neighbourhoods to ensure that there was variability in BE characteristics and SES. Participants (1,027 Grade 5 & 6 students, Toronto, ON) were drawn from 16 schools that varied by neighbourhood type (pre-1946 "old/urban BE" with grid-based street layout versus post-1946 "new/inner-suburban BE" with looping street layout) and socio-economic status (low and high SES). Physical activity was recorded by accelerometry for seven days. Only children living within 1.6 km of school were included in the analyses (n=713; boys=339, girls=374). Generalized linear mixed models examined sex-specific differences in physical activity across four geographic stratifications: old BE, low-SES (OL); old BE, high-SES (OH); new BE, low-SES (NL); and new BE, high-SES (NH). Children who attended schools in more affluent neighbourhoods (urban and inner-suburban) had more positive physical activity profiles. Across school days, boys were more active in inner-suburban neighbourhoods whereas urban and inner-suburban girls' activity levels were similar. On the weekend, the influence of the neighbourhood environment was stronger, especially for girls and also for boys with respect to total activity and the accumulation of moderate-to-vigorous physical activity. These findings focus attention on the need to consider the broader social and temporal contexts of specific geographic locations when planning and implementing built environment interventions to increase physical activity among children.
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Gender differences in physiologic markers and health behaviors associated with childhood obesity.
Govindan, Morgen; Gurm, Roopa; Mohan, Sathish; Kline-Rogers, Eva; Corriveau, Nicole; Goldberg, Caren; Durussel-Weston, Jean; Eagle, Kim A; Jackson, Elizabeth A
2013-09-01
Previous studies have demonstrated gender-related differences in body composition, physical activity, and diet. This observational study assesses gender variance in independent predictors for obesity to determine targeted areas for intervention. Data from 1714 sixth-grade students enrolled in Project Healthy Schools were compared by using health behaviors and physiologic markers (lipids, random glucose, blood pressure, and resting and recovery heart rates). Students were stratified by gender and obesity (BMI ≥95th percentile by age and gender). Physiologic markers and behaviors were compared by using χ(2) analysis. Univariate associations with P < .10 were included in a stepwise logistic regression model to determine independent predictors for obesity by gender. Nonobese students (both boys and girls) showed significantly healthier physiologic parameters compared with their obese counterparts. Two behaviors independently correlated with obesity in both boys and girls: regularly eating school lunches (odds ratio [OR] 1.29, 95% confidence interval [CI] 1.01-1.64; OR 1.27, 95% CI 1.00-1.62, respectively) and watching ≥2 hours of television per day (OR 1.19, 95% CI 1.07-1.32; OR 1.19, 95% CI 1.06-1.34, respectively). Vigorous physical activity and involvement in school sports teams appeared to be protective against obesity in boys (OR 0.90, 95% CI 0.82-0.98; OR 0.77, 95% CI 0.64-0.94, respectively), whereas milk consumption appeared protective in girls (OR 0.81, 95% CI 0.67-0.98). Among middle-school children, we observed gender-related differences in factors associated with obesity. Additional research is warranted to determine the beneficial impact of improving school lunches and decreasing screen time, while improving our understanding of gender-related differences in milk consumption and physical activities in relation to BMI.
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The incidence of color blindness among some school children of Pokhara, Western Nepal.
Niroula, D R; Saha, C G
2010-03-01
The incidence of color blindness varies from race to race and different in different geographical area. Since, there is no such report about the prevalence of color blindness in the western part of Nepal, the present study had been conducted to find out the incidence of color blindness among school children of Pokhara city, western Nepal. Participant's (n=964, 474 boys, 490 girls, age group 10 to 19 years) color vision was tested by using Ishihara chart (38 plates). Among 474 boys, 18 boys were color blind with the prevalence of 3.8%. None of girls were found to be color blind. Out of 18 color blind boys, nine, six and three boys were the victims of deuteranopia, deuteranomaly and protanomaly respectively. The incidence of color blindness were more amongst the Darji (14.3%) and Newar (9.1%) ethnic groups.
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Queirós, Andreia N; Vagos, Paula
2016-10-01
The goal of this research was to develop and psychometrically evaluate the Portuguese version of the Revised Peer Experience Questionnaire, which assesses aggression, victimization and prosocial behavior. Victimization and aggression among adolescents in school settings is a growing problem, not yet fully understood or properly evaluated, particularly in Portugal. A sample of 1320 adolescents was recruited (52.7% female), with ages varying from 10 to 18 years old, attending middle and high school. Confirmatory factor analysis confirms the measurement model of the instrument's bully and victim versions, as evaluating overt, relational, and reputational aggression/victimization and providing/receiving prosocial behavior, respectively. This measurement model was invariant across schooling and gender, showed adequate internal consistency indicators, and presented evidence for construct validity in relation to other variables. Descriptive analyses indicate that boys are more aggressive in overt and relational forms and victimized through overt aggression, whereas girls are more aggressive and victimized relationally. More than any form of aggression or victimization, boys and girls revealed higher values for engaging in and receiving prosocial behavior. These results suggest that this instrument is a reliable, valid, and structurally sound measure of aggression, victimization and prosocial behavior in this Portuguese school-based community sample. Hence, its use may assist researchers in gaining a better understanding of adolescent aggression and victimization. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
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Home/family, peer, school, and neighborhood correlates of obesity in adolescents.
Larson, N I; Wall, M M; Story, M T; Neumark-Sztainer, D R
2013-09-01
This study was designed to (1) identify the most important home/family, peer, school, and neighborhood environmental characteristics associated with weight status and (2) determine the overall contribution of these contexts to explaining weight status among an ethnically/racially diverse sample of adolescents. Surveys and anthropometric measures were completed in 2009-2010 by 2,793 adolescents (53.2% girls, mean age = 14.4 ± 2.0, 81.1% non-white) in Minneapolis/St. Paul, Minnesota schools. Data representing characteristics of adolescents' environments were collected from parents/caregivers, friends, school personnel, and Geographic Information System sources. Multiple regression models controlled for adolescent age, ethnicity/race, and socioeconomic status. The variance in body mass index (BMI) z-scores explained by 51 multicontextual characteristics was 24% for boys and 22% for girls. Across models, several characteristics of home/family (e.g., infrequent family meals) and peer environments (e.g., higher proportion of male friends who were overweight) were consistently associated with higher BMI z-scores among both boys and girls. Among girls, additional peer (e.g., lower physical activity among female friends) and neighborhood (e.g., perceived lack of safety) characteristics were consistently associated with higher BMI z-scores. Results underscore the importance of addressing the home/family and peer environments in future research and intervention efforts designed to reduce adolescent obesity. Copyright © 2013 The Obesity Society.
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Astell-Burt, Thomas; Maynard, Maria J; Lenguerrand, Erik; Harding, Seeromanie
2012-01-01
To investigate the effect of racism, own-group ethnic density, diversity and deprivation on adolescent trajectories in psychological well-being. Multilevel models were used in longitudinal analysis of psychological well-being (total difficulties score (TDS) from Goodman's Strengths and Difficulties Questionnaire, higher scores correspond to greater difficulties) for 4782 adolescents aged 11-16 years in 51 London (U.K.) schools. Individual level variables included ethnicity, racism, gender, age, migrant generation, socio-economic circumstances, family type and indicators of family interactions (shared activities, perceived parenting). Contextual variables were per cent eligible for free school-meals, neighbourhood deprivation, per cent own-group ethnic density, and ethnic diversity. Ethnic minorities were more likely to report racism than whites. Ethnic minority boys (except Indian boys) and Indian girls reported better psychological well-being throughout adolescence compared to their white peers. Notably, lowest mean TDS scores were observed for Nigerian/Ghanaian boys, among whom the reporting of racism increased with age. Adjusted for individual characteristics, psychological well-being improved with age across all ethnic groups. Racism was associated with poorer psychological well-being trajectories for all ethnic groups (p<0.001), reducing with age. For example, mean difference in TDS (95% confidence interval) between boys who experienced racism and those who did not at age 12 years=1.88 (+1.75 to +2.01); at 16 years = +1.19 (+1.07 to +1.31). Less racism was generally reported in schools and neighbourhoods with high than low own-group density. Own ethnic density and diversity were not consistently associated with TDS for any ethnic group. Living in more deprived neighbourhoods was associated with poorer psychological well-being for whites and black Caribbeans (p<0.05). Racism, but not ethnic density and deprivation in schools or neighbourhoods, was an important influence on psychological well-being. However, exposure to racism did not explain the advantage in psychological well-being of ethnic minority groups over whites.
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Idrizovic, Kemal; Zenic, Natasa; Tahirajl, Enver; Rausavljevic, Nikola; Sekulic, Damir
2015-01-01
Though adolescence is recognised as a critical period for smoking prevention, there is a lack of research focused on this issue in Kosovo. The aim of this study has been to examine the gender-specific factors of influence (predictors) for smoking among adolescents in Pristina, Kosovo. The study sample comprised 1002 adolescents at the age of 17-18 (366 boys, 636 girls), all of whom were in the school's 12th grade. The predictors included sociodemographic variables, familial (i.e.,parental) monitoring, parents' educational background, and sport-related factors. The Chi2 and forward stepwise logistic regression analyses with a dichotomous criterion (smoking vs. non-smoking) were applied. The incidence of smoking was high (31% and 40% smokers, including 7% and 12% daily smokers for girls and boys, respectively). The regression model revealed more frequent absence from school(odds ratio (OR): 1.544; 95% confidence interval (Ci): 1.063-2.243), more unexcused school absences (OR: 1.360; 95% CI: 1.029-1.796), and frequent parental questioning (OR: 1.530; 95% CI: 1.020-2.295) to be significant predictors'of smoking among boys. For girls, a higher risk of smoking was associated with lower scholastic achievement (OR: 1.467; 95% CI: 1.089-1.977), more frequent absence from school (OR: 1.565; 95% CI: 1.137-2.155), increased conflict with parents (OR: 1.979; 95% CI: 1.405-2.789),and a self-declared perception of less parental care (OR: 0.602; 95% CI: 0.377-0.962). Sports were not found to be strongly related to smoking. However, a high riskof daily smoking was found among boys who participated in team sports and subsequently quit. This study reinforces the need for gender- and culture-specific approaches to studying the factors that influence smoking among adolescents.
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I Can Hardly Wait Till Monday: Women Teachers Talk about What Works for Them and for Boys.
ERIC Educational Resources Information Center
Hartman, Deborah
Noting that the majority of teachers of boys are women, this book provides a series of case studies in which experienced women teachers talk about enjoying and using boys' energy in the classroom, tuning in to the ways that boys communicate, and varying lessons to suit all learning styles. Case studies from various schools in Australia illustrate…
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Daily physical activity patterns of children living in an American Indian community.
Brusseau, Timothy A; Kulinna, Pamela H; Tudor-Locke, Catrine; Ferry, Matthew
2013-01-01
Embracing a physically active lifestyle is especially important for American Indian (AI) children who are at a greater risk for hypokinetic diseases, particularly Type 2 diabetes. The purpose of this study was to describe AI children's pedometer-determined physical activity (PA) segmented into prominent daily activity patterns. Participants included 5th- and 6th-grade children (N = 77) attending school from 1 Southwestern US AI community. Children wore a pedometer (Yamax Digiwalker SW-200) for 7 consecutive days. Boys accumulated 12,621 (± 5385) steps/weekday and girls accumulated 11,640 (± 3695) steps/weekday of which 38% (4,779 ± 1271) and 35% (4,027 ± 1285) were accumulated at school for boys and girls, respectively. Physical education (PE) provided the single largest source of PA during school for both boys (25% or 3117 steps/day) and girls (23% or 2638 steps/day). Lunchtime recess provided 1612 (13%) and 1241 (11%) steps/day for boys and girls, respectively. Children were significantly less active on weekend days, accumulating 8066 ± 1959 (boys) and 6676 ± 1884 (girls). Although children accumulate a majority of their steps outside of school, this study highlights the important contribution of PE to the overall PA accumulation of children living in AI communities. Further, PA programming during the weekend appears to be important for this population.
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Fujii, Katsunori; Tanaka, Nozomi; Mishima, Takaaki
2013-12-01
In the present study, a regression analysis of BMI and body fat percentage in each school year was performed with cross-sectional data in school-aged children. The qualitative changes in physique during the school-age years were examined by showing the changes in the level of body fat accu- mulation with age. The subjects were 789 boys and girls (469 boys, 320 girls) aged 7 to 14 years who participated in regular sports activities. Height, weight and body fat percentage were measured. Fat free mass was calculated by subtracting fat mass from body weight. BMI was calculated as body weight (kg) divided by the square of height (m). Regression analysis was conducted for fat percentage against BMI in boys and girls of all school years, and the level of body fat accumulation was considered, the distributions of the frequency of age change were examined. As a result, in the frequency distribution charts there was a shift from excessive fat to low fat from age 7 to 14 years. A χ2 test was then performed for these frequency distribution charts, and the results showed a significant difference in the frequency distribution in each year (P < 0.01). This trend was clearly in boys, and meaning was found in clarifying the changes with age in the body composition balance in boys and girls.
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Ferrari, Gerson Luis de Moraes; Pires, Carlos; Solé, Dirceu; Matsudo, Victor; Katzmarzyk, Peter T; Fisberg, Mauro
2018-01-04
To identify factors associated with total sedentary time and screen time in children aged 9-11 years. For seven consecutive days, 328 children (51.5% boys) used accelerometers to monitor total sedentary time. Screen time was calculated by the self-reporting method. Individual, family, family environment, and school environment questionnaires were filled out. Body composition was measured using a Tanita scale. The mean sedentary time was 500min/day (boys: 489, girls: 511, p=0.005), and mean screen time was 234min/day (boys: 246, girls: 222, p=0.053). In both genders, factors associated with sedentary time were healthy dietary pattern and moderate-to-vigorous physical activity. In boys, only moderate-to-vigorous physical activity was significant; in girls, the healthy dietary pattern, moderate-to-vigorous physical activity, and transportation to school were significant. As for the screen time, the associated factors were body mass index and healthy dietary pattern (both genders). In boys, the associated factors were body mass index, healthy dietary pattern, and television in the bedroom. In girls, the associated factors were healthy dietary pattern, transportation to school, and physical activity policies or practice at school. Several associated factors were identified in the association between total sedentary time and screen time in children; however, only the healthy dietary pattern was common between sedentary time and screen time. Copyright © 2017. Published by Elsevier Editora Ltda.
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Arora, Monika; Gupta, Vinay K; Nazar, Gaurang P; Stigler, Melissa H; Perry, Cheryl L; Reddy, K Srinath
2012-05-01
To examine the longitudinal relationship between exposure and receptivity to tobacco advertisements and progression towards tobacco use among adolescents in India. A 2-year longitudinal group-randomised trial, Mobilizing Youth for Tobacco Related Initiatives (MYTRI), was undertaken from 2004 to 2006 in 32 schools in Delhi and Chennai. Among the control schools (n=16), mixed-effects regression models were used to assess the objectives. Subjects Students who were non-susceptible, never users of tobacco (n=2782) at baseline (2004) in the control schools of Project MYTRI, who progressed academically and were followed up at endline (2006). Progression towards tobacco use (on tobacco uptake continuum). Bivariate results suggest that exposure to tobacco advertisements at baseline was associated in a dose-dependent manner with progression at endline. Students exposed at more than four places were 1.5 times (95% CI 1.12 to 1.94; p<0.05) more likely to progress towards tobacco use at endline versus those not exposed. Among boys, those exposed at more than four places were 1.7 times more likely to progress (95% CI 1.14 to 2.62; p<0.05). These significant results disappeared in multivariate analysis, when other psychosocial risk factors for tobacco use were controlled. In both bivariate and multivariate analyses, the risk of progression at endline was more than two times higher (95% CI 1.28 to 4.32; p<0.05) among boys who were highly receptive versus non-receptive boys. The same relationship did not hold among girls. High receptivity to tobacco advertising predicts future progression to tobacco use among boys in India. Suggestive evidence exists of a causal relationship between tobacco marketing and adolescent tobacco use.
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A longitudinal study on boys' and girls' career aspirations and interest in technology
NASA Astrophysics Data System (ADS)
Ardies, Jan; De Maeyer, Sven; Gijbels, David
2015-09-01
Background: More young people, boys and girls, are needed in technical studies and professions, as the relative number of students in technology-related studies has been decreasing in most industrialised countries. To overcome this decrease several countries implemented mandatory technology classes in the curriculum of secondary education. Purpose: This study has two goals: exploring the evolution of pupils' interest during the year(s) they attend the mandatory technology classes and exploring determining characteristics for differences in boys' and girls' attitude change over time. Sample: This study focuses on data gathered in the first and second grade of the first cycle in general secondary education in the North region of Belgium, Flanders. In a first stage we selected a good representation of geographically spread schools (n = 20), from which over 1300 students participated. Design and methods: A longitudinal study with eight measurement occasions spread over the course of two years is presented in order to capture the evolution of students' attitudes, making use of a multilevel growth model analysis. Results: The results show that students' interest in technology decreases over time, although at the end of each grade interest is increasing again. Boys' and girls' interest in technology also evolves a little different in the first cycle of secondary education. For career aspirations we didn't see any significant difference between boys and girls. Boys' and girls' aspirations decrease over time with a little increase by the end of the second grade. Students with a more technological curriculum also have more career aspirations in the field of technology than their peers with other curricula. Although students' perceptions about technology as a subject for boys and girls are largely stable. Conclusions: The evolution of students' attitude is far from linear, this strengthens us in the choice for a more complex analysis model and the choice for more measuring points than only at the beginning and the end when analysing students' attitudes towards technology. With this research we found that students interest and aspirations in the field of technology are not stable and do change in the first cycle of secondary education. Overall, we can conclude that if the goal of technology education at school maintains to promote 'a larger number of students in technological oriented studies and professions', there is still much to do.
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Who Has the Advantage? Race and Sex Differences in Returns to Social Capital at Home and at School.
Dufur, Mikaela J; Parcel, Toby L; Hoffmann, John P; Braudt, David B
2016-09-01
A growing body of literature suggests that social capital is a valuable resource for children and youth, and that returns to that capital can increase academic success. However, relatively little is known about whether youth from different backgrounds build social capital in the same way and whether they receive the same returns to that capital. We examine the creation of and returns to social capital in family and school settings on academic achievement, measured as standardized test scores, for white boys, black boys, white girls, and black girls who were seniors in high school in the United States. Our findings suggest that while youth in different groups build social capital in largely the same way, differences exist by race and sex as to how family social capital affects academic achievement. Girls obtain greater returns to family social capital than do boys, but no group receives significant returns to school social capital after controlling for individual- and school-level characteristics.
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Who Has the Advantage? Race and Sex Differences in Returns to Social Capital at Home and at School*
Dufur, Mikaela J.; Parcel, Toby L.; Hoffmann, John P.; Braudt, David B.
2016-01-01
A growing body of literature suggests that social capital is a valuable resource for children and youth, and that returns to that capital can increase academic success. However, relatively little is known about whether youth from different backgrounds build social capital in the same way and whether they receive the same returns to that capital. We examine the creation of and returns to social capital in family and school settings on academic achievement, measured as standardized test scores, for white boys, black boys, white girls, and black girls who were seniors in high school in the United States. Our findings suggest that while youth in different groups build social capital in largely the same way, differences exist by race and sex as to how family social capital affects academic achievement. Girls obtain greater returns to family social capital than do boys, but no group receives significant returns to school social capital after controlling for individual- and school-level characteristics. PMID:27594731
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Sexuality and school shootings: what role does teasing play in school massacres?
Klein, Jessie
2006-01-01
Conventional explanations - lax gun control laws, media violence, single and working parents - do not adequately explain the recent spate of school shootings, and neither does bullying by itself, an explanation recently gaining more traction. A certain type of bullying, however, is revealed as particularly culpable. Many of the recent shootings share a disturbing component: The perpetrators were repeatedly, even relentlessly, accused by "preps and jocks" of being gay. Gay harassment is proposed as a point of departure for understanding the causes of school shootings. When boys who believe on some level that they warrant privilege, are instead harassed, they may feel driven to avenge the "wrong," and re-assert a more dominant, powerful, and victorious masculinity. These circumstances call for a cultural transformation such that "boys will be boys" is no longer used as an alibi for violence. The author presents implications for school-based social work practice, teacher and administrator interventions, as well as other prevention strategies.
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Obesity among secondary school students in Bahrain.
Musaiger, A O; Matter, A M; Alekri, S A; Mahdi, A R
1993-01-01
The aim of this study is to estimate the prevalence of obesity and factors associated with it in Bahraini secondary school students. A cross-sectional study involving a sample of 825 students (417 boys and 408 girls) aged 15 to 21 years was obtained from secondary schools. Obesity was determined using body mass index (BMI = Wt/Ht2). The findings revealed that 15.6% of boys and 17.4% of girls were either overweight or obese (BMI > or = 25). Family size, parents education, and family history of obesity were significantly associated with obesity among boys, while family history was the only socio-economic factors statistically associated with obesity among girls. Meal patterns such as eating between meals, number of meals per day, and method of eating were not associated with obesity in students. Boys who ate alone were 3 times more likely to be obese than those who ate with family members (odd ratio = 3.4). Measures to prevent and control obesity among children are suggested.
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Gauthier, G. Robin; Hill, Patricia Wonch; McQuillan, Julia; Spiegel, Amy N.; Diamond, Judy
2017-01-01
In the United States, girls and boys have similar science achievement, yet fewer girls aspire to science careers than boys. This paradox emerges in middle school, when peers begin to play a stronger role in shaping adolescent identities. We use complete network data from a single middle school and theories of gender, identity, and social distance to explore how friendship patterns might influence this gender and science paradox. Three patterns highlight the social dimensions of gendered science persistence: (1) boys and girls do not differ in self-perceived science potential and science career aspirations; (2) consistent with gender-based norms, both middle school boys and girls report that the majority of their female friends are not science kinds of people; and (3) youth with gender-inconsistent science aspirations are more likely to be friends with each other than youth with gender normative science aspirations. Together, this evidence suggests that friendship dynamics contribute to gendered patterns in science career aspirations. PMID:28491465
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Helping Muslim Boys Succeed: The Case for History Education
ERIC Educational Resources Information Center
Wilkinson, Matthew L. N.
2014-01-01
Recent research suggests that Muslim boys have become the "New Folk Devils" of British education, who are characterised by resistance to formal education, especially at secondary level, and under-achievement. Since the 1990s, British Muslim boys would appear to have become increasingly alienated from compulsory schooling, especially in…
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Child-Centered Group Play Therapy with African American Boys at the Elementary School Level
ERIC Educational Resources Information Center
Baggerly, Jennifer; Parker, Max
2005-01-01
African American boys face numerous challenges in society within the United States, including prejudice, discrimination, racism, economic hardship, limited access to support services, educational biases, and community violence. According to Pierce (1988), the psychic assault of subtle racism against African American boys erode their…
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Educating Boys: Tempering Rhetoric with Research
ERIC Educational Resources Information Center
Froese-Germain, Bernie
2006-01-01
In the context of boys' declining academic achievement in schools in relation to girls, this article highlights some critical issues arising from the debate on boys' education. The emphasis is on the contribution of feminist analysis and other perspectives to broaden and contextualize the debate. This includes, for example, the need to carefully…
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Straatmann, Viviane S.; Almquist, Ylva B.; Oliveira, Aldair J.; Rostila, Mikael; Lopes, Claudia S.
2018-01-01
We investigated the stability and the directionality of being body bullied and a set of four variables– 1) Body Mass Index (BMI), 2) moderate and vigorous physical activity (MVPA), 3) television time (TV) and 4) video game/computer time (VG)-, termed in the present study as ‘health-related state and behaviours (HRSB)’–across adolescence. The Adolescent Nutritional Assessment Longitudinal Study (ELANA) is a cohort study conducted among middle school students from two public and four private schools in Rio de Janeiro-Brazil. We analysed data from 2010 (T1) and 2012 (T2) among 810 adolescents (aged 9–15 at T1). Gender-specific structural equation models (SEM) were estimated, including autoregressive paths for the HRSB and being body bullied over time, correlations at T1 and T2, respectively, and cross-lagged effects. The results presented significant stability coefficients for almost all variables over time in both genders (except for MVPA in boys and girls and TV time among girls). There were positive correlations between BMI and being body bullied, as well as between TV and VG for boys (0.32, p<0.001 and 0.24, p<0.001, respectively) and girls (0.30, p<0.001 and 0.30, p<0.001, respectively) at T1. It remained significant at T2 (boys: 0.18, p<0.05 and 0.16, p<0.01; girls: 0.21, p<0.01 and 0.22, p<0.01, respectively). Examining the cross-lagged paths between being body bullied and HRSB, we observed that the reciprocal model provided the best fit for boys, indicating that BMI at T1 had a significant effect in being body bullied at T2 (0.12, p<0.05) and being body bullied at T1 had an effect on VG at T2 (0.14, p<0.01). Among girls the forward causation model showed the best fit, demonstrating a significant effect of being body bullied at T1 on VG at T2 (0.16, p<0.01). Apart from MVPA, both being body bullying and HRSB were largely stable across adolescence. For boys and girls alike, exposure to being body bullied seemed to increase their time spent on VG, while for boys BMI also predicted being body bullied. This study highlighted the complex interplay between being body bullied and HRSB and the importance of acknowledging gender differences in this context. PMID:29342218
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Straatmann, Viviane S; Almquist, Ylva B; Oliveira, Aldair J; Rostila, Mikael; Lopes, Claudia S
2018-01-01
We investigated the stability and the directionality of being body bullied and a set of four variables- 1) Body Mass Index (BMI), 2) moderate and vigorous physical activity (MVPA), 3) television time (TV) and 4) video game/computer time (VG)-, termed in the present study as 'health-related state and behaviours (HRSB)'-across adolescence. The Adolescent Nutritional Assessment Longitudinal Study (ELANA) is a cohort study conducted among middle school students from two public and four private schools in Rio de Janeiro-Brazil. We analysed data from 2010 (T1) and 2012 (T2) among 810 adolescents (aged 9-15 at T1). Gender-specific structural equation models (SEM) were estimated, including autoregressive paths for the HRSB and being body bullied over time, correlations at T1 and T2, respectively, and cross-lagged effects. The results presented significant stability coefficients for almost all variables over time in both genders (except for MVPA in boys and girls and TV time among girls). There were positive correlations between BMI and being body bullied, as well as between TV and VG for boys (0.32, p<0.001 and 0.24, p<0.001, respectively) and girls (0.30, p<0.001 and 0.30, p<0.001, respectively) at T1. It remained significant at T2 (boys: 0.18, p<0.05 and 0.16, p<0.01; girls: 0.21, p<0.01 and 0.22, p<0.01, respectively). Examining the cross-lagged paths between being body bullied and HRSB, we observed that the reciprocal model provided the best fit for boys, indicating that BMI at T1 had a significant effect in being body bullied at T2 (0.12, p<0.05) and being body bullied at T1 had an effect on VG at T2 (0.14, p<0.01). Among girls the forward causation model showed the best fit, demonstrating a significant effect of being body bullied at T1 on VG at T2 (0.16, p<0.01). Apart from MVPA, both being body bullying and HRSB were largely stable across adolescence. For boys and girls alike, exposure to being body bullied seemed to increase their time spent on VG, while for boys BMI also predicted being body bullied. This study highlighted the complex interplay between being body bullied and HRSB and the importance of acknowledging gender differences in this context.
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TOO COOL FOR SCHOOL? VIOLENCE, PEER STATUS, AND HIGH SCHOOL DROPOUT*
Staff, Jeremy; Kreager, Derek A.
2014-01-01
Research shows that peer status in adolescence is positively associated with school achievement and adjustment. However, subculture theories of juvenile delinquency and school-based ethnographies suggest that (1) disadvantaged boys are often able to gain some forms of peer status through violence and (2) membership in violent groups undermines educational attainment. Building on these ideas, we use peer network data from the National Longitudinal Study of Adolescent Health (Add Health) to examine whether peer status within highly violent groups increases male risks of high school dropout. Consistent with the subcultural argument, we find that disadvantaged boys with high status in violent groups are at much greater risks of high school dropout than other students. PMID:25484458
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Gee, Kevin A; Cho, Rosa Minhyo
2014-12-01
Bullying is a growing public health concern for South Korean adolescents. In our quantitative investigation, we analyze the frequency with which Korean adolescents in single-sex versus coeducational schools are targets of or engage in three peer aggressive behaviors (verbal, relational (social exclusion), and physical (including theft)). We use two nationally representative datasets, the 2011 Trends in International Mathematics and Science Study (TIMSS) and the 2005 Korea Education Longitudinal Study (KELS), and rely on propensity score matching (PSM). For adolescent girls, we find that being in all-girls schools mitigates both their exposure to and engagement in peer victimization. For adolescent boys, we find that boys in all-boys schools have significantly higher odds of experiencing more frequent verbal and physical attacks versus their counterparts in coeducational schools. Our findings strongly suggest that interventions to mitigate peer victimization and aggression in Korea should consider the gendered schooling contexts in which they are implemented. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
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Berger, U; Schaefer, J-M; Wick, K; Brix, C; Bormann, B; Sowa, M; Schwartze, D; Strauss, B
2014-08-01
Representative surveys indicate that eating disorders are an increasing problem, especially among (pre)adolescents. We assessed the effects of a German school-based primary prevention program ("Torera") for seventh graders. Torera especially relates to pathological eating behavior in the realm of bulimia nervosa or binge eating disorder. The program is built upon two previously evaluated modules for sixth graders with a gender-specific adaption. The coeducational intervention involves nine manual-guided lessons touching a wide range of eating-related problems. Twenty-two Thuringian secondary schools (n = 256 boys and 277 girls, aged 11-13 years at baseline) participated in a trial with 2 control groups (untreated and pretreated) with pre-post assessment. Primary outcomes were conspicuous eating behavior and body self-esteem, measured by standardized questionnaires (SCOFF, EAT-26D, and FBeK). Girls and students at risk showed significant improvement with small (d = 0.35) to medium (d = 0.66) effect sizes on eating behavior, significantly mediated by body self-esteem. Boys only improved with respect to eating attitudes, revealing a small effect size (d = 0.35). With relatively low implementation costs (about
2.50 per student), Torera provides an efficient model for reducing risky eating behavior and strengthening body self-esteem without negative side effects. To improve the effectiveness of the intervention, further research efforts focusing on at-risk groups (secondary prevention) and structural actions for prevention (e.g., offering healthy school catering) are needed. -
Assessment of a two-year school-based physical activity intervention among 7-9-year-old children
2011-01-01
Background Physical activity (PA) in children has declined in recent decades, highlighting the need for effective intervention programs for school-aged children. The main objective of this study was to assess to what extent PA during and after school hours changed among children who received a progressive two-year long intervention vs. that of children who only received general curriculum-based PA. Methods A cluster randomized intervention study was conducted and six elementary schools randomly assigned to serve as control- or intervention schools. All children attending second grade (mean age = 7.4 years - born in 1999) were invited to participate in the fall of 2006 (N = 320, 82% participated), again in 2007 (midpoint) and 2008 (end of intervention). The intervention consisted of multi-component PA-intervention during school hours and was conducted by teachers at each intervention school. PA was assessed by means of accelerometers and subjectively at the intervention schools via teachers' PA log-books. Results There was no difference in PA intensity (minutes of moderate-to-vigorous physical activity - min of MVPA) between the two study groups at baseline, but children in the intervention schools were more physically active at moderate-to-vigorous intensity compared to those in control schools after one year of intervention (mean difference of MVPAlog-minutes: 0.61, 95%CI: 0.02, 1.20, p = 0.04). Moreover, the model for minutes of MVPA during school hours, showed a significant three-way interaction between time at mid-point, group and gender (mean difference of MVPAlog-minutes: 1.06, 95%CI: 0.15, 1.97, p = .02), indicating a significantly greater increase among the boys in the intervention schools compared to girls. No difference in PA was detected between the study groups at the end of the study period after two years of intervention. Conclusions The results suggest that the objective of increasing PA at school was met after one year of intervention, and it was more pronounced among boys. The lack of increase at the end of the study period suggested that any increase in PA during school may highly depend on both motivation and training of general teachers. Boys may respond better to PA interventions such as the one described in this study. PMID:22185086
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Narwaria, Y S; Saksena, D N
2013-09-01
To determine prevalence and severity of dental fluorosis in school going children of ten villages of Karera block of Shivpuri District, Madhya Pradesh. Fluoride ion concentration was measured in ten hand pump and two wells waters with a fluoride meter (ORION model 720). For the study total 750 school children were selected from ten government primary schools of ten rural villages. The survey was conducted during the period of November 2007 through December 2009. The dental and oral examination was done by two trained dentists. The occurrence and severity of dental fluorosis was recorded using Dean's index. Drinking water sources considered for study were hand pumps, and wells. Out of 750 children surveyed, 341 were found affected with dental fluorosis. The boys had greater prevalence (46.75%) as compared to girls (42.18%). Dental fluorosis, as assessed by Dean's Index shows that 20.8% children had grade I, 19.47% grade II, 5.2% grade III. Overall, 45.46% of the sample showed some grades of dental fluorosis. In all the 144 water samples from ten villages fluoride level was higher than permissible limits. The boys had greater prevalence of dental fluorosis over the girls.
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Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo
2015-01-01
The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.
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ERIC Educational Resources Information Center
Mateju, Petr; Smith, Michael L.
2015-01-01
This article examines gender gaps in academic performance (grades in mathematics and reading) between boys and girls of ninth-grade elementary schools in the Czech Republic. Our analysis is based on 2003 data from the Programme for International Student Assessment, encompassing the academic performance and family background of ninth-grade pupils.…
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Sexism in Textbooks in Pittsburgh Public Schools, Grades K-5.
ERIC Educational Resources Information Center
Scardina, Florence
Thirty-six textbooks used by the Pittsburgh public schools at grade levels K-5 were reviewed to see how they treat girls vs. boys and men vs. women. Language, reading, science, social studies, and mathematics texts were evaluated. Blatant sexism is found in all areas. Different ideas of behavior and mores are propagated for boys than for girls;…
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Depression and School Performance in Middle Adolescent Boys and Girls
ERIC Educational Resources Information Center
Frojd, Sari A.; Nissinen, Eeva S.; Pelkonen, Mirjami U. I.; Marttunen, Mauri J.; Koivisto, Anna-Maija; Kaltiala-Heino, Riittakerttu
2008-01-01
The study aimed to investigate the associations between different levels of depression with different aspects of school performance. The target population included 2516 7th-9th grade pupils (13-17 years) of whom 90% completed the questionnaire anonymously in the classroom. Of the girls 18.4% and of the boys 11.1% were classified as being depressed…
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Gender in the Early Years: Boys and Girls in an African Working Class Primary School
ERIC Educational Resources Information Center
Bhana, Deevia; Nzimakwe, Thokozani; Nzimakwe, Phumzile
2011-01-01
Understanding the ways in which young boys and girls give meaning to gender and sexuality is vital, and is especially significant in the light of South Africa's commitment to gender equality. Yet the, gendered cultures of young children in the early years of South African primary schools remains a, marginal concern in debate, research and…
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Changes in Badminton Game Play across Developmental Skill Levels among High School Students
ERIC Educational Resources Information Center
Wang, Jianyu; Liu, Wenhao
2012-01-01
The study examined changes in badminton game play across developmental skill levels among high school students in a physical education setting. Videotapes of badminton game play of 80 students (40 boys and 40 girls) in the four developmental skill levels (each skill level had 10 boys and 10 girls) were randomly selected from a database associated…
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Participation in Boys and Girls Clubs: Motivation and Stage Environment Fit
ERIC Educational Resources Information Center
Fredricks, Jennifer A.; Hackett, Kristen; Bregman, Allyson
2010-01-01
This article presents the results of semi-structured in-depth interviews conducted with 54 youth attending six elementary school-based and middle school-based Boys and Girls Clubs in two low-income communities. The first goal of this study was to examine why youth choose to participate in these clubs. The most commonly reported motives include fun…
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Sociocultural Experiences of Bulimic and Non-Bulimic Adolescents in a School-Based Chinese Sample
ERIC Educational Resources Information Center
Jackson, Todd; Chen, Hong
2010-01-01
From a large school-based sample (N = 3,084), 49 Mainland Chinese adolescents (31 girls, 18 boys) who endorsed all DSM-IV criteria for bulimia nervosa (BN) or sub-threshold BN and 49 matched controls (31 girls, 18 boys) completed measures of demographics and sociocultural experiences related to body image. Compared to less symptomatic peers, those…
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ACHIEVEMENT MOTIVE IN HIGH SCHOOL BOYS AND TRAINING FOR IT. PROJECT REPORT.
ERIC Educational Resources Information Center
MEHTA, PRAYAG
IN DELHI, INDIA, TWO STUDIES WERE MADE OF ACHIEVEMENT MOTIVATION (N ACH). IN THE FIRST STUDY, 1,000 IX CLASS BOYS IN SECONDARY SCHOOLS WERE GIVEN A THEMATIC APPERCEPTIVE MEASURE OF N ACH AND AN ACHIEVEMENT MOTIVATION INVENTORY. THE RESULTS AND LIMITATIONS OF THE STUDY ARE DISCUSSED, AND SUGGESTIONS FOR FURTHER RESEARCH ARE MADE. THE SECOND STUDY…
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ERIC Educational Resources Information Center
Kurkcu, Recep; Gokhan, Ismail
2013-01-01
The purpose of this study was to evaluate the effects of acute exercise on respiratory functions, heart-beats, blood pressure, total antioxidative capacity (TAC), oxidative stress index (OSI), lipid hydro-peroxide (LOOHs) and Paraoxonase (PON) in school boys. A sample of 18 male amateur wrestlers are selected for this study. The participants…
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Strategies of Adolescent Girls and Boys for Coping with School-Related Stress
ERIC Educational Resources Information Center
Wilhsson, Marie; Svedberg, Petra; Högdin, Sara; Nygren, Jens M.
2017-01-01
Stress among adolescents in Western societies is becoming an issue of increasing concern of adolescent's health. The aim of this study was to gain greater knowledge about how girls and boys perceive and cope with school-related stress. Participants were 14- to 15-year-old adolescents from a medium-sized municipality in southern Sweden. The data…
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ERIC Educational Resources Information Center
Dean, Michelle; Kasari, Connie; Shih, Wendy; Frankel, Fred; Whitney, Rondalyn; Landa, Rebecca; Lord, Catherine; Orlich, Felice; King, Bryan; Harwood, Robin
2014-01-01
Background: This study examines the social relationships of elementary school children with high-functioning autism, focusing on how gender relates to social preferences and acceptance, social connections, reciprocal friendships, and rejection. Method: Peer nomination data were analyzed for girls with and without ASD (n = 50) and boys with and…
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Generalization in a Child's Oppositional Behavior Across Home and School Settings
ERIC Educational Resources Information Center
Wahler, Robert G.; Vigilante, Vanessa Ann; Strand, Paul S.
2004-01-01
A 9-year-old clinic-referred boy, his mother, and his teacher were observed in 38 home and 38 school sessions on the same days. Categories of the boy's oppositional behavior and the inappropriate social attention of his mother and teacher were graphed to visually inspect changes during baseline, a parent-training phase, a follow-up phase, and a…
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ERIC Educational Resources Information Center
Pawlowski, Charlotte Skau; Ergler, Christina; Tjørnhøj-Thomsen, Tine; Schipperijn, Jasper; Troelsen, Jens
2015-01-01
Boys are more physically active than girls and the greatest gender difference in children's physical activity is found in institutional settings such as school recess. However, research on gender relations, performances and practices that maintain gendered differences in physical activity during recess is still limited. Drawing on a qualitative…
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"I'm the Best in Maths. Boys Rule, Girls Drool." Masculinities, Mathematics and Primary Schooling
ERIC Educational Resources Information Center
Bhana, Deevia
2005-01-01
This article presents elements of an ethnographic study of gendered identities among boys and girls in the early years of primary schooling. Foregrounding group work in mathematics as a key arena for the production of young masculine identities, this article goes some way to addressing what is absent from sociological portrayals of young children,…
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Tracking and the Effects of School-Related Attitudes on the Language Achievement of Boys and Girls
ERIC Educational Resources Information Center
Van de gaer, Eva; Pustjens, Heidi; Van Damme, Jan; De Munter, Agnes
2006-01-01
In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school-related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the…
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"I Have Shakespeare in My Blood": Reading Intervention with Middle School Boys
ERIC Educational Resources Information Center
Guenther, Leah
2017-01-01
This research investigates the impact of teaching Shakespeare to below-grade-level readers in an English Language Arts classroom on Chicago's South Side. The students studied are five middle school boys who were observed over a two-year course of study under the same teacher who, after finding success with this method, found herself asking, how is…
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Pathologies and Complicities: High School and the Identities of Disaffected South Asian "Brown Boys"
ERIC Educational Resources Information Center
Sayani, Anish
2010-01-01
This study is a response to a growing disquietude in many schools in the Lower Mainland of British Columbia that there is "something wrong" with South Asian boys. During the past twenty years, approximately 100 South Asian young men have been killed as a result of criminal violence (Ministry Report, 2006), with these murder numbers…
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The Talented Tenth: Gay Black Boys and the Racial Politics of Southern Schooling
ERIC Educational Resources Information Center
Vaught, Sabina
2004-01-01
This interview-based, narrative study examines the effects of schooling in a Deep South urban community on the identity construction of gay African American boys and young men. Specifically, it exposes the ways in which the dominant culture of White racism creates and imposes a hegemonic masculinity on Black youth culture that forces these young…
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ERIC Educational Resources Information Center
Zarbatany, Lynne; Tremblay, Paul F.; Ellis, Wendy E.; Chen, Xinyin; Kinal, Megan; Boyko, Lisa
2017-01-01
This study examined aspects of peer clique participation that mitigated victimization by peers over a school year. Participants were 1,033 children age 8-14 years (M[subscript age] = 11.81; 444 boys and 589 girls), including 128 (66 boys) victimized children. Cliques (N = 162) and clique participation were assessed by using the Social Cognitive…
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ERIC Educational Resources Information Center
Freer, Patrick K.
2015-01-01
This article reports analysis of interviews with 85 boys from England, Greece, Ireland and Spain about the voice change, school singing and choral music instruction. Consistent, former and self-described non-singers were included. Data suggest consistency with much of the existing narrative literature about the experience of voice change. Unique…
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ERIC Educational Resources Information Center
Boyles, Glenda F.
2011-01-01
International research and academic performance measures indicate that boys are scoring lower on standardized tests than girls in reading and writing. At the time of this study, boys had lower standardized test scores than girls in an elementary school in a southeastern state in the United States. The purpose of this qualitative case study was to…
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ERIC Educational Resources Information Center
Consuegra, Els; Engels, Nadine; Willegems, Vicky
2016-01-01
Teachers believe they don't interact any differently with boys than with girls. However, an examination of the evidence base on gendered student-teacher interactions shows--at times contradicting--unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by…
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ERIC Educational Resources Information Center
Sumpter, Lovisa
2016-01-01
Previous results show that Swedish upper secondary school teachers attribute gender to cases describing different types of mathematical reasoning. The purpose of this study was to investigate how these teachers gender stereotype aspects of students' mathematical reasoning by studying the symbols that were attributed to boys and girls,…
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Understanding sexuality among Indian urban school adolescents
Ramadugu, Shashikumar; Ryali, VSSR; Srivastava, K.; Bhat, P. S.; Prakash, J.
2011-01-01
Context: Adolescence is a very exciting phase of life fraught with many challenges like sexuality. Understanding them is important in helping the adolescents grow up healthily. Aims: To ascertain the attitudes and knowledge about sexuality among school-going adolescents. Settings and Design: Students in two urban schools of an Indian city from class IX to XII were administered a self-reporting questionnaire on matters related to sexuality. Materials and Methods: Requisite ethical clearances were taken as also the consent of the parents and students before administration of the questionnaire. The authors clarified doubts to adolescents. Statistical analysis: Statistical package for social sciences. Results: The incidence of having sexual contact was 30.08% for boys and 17.18% for girls. 6.31% boys and 1.31% girls reported having had experienced sexual intercourse. Friends constituted the main sexual partners for both boys and girls. Sexual abuse had been reported by both girls and boys. These and other findings are discussed in the article. Conclusions: Adolescent school students are involved in sexual activity, but lack adequate knowledge in this regard. Students, teachers, and parents need to understand various aspects of sexuality to be able to help adolescents’ healthy sexual development. PMID:22969181
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Girls' access to education in a developing country.
Geissinger, H
1997-10-01
This article provides an overview of girls' access to education in Papua New Guinea (PNG). PNG is a nation state formed by groups speaking over 800 languages. In 1990, population, except in the North Solomons, numbered about 3.5 million. Life expectancy is about 56.1 years. 43% are aged under 15 years. PNG has one of the highest rates of subsistence living in the world. Most live in villages. Fees are charged for schooling. European style education was brought by the missionaries and was directed mainly to boys. Girls could be included in Bible studies. In 1906, Australia began building schools for boys to work in colony administrative jobs. Colonial control was expanded through development of schools. PNG is mountainous and has few roads, bus routes, or trains. Secondary schools must offer dormitories. In 1988, at least 50% of children were in primary school in all 19 provinces and the area comprising the National Capital District. The government became independent in 1975. Statistical data were unreliably collected. North Solomons was known for having high female primary school enrollments, high status for women, and limited data. Physical location of schools depends on availability of land and resources. Tribal fighting interferes with access. Lotteries determine entrance to secondary school. There are bottlenecks in advancing from one grade to the next. Girls in remote villages may not see women role models and have little desire to obtain any education. Parents may prevent female schooling. Cultural and historical factors are key obstacles to female schooling. Female schooling may not equate with job options.
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ERIC Educational Resources Information Center
Bijvank, Marije Nije; Konijn, Elly A.; Bushman, Brad J.
2012-01-01
This research focuses on low educational ability as a risk factor for aggression and violent game play. We propose that boys of lower educational ability are more attracted to violent video games than other boys are, and that they are also higher in trait aggressiveness and sensation seeking. Participants were Dutch boys in public schools (N =…
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Malmberg, L E
1996-12-01
The effect of gender and school type on Swedish speaking Finnish students' information gathering for the future and self-evaluation was investigated in a study, in which 15-year-old comprehensive school students and 18-year-old upper secondary school and vocational school students (N = 460) served as samples. It was observed that girls generally reported more information gathering than boys did, about three content areas, mostly concerning future education and occupation, and less concerning family life. Girls also reported more information gathering in all contexts except formal education, than boys. Home was reported as the most used source of knowledge, next came peers and school friends; mass media and formal education were the least used source. Formal education was emphasised by comprehensive school students, and mass media by upper secondary school students. Generalisation of more reported information gathering across contexts was more typical of girls, while generalisation of less information gathering was more typical of boys. Limited relationships between self-evaluation, measured as self-esteem, certainty of goal realisation and school achievement, and information gathering were found. It is suggested that informal learning of cultural knowledge is a more powerful mediator of future preparation than formal education.
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Do Motives to Undertake Physical Activity Relate to Physical Activity in Adolescent Boys and Girls?
Kopcakova, Jaroslava; Veselska, Zuzana Dankulincova; Geckova, Andrea Madarasova; Kalman, Michal; van Dijk, Jitse P; Reijneveld, Sijmen A
2015-07-08
Low levels of physical activity (PA) during adolescence contribute to obesity and poor health outcomes in adolescence, and these associations endure into adulthood. The aim of this study was to assess the associations between motives for PA and the level of PA among adolescent boys and girls. We obtained data regarding motives for PA and frequency of PA in 2010 via the Health Behavior in School-aged Children cross-sectional study in the Czech and Slovak Republics (n = 9018, mean age = 13.6, 49% boys). Respondents answered questions about their motives for PA and the frequency of their PA. Motives for PA were assessed using 13 items, which were structured in four groups. We explored the association between the motives for PA and sufficient PA using univariate and multivariate logistic regression models adjusted for age, and separately for boys and girls. "Good child" motives and Achievement motives were significantly associated with sufficient PA among both boys and girls. Health motives were associated with sufficient PA only among boys, and Social motives were associated with sufficient PA only among girls. Motives for PA were associated with the level of PA, and this association was partially gender dependent. These gender differences should be considered in interventions focusing on enhancement of PA.
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Gender, Friendship Networks, and Delinquency: A Dynamic Network Approach.
Haynie, Dana L; Doogan, Nathan J; Soller, Brian
2014-11-01
Researchers have examined selection and influence processes in shaping delinquency similarity among friends, but little is known about the role of gender in moderating these relationships. Our objective is to examine differences between adolescent boys and girls regarding delinquency-based selection and influence processes. Using longitudinal network data from adolescents attending two large schools in AddHealth ( N = 1,857) and stochastic actor-oriented models, we evaluate whether girls are influenced to a greater degree by friends' violence or delinquency than boys (influence hypothesis) and whether girls are more likely to select friends based on violent or delinquent behavior than boys (selection hypothesis). The results indicate that girls are more likely than boys to be influenced by their friends' involvement in violence. Although a similar pattern emerges for nonviolent delinquency, the gender differences are not significant. Some evidence shows that boys are influenced toward increasing their violence or delinquency when exposed to more delinquent or violent friends but are immune to reducing their violence or delinquency when associating with less violent or delinquent friends. In terms of selection dynamics, although both boys and girls have a tendency to select friends based on friends' behavior, girls have a stronger tendency to do so, suggesting that among girls, friends' involvement in violence or delinquency is an especially decisive factor for determining friendship ties.
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Psychosocial health among young victims and offenders of direct and indirect bullying.
van der Wal, Marcel F; de Wit, Cees A M; Hirasing, Remy A
2003-06-01
To assess the association between bullying (both directly and indirectly) and indicators of psychosocial health for boys and girls separately. A school-based questionnaire survey of bullying, depression, suicidal ideation, and delinquent behavior. Primary schools in Amsterdam, The Netherlands. A total of 4811 children aged 9 to 13. Depression and suicidal ideation are common outcomes of being bullied in both boys and girls. These associations are stronger for indirect than direct bullying. After correction, direct bullying had a significant effect on depression and suicidal ideation in girls, but not in boys. Boy and girl offenders of bullying far more often reported delinquent behavior. Bullying others directly is a much greater risk factor for delinquent behavior than bullying others indirectly. This was true for both boys and girls. Boy and girl offenders of bullying also more often reported depressive symptoms and suicidal ideation. However, after correction for both sexes only a significant association still existed between bullying others directly and suicidal ideation. The association between bullying and psychosocial health differs notably between girls and boys as well as between direct and indirect forms of bullying. Interventions to stop bullying must pay attention to these differences to enhance effectiveness.
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Santos, Carlos E; Galligan, Kathrine; Pahlke, Erin; Fabes, Richard A
2013-01-01
This research examined the relations between adherence to gender-typed behaviors in boys' friendships, achievement, and self-esteem. Participants were racially and ethnically diverse adolescent boys in grade 8 (Mage = 13.05; range = 12-14). The study was completed at a public junior high school that offered both single- and mixed-gender classes. Data were collected in 2 waves, the first wave in fall of 2010 and the second in spring of 2011. At each wave, participants completed assessments of gender concepts and self-esteem. Standardized tests scores from the end of the previous academic year and the end of the year of the study were utilized. Results revealed that the boys' adherence to physical toughness behaviors in their friendships was negatively associated with math standardized test scores and self-esteem from Time I to Time II. Indirect effects analyses revealed a relation between boys' adherence to emotional stoicism behaviors in friendships and math achievement and self-esteem via boys' adherence to physical toughness behaviors. Implications of these findings and the links between masculinity, boys' friendships, performance in school, and psychological adjustment are discussed. © 2013 American Orthopsychiatric Association.
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Gonzálvez, Carolina; Inglés, Cándido J.; Kearney, Christopher A.; Vicent, María; Sanmartín, Ricardo; García-Fernández, José M.
2016-01-01
The aim of this study was to analyze the factorial invariance and latent means differences of the Spanish version of the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) in a sample of 1,078 students (50.8% boys) aged 8–11 years (M = 9.63, SD = 1.12). The results revealed that the proposed model in this study, with a structure of 18 items divided into four factors (Negative Affective, Social Aversion and/or Evaluation, To Pursue Attention and Tangible Reinforcements), was the best-fit model with a tetra-factorial structure, remaining invariant across gender and age. Analysis of latent means differences indicated that boys and 11-year-old students scored highest on the Tangible Reinforcements subscale compared with their 8- and 9-year-old peers. On the contrary, for the subscales of Social Aversion and/or Evaluation and to Pursue Attention, the differences were significant and higher in younger age groups compared to 11-year-olds. Appropriate indexes of reliability were obtained for SRAS-R-C subscales (0.70, 0.79, 0.87, and 0.72). Finally, the founded correlation coefficients of scores of the SRAS-R-C revealed a predictable pattern between school refusal and positive/negative affect and optimism/pessimism. PMID:28082938
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Chronically Ill Children: Divisions of Labor.
ERIC Educational Resources Information Center
Oremland, Evelyn K.
(A division of labor model was applied in a study of the efforts to minimize health crises and maximize benefits of medical protocols in eight families, each with a hemophilic school-age boy. Subject families were studied for a 5-year period through participant-observer techniques including interviews with the children in their homes, with the…
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Fourth-Grade Students' Motivational Changes in an Elementary Physical Education Running Program
ERIC Educational Resources Information Center
Xiang, Ping; McBride, Ron E.; Bruene, April
2006-01-01
Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs,…
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Mathematical Development: The Role of Broad Cognitive Processes
ERIC Educational Resources Information Center
Calderón-Tena, Carlos O.
2016-01-01
This study investigated the role of broad cognitive processes in the development of mathematics skills among children and adolescents. Four hundred and forty-seven students (age mean [M] = 10.23 years, 73% boys and 27% girls) from an elementary school district in the US southwest participated. Structural equation modelling tests indicated that…
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ERIC Educational Resources Information Center
Fan, Weihua
2011-01-01
The present study examined the structural relations of social influences, task values, ability beliefs, educational expectation and academic engagement for both boys and girls. The structural equation modelling analyses provided nationally representative evidence of gender differences in: (1) the links from teacher-student relationship and peer…
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School violence, mental health, and educational performance in Uganda.
Devries, Karen M; Child, Jennifer C; Allen, Elizabeth; Walakira, Eddy; Parkes, Jenny; Naker, Dipak
2014-01-01
Violence against children from school staff is anecdotally common in low- and middle-income countries, but data on prevalence and associations with mental health and educational outcomes are lacking. We report data from a cross-sectional survey conducted in June and July 2012 in Luwero District, Uganda. Forty-two primary schools representing 80% of students in the district were randomly selected; 100% agreed to participate. The International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional; Strengths and Difficulties Questionnaire; and reading, spelling, and math tests were administered. We present descriptive statistics and logistic regression models, accounting for the complex sampling scheme used in the survey. We surveyed 3706 students and 577 school staff members; 93.3% (SE 1.0%) of boys and 94.2% (SE 1.6%) of girls attending primary school reported lifetime experience of physical violence from a school staff member, and >50% reported experience in the past week. Past-week physical violence was associated with increased odds of poor mental health and, for girls, double the odds of poor educational performance (adjusted odds ratio = 1.78, 95% confidence interval = 1.19-2.66). For boys, significant interactions were present. Despite a ban on corporal punishment in Ugandan schools since 1997, the use of violence against students is widespread and associated with poor mental health and educational performance. School violence may be an important but overlooked contributor to disease burden and poor educational performance in low- and middle-income settings.
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Kaczmarek, Maria; Trambacz-Oleszak, Sylwia
2017-01-01
To evaluate the relationship between recent stressful life events (SLEs), stress-related symptoms (SRSs), and health-related quality of life (HRQoL) in children beginning primary school. A community-based sample of 6- to 8-year-old children (176 boys and 175 girls at baseline) participated in a prospective longitudinal study with three waves of data collection and 1-year interval between subsequent surveys, conducted in the Wielkopolska Province, Poland. Main exposures included nine recent stressful life events and psychosomatic and behavioural symptoms related to stress (SRSs), both self-reported by children. The outcome was total HRQoL assessed by a Polish version of the PedsQL™ 4.0 (Pediatric Quality of Life Inventory) Generic Core Scales questionnaire, 5- to 7-year-old version. To evaluate the relationship between total HRQoL and predictor variables, a latent growth curve (LGC) model using multiple group design (boys and girls) with three waves and two time-varying covariates, the SLEs and SRSs, was applied. An unconditional multi-group LGC model revealed that the total HRQoL changed over time in a linear trajectory. After incorporating to the model, two time-varying covariates, SLEs and SRSs, the first predictor for HRQoL was only significant at the last wave in girls and at two subsequent waves, except for baseline, in boys. The second predictor revealed significant negative impacts on HRQoL over the entire period of time in both boys and girls suggesting that the pathway underlying the association of SLEs with HRQoL may be mediated by SRSs. Mean values of HRQoL at each time points did not show gender differences. The findings of the present study may help to develop and implement a health and safety protection training programmes addressed to parents, caregivers, and practitioners to make children's lives easier.
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Hubbard, Kristie; Economos, Christina D; Bakun, Peter; Boulos, Rebecca; Chui, Kenneth; Mueller, Megan P; Smith, Katie; Sacheck, Jennifer
2016-03-22
Increasing physical activity (PA) during the school day and out-of-school time are critical strategies for preventing childhood obesity and improving overall health. The purpose of the present investigation was to examine schoolchildren's volume and type of PA during school-time and out-of-school, compared to national recommendations and differences by sex and weight status. This cross-sectional analysis included 517 3(rd)-5(th) grade schoolchildren from 13 New England elementary schools (October 2013-January 2014). Demographics were collected by parent questionnaire. Measured height and weight were used to categorize child weight status. Accelerometer data were collected over 7 days. PA was coded as total activity counts and minutes of sedentary, light, and moderate-to-vigorous physical activity (SED, LPA, MVPA) during 1) school, 2) weekday out-of-school, 3) weekend, and 4) total daily time. Multivariable mixed models were used to examine associations between sex and weight status and total counts, SED, LPA, and MVPA, controlling for demographics, wear-time, and clustering within schools. 453 participants (60.5% girls; mean age 9.1 years; 30.5% overweight/obese) had valid accelerometer wear time (≥3 days, ≥ 10 h/day). Few children achieved 60 min total daily (15.0%) or school-time (8.0 %) MVPA recommendations. For all time-of-day categories, girls achieved fewer MVPA minutes than boys (p < .0001), and overweight/obese participants achieved fewer MVPA minutes than normal/underweight participants (p = 0.05). Minutes of LPA declined by grade-level (p < .05) and were lower in girls than boys during school-time only (p < .05). Disparities in MVPA by sex and weight status across school and out-of-school time highlight the need for programs with equitable reach.
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Bécares, Laia; Priest, Naomi
2015-01-01
Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study—Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed. PMID:26505623
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Bécares, Laia; Priest, Naomi
2015-01-01
Socioeconomic, racial/ethnic, and gender inequalities in academic achievement have been widely reported in the US, but how these three axes of inequality intersect to determine academic and non-academic outcomes among school-aged children is not well understood. Using data from the US Early Childhood Longitudinal Study-Kindergarten (ECLS-K; N = 10,115), we apply an intersectionality approach to examine inequalities across eighth-grade outcomes at the intersection of six racial/ethnic and gender groups (Latino girls and boys, Black girls and boys, and White girls and boys) and four classes of socioeconomic advantage/disadvantage. Results of mixture models show large inequalities in socioemotional outcomes (internalizing behavior, locus of control, and self-concept) across classes of advantage/disadvantage. Within classes of advantage/disadvantage, racial/ethnic and gender inequalities are predominantly found in the most advantaged class, where Black boys and girls, and Latina girls, underperform White boys in academic assessments, but not in socioemotional outcomes. In these latter outcomes, Black boys and girls perform better than White boys. Latino boys show small differences as compared to White boys, mainly in science assessments. The contrasting outcomes between racial/ethnic and gender minorities in self-assessment and socioemotional outcomes, as compared to standardized assessments, highlight the detrimental effect that intersecting racial/ethnic and gender discrimination have in patterning academic outcomes that predict success in adult life. Interventions to eliminate achievement gaps cannot fully succeed as long as social stratification caused by gender and racial discrimination is not addressed.
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Djordjevic-Nikic, Marina; Dopsaj, Milivoj
2013-01-01
To assess eating habits and the level of physical activity in adolescents and develop a predictive model for the body mass index (BMI) based on these variables. In this cross-sectional study, eating habits and the level of physical activity were assessed using a questionnaire validated in adolescents. Body mass and height collected during the last annual checkup were extracted from personal medical records. The sample included 330 boys and 377 girls (mean age 15.8 ± 0.2 years) who were first-year high school students in the city of Belgrade, Serbia. Responses to each of the 14 questions about eating habits and 6 questions about physical activity were scored from the least (0) to the most (3) desired behaviors. These ratings were then averaged to arrive to an aggregate score for each domain. The BMI was calculated according to the standard method. A series of regression analyses was performed to derive the best model for predicting BMI in boys and girls based on individual eating habits and physical activity items, first separately and then combined. In the sample, 24.5% of boys and 9.5% of girls were overweight or obese. Girls' eating habits were better than boys (mean aggregate score 2.3 ± 0.3 and 2.1 ± 0.3, respectively, p < 0.001), whereas the level of physical activity was greater in boys than girls (2.1 ± 0.6 vs 1.9 ± 0.6, p < 0.001). The differences between boys and girls in the BMI, eating habits, and physical activity remained significant after controlling for their knowledge about healthy eating and education level of their parents. Eating habits were a better predictor of BMI than physical activity, particularly in boys (R (2) = 0.13 vs R (2) = 0.02) compared to girls (R (2) = 0.04 vs R (2) = 0.01). Combining eating habits and physical activity in the multivariate model of BMI resulted in a better predictive accuracy in boys (R (2) = 0.17) but not girls (R (2) = 0.04). Eating habits and physical activity differ between adolescent boys and girls and can predict BMI, particularly in boys. The results suggest the need to develop gender-specific programs for promoting healthy lifestyle among adolescents in our country.