Self-Reported Substance Use among High School Students with and without Learning Difficulties

ERIC Educational Resources Information Center

Carroll, Annemaree; Houghton, Stephen; Bourgeois, Amanda

2014-01-01

A total of 197 Year 9 and 10 students, 74 of whom had learning difficulties (LD), from two high schools in Brisbane, the capital city of Queensland, Australia, self-reported their substance use. Seventeen substances, including two fictitious ones to detect over-reporting, were presented to participants for them to indicate their current usage,…

Peer Group Self-Identification as a Predictor of Relational and Physical Aggression Among High School Students

PubMed Central

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2011-01-01

BACKGROUND Adolescent peer group self-identification refers to adolescents’ affiliation with reputation-based peer groups such as “Goths” or “Jocks.” These groups tend to vary on normative characteristics, including the group members’ attitudes and behaviors. This article examined whether adolescents’ baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. METHODS Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects’ mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. RESULTS Findings indicated that compared with self-identified “Regular” or “Normal” students, adolescents who identified with high-risk peer groups (eg, “Druggies,” “Goths”) tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents’ self-identification with high-status peer groups (eg, “Jocks,” “Populars”) was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. CONCLUSIONS It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents’ aggressive behavior. PMID:20529198

Ecological correlates of depression and self-esteem in rural youth.

PubMed

Smokowski, Paul R; Evans, Caroline B R; Cotter, Katie L; Guo, Shenyang

2014-10-01

The current study examines individual-, social-, and school-level characteristics influencing symptoms of depression and self-esteem among a large sample (N = 4,321) of U.S. youth living in two rural counties in the South. Survey data for this sample of middle-school students (Grade 6 to Grade 8) were part of the Rural Adaptation Project. Data were analyzed using ordered logistic regression. Results show that being female, having a low income, and having negative relationships with parents and peers are risk factors that increase the probability of reporting high levels of depressive symptoms and low levels of self-esteem. In contrast, supportive relationships with parents and peers, high religious orientation, ethnic identity, and school satisfaction increased the probability of reporting low levels of depressive symptoms and high levels of self-esteem. There were few school-level characteristics associated with levels of depressive symptoms and self-esteem. Implications are discussed.

Alternative High School Students' Physical Activity: Role of Self-Efficacy

ERIC Educational Resources Information Center

Kenyon, Denyelle Baete; Kubik, Martha Y.; Davey, Cynthia; Sirard, John; Fulkerson, Jayne A.

2012-01-01

Objective: To examine physical activity self-efficacy as a mediator of the association between perceived barriers to PA and moderate-to-vigorous physical activity (MVPA) among alternative high school (AHS) students. Methods: Students (N = 145) from 6 AHS completed self-report questionnaires. Results: Mediation analyses revealed partial mediation…

Rates of Self-Reported Delinquency among Western Australian Male and Female High School Students: The Male-Female Gender Gap

ERIC Educational Resources Information Center

Houghton, Stephen; Tan, Carol; Khan, Umneea; Carroll, Annemaree

2013-01-01

The Adapted Self-Report Delinquency Scale (ASDS) was administered to 328 adolescents (174 males and 154 females) from eight high schools in Perth, Western Australia. The ages of the sample ranged from 13 to 17 years. Males reported a greater percentage level of involvement than females in 36 of 40 individual delinquent behaviours comprising the…

TPACK in Elementary and High School Teachers' Self-Reported Classroom Practices with the Interactive Whiteboard (IWB)

ERIC Educational Resources Information Center

Lefebvre, Sonia; Samson, Ghislain; Gareau, Alexandre; Brouillette, Nancy

2016-01-01

The interactive whiteboard (IWB) is increasingly used for teaching and learning in the classroom. Nevertheless, the ways that teachers incorporate this tool within their teaching practices remain poorly understood. This paper examines elementary and high school teachers' self-reported practices with the IWB. The conceptual framework centers on…

Norms and Construct Validity of the Rosenberg Self-Esteem Scale in Canadian High School Populations: Implications for Counselling.

ERIC Educational Resources Information Center

Bagley, Christopher; Bolitho, Floyd; Bertrand, Lorne

1997-01-01

Reports on instrument validity regarding self-esteem among high school students (N=2,108) in the Province of Alberta. Results indicate significant variation of mean scores across age-groups within female students even though females had significantly lower self-esteem than males. Findings support the reliability of the self-esteem instrument. (RJM)

Motives for nonmedical use of prescription opioids among high school seniors in the United States: self-treatment and beyond.

PubMed

McCabe, Sean Esteban; Boyd, Carol J; Cranford, James A; Teter, Christian J

2009-08-01

To assess motives for nonmedical use of prescription opioids among US high school seniors and examine associations between motives for nonmedical use and other substance use behaviors. Nationally representative samples of US high school seniors (modal age 18 years) were surveyed during the spring of their senior year via self-administered questionnaires. Data were collected in public and private high schools. The sample consisted of 5 cohorts (2002-2006) of 12 441 high school seniors. Self-reports of motives for nonmedical use of prescription opioids and substance use behaviors. More than 1 in every 10 high school seniors reported nonmedical use of prescription opioids and 45% of past-year nonmedical users reported "to relieve physical pain" as an important motivation. The odds of heavy drinking and other drug use were lower among nonmedical users of prescription opioids motivated only by pain relief compared with nonmedical users who reported pain relief and other motives and those who reported non-pain relief motives only. The odds of medical use of prescription opioids were lower among nonmedical users who reported only non-pain relief motives compared with other types of nonmedical users. The findings indicate motives should be considered when working with adolescents who report nonmedical use of prescription opioids. Future efforts are needed to identify adolescents who may need appropriate pain management and those at increased risk for prescription opioid abuse.

Parental Pressure, Self-Esteem and Adolescent Reported Deviance: Bending the Twig too Far.

ERIC Educational Resources Information Center

Eskilson, Arlene; And Others

1986-01-01

Questionnaire responses from upper-status junior and senior high school students show the importance of perceived parental pressure in understanding adolescent self-esteem and deviant behavior. Adolescents who feel unduly pressured to achieve in school are likely to report low self-esteem, deviant activity, and feelings of inability to reach goals…

School climate, family structure, and academic achievement: a study of moderation effects.

PubMed

O'Malley, Meagan; Voight, Adam; Renshaw, Tyler L; Eklund, Katie

2015-03-01

School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family structure (i.e., two-parent, one-parent, foster-care, and homeless households), and academic performance (i.e., self-reported [grade point average] GPA). The present sample consisted of 902 California public high schools, including responses from over 490,000 students in Grades 9 and 11. Results indicated that, regardless of family structure, students with more positive school climate perceptions self-reported higher GPAs. Youths with two-parent, one-parent, and homeless family structures displayed stepwise, linear improvements in self-reported GPA as perceptions of climate improved. Foster-care students' positive school climate perceptions had a weaker effect on their self-reported GPA compared with students living in other family structures. A unique curvilinear trend was found for homeless students, as the relationship between their school climate perceptions and self-reported GPA was stronger at lower levels. Overall, the moderation effect of positive school climate perceptions on self-reported GPA was strongest for homeless youth and youth from one-parent homes, suggesting that school climate has a protective effect for students living in these family structures. A protective effect was not found for youth in foster-care. Implications for research and practice are discussed.

School dropout: a major public health challenge: a 10-year prospective study on medical and non-medical social insurance benefits in young adulthood, the Young-HUNT 1 Study (Norway).

PubMed

De Ridder, Karin A A; Pape, Kristine; Johnsen, Roar; Westin, Steinar; Holmen, Turid Lingaas; Bjørngaard, Johan Håkon

2012-11-01

School and work participation in adolescence and young adulthood are important for future health and socioeconomic status. The authors studied the association between self-rated health in adolescents, high school dropout and long-term receipt of medical and non-medical social insurance benefits in young adulthood. Self-rated health in adolescence was assessed in 8795 adolescents participating in the Norwegian Young-HUNT Study (1995-1997). Linkages to the National Education Database and the National Insurance Administration allowed identification of school dropout and receipt of long-term medical and non-medical benefits during a 10-year follow-up (1998-2007). The data were explored by descriptive statistics and by multinomial logistic regression. A total of 17% was registered as being high school dropouts at age 24. The predicted 5-year risk of receiving benefits between ages 24-28 was 21% (95% CI 20% to 23%). High school dropouts had a 5-year risk of receiving benefits of 44% (95% CI 41 to 48) compared with 16% (95% CI 15 to 17) in those who completed high school (adjusted for self-rated health, parental education and sex). There was a 27% school dropout rate in adolescents who reported poor health compared with 16% in those who reported good health. The predicted 5-year risk of receiving any long-term social insurance benefits in adolescents who reported poor health was 33% (95% CI 30 to 37) compared with 20% (95% CI 19 to 21) in those who reported good health. The strong association between poor self-rated health in adolescence, high school dropout and reduced work integration needs attention and suggests preventive measures on an individual as well as on a societal level.

The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

PubMed

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.

Self-Reported Drug and Alcohol Use and Attitudes toward Drug Testing in High Schools with Random Student Drug Testing

ERIC Educational Resources Information Center

DuPont, Robert L.; Campbell, Michael D.; Campbell, Teresa G.; Shea, Corinne L.; DuPont, Helen S.

2013-01-01

Many schools implement random student drug testing (RSDT) programs as a drug prevention strategy. This study analyzes self-report surveys of students in eight secondary schools with well-established RSDT programs, comparing students who understood they were subject to testing and students who understood they were not subject to testing. Students…

Breaking the Barriers Between Middle School and High School: Developing a Transition Team for Student Success.

ERIC Educational Resources Information Center

Hertzog, C. Jay; Morgan, P. Lena

1998-01-01

Discusses results of a study examining self-perceptions of students moving from middle level to high schools. Kids reported a significant drop in perceived physical appearance, job competence, romantic appeal, conduct, and global self-worth. A transition team can help eighth graders develop an understanding of the academic rigors and cocurricular…

An Analysis of Bullying among Students within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate

ERIC Educational Resources Information Center

Gendron, Brian P.; Williams, Kirk R.; Guerra, Nancy G.

2011-01-01

The current study examined the relations among self-esteem, approving normative beliefs about bullying, school climate, and bullying perpetration using a large, longitudinal sample of children from elementary, middle, and high school. Self-report surveys were collected at two points in time over the course of 1 year from 7,299 ethnically diverse…

Social anxiety and mental health service use among Asian American high school students

PubMed Central

Brice, Chad; Warner, Carrie Masia; Okazaki, Sumie; Ma, Pei-Wen Winnie; Sanchez, Amanda; Esseling, Petra; Lynch, Chelsea

2014-01-01

Asian American adults endorse more symptoms of social anxiety (SA) on self-report measures than European Americans, but demonstrate lower prevalence rates of social anxiety disorder in epidemiological studies. These divergent results create ambiguity concerning the mental health needs of Asian Americans. The present study is the first to investigate this issue in adolescents through assessment of self-reported SA in Asian American high school students. Parent and self-ratings of impairment related to SA and self-reported mental health service use for SA were also measured. Asian American students endorsed a greater number of SA symptoms and scored in the clinical range more frequently than other ethnic groups. Also, Asian American and Latino students endorsed more school impairment related to SA than other ethnic groups. No differences in parent-reported impairment or service utilization were identified. Implications for future research and treatment for SA among Asian American adolescents are discussed. PMID:25300193

Social Anxiety and Mental Health Service Use Among Asian American High School Students.

PubMed

Brice, Chad; Masia Warner, Carrie; Okazaki, Sumie; Ma, Pei-Wen Winnie; Sanchez, Amanda; Esseling, Petra; Lynch, Chelsea

2015-10-01

Asian American adults endorse more symptoms of social anxiety (SA) on self-report measures than European Americans, but demonstrate lower prevalence rates of SA disorder in epidemiological studies. These divergent results create ambiguity concerning the mental health needs of Asian Americans. The present study is the first to investigate this issue in adolescents through assessment of self-reported SA in Asian American high school students. Parent and self-ratings of impairment related to SA and self-reported mental health service use for SA were also measured. Asian American students endorsed a greater number of SA symptoms and scored in the clinical range more frequently than other ethnic groups. Also, Asian American and Latino students endorsed more school impairment related to SA than other ethnic groups. No differences in parent-reported impairment or service utilization were identified. Implications for future research and treatment for SA among Asian American adolescents are discussed.

Self-Organized Volunteers in Rural Schools

ERIC Educational Resources Information Center

Lu, Kun

2008-01-01

This paper reports some findings from a longitudinal study of a group of volunteers at an independent school in China. Founded by a committed group of volunteers, Springfield School has been self-sustaining and has provided junior high school education for the past eight years. The author describes the demographic and education background of the…

Public High School Assistant Principals' Reports of Self-Efficacy in Performing Their Professional Job Responsibilities in Accordance with the Educational Leadership Constituency Council's Standards for Advanced Programs in Educational Leadership

ERIC Educational Resources Information Center

Bell, Susan A.

2011-01-01

The purpose of this study was to explore and describe public high school assistant principals' reports of self-efficacy (Bandura, 1997) in performing their professional job responsibilities in accordance with the Educational Leadership Constituency Council's (ELCC) Standards for Advanced Programs in Educational Leadership (National Policy Board…

Predicting early adolescent gang involvement from middle school adaptation.

PubMed

Dishion, Thomas J; Nelson, Sarah E; Yasui, Miwa

2005-03-01

This study examined the role of adaptation in the first year of middle school (Grade 6, age 11) to affiliation with gangs by the last year of middle school (Grade 8, age 13). The sample consisted of 714 European American (EA) and African American (AA) boys and girls. Specifically, academic grades, reports of antisocial behavior, and peer relations in 6th grade were used to predict multiple measures of gang involvement by 8th grade. The multiple measures of gang involvement included self-, peer, teacher, and counselor reports. Unexpectedly, self-report measures of gang involvement did not correlate highly with peer and school staff reports. The results, however, were similar for other and self-report measures of gang involvement. Mean level analyses revealed statistically reliable differences in 8th-grade gang involvement as a function of the youth gender and ethnicity. Structural equation prediction models revealed that peer nominations of rejection, acceptance, academic failure, and antisocial behavior were predictive of gang involvement for most youth. These findings suggest that the youth level of problem behavior and the school ecology (e.g., peer rejection, school failure) require attention in the design of interventions to prevent the formation of gangs among high-risk young adolescents.

Knowledge levels of food handlers in Portuguese school canteens and their self-reported behaviour towards food safety.

PubMed

Santos, Maria-José; Nogueira, José Rocha; Patarata, Luis; Mayan, Olga

2008-12-01

Food safety levels in school food services are an important concern, given that any incident can affect a high number of students. The purpose of this research was to evaluate food handlers' knowledge and self-reported behaviour as regards the safe handling of food in school canteens. The study was conducted in 32 school canteens and included 124 participants. Food handlers displayed a reasonable level of knowledge, particularly regarding personal hygiene and cross-contamination, but fared worse in other areas. The level of knowledge displayed was influenced by age, motivation and training. A high correctness in handlers' self-reported behaviour towards food safety was observed, with a negative trend appearing when workload was increased. Our assessment of prevailing knowledge levels indicates that food professionals need to be made significantly more aware of the importance their actions can have on children's health.

Relationship of dropout and psychopathology in a high school sample in Mexico.

PubMed

Chalita, Pablo J; Palacios, Lino; Cortes, Jose F; Landeros-Weisenberger, Angeli; Panza, Kaitlyn E; Bloch, Michael H

2012-01-01

School dropout has significant consequences for both individuals and societies. Only 21% of adults in Mexico achieve the equivalent of a high school education. We examined the relationship between school dropout and self-reported psychiatric symptoms in a middle school in a suburb of Mexico City. We used binomial logistic regression to examine the odds ratio (OR) of school dropout associated with students' self-reported psychopathology. Two-hundred thirty-seven students participated in the study. Psychosis [OR = 8.0 (95% confidence interval, CI: 1.7-37.2)], depression [OR = 4.7 (95% CI: 2.2-9.7)], tic disorders [OR = 3.7 (95% CI: 1.4-9.5)], ADHD [OR = 3.2 (95% CI: 1.5-6.4)], and social phobia [OR = 2.6 (95% CI: 1.2-5.8)] were associated with increased risk of school dropout after controlling for age and gender as covariates. Our study suggested that students' self-reported psychopathology is associated with increased school dropout in Mexico. ADHD and depression may be particularly useful childhood psychiatric disorders to target with public health interventions because they explain the greatest amount of the variance in school dropout of child psychiatric disorders.

Current Alcohol Use is Associated with Sleep Patterns in First-Year College Students.

PubMed

Van Reen, Eliza; Roane, Brandy M; Barker, David H; McGeary, John E; Borsari, Brian; Carskadon, Mary A

2016-06-01

To examine whether differences exist in self-reported sleep patterns and self-reported alcohol use for first-semester college students who do or do not report drinking during the last 6 months (mo) of high school. Participants were 878 first-year college students. Students completed a survey in late May/early June about alcohol use and consequences, during the last 6 mo of high school; they later completed a daily record of sleep behavior and alcohol use across the first 9 weeks of the first semester of college. High school drinking status (past 6 mo) was classified as positive (HS-6 mo+) or negative (HS-6mo-) based on any indication of drinking on the May/June survey. Collegiate drinking was determined from first-semester daily diary alcohol reports as non-drinkers (0 reported drinks), drinkers (one or fewer heavy episodic drinking episodes (HED)), and drinkers reporting more than one HED episode. Sleep patterns were compared for non-drinkers, drinkers, and HED with no high school drinking history (HS-6mo-/HED). In addition, a separate analysis compared sleep patterns for college HED with (HS-6mo+/HED) and without (HS-6mo-/HED) high school self-reported alcohol use. Increased alcohol consumption in the first semester of college was associated with later bedtimes and rise times. We found no association of high school alcohol use and sleep in those with collegiate HED. Later sleep timing in those with greater alcohol use, supports a connection between sleep patterns and alcohol use. Such an early appearance of this connection may herald the development of alcohol use disorder in some individuals. © 2016 Associated Professional Sleep Societies, LLC.

Family and school environmental predictors of sleep bruxism in children.

PubMed

Rossi, Debora; Manfredini, Daniele

2013-01-01

To identify potential predictors of self-reported sleep bruxism (SB) within children's family and school environments. A total of 65 primary school children (55.4% males, mean age 9.3 ± 1.9 years) were administered a 10-item questionnaire investigating the prevalence of self-reported SB as well as nine family and school-related potential bruxism predictors. Regression analyses were performed to assess the correlation between the potential predictors and SB. A positive answer to the self-reported SB item was endorsed by 18.8% of subjects, with no sex differences. Multiple variable regression analysis identified a final model showing that having divorced parents and not falling asleep easily were the only two weak predictors of self-reported SB. The percentage of explained variance for SB by the final multiple regression model was 13.3% (Nagelkerke's R² = 0.133). While having a high specificity and a good negative predictive value, the model showed unacceptable sensitivity and positive predictive values. The resulting accuracy to predict the presence of self-reported SB was 73.8%. The present investigation suggested that, among family and school-related matters, having divorced parents and not falling asleep easily were two predictors, even if weak, of a child's self-report of SB.

Food safety knowledge, attitudes and self-reported practices among Ontario high school students.

PubMed

Majowicz, Shannon E; Diplock, Kenneth J; Leatherdale, Scott T; Bredin, Chad T; Rebellato, Steven; Hammond, David; Jones-Bitton, Andria; Dubin, Joel A

2016-03-16

To measure the food safety knowledge, attitudes and self-reported practices of high school students in Ontario. We administered a school-wide paper survey to the student body (n = 2,860) of four Ontario high schools. We developed the survey by selecting questions from existing, validated questionnaires, prioritizing questions that aligned with the Canadian Partnership for Consumer Food Safety Education's educational messages and the food safety objectives from the 2013 Ontario High School Curriculum. One in five students reported currently handling food in commercial or public-serving venues; of these, 45.1% had ever taken a course that taught them how to prepare food (e.g., food and nutrition classes, food handler certification). Food safety knowledge among respondents was low. For example, 17.3% knew that the best way to determine whether hamburgers were cooked enough to eat was to measure the temperature with a food thermometer. Despite low knowledge, most respondents (72.7%) reported being confident that they could cook safe, healthy meals for themselves and their families. Safe food handling practices were frequently self-reported. Most students (86.5%) agreed that being able to cook safe, healthy meals was an important life skill, although their interest in learning about safe food handling and concern about foodborne disease were less pronounced. Our findings suggest that food safety knowledge is low, yet confidence in preparing safe, healthy meals is high, among high school students. Because work and volunteer opportunities put students in contact with both the public and food, this group is important to target for increased education about safe food handling.

A self-defense program reduces the incidence of sexual assault in Kenyan adolescent girls.

PubMed

Sinclair, Jake; Sinclair, Lee; Otieno, Evans; Mulinge, Munyae; Kapphahn, Cynthia; Golden, Neville H

2013-09-01

To determine the effect of a standardized 6-week self-defense program on the incidence of sexual assault in adolescent high school girls in an urban slum in Nairobi, Kenya. Population-based survey of 522 high school girls in the Korogocho-Kariobangi locations in Nairobi, Kenya, at baseline and 10 months later. Subjects were assigned by school attended to either a "No Means No Worldwide" self-defense course (eight schools; N = 402) or to a life-skills class (two schools; N = 120). Both the intervention and the life-skills classes were taught in the schools by trained instructors. Participants were administered the same survey at baseline and follow-up. A total of 522 girls (mean age, 16.7 ± 1.5 years; range, 14-21 years) completed surveys at baseline, and 489 at 10-month follow-up. At baseline, 24.5% reported sexual assault in the prior year, with the majority (90%) reporting assault by someone known to them (boyfriend, 52%; relative, 17%; neighbor, 15%; teacher or pastor, 6%). In the self-defense intervention group, the incidence of sexual assault decreased from 24.6% at baseline to 9.2% at follow-up (p < .001), in contrast to the control group, in which the incidence remained unchanged (24.2% at baseline and 23.1% at follow-up; p = .10). Over half the girls in the intervention group reported having used the self-defense skills to avert sexual assault in the year after the training. Rates of disclosure increased in the intervention group, but not in controls. A standardized 6-week self-defense program is effective in reducing the incidence of sexual assault in slum-dwelling high school girls in Nairobi, Kenya. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

An Exploration of Paradox: High School and College Students' Self-Reported Motivations for Smoking.

ERIC Educational Resources Information Center

Austin, Megan K.; Brosh, Joanne; Chambliss, Catherine

This study explored experiential factors underlying cigarette smoking by administering a questionnaire consisting of the Rosenberg Self-esteem scale and items assessing smoking habits and motivations to 115 college students and 108 high school students. Directionally adjusted items were totaled to create summary scores for the four hypothesized…

Self-Reported Delinquency of High School Students in Metro Manila: Gender and Social Class

ERIC Educational Resources Information Center

Gutierrez, Filomin C.; Shoemaker, Donald J.

2008-01-01

Self-report data were gathered from 633 students from public and private schools in metro Manila, Philippines. The study finds overall delinquency prevalence to be higher among males than females but not significantly different from one socioeconomic class to another. Gender and class differentials, however, are found for different types of…

Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

NASA Astrophysics Data System (ADS)

Christensen, Rhonda; Knezek, Gerald; Tyler-Wood, Tandra

2015-12-01

This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in activities such as an after-school robotics program. Both groups are compared and contrasted with a third group of high school students admitted at the eleventh grade to an academy of mathematics and science. All students were assessed using the same science, technology, engineering and mathematics (STEM) dispositions instrument. Findings indicate that the after-school group whose participants self-selected STEM engagement activities, and the self-selected academy of mathematics and science group, each had highly positive STEM dispositions comparable to those of STEM professionals, while a subset of the middle school whole-classroom energy monitoring group that reported high interest in STEM as a career, also possessed highly positive STEM dispositions comparable to the STEM Professionals group. The authors conclude that several different kinds of hands-on STEM engagement activities are likely to foster or maintain positive STEM dispositions at the middle school and high school levels, and that these highly positive levels of dispositions can be viewed as a target toward which projects seeking to interest mainstream secondary students in STEM majors in college and STEM careers, can hope to aspire. Gender findings regarding STEM dispositions are also reported for these groups.

The Psychosocial Functioning of High School Students in Academically Rigorous Programs

ERIC Educational Resources Information Center

Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

2013-01-01

This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools.…

Prevalence and Correlates of Self-Reported ADHD Symptoms in Children Attending School in India.

PubMed

Jaisoorya, T S; Beena, K V; Beena, M; Ellangovan, K; George, Sanju; Thennarasu, K; Srinath, Shoba

2016-09-02

To study the prevalence and correlates of self-reported ADHD symptoms among school-going adolescents from Kerala, India. Seven thousand five hundred sixty students from Classes 8, 10, and 12, aged 12 to 19 years, across 73 schools selected by cluster random sampling, were invited to participate, but only 7,150 successfully completed the questionnaire incorporating standardized instruments. Three hundred five (4.3%) self-reported symptoms for ADHD combined type, 131 (1.8%) for ADHD hyperactive-impulsive type, and 102 (1.4%) for ADHD inattentive type with a male predominance. Binary logistic regression analysis showed that those with symptoms of ADHD (combined type) compared with the non-ADHD group had poorer academic performance, significantly higher substance use, psychological distress, suicidality, and sexual abuse. The high prevalence of self-reported ADHD symptoms and its association with negative correlates previously reported in literature in those with a diagnosis of ADHD suggests that clinically significant self-reported ADHD symptoms could be as disabling as ADHD. © The Author(s) 2016.

Promoting Mental Health in Italian Middle and High School: A Pilot Study.

PubMed

Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Bonanni, Emiliana; Iannone, Claudia; D'Innocenzo, Marinella; Gigantesco, Antonella

2017-01-01

In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook's effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. The study design is a "pre- and posttest" that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through "self-reporting" questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. The results confirm the authors' hypothesis that the use of this approach is much more promising in middle school.

Impact of preseason concussion education on knowledge, attitudes, and behaviors of high school athletes.

PubMed

Kurowski, Brad G; Pomerantz, Wendy J; Schaiper, Courtney; Ho, Mona; Gittelman, Michael A

2015-09-01

The benefit of preseason concussion education on athletes' knowledge, attitudes, and behaviors is unclear. The purpose of the study was to determine the influence of preseason concussion education on knowledge and self-reported attitudes and reporting behaviors. We hypothesized that preseason education would lead to better knowledge and self-reported attitudes and better reporting of concussion symptoms during the season. This study involved a prospective cohort comparing the benefits of a preseason lectured-based concussion education session at one high school with a control school. Participants included males and females age 13 years to 18 years from two community high schools who were participating in higher concussion risk, fall or winter sports (football, soccer, wrestling, and basketball). The education school and control school included 234 and 262 participants, respectively. Outcomes were a preseason and postseason survey assessing knowledge and self-reported attitudes about concussions and an end-of-season questionnaire assessing concussion reporting behaviors during the season. Total scores on the combined (p < 0.0001), knowledge-based (p = 0.016), and behavioral-based (p < 0.0001) questions demonstrated statistically significant improvement in the education group. Scores peaked immediately after education but dissipated at the end of the season. There was a lower proportion in the education school (72%) compared with the control school (88%) that reported continued play despite having concussion symptoms during the season (p = 0.025). A similar proportion of athletes diagnosed with concussion during the season in the education (27%) and control schools (23%) reported returning to play before symptoms resolved (p = 0.81). These findings suggest that a didactic-based preseason concussion education likely has minimal benefits. Other factors besides knowledge are likely influencing student-athlete concussion reporting behavior. Future research focused on changing the culture of concussion reporting is needed. Therapeutic study, level III.

Prevalence of Sport Specialization in High School Athletics: A 1-Year Observational Study.

PubMed

Bell, David R; Post, Eric G; Trigsted, Stephanie M; Hetzel, Scott; McGuine, Timothy A; Brooks, M Alison

2016-06-01

The prevalence of sport specialization in high school athletes is unknown. This information is needed to determine the scope of this issue in an active population. To determine the prevalence of sport specialization in high school athletes and to determine if specialization is influenced by classification method, year in school, sex, and school size. A secondary purpose was to determine if highly specialized athletes would be more likely to report a history of lower extremity injuries. Cross-sectional study; Level of evidence, 3. High school athletes between the ages of 13 and 18 years from 2 local high schools completed both a sport specialization survey and an injury history survey. Athletes were classified into low, moderate, or high specialization groups using a recently developed 3-point system and were also classified using a self-classification method. A total of 302 athletes completed the surveys and were classified as low specialization (n = 105, 34.8%), moderate specialization (n = 87, 28.8%), or high specialization (n = 110, 36.4%). Athletes from the small school were more likely to be classified in the low specialization group (low, 43%; moderate, 32%; high, 25%) compared with those from the large school (low, 26%; moderate, 26%; high, 48%) (P < .001). Athletes in the high specialization group were more likely to report a history of overuse knee injuries (n = 18) compared with moderate (n = 8) or low specialization (n = 7) athletes (P = .048). Athletes who trained in one sport for more than 8 months out of the year were more likely to report a history of knee injuries (odds ratio [OR], 2.32; 95% CI, 1.22-4.44; P = .009), overuse knee injuries (OR, 2.93; 95% CI, 1.16-7.36; P = .018), and hip injuries (OR, 2.74; 95% CI, 1.09-6.86; P = .026). Using the self-classification method, more participants self-classified as multisport (n = 213, 70.5%) than single sport (n = 89, 29.5%). Athletes from the small school were more likely to classify themselves as multisport (n = 128, 86%) (P < .001) than those from the large school (n = 85, 56%). There were no differences in the history of hip, knee, or ankle injuries between athletes who self-classified as single sport (hip: n = 10, 3%; knee: n = 19, 6%; ankle: n = 35, 12%) versus those who self-classified as multisport (hip: n = 45, 8%; knee: n = 23, 15%; ankle: n = 98, 33%) (P > .370). Classification method and school size influenced the prevalence of specialization in high school athletes. Highly specialized athletes were more likely to report a history of overuse knee or hip injuries. Participating in a single sport for more than 8 months per year appeared to be an important factor in the increased injury risk observed in highly specialized athletes. © 2016 The Author(s).

College-Bound Seniors, 1971-72.

ERIC Educational Resources Information Center

College Entrance Examination Board, New York, NY.

Comprehensive records of all 1971-72 high school seniors who registered for the College Board's Admissions Testing Program (ATP) before May of their senior year are analyzed in this national ATP summary report. Data tables provide information on the participants' ethnic background, high school grades, educational background, self-reported class…

Relationship of Dropout and Psychopathology in a High School Sample in Mexico

PubMed Central

Chalita, Pablo J.; Palacios, Lino; Cortes, Jose F.; Landeros-Weisenberger, Angeli; Panza, Kaitlyn E.; Bloch, Michael H.

2012-01-01

School dropout has significant consequences for both individuals and societies. Only 21% of adults in Mexico achieve the equivalent of a high school education. We examined the relationship between school dropout and self-reported psychiatric symptoms in a middle school in a suburb of Mexico City. We used binomial logistic regression to examine the odds ratio (OR) of school dropout associated with students’ self-reported psychopathology. Two-hundred thirty-seven students participated in the study. Psychosis [OR = 8.0 (95% confidence interval, CI: 1.7–37.2)], depression [OR = 4.7 (95% CI: 2.2–9.7)], tic disorders [OR = 3.7 (95% CI: 1.4–9.5)], ADHD [OR = 3.2 (95% CI: 1.5–6.4)], and social phobia [OR = 2.6 (95% CI: 1.2–5.8)] were associated with increased risk of school dropout after controlling for age and gender as covariates. Our study suggested that students’ self-reported psychopathology is associated with increased school dropout in Mexico. ADHD and depression may be particularly useful childhood psychiatric disorders to target with public health interventions because they explain the greatest amount of the variance in school dropout of child psychiatric disorders. PMID:22419912

Dimensions of Teacher Self-Efficacy among Chinese Secondary School Teachers in Hong Kong

ERIC Educational Resources Information Center

Chan, David W.

2008-01-01

This article reports the development of a teacher self-efficacy scale that aims to accommodate the complexity of teacher functioning in secondary schools in times of education reforms in Hong Kong. The scale was designed to assess six domains of teacher self-efficacy: teaching highly able learners, classroom management, guidance and counselling,…

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

ERIC Educational Resources Information Center

Eilam, Billie; Reiter, Shoshi

2014-01-01

In today's world of information explosion, independent lifelong self-regulated learning (SRL) is becoming a necessity. However, opportunities in schools to experience such learning modes are relatively rare. This long-term explorative field study examined students' SRL of science. Changes in students' self-reported and enacted SRL…

Self-regulated learning and self-directed study in a pre-college sample

PubMed Central

Abar, Beau; Loken, Eric

2009-01-01

Self-regulated learning (SRL) is a multi-dimensional construct that has been difficult to operationalize using traditional, variable-centered methodologies. The current paper takes a person-centered approach to the study of SRL in a sample of 205 high-school students. Using latent profile analysis on self-reports of seven aspects of SRL, three groups were identified: high SRL, low SRL, and average SRL. Student self-reports of goal orientation were used as validation for the profile solution, with the high academic self- regulation group reporting the highest levels of mastery orientation while the low self-regulation group reported highest levels of avoidant orientation. Profiles were also compared on independently collected, behavioral measures of study behaviors, with the highly self-regulated group tending to study more material and for a longer time than less self-regulated individuals. PMID:20161484

Self-Concealment Mediates the Relationship Between Perfectionism and Attitudes Toward Seeking Psychological Help Among Adolescents.

PubMed

Abdollahi, Abbas; Hosseinian, Simin; Beh-Pajooh, Ahmad; Carlbring, Per

2017-01-01

One of the biggest barriers in treating adolescents with mental health problems is their refusing to seek psychological help. This study was designed to examine the relationships between two forms of perfectionism, self-concealment and attitudes toward seeking psychological help and to test the mediating role of self-concealment in the relationship between perfectionism and attitudes toward seeking psychological help among Malaysian high school students. The participants were 475 Malaysian high school students from four high schools in Kuala Lumpur, Malaysia. Structural equation modelling results indicated that high school students with high levels of socially prescribed perfectionism, high levels of self-concealment, and low levels of self-oriented perfectionism reported negative attitudes toward seeking psychological help. Bootstrapping analysis showed that self-concealment emerged as a significant, full mediator in the link between socially prescribed perfectionism and attitudes toward seeking psychological help. Moderated mediation analysis also examined whether the results generalized across men and women. The results revealed that male students with socially prescribed perfectionism are more likely to engage in self-concealment, which in turn, leads to negative attitudes toward seeking psychological help more than their female counterparts. The results suggested that students high in socially prescribed perfectionism were more likely to engage in self-concealment and be less inclined to seek psychological help.

The effects of individual factors and school environment on mental health and prejudiced attitudes among Norwegian adolescents.

PubMed

Andersson, Helle Wessel; Bjørngaard, Johan Håkon; Kaspersen, Silje Lill; Wang, Catharina E A; Skre, Ingunn; Dahl, Thomas

2010-05-01

The aim was to examine the prevalence of mental health difficulties and prejudices toward mental illness among adolescents, and to analyze possible school and school class effects on these issues. The sample comprised 4,046 pupils (16-19 years) in 257 school classes from 45 Norwegian upper secondary schools. The estimated response rate among the pupils was about 96%. Self-reported mental health difficulties were measured with a four-item scale that covered emotional and behavioral difficulties. Prejudiced attitudes toward mental illness were assessed using a nine-item scale. Multilevel regression analysis was used to estimate the contribution of factors at the individual level, and at the school and class levels. Most of the variance in self-reported mental health difficulties and prejudices was accounted for by individual level factors (92-94%). However, there were statistically significant school and class level effects (P < 0.01), confounded by socioeconomic factors. Mental health difficulties were commonly reported, more often by females than males (P < 0.01). Difficulties with emotions and attention were the two main problem areas, with definite to severe difficulties being reported by 19 and 21% of the females, and by 9 and 16% of the males, respectively. Prejudices were reported more often by males than females (P < 0.01). Both self-reported mental health difficulties and prejudiced attitudes were related to educational program, living situation, and parental education (P < 0.01). The relatively high prevalences of mental health difficulties and prejudiced attitudes toward mental illness among adolescents indicate a need for effective mental health intervention programs. Targeted intervention strategies should be considered when there is evidence of a high number of risk factors in schools and school classes. Furthermore, the gender differences found in self-reported mental health difficulties and prejudices suggest a need for gender-differentiated programs.

Chinese Secondary School Students' Conceptions of Assessment and Achievement Emotions: Endorsed Purposes Lead to Positive and Negative Feelings

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.

2018-01-01

Student perceptions of the purposes of assessment have been shown to be significant predictors of self-regulated learning. Their relationship to achievement emotions is less well understood. This paper reports a survey study of Chinese middle and high school students (N = 1,393) self-reported conceptions of the purpose of assessment and their…

Peer and teacher bullying/victimization of South Australian secondary school students: prevalence and psychosocial profiles.

PubMed

Delfabbro, Paul; Winefield, Tony; Trainor, Sarah; Dollard, Maureen; Anderson, Sarah; Metzer, Jacques; Hammarstrom, Anne

2006-03-01

This study examined the nature and prevalence of bullying/victimization by peers and teachers reported by 1,284 students (mean age = 15.2 years) drawn from a representative sample of 25 South Australian government and private schools. Students completed a self-report survey containing questions relating to teacher and peer-related bullying, measures of psychosocial adjustment, and personality. The results showed that students could be clearly differentiated according to the type of victimization they had experienced. Students reporting peer victimization typically showed high levels of social alienation, poorer psychological functioning, and poorer self-esteem and self-image. By contrast, victims of teacher victimization were more likely to be rated as less able academically, had less intention to complete school and were more likely to be engaged in high-risk behaviours such as gambling, drug use and under-age drinking. Most bullying was found to occur at school rather than outside school and involved verbal aggression rather than physical harm. Boys were significantly more likely to be bullied than girls, with the highest rates being observed amongst boys attending single-sex government schools. Girls were more likely to be subject to bullying if they attended coeducational private schools. The implications of this work for enhancing school-retention rates and addressing psychological distress amongst adolescent students are discussed.

High School Students' Self-Reported Use of School Clinics and Nurses

ERIC Educational Resources Information Center

Harper, Christopher R.; Liddon, Nicole; Dunville, Richard; Habel, Melissa A.

2016-01-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who…

Measuring Educational Outcomes for At-Risk Children and Youth: Issues with the Validity of Self-Reported Data

ERIC Educational Resources Information Center

Teye, Amanda Cleveland; Peaslee, Liliokanaio

2015-01-01

Background: Youth programs often rely on self-reported data without clear evidence as to the accuracy of these reports. Although the validity of self-reporting has been confirmed among some high school and college age students, one area that is absent from extant literature is a serious investigation among younger children. Moreover, there is…

Self-Reported Sleep Duration and Weight-Control Strategies Among US High School Students

PubMed Central

Wheaton, Anne G.; Perry, Geraldine S.; Chapman, Daniel P.; Croft, Janet B.

2013-01-01

Study Objective: To determine if self-reported sleep duration was associated with weight-control behaviors among US high school students. Design: National Youth Risk Behavior Survey. Setting: United States, 2007. Participants: US high school students (N = 12,087). Measurements: Students were asked if they had engaged in several weight-control behaviors during the 30 days before the survey to lose or maintain weight. Self-reported sleep duration categories included very short (≤ 5 h), short (6 or 7 h), referent moderate (8 or 9 h), and long (≥ 10 h). Sex-specific logistic regression analyses with race/ethnicity, grade, and body mass index category as covariates were conducted using SUDAAN to account for complex study design. Results: Approximately half the students reported short sleep duration (51.8% of males and 54.3% of females), whereas very short sleep durations were reported by another 14.8% of males and 16.9% of females. Among males, very short sleepers were significantly (P < 0.05) more likely than moderate sleepers to report dieting (36.3% versus 26.1%), fasting (14.2% versus 4.3%), and purging (4.3% versus 1.1%) to lose or maintain weight during the 30 days before the survey. Among females, the respective very short, short, and moderate sleepers varied (P < 0.05) in dieting (59.9%, 55.0%, and 47.5% respectively), fasting (28.3%, 15.2%, and 10.3%, respectively), and taking diet pills (13.3%, 6.8%, and 4.3%, respectively). Prevalence of purging was significantly higher only for very short sleepers (12.3%, 6.0%, and 3.9%, respectively). Conclusion: Self-reported short sleep duration was associated with dieting and three unhealthy weight-control behaviors in this population. If our findings are confirmed, intervention studies should be conducted to examine the effect of educational interventions. Citation: Wheaton AG; Perry GS; Chapman DP; Croft JB. Self-reported sleep duration and weight-control strategies among US high school students. SLEEP 2013;36(8):1139-1145. PMID:23904673

Science teaching self-efficacy in a primary school: A case study

NASA Astrophysics Data System (ADS)

de Laat, Jenny; Watters, James J.

1995-12-01

Bandura's theory of self-efficacy predicts that teachers with high, self-efficacy should persist longer, provide a greater academic focus in child-centred classrooms and exhibit different types of feedback than teachers who have lower self-efficacy. This paper reports on the science teaching self-efficacy in a group of teachers at a state primary school. The research was conducted in two stages using firstly the Science Teaching Efficacy Beliefs Instrument (STEBI-A) to identify cases, and secondly, a semistructured interview coupled with classroom observations. Thirty seven teaching staff were surveyed with the STEBI-A instrument. The five highest and five lowest scoring teachers on the personal science teaching self-efficacy subscale of the STEBI-A were interviewed. The analysis of interviews and observations indicated that teachers with high personal science teaching self-efficacy have had a long interest in science and a relatively strong background of formal science studies with opportunities for exploring out of school activities. Although they may have experienced negative science experiences in their own schooling other ameliorating factors existed which maintained their interest. Their instructional strategies in science lessons were more child-centred than those reported by teachers with lower personal science teaching self-efficacy. The implications of the results for the inservice training of teachers are discussed.

Current Alcohol Use is Associated with Sleep Patterns in First-Year College Students

PubMed Central

Van Reen, Eliza; Roane, Brandy M.; Barker, David H.; McGeary, John E.; Borsari, Brian; Carskadon, Mary A.

2016-01-01

Study Objectives: To examine whether differences exist in self-reported sleep patterns and self-reported alcohol use for first-semester college students who do or do not report drinking during the last 6 months (mo) of high school. Methods: Participants were 878 first-year college students. Students completed a survey in late May/early June about alcohol use and consequences, during the last 6 mo of high school; they later completed a daily record of sleep behavior and alcohol use across the first 9 weeks of the first semester of college. High school drinking status (past 6 mo) was classified as positive (HS−6 mo+) or negative (HS−6mo−) based on any indication of drinking on the May/June survey. Collegiate drinking was determined from first-semester daily diary alcohol reports as non-drinkers (0 reported drinks), drinkers (one or fewer heavy episodic drinking episodes (HED)), and drinkers reporting more than one HED episode. Sleep patterns were compared for non-drinkers, drinkers, and HED with no high school drinking history (HS−6mo−/HED). In addition, a separate analysis compared sleep patterns for college HED with (HS−6mo+/HED) and without (HS−6mo−/HED) high school self-reported alcohol use. Results: Increased alcohol consumption in the first semester of college was associated with later bedtimes and rise times. We found no association of high school alcohol use and sleep in those with collegiate HED. Conclusions: Later sleep timing in those with greater alcohol use, supports a connection between sleep patterns and alcohol use. Such an early appearance of this connection may herald the development of alcohol use disorder in some individuals. Citation: Van Reen E, Roane BM, Barker DH, McGeary JE, Borsari B, Carskadon MA. Current alcohol use is associated with sleep patterns in first-year college students. SLEEP 2016;39(6):1321–1326. PMID:27070138

The Relationship between a Women's Leadership Development Program and Participant Self-Confidence

ERIC Educational Resources Information Center

Jennings, Janelle Perron

2009-01-01

According to Lundeberg, Fox, and Punccohar (1994), the reason that there are fewer women in certain professions is because of a lack of self-confidence. In a review of the literature, they found studies reporting a lack of self-confidence in sixth-grade girls, high school students, and women in undergraduate and graduate school. In her work on…

Factors influencing quality of life of obese students in Hangzhou, China.

PubMed

Chen, Ying-Ping; Wang, Hong-Mei; Edwards, Todd C; Wang, Ting; Jiang, Xiao-Ying; Lv, Yi-Ran; Patrick, Donald L

2015-01-01

To evaluate the quality of life (QOL) of overweight and obese middle or high school students and identify relevant factors influencing their QOL scores. 716 students were recruited from 6 middle or high schools in Hangzhou, China. The Chinese version of the Youth Quality of Life Instrument-Weight Module (YQOL-W) was self administered. The YQOL-W scores were compared among different BMI groups, gender, educational status, annual household income, parental education and recruitment community using t test or one-way analysis of variance. The independent association of these variables with QOL among overweight and obese students was examined using multivariable linear regression modeling. Overweight and obese students reported lower total scores, self, social and environment scores than their normal weight peers (all P<0.001). The QOL of overweight and obese middle and high school students was associated with BMI value, gender, educational status, parental education, and recruitment community. Girls had lower total scores, self, social and environment domain scores than boys (all P<0.001); high school students had lower total and three domain scores than middle school students (all P<0.05). Students whose fathers had higher education reported higher total scores, self and social scores than students with less educated fathers (all P<0.05). Students whose mothers had higher education reported higher environment scores than students with less educated mothers (P = 0.01). Students from migrant communities reported significantly lower total scores, self and social scores than those from rural communities (all P<0.05), but comparable scores with those from urban communities (P>0.05). Students from migrant communities reported comparable environment scores with those from rural and urban communities (P>0.05). Overweight and obesity have negative effects on students' quality of life. Therefore weight specific QOL could be included in weight reduction interventions as a relevant outcome.

Independent Study in High School Chemistry: A Progress Report.

ERIC Educational Resources Information Center

DeRose, James V.

This is a progress report of an independent study program in chemistry at a senior high school. Currently in its fourth year of operation, the program is designed to provide students with individualized, self-paced instruction in college-preparatory chemistry. The author discusses the rationale for the program, the initial phases, the problems…

Increasing self-esteem and school connectedness through a multidimensional mentoring program.

PubMed

King, Keith A; Vidourek, Rebecca A; Davis, Beth; McClellan, Warren

2002-09-01

High levels of self-esteem and positive school, peer, and family connections represent protective factors against youth involvement in risky behavior. This paper reports findings from year one of the Healthy Kids Mentoring Program, a multidisciplinary mentoring program for fourth-grade students in a Midwestern public school. In October 2000, 28 fourth-grade students were admitted into the program, based on findings from a 55-item survey distributed to all fourth-grade students (N = 283) regarding overall self-esteem, school, peer, and family connectedness and involvement in risky behavior. The program, which ran from January 2000 to May 2000, consisted of four components: 1) relationship building, 2) self-esteem enhancement, 3) goal setting, 4) academic assistance. Pretest-Posttest data showed significant improvements at posttest in mentored students' self-esteem levels and positive connections to school, peers, and family. Mentored students also were significantly less likely to be depressed or involved in bullying and fighting at posttest than at pretest. Compared to nonmentored students, mentored students reported significantly higher school and family connectedness scores at posttest. Recommendations for effective mentoring program design are offered.

Hearing loss prevention education using adopt-a-band: changes in self-reported earplug use in two high school marching bands.

PubMed

Auchter, Melissa; Le Prell, Colleen G

2014-06-01

Hearing loss prevention has always been an important issue for audiologists. The importance of hearing loss prevention education for young musicians is now recognized by the National Association for Music Education as well as the National Association of Schools of Music. Adopt-a-Band is a commercial program designed to foster hearing loss prevention behavior in young musicians. This study assessed changes in earplug use, measured using self-report surveys, after Adopt-a-Band training. Participants were members of 2 high school marching bands who viewed an informational DVD and reviewed fact sheets. Flat-attenuation earplugs were distributed, and training was provided. In addition, study participants engaged in discussion of hearing loss with a doctor of audiology student. Before training, 23% of participants reported they had previously used hearing protection. Immediately after training, 94% of participants reported they planned to use hearing protection at least occasionally. In a final end-of-season survey, earplug use had reliably increased; 62% of participants reported they used earplugs at least occasionally. Earplug use increased, but self-reported behavioral change was not as robust as predicted from self-reported participant intentions. Participant comments regarding factors that influenced their earplug use decisions suggest opportunities to improve training.

Stability and Change in Rural Youths' Educational Outcomes through the Middle and High School Years

ERIC Educational Resources Information Center

Witherspoon, Dawn; Ennett, Susan

2011-01-01

There is a dearth of literature that examines rural youths' school transition and adaptation over the middle and high school years. Given rural education challenges, this study examines rural youths' developmental trajectories of self-reported grades and affective and behavioral educational outcomes (i.e., school belonging, value of education,…

Test Anxiety Prevalence and Gender Differences in a Sample of English Secondary School Students

ERIC Educational Resources Information Center

Putwain, Dave; Daly, Anthony L.

2014-01-01

The aim of this study was to estimate the proportion of students who report themselves as highly test anxious in a sample of English secondary schools and whether this proportion differed by gender. Self-report test anxiety data were collected from 2435 secondary school students in 11 schools. Results showed that 16.4% of the sample reported…

School Health Profiles 2010: Characteristics of Health Programs among Secondary Schools in Selected U.S. Sites

ERIC Educational Resources Information Center

Brener, Nancy D.; Demissie, Zewditu; Foti, Kathryn; McManus, Tim; Shanklin, Shari L.; Hawkins, Joseph; Kann, Laura

2011-01-01

This report summarizes 2010 Profiles data. For each middle or high school that was sampled, the principal and the lead health education teacher (i.e., the person most knowledgeable about health education at the school) each completed a self-administered questionnaire. This report presents information from 47 states, 19 cities, 4 territories, and 2…

The relation of age, gender, ethnicity, and risk behaviors to self-esteem among students in nonmainstream schools.

PubMed

Connor, Jennifer M; Poyrazli, Senel; Ferrer-Wreder, Laura; Grahame, Kamini Maraj

2004-01-01

This cross-sectional study investigated self-esteem in relation to age, gender, ethnicity, and risk behaviors among a sample of nonmainstream students. Participants were 149 students in the 6th to 12th grades from two nonmainstream schools (one charter and one alternative school). Self-esteem and youth risk behaviors were determined by using a modified version of the Rosenberg Self-Esteem Scale (Rosenberg, 1965) and the National Alternative High School Youth Risk Behavior Survey (Grunbaum et al., 1999), respectively. Results indicated that nonmainstream students with high self-esteem were more likely to engage in their first sexual experience and to begin marijuana use later in life. African American students reported having their first sexual experience at an older age, but having more sexual partners than did Latino students. The implications of these findings are discussed.

The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in U.S. schools.

PubMed

Davis, Kristen S; Burgeson, Charlene R; Brener, Nancy D; McManus, Tim; Wechsler, Howell

2005-06-01

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.

Uptake and adherence of a self-directed internet-based mental health intervention with tailored e-mail reminders in senior high schools in Norway.

PubMed

Lillevoll, Kjersti R; Vangberg, Hans Christian B; Griffiths, Kathleen M; Waterloo, Knut; Eisemann, Martin R

2014-01-21

Internet-based cognitive behavioural therapy (ICBT) is a promising approach to the prevention and reduction of depressive symptoms among adolescents. This study aimed to evaluate the feasibility and efficacy of disseminating a self-directed internet-based mental health intervention (MoodGYM) in senior high schools. It also sought to investigate possible effects of tailored and weekly e-mail reminders on initial uptake and adherence to the intervention. A baseline survey was conducted in four senior high schools in two Norwegian municipalities (n = 1337). 52.8% (707/1337) of the students consented to further participation in the trial and were randomly allocated to one of three MoodGYM intervention groups (tailored weekly e-mail reminder (n = 175), standardized weekly e-mail reminder (n = 176 ) or no e-mail reminder (n = 175)) or a waitlist control group (n = 180). We tested for effects of the intervention on depression and self-esteem using multivariate analysis of variance, effects of tailored e-mail and self-reported current need of help on initial uptake of the intervention using logistic regression and the effect of weekly e-mails on adherence using ordinal regression. There was substantial non-participation from the intervention, with only 8.5% (45/527) participants logging on to MoodGYM, and few proceeding beyond the first part of the programme. No significant effect on depression or self-esteem was found among the sample as a whole or among participants with elevated depression scores at baseline. Having a higher average grade in senior high school predicted initial uptake of the intervention, but tailored e-mail and self-reported current need of help did not. Weekly e-mail prompts did not predict adherence. The main reasons for non-use reported were lack of time/forgetting about it and doubt about the usefulness of the program. Overall, disseminating a self-directed internet-based intervention to a school population proved difficult despite steps taken to reduce barriers in terms of tailoring feedback and dispatching weekly e-mail reminders. Providing mental health interventions within the school environment is likely to ensure better uptake among senior high school students, but there is a need to effectively communicate that such programmes can be helpful. The trial was registered retrospectively as ACTRN12612001106820.

Violent, Delinquent, and Aggressive Behaviors of Rural High School Athletes and Non-Athletes

ERIC Educational Resources Information Center

Rhea, Deborah J.; Lantz, Christopher D.

2004-01-01

The purpose of this study was to explore the relationship between sports participation and self-reported violent, delinquent, and aggressive behaviors in rural high school populations. Three-hundred and thirty-eight athletes and non-athletes from four rural high schools completed the YRBSS and the Conflict Behavior Scale (CBS). The results…

The Relationships among Reported Strategy Use, Metacognitive Awareness, and Reading Achievement of High School Students

ERIC Educational Resources Information Center

Hong-Nam, Kay; Leavell, Alexandra G.; Maher, Sheila

2014-01-01

The metacognitive awareness and reading strategy use of high school students enrolled in two high schools were investigated. The correlations between reading scores and strategy use were examined as well as the variation in strategy use by self-rated reading proficiency and academic grades. The factor analysis revealed four factors on the…

Relationship Between Concussion History and Concussion Knowledge, Attitudes, and Disclosure Behavior in High School Athletes.

PubMed

Register-Mihalik, Johna K; Valovich McLeod, Tamara C; Linnan, Laura A; Guskiewicz, Kevin M; Marshall, Stephen W

2017-05-01

Examine the association between self-reported concussion history and measures of concussion knowledge, attitude, and disclosure behavior. Cross-sectional survey. Classroom. A convenience sample of high school athletes (n = 167; mean age = 15.7 years) from multiple sports completed a validated survey. Concussion history (main predictor) was defined as the number of self-recalled concussions during participants' high school career. The outcomes were recalled concussion disclosure behavior (3 measures) and scales assessing both concussion knowledge and concussion attitude. A greater number of previous concussions was associated with worse attitude to concussion and negative concussion disclosure behavior. For every 3 additional self-recalled concussions, there was a mean decrease of 7.2 points (range of possible scores = 14-98) in concussion attitude score (P = 0.002), a 48% decrease in the self-reported proportion of concussion events disclosed (P = 0.013), and an increased prevalence of self-reported participation in games (67%) and practices (125%) while experiencing signs and symptoms of concussion (P < 0.001). Increased concussion history did not affect concussion knowledge score (P = 0.333). Negative trends in concussion disclosure behavior were identified in youth athletes with a positive history of concussion. Improving disclosure in this subgroup will require targeted efforts addressing negative attitude to concussion.

Underreporting of Concussions and Concussion-Like Symptoms in Female High School Athletes.

PubMed

McDonald, Tracy; Burghart, Mark A; Nazir, Niaman

2016-01-01

Underreporting of concussions and concussion-like symptoms in athletes continues to be a serious medical concern and research focus. Despite mounting worry, little evidence exists examining incidence of underreporting and documenting characteristics of head injury in female athletes participating in high school sports. This study examined the self-reporting behaviors of female high school athletes. Seventy-seven athletes participated, representing 14 high school sports. Nearly half of the athletes (31 participants) reported a suspected concussion, with 10 of the 31 athletes refraining from reporting symptoms to training staff after injury. Only 66% reported receiving concussion education. Concussion education appeared to have no relationship with diagnosed concussion rates in athletes, removing athletes from play, or follow-up medical care after injury. In conclusion, female high school athletes underreport signs and symptoms of concussions. Concussion education should occur at higher rates among female athletes to influence reporting behaviors.

Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data.

PubMed

Leecaster, Molly; Toth, Damon J A; Pettey, Warren B P; Rainey, Jeanette J; Gao, Hongjiang; Uzicanin, Amra; Samore, Matthew

2016-01-01

Estimates of contact among children, used for infectious disease transmission models and understanding social patterns, historically rely on self-report logs. Recently, wireless sensor technology has enabled objective measurement of proximal contact and comparison of data from the two methods. These are mostly small-scale studies, and knowledge gaps remain in understanding contact and mixing patterns and also in the advantages and disadvantages of data collection methods. We collected contact data from a middle school, with 7th and 8th grades, for one day using self-report contact logs and wireless sensors. The data were linked for students with unique initials, gender, and grade within the school. This paper presents the results of a comparison of two approaches to characterize school contact networks, wireless proximity sensors and self-report logs. Accounting for incomplete capture and lack of participation, we estimate that "sensor-detectable", proximal contacts longer than 20 seconds during lunch and class-time occurred at 2 fold higher frequency than "self-reportable" talk/touch contacts. Overall, 55% of estimated talk-touch contacts were also sensor-detectable whereas only 15% of estimated sensor-detectable contacts were also talk-touch. Contacts detected by sensors and also in self-report logs had longer mean duration than contacts detected only by sensors (6.3 vs 2.4 minutes). During both lunch and class-time, sensor-detectable contacts demonstrated substantially less gender and grade assortativity than talk-touch contacts. Hallway contacts, which were ascertainable only by proximity sensors, were characterized by extremely high degree and short duration. We conclude that the use of wireless sensors and self-report logs provide complementary insight on in-school mixing patterns and contact frequency.

Prevalence of nonsuicidal self-injury and its risk and protective factors among adolescents in Taiwan.

PubMed

Lin, Min-Pei; You, Jianing; Ren, Yaxuan; Wu, Jo Yung-Wei; Hu, Wei-Hsuan; Yen, Cheng-Fang; Zhang, Xu

2017-09-01

The present study aimed to investigate the prevalence of nonsuicidal self-injury (NSSI) in a large representative sample of secondary school students and identified the psychosocial risk and protective factors. Using a cross-sectional design, 2170 participants were recruited from senior high schools throughout Taiwan using both stratified and cluster sampling. The one-year prevalence of NSSI was found to be 20.1%. Results suggested that compared to non-injurers, episodic self-injurers reported higher levels of neuroticism and openness, while repetitive self-injurers reported higher levels of neuroticism, openness, avoidance/emotion-focused coping, and virtual social support, and lower levels of self-esteem and cognitive reconstruction/problem-focused coping. Compared to episodic self-injurers, repetitive self-injurers reported a higher level of avoidance/ emotion-focused coping. Additionally, compared to non-injurers, mild self-injurers reported higher levels of neuroticism and openness, while severe self-injurers reported higher levels of neuroticism, openness, avoidance/emotion-focused coping, and virtual social support, and lower levels of self-esteem and cognitive reconstruction/problem-focused coping. Our study found that NSSI is fairly prevalent among secondary school students in Taiwan. Psychosocial risk factors, especially maladaptive coping strategies, should be given special attention when examining adolescents with NSSI. Regarding protective factors, enhancing self-esteem should be the focus of formulating effective intervention strategies for NSSI. Copyright © 2017 Elsevier Ireland Ltd. All rights reserved.

Examining the Efficacy of a Time Management Intervention for High School Students. Research Report. ETS RR-13-25

ERIC Educational Resources Information Center

Burrus, Jeremy; Jackson, Teresa; Holtzman, Steven; Roberts, Richard D.; Mandigo, Terri

2013-01-01

The current paper reports the results of 2 quasiexperimental studies conducted to examine the efficacy of a new time management intervention designed for high school students. In both studies, there was no difference between the treatment and control groups in improvement in self-reported time management skills as a result of the intervention.…

Relationships among Humour, Self-Esteem, and Social Support to Burnout in School Teachers

ERIC Educational Resources Information Center

Ho, Sammy K.

2016-01-01

This study examined the total, direct, and indirect effects of humour on burnout among 539 school teachers. As predicted, those with high humour reported significantly lower levels of emotional exhaustion and depersonalisation but higher levels of personal accomplishment. Self-esteem consistently explained parts of the associations between humour…

Emotional intelligence assessment in a graduate entry medical school curriculum.

PubMed

Doherty, Eva M; Cronin, Patricia A; Offiah, Gozie

2013-03-07

The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor's EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum. Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time. Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments. This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school.

Self-report surveys of student sleep and well-being: a review of use in the context of school start times.

PubMed

Ziporyn, Terra D; Malow, Beth A; Oakes, Kari; Wahlstrom, Kyla L

2017-12-01

A large body of literature supports the need to delay high school starting times to improve student health and well-being by allowing students an opportunity to get sufficient and appropriately timed sleep. However, a dearth of uniform and standardized tools has hampered efforts to collect data on adolescent sleep and related health behaviors that might be used to establish a need for, or to evaluate outcomes of, bell time delays. To assess validated tools available to schools and contrast them with tools that schools have actually used, we identified and reviewed published, validated self-report surveys of adolescent sleep and well-being, as well as unpublished surveys, used to assess student sleep and related health measures in US high schools considering later high school start times. Only three of the surveys reviewed had adequate psychometric properties and covered an appropriately wide range of health and academic questions to allow for discernment of outcomes in pre-post educational settings. The surveys exhibited marked variability in numerous areas, including focus, terminology, calculation of sleep duration, mode of administration, context of administration, and follow-up procedures. Our findings provide sleep researchers and school administrators with an overview of surveys that school districts have used, along with a deeper understanding of the challenges of choosing, designing, and administering self-report surveys in the context of changing school schedules. They also highlight the opportunities presented by these instruments to assess outcomes of delaying bell times, compare communities meaningfully, and establish the need for later school start times in individual school districts. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data

PubMed Central

Leecaster, Molly; Toth, Damon J. A.; Pettey, Warren B. P.; Rainey, Jeanette J.; Gao, Hongjiang; Uzicanin, Amra; Samore, Matthew

2016-01-01

Estimates of contact among children, used for infectious disease transmission models and understanding social patterns, historically rely on self-report logs. Recently, wireless sensor technology has enabled objective measurement of proximal contact and comparison of data from the two methods. These are mostly small-scale studies, and knowledge gaps remain in understanding contact and mixing patterns and also in the advantages and disadvantages of data collection methods. We collected contact data from a middle school, with 7th and 8th grades, for one day using self-report contact logs and wireless sensors. The data were linked for students with unique initials, gender, and grade within the school. This paper presents the results of a comparison of two approaches to characterize school contact networks, wireless proximity sensors and self-report logs. Accounting for incomplete capture and lack of participation, we estimate that “sensor-detectable”, proximal contacts longer than 20 seconds during lunch and class-time occurred at 2 fold higher frequency than “self-reportable” talk/touch contacts. Overall, 55% of estimated talk-touch contacts were also sensor-detectable whereas only 15% of estimated sensor-detectable contacts were also talk-touch. Contacts detected by sensors and also in self-report logs had longer mean duration than contacts detected only by sensors (6.3 vs 2.4 minutes). During both lunch and class-time, sensor-detectable contacts demonstrated substantially less gender and grade assortativity than talk-touch contacts. Hallway contacts, which were ascertainable only by proximity sensors, were characterized by extremely high degree and short duration. We conclude that the use of wireless sensors and self-report logs provide complementary insight on in-school mixing patterns and contact frequency. PMID:27100090

Using social cognitive theory to explain discretionary, "leisure-time" physical exercise among high school students.

PubMed

Winters, Eric R; Petosa, Rick L; Charlton, Thomas E

2003-06-01

To examine whether knowledge of high school students' actions of self-regulation, and perceptions of self-efficacy to overcome exercise barriers, social situation, and outcome expectation will predict non-school related moderate and vigorous physical exercise. High school students enrolled in introductory Physical Education courses completed questionnaires that targeted selected Social Cognitive Theory variables. They also self-reported their typical "leisure-time" exercise participation using a standardized questionnaire. Bivariate correlation statistic and hierarchical regression were conducted on reports of moderate and vigorous exercise frequency. Each predictor variable was significantly associated with measures of moderate and vigorous exercise frequency. All predictor variables were significant in the final regression model used to explain vigorous exercise. After controlling for the effects of gender, the psychosocial variables explained 29% of variance in vigorous exercise frequency. Three of four predictor variables were significant in the final regression equation used to explain moderate exercise. The final regression equation accounted for 11% of variance in moderate exercise frequency. Professionals who attempt to increase the prevalence of physical exercise through educational methods should focus on the psychosocial variables utilized in this study.

Aggression in schools: psychosocial outcomes of bullying among Indian adolescents.

PubMed

Malhi, Prahbhjot; Bharti, Bhavneet; Sidhu, Manjit

2014-11-01

To examine the prevalence of school bullying and to investigate the behavioral, emotional, socio-economic and demographic correlates of bullying behaviors among Indian school going adolescents. Self-reports on bullying involvement were collected from 9th to 10th class students (N = 209; Mean = 14.82 y, SD = 0.96) from Government and Private schools of a north Indian city. Four groups of adolescents were identified: bullies, victims, bully-victims, and non-involved students. The self concept of the child was measured by the Indian adaptation of the Piers Harris Children's Self Concept Scale (CSCS) and emotional and behavioral difficulties by the Youth self report measure of the Strengths and Difficulties Questionnaire. The overall prevalence of any kind of bullying behavior was 53 %. One-fifth (19.2 %) of the children were victims of bullying. Boys were more likely to be bully-victims (27.9 %) and girls were more likely to be victims (21.6 %). Bullying status was significantly related to the total self concept scores of the students (F = 5.12, P = 0.002). Victimized adolescents reported the lowest self concept scores. Bully-victims had a higher risk for conduct problems and hyperactivity and were the most likely to have academic difficulties. Bullies had relatively better school grades and high self esteem but had higher risk for hyperactivity and conduct problems as compared to controls. Bullying and victimization was widespread among the Indian school going youth. Given the concurrent psychosocial adjustment problems associated with bullying, there is an urgent need for developing intervention programs and sensitizing school personnel.

A Framework for Assessing High School Students' Intercultural Communicative Competence in a Computer-Mediated Language Learning Project

ERIC Educational Resources Information Center

Peng, Hsinyi; Lu, Wei-Hsin; Wang, Chao-I

2009-01-01

The purposes of this study were to identify the essential dimensions of intercultural communicative competence (ICC) and to establish a framework for assessing the ICC level of high school students that included a self-report inventory and scoring rubrics for online interaction in intercultural contexts. A total of 472 high school students from…

Exploring the Structural Relationships between High School Students' Scientific Epistemological Views and Their Utilization of Information Commitments toward Online Science Information

ERIC Educational Resources Information Center

Lin, Chia-Ching; Tsai, Chin-Chung

2008-01-01

The main purpose of this study was to examine the structural relationships between scientific epistemological views (SEVs) and information commitments (ICs) of high school students in Taiwan. Data were collected from 486 Taiwanese high school students via two self-reporting instruments: one was the SEV questionnaire, including five scales for…

Alcohol Use among High School Athletes: A Comparison of Alcohol Use and Intoxication in Male and Female High School Athletes and Non-Athletes.

ERIC Educational Resources Information Center

Carr, Christopher N.; And Others

1990-01-01

High school student athletes and nonathletes were assessed on self-report inventory concerning frequency of alcohol use, intoxication, and attitudes about adolescent alcohol and drug use. Results indicated that male athletes consumed alcohol significantly more than male nonathletes and that male athletes drank alcohol to intoxication at…

Helping Minority High School Students Redefine their Self-Image through Culturally Sensitive Instruction.

ERIC Educational Resources Information Center

Abi-Nader, Jeannette

This report is based on an ethnographic study of a multicultural "college prep" program catering to minority students. It was part of the elective bilingual education offering at a large urban high school, and recorded an 11-year history of successfully graduating Hispanic high school students and sending at least 65% of them on to college. The…

Self-reported suicide attempts and associated risk and protective factors among secondary school students in New Zealand.

PubMed

Fleming, Theresa M; Merry, Sally N; Robinson, Elizabeth M; Denny, Simon J; Watson, Peter D

2007-03-01

To examine associations between individual, family, school and community characteristics and rates of suicide attempts in a national population sample of New Zealand secondary school students. A total of 9570 randomly selected 9- to 13-year-old students from 114 schools were surveyed, using the New Zealand Adolescent Health Survey. This is a 523-item anonymous self-report comprehensive questionnaire delivered by Multi-Media Computer-Assisted Self-Interviewing. Multivariate analyses were used to examine correlates of self-reported suicide attempts within the last 12 months. In total, 739 participants (4.7% of males and 10.5% of females) reported having made a suicide attempt within the last 12 months. Depressive symptoms, alcohol abuse, -having a friend or family member attempt suicide, family violence and non-heterosexual attractions were independently associated with increased rates of suicide attempts while parents caring, other family members caring, teachers being fair and feeling safe at school were independently associated with decreased rates of suicide attempts. Caring friendships, attending worship frequently, possible sexual abuse and anxiety symptoms were not independently associated with suicide attempts. Risk and protective factors operated in the same way for male and female students and for those with and without other suicide predictors. New Zealand secondary school students, particularly female students, report high rates of suicide attempts. Risk of suicide attempts is lower in students reporting caring home and fair, safe school environments and this effect remains once depression is taken into account. This study confirms the importance of depression, substance use, problem behaviour, negative life events, exposure to suicide behaviour by others and the significance of sexual orientation in suicidal behaviour among school students and provides evidence of the importance of the family and school environments in reducing risk among this group.

Parental Attachment, Self-Esteem, and Antisocial Behaviors among African American, European American, and Mexican American Adolescents.

ERIC Educational Resources Information Center

Arbona, Consuelo; Power, Thomas G.

2003-01-01

Examines the relation of mother and father attachment to self-esteem and self-reported involvement in antisocial behaviors among African American, European American, and Mexican American high school students. Findings indicated that adolescents from the 3 ethnic/racial groups did not differ greatly in their reported attachment. (Contains 70…

Supervision and computerized neurocognitive baseline test performance in high school athletes: an initial investigation.

PubMed

Kuhn, Andrew Warren; Solomon, Gary S

2014-01-01

Computerized neuropsychological testing batteries have provided a time-efficient and cost-efficient way to assess and manage the neurocognitive aspects of patients with sport-related concussion. These tests are straightforward and mostly self-guided, reducing the degree of clinician involvement required by traditional clinical neuropsychological paper-and-pencil tests. To determine if self-reported supervision status affected computerized neurocognitive baseline test performance in high school athletes. Retrospective cohort study. Supervised testing took place in high school computer libraries or sports medicine clinics. Unsupervised testing took place at the participant's home or another location with computer access. From 2007 to 2012, high school athletes across middle Tennessee (n = 3771) completed computerized neurocognitive baseline testing (Immediate Post-Concussion Assessment and Cognitive Testing [ImPACT]). They reported taking the test either supervised by a sports medicine professional or unsupervised. These athletes (n = 2140) were subjected to inclusion and exclusion criteria and then matched based on age, sex, and number of prior concussions. We extracted demographic and performance-based data from each de-identified baseline testing record. Paired t tests were performed between the self-reported supervised and unsupervised groups, comparing the following ImPACT baseline composite scores: verbal memory, visual memory, visual motor (processing) speed, reaction time, impulse control, and total symptom score. For differences that reached P < .05, the Cohen d was calculated to measure the effect size. Lastly, a χ(2) analysis was conducted to compare the rate of invalid baseline testing between the groups. All statistical tests were performed at the 95% confidence interval level. Self-reported supervised athletes demonstrated better visual motor (processing) speed (P = .004; 95% confidence interval [0.28, 1.52]; d = 0.12) and faster reaction time (P < .001; 95% confidence interval [-0.026, -0.014]; d = 0.21) composite scores than self-reported unsupervised athletes. Speed-based tasks were most affected by self-reported supervision status, although the effect sizes were relatively small. These data lend credence to the hypothesis that supervision status may be a factor in the evaluation of ImPACT baseline test scores.

Physical Activity and Adolescent Female Psychological Development.

ERIC Educational Resources Information Center

Covey, Linda A.; Feltz, Deborah L.

1991-01-01

Relationships between self-reported past and present physical activity levels and self-image, sense of mastery, gender role identity, self-perceived physical ability, and self-perceived attractiveness were studied for 149 female high school sophomores, juniors, and seniors. Results are discussed in terms of adolescent emotional health. (SLD)

High School Students' Self-Reported Use of School Clinics and Nurses.

PubMed

Harper, Christopher R; Liddon, Nicole; Dunville, Richard; Habel, Melissa A

2016-10-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who reported being in high school were provided a list of services and asked whether they had gone to a school nurse or clinic for any of the listed services. Nearly 90% reported having access to a school clinic or nurse. Among students with access, 65.6% reported using at least one service. Non-White students and younger students were more likely to report having access to a clinic or nurse. These results show many students have access to clinics or nurses and are using these services, although not uniformly for all services. © The Author(s) 2016.

Middle and high school teachers' implementation reflections of photonics and optics curriculum in a qualitative study

NASA Astrophysics Data System (ADS)

Gilchrist, P. O.; Young, T. V.; Bowles, T. A.; Brady, K. P.; Grable, L. L.

2017-08-01

The purpose of this paper is to describe middle and high school science teachers' self-reported experiences learning and adopting novel optics and photonics content. The hybrid teacher professional development program design, theoretical framework, methodology, findings, and implications related to teachers' adoption decisions of optics and photonics content will be reported in the paper.

High School Physics Teacher Preparation: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

ERIC Educational Resources Information Center

White, Susan; Tyler, John

2015-01-01

This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…

A Phenomenological Exploration of School Counselors' Conceptualization and Implementation of Multicultural Competence

ERIC Educational Resources Information Center

Knight, Jasmine

2010-01-01

School counselors need multicultural competence to implement comprehensive school counseling programs that promote the academic achievement of all students. Prior research demonstrates that school counselors have reported high levels of multicultural competence. However, there is no evidence that this self-perceived competence translates into…

Epistemic beliefs of middle and high school students in a problem-based, scientific inquiry unit: An exploratory, mixed methods study

NASA Astrophysics Data System (ADS)

Gu, Jiangyue

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students' epistemic beliefs contribute to the construction of students' problem solving processes, and (c) how and why do students' epistemic beliefs change by engaging in PBL. Twenty-one middle and high school students participated in a summer science class to investigate local water quality in a 2-week long problem-based learning (PBL) unit. The students worked in small groups to conduct water quality tests at in their local watershed and visited several stakeholders for their investigation. Pretest and posttest versions of the Epistemological Beliefs Questionnaire were conducted to assess students' self-reported epistemic beliefs before and after the unit. I videotaped and interviewed three groups of students during the unit and conducted discourse analysis to examine their epistemic beliefs revealed from scientific inquiry activities and triangulate with their self-reported data. There are three main findings from this study. First, students in this study self-reported relatively sophisticated epistemic beliefs on the pretest. However, the comparison between their self-reported beliefs and beliefs revealed from practice indicated that some students were able to apply sophisticated beliefs during the unit while others failed to do so. The inconsistency between these two types of epistemic beliefs may due to students' inadequate cognitive ability, low validity of self-report measure, and the influence of contextual factors. Second, qualitative analysis indicated that students' epistemic beliefs of the nature of knowing influenced their problem solving processes and construction of arguments during their inquiry activities. Students with more sophisticated epistemic beliefs acquired knowledge, presented solid evidence, and used it to support their claims more effectively than their peers. Third, students' self-reported epistemic beliefs became significantly more sophisticated by engaging in PBL. Findings from this study can potentially help researchers to better understand the relation between students' epistemic beliefs and their scientific inquiry practice,

Latent profile analysis of sixth graders based on teacher ratings: Association with school dropout.

PubMed

Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

2015-12-01

The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: Well-Adapted, Average, Average-Social Skills Deficit, Internalizing, Externalizing, Disruptive Behavior with School Problems, and Severe Problems. Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the Average-Social Skills Deficit class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the Well-Adapted class to 84% in the Severe Problems class. Students' self-reports were generally consistent with the latent profile classes. Students in the Well-Adapted class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the Disruptive Behaviors with School Problems class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets. (c) 2015 APA, all rights reserved).

Sense of Futility: The Missing Link between Track Position and Self-Reported School Misconduct

ERIC Educational Resources Information Center

Van Houtte, Mieke; Stevens, Peter A. J.

2008-01-01

It is often reported that delinquency and school misconduct are more prevalent among students in lower academic tracks. This article examines the relationship between school type (general vs. technical/vocational) and self-reported school misconduct, considering simultaneously two recurrent explanations: the students' self-esteem and "strain…

ATTITUDES TOWARD CIVIL LIBERTIES AMONG HIGH SCHOOL SENIORS. FINAL REPORT.

ERIC Educational Resources Information Center

POCK, JOHN C.

HIGH SCHOOL STUDENTS WERE MEASURED ON THE DEGREE TO WHICH THEY HOLD VIEWS WHICH FAVOR A CIVIL LIBERTARIAN POSITION, AND THE EXTENT TO WHICH THESE VIEWS APPEARED TO BE INFLUENCED BY THE SOCIAL ATTRIBUTES OF THE PEOPLE INVOLVED. FROM NINE SCHOOLS IN THE PORTLAND METROPOLITAN AREA, 3,066 SENIORS RESPONDED TO A SELF-ADMINISTERED QUESTIONNAIRE. THE…

Health-Related Fitness Knowledge and Physical Activity of High School Students

ERIC Educational Resources Information Center

Thompson, Angela; Hannon, James C.

2012-01-01

The purpose of this study was to determine if health-related fitness (HRF) knowledge is related to self-reported physical activity (PA) of high school students. Students (N=165) enrolled in physical education from two schools in the Southwestern U.S participated. A 100-point HRF knowledge test was assembled, focusing on the HRF concepts of…

Beginning High School: Christian Students' Perceptions and Choices

ERIC Educational Resources Information Center

Tengler, Ashley S.; Seifert, Lauren S.

2017-01-01

Moving from middle to high school can bring challenges for adolescents in the United States, with self-reports indicating areas that might need attention. Christian ninth grade students gave structured interviews about their perceptions of the transition. Issues like a change in the type (e.g., private to public) or size of school were discussed.…

Association between attempted suicide and academic performance indicators among middle and high school students in Mexico: results from a national survey.

PubMed

Orozco, Ricardo; Benjet, Corina; Borges, Guilherme; Moneta Arce, María Fátima; Fregoso Ito, Diana; Fleiz, Clara; Villatoro, Jorge Ameth

2018-01-01

Students' mental health is associated to academic performance. In high income countries, higher students' grades are related to lower odds of suicidal behaviors, but studies on other indicators of academic performance are more limited, specially in middle income countries. Data from 28,519 middle and high school students selected with multistage clustered sampling in the Mexican National Survey of Student's Drug Use. Using a self-administered questionnaire, lifetime suicidal attempt and four indicators of academic performance were assessed: age inconsistency with grade level, not being a student in the last year, perceived academic performance and number of failed courses. Multiple logistic regression models were used to control for sociodemographic and school characteristics. The lifetime prevalence of attempted suicide was 3.0% for middle school students and 4.2% for high school students. Among middle school students, statistically adjusted significant associations of suicide attempt with academic performance indicators were: not being a student the year before, worse self-perceived performance and a higher number of failed courses; among high school students, predictors were failed courses and self-perceived academic performance, with ORs of 1.65 and 1.96 for the categories of good and fair/poor respectively, compared to those who reported very good performance. Self-perceived academic performance was the main indicator for suicide in both school levels. Suicide prevention efforts in Mexico's schools should include asking students about the perception they have about their own academic performance.

High Prevalence of Self-Reported Depressive Mood during the Winter Season among Swedish Senior High School Students

ERIC Educational Resources Information Center

Rastad, Cecilia; Ulfberg, Jan; Sjoden, Per-Olow

2006-01-01

Objective: There are few studies regarding the prevalence of seasonal variation in mood among children and adolescents. The main objective of this study was to estimate the prevalence of self-reported depressive mood during the winter season among Swedish adolescents and to investigate gender differences. Another aim was to analyze the factor…

Domain-Specific Self-Concept in Relation to Traditional and Cyber Peer Aggression

ERIC Educational Resources Information Center

Toledano, Shanee; Werch, Brittany L.; Wiens, Brenda A.

2015-01-01

Individuals who aggress against others have been described both as having overall low self-concept and as having high, inflated self-concept. The conceptualization of self-concept as domain specific provides an alternate means to resolving this controversy. In this study, 223 middle school students completed self-report measures assessing…

Perceptions of Stigma and Self-Reported School Engagement In Same-Sex Couples with Young Children.

PubMed

Goldberg, Abbie E; Smith, JuliAnna Z

2014-09-01

Little research has explored same-sex parents' school engagement, although there is some evidence that same-sex parents' perceptions of openness versus exclusion in the school setting -as well as other interrelated contexts - may have implications for their relationships with and perceptions of their children's schools. The current cross-sectional study used multilevel modeling to examine the relationship between same-sex parents' perceptions of stigma in various contexts and their self-reported school involvement, relationships with teachers, and school satisfaction, using a sample of 68 same-sex adoptive couples (132 parents) of kindergarten-age children. Parents who perceived their communities as more homophobic reported higher levels of school-based involvement. Parents who perceived lower levels of sexual orientation-related stigma at their children's schools reported higher levels of school satisfaction. Parents who perceived lower levels of exclusion by other parents reported higher levels of school-based involvement and better relationships with teachers. However, perceived exclusion interacted with parents' level of outness with other parents, such that parents who were very out and reported high levels of exclusion reported the lowest quality relationships with teachers. Our findings have implications for scholars who study same-sex parent families at various stages of the life cycle, as well as for teachers and other professionals who work with diverse families.

Emotional intelligence assessment in a graduate entry medical school curriculum

PubMed Central

2013-01-01

Background The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor’s EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum. Methods Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time. Results Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments. Conclusions This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school. PMID:23497237

Trajectories of maternal verbal aggression across the middle school years: associations with negative view of self and social problems.

PubMed

Donovan, Kera L; Brassard, Marla R

2011-10-01

The primary research objective was to explore the relationship between trajectories of maternal verbal aggression (VA) experienced by low-income, community middle school students across a three-year period and outcomes that have been found to be related to VA in previous work, including a negative view of self and social problems. Longitudinal data were collected from 421 youth (51.8% male) attending two middle schools over 3 years using a multiple-informant survey design. K-means cluster analysis was used to identify trajectories of VA using youth ratings of the Conflict Tactics Scale: Parent-Child (Straus, Hamby, Finkelhor, Moore, & Runyan, 1998). Dependent variables were self-reported depression, self-esteem, delinquency, and peer victimization as well as peer-rated aggression and sensitive-isolated reputation. Four trajectory groups of VA were identified: Low Stable, Increasing, Decreasing, and High Stable. The 3-year average occurrence of VA was: 1.31, 9.18, 10.24, and 31.14 instances, respectively. Gender-specific MANOVAs revealed dramatic differences between the High Stable and Low Stable groups. High Stable boys reported significantly more depressive symptoms, delinquency, peer overt and relational victimization, and were less likely to have a sensitive/isolated reputation than Low Stable boys. High Stable girls reported significantly more depressive symptoms, low self-esteem, delinquency, peer overt and relational victimization and were rated by peers as having more aggressive/disruptive and relationally aggressive reputations than Low Stable girls. Girls in the High Stable group were more likely than other youth to report levels of depressive symptoms and delinquency >1 SD above the mean, while boys in the High Stable group were more likely to report levels of delinquency >1 SD above the mean. The Increasing and Decreasing groups also demonstrated significantly poorer functioning than the Low Stable group on most outcomes. Growth curve analysis revealed that VA showed a contemporaneous association with self-reported delinquency suggesting these factors are closely related. Any level of VA greater than the 1-2 instances per year reported by youth in the Low Stable group was associated with less favorable outcomes. Copyright © 2011 Elsevier Ltd. All rights reserved.

College Access and Success among High School Graduates Taking the SAT®: Asian American Students. Research Note 2013-8

ERIC Educational Resources Information Center

McKillip, Mary E. M.; Mackey, Philip E.

2013-01-01

This report shows college enrollment and graduation trends among Asian American SAT® takers who finished high school in 2004 and 2010 by student characteristics, including aspirations, self-perceived ability, and academic achievements. In every case, students in the top categories (high aspirations, high-perceived ability, high-assessed ability)…

Life satisfaction, coping, self-esteem and suicide ideation in Chinese adolescents: a school-based study.

PubMed

Yao, Y-S; Chang, W-W; Jin, Y-L; Chen, Y; He, L-P; Zhang, L

2014-09-01

To determine the prevalence and associated risk factors of suicidal ideation (SI) among junior, senior high and college school students. A total of 5249 students in Anhui Province of China participated in a self-administered anonymous survey. Females were more likely to report SI than males (32.1% vs. 20.6%). Using binary logistic regression analysis, we found that being female, passive coping, lower family satisfaction, lower school satisfaction, lower living environment satisfaction and higher self-esteem were associated with an increased risk of SI. This study suggested that SI was common among Chinese adolescents. Being female, high score of passive coping, lower family satisfaction, lower school satisfaction, lower living environment satisfaction and higher self-esteem were significantly associated with an increased risk of SI. There is an urgent need to take effective measures reducing the rate of SI among adolescents through collaboration among families, schools and society. © 2014 John Wiley & Sons Ltd.

Attachment and self-evaluation in Chinese adolescents: age and gender differences.

PubMed

Song, Hairong; Thompson, Ross A; Ferrer, Emilio

2009-10-01

This study investigated age and gender differences in the quality of attachment to mothers, fathers, and peers, and the association of attachment with measures of self-evaluation in 584 Chinese adolescents in junior high, high school, and university. Their responses to the Inventory of Parent and Peer Attachment indexed attachment quality, and self-evaluation was measured by the Rosenberg Self-Esteem Scale and the Self-Liking and Self-Competence Scale. Consistent with findings with Western samples, our analyses revealed (a) lower parent-child relationship quality in middle (compared to early) adolescence, (b) a significant association of parental and peer attachment with self-evaluation, and (c) gender differences in attachment to peers, with females reporting stronger attachment than males. Chinese females reported stronger maternal attachment than did males, and for females the quality of maternal attachment was more strongly related to self-evaluation than any other attachment relationship. During high school, peer attachment quality - rather than parental - was preeminently associated with self-evaluation. The findings of this study indicate that in a context of considerable consistency of findings with Western studies, parent-child attachment in Chinese adolescents is also influenced by culture-specific practices that influence parent-youth relationships and their meaning to the child.

Fruit and Vegetable Exposure in Children is Linked to the Selection of a Wider Variety of Healthy Foods at School

PubMed Central

Korinek, Elizabeth V.; Bartholomew, John B.; Jowers, Esbelle M.; Latimer, Lara A.

2013-01-01

Schools often offer healthy fruits and vegetables (FV) and healthy entrées. However, children may resist these efforts due to a lack of familiarity with the offerings. While numerous exposures with a food increase its liking, it may be that an exposure to a variety of FV at home leads to greater willingness to select other foods – even those that are unrelated to those eaten at home. As an initial test of this possibility, this study was designed to examine how self-reports of exposure and consumption of various FV were associated with the selection of FV and lunch entrées at school. Participants (N=59) were a convenience sample of elementary children. A median-split was used to place students into high and low exposure groups for self-reports of both exposure and consumption at home. The primary dependent variables were: self-reports of selecting FV at school; the children’s absolute and relative ratings of eight “healthier” lunch entrées; and self-reports of selecting these entrées. These entrées were recently added to the school menu and, therefore, tended to be less familiar to children. Food ratings were collected through taste exposures conducted at school. Results indicate that children who reported more frequent exposure to FV at home consumed a wider variety of FV at school and were more likely to report selecting “healthier” entrées at school lunch. These data suggest that exposure to and the consumption of a variety of FV may make children more willing to select a wider range of FV and other, healthy entrées. PMID:23557428

Effects of noise and acoustics in schools on vocal health in teachers

PubMed Central

Cutiva, Lady Catherine Cantor; Burdorf, Alex

2015-01-01

Previous studies on the influence of noise and acoustics in the classroom on voice symptoms among teachers have exclusively relied on self-reports. Since self-reported physical conditions may be biased, it is important to determine the role of objective measurements of noise and acoustics in the presence of voice symptoms. To assess the association between objectively measured and self-reported physical conditions at school with the presence of voice symptoms among teachers. In 12 public schools in Bogotá, we conducted a cross-sectional study among 682 Colombian school workers at 377 workplaces. After signed the informed consent, participants filled out a questionnaire on individual and work-related conditions and the nature and severity of voice symptoms in the past month. Short-term environmental measurements of sound levels, temperature, humidity, and reverberation time were conducted during visits at the workplaces, such as classrooms and offices. Logistic regression analysis was used to determine associations between work-related factors and voice symptoms. High noise levels outside schools (odds ratio [OR] = 1.83; 95% confidence interval [CI]: 1.12–2.99) and self-reported poor acoustics at the workplace (OR = 2.44; 95% CI: 1.88–3.53) were associated with voice symptoms. We found poor agreement between the objective measurements and self-reports of physical conditions at the workplace. This study indicates that noise and acoustics may play a role in the occurrence of voice symptoms among teachers. The poor agreement between objective measurements and self-reports of physical conditions indicate that these are different entities, which argue for inclusion of physical measurements of the working environment in studies on the influence of noise and acoustics on vocal health. PMID:25599754

Effects of noise and acoustics in schools on vocal health in teachers.

PubMed

Cutiva, Lady Catherine Cantor; Burdorf, Alex

2015-01-01

Previous studies on the influence of noise and acoustics in the classroom on voice symptoms among teachers have exclusively relied on self-reports. Since self-reported physical conditions may be biased, it is important to determine the role of objective measurements of noise and acoustics in the presence of voice symptoms. To assess the association between objectively measured and self-reported physical conditions at school with the presence of voice symptoms among teachers. In 12 public schools in Bogotα, we conducted a cross-sectional study among 682 Colombian school workers at 377 workplaces. After signed the informed consent, participants filled out a questionnaire on individual and work-related conditions and the nature and severity of voice symptoms in the past month. Short-term environmental measurements of sound levels, temperature, humidity, and reverberation time were conducted during visits at the workplaces, such as classrooms and offices. Logistic regression analysis was used to determine associations between work-related factors and voice symptoms. High noise levels outside schools (odds ratio [OR] = 1.83; 95% confidence interval [CI]: 1.12-2.99) and self-reported poor acoustics at the workplace (OR = 2.44; 95% CI: 1.88-3.53) were associated with voice symptoms. We found poor agreement between the objective measurements and self-reports of physical conditions at the workplace. This study indicates that noise and acoustics may play a role in the occurrence of voice symptoms among teachers. The poor agreement between objective measurements and self-reports of physical conditions indicate that these are different entities, which argue for inclusion of physical measurements of the working environment in studies on the influence of noise and acoustics on vocal health.

Best friend attachment versus peer attachment in the prediction of adolescent psychological adjustment.

PubMed

Wilkinson, Ross B

2010-10-01

This study examined the utility of the newly developed Adolescent Friendship Attachment Scale (AFAS) for the prediction of adolescent psychological health and school attitude. High school students (266 males, 229 females) were recruited from private and public schools in the Australian Capital Territory with ages of participants ranging from 13 to 19 years. Self-report measures of depression, self-esteem, self-competence and school attitude were administered in addition to the AFAS and a short-form of the Inventory of Parental and Peer Attachment (IPPA). Regression analyses revealed that the AFAS Anxious and Avoidant scales added to the prediction of depression, self-esteem, self-competence, and school attitude beyond the contribution of the IPPA. It is concluded that the AFAS taps aspects of adolescent attachment relationships not assessed by the IPPA and provides a useful contribution to research and practice in the area of adolescent psycho-social adjustment.

Personal Self and Collective Self: When Academic Choices Depend on the Context of Social Comparison

ERIC Educational Resources Information Center

Chazal, Sebastien; Guimond, Serge; Darnon, Celine

2012-01-01

This research examines the impact of same-sex versus opposite-sex social comparisons on the perception of one's own abilities at school and subsequent reported marks and academic choices. During their final year, male and female high school students were asked to describe themselves either in comparison with boys in their class, in comparison with…

Goal Setting and Planning for Norwegian Students with and without Intellectual Disabilities: Wishing upon a Star?

ERIC Educational Resources Information Center

Garrels, Veerle

2017-01-01

Being able to set personal high-quality goals and having the skills to make plans for goal attainment are associated with higher performance, increased student involvement at school, and higher levels of self-determination. This study examines self-reported goals of 83 Norwegian elementary and lower secondary school students with and without…

An Analysis of Teacher Self-Assessment and Related Student Perceptions Regarding Instructional Behavior of Junior High School Science Teachers.

ERIC Educational Resources Information Center

Smith, Sidney P.; Smith, Pat C.

Reported is an analysis of teacher self-assessment and related student perception of the instructional behavior among 208 students in grades 7-9 and their 26 science teachers. The teacher sample was a group participating in a Cooperative College-School Science Teacher Improvement Project. Each teacher was required to randomly identify four…

JPRS Report, China.

DTIC Science & Technology

1993-06-18

characters for "Central Socialist Academy" inscribed on a board surrounded by flowers in the handwriting of Deng Xiaoping catch the eye. This is the...area of adult education, while numerous forms of tech- nical training have seen brisk growth. Adult senior high school enrollment hit 203,000, and... adult enrollment in polytechnic schools stood at 34,000. In 1992, 263,000 adults were engaged in self-study high school and sec- ondary school

Young Adolescents' Stress in School, Self-Reported Distress, and Academic Achievement: A Longitudinal Study in an Urban Middle School.

ERIC Educational Resources Information Center

Grannis, Joseph C.

In the 1982-1983 school year, the Public Education Association, an educational advocacy organization in New York City, undertook an action research project on young adolescents' stress in school. The project was located in one inner-city intermediate school for 4 years and is now following graduates of that school in the city's high schools. As…

Classifying At-Risk High School Youth: The Influence of Exposure to Community Violence and Protective Factors on Academic and Health Outcomes

ERIC Educational Resources Information Center

Solberg, V. Scott H.; Carlstom, Aaron H.; Howard, Kimberly A. S.; Jones, Janice E.

2007-01-01

Using cluster analysis, 789 predominately Latino and African American high school youth were classified into varying academic at-risk profiles using self-reported levels of academic confidence, motivation to attend school, perceived family support, connections with teachers and peers, and exposure to violence. Six clusters emerged, 5 of which were…

Self-Control Themes in the Reflective Writings of At-Risk High School Students' as Indicators of Post-Prevention Behavioral and Academic Growth

ERIC Educational Resources Information Center

Burch, David

2017-01-01

In 2010-2011, urban high schools across New Jersey reported suspension rates that ranged between 10 and 20%. This rate translated into increased dropout rates and low graduation rates. The purpose of this study was to examine the factors that influenced suspension rates, dropout rates and graduation rates of an urban New Jersey high school. More…

Summer and school-term youth employment: ecological and longitudinal analyses.

PubMed

Hardesty, P H; Hirsch, B J

1992-10-01

The effects of summer versus school-year employment on self-esteem, peer relationships, and family social climate were investigated in a sample of 135 adolescents. Students were assessed the summer before entrance into high school and during the second semester of high school, using a longitudinal design. Cross-sectional findings indicated that, during the summer, 52 workers possessed higher self-esteem than 79 nonworkers. Longitudinal analysis indicated that 10 girls who worked only during the school term reported increases in both stress and activity with peers. At our final assessment, the families of 49 students who did not work at either time had become more conflicted and less cohesive than families of all other students. The developmental implications of these results are discussed.

Bullying and suicidal behaviors among urban high school youth.

PubMed

Hepburn, Lisa; Azrael, Deborah; Molnar, Beth; Miller, Matthew

2012-07-01

To determine whether involvement in bullying as a perpetrator, victim, or both victim and perpetrator (victim-perpetrator) was associated with a higher risk of suicidal ideation or suicide attempts among a multiethnic urban high school population in the United States. In 2008, a total of 1,838 youth in 9th-12th grades attending public high school in Boston, MA, completed an in-school, self-reported survey of health-related behaviors. Logistic regression was used to evaluate the relationship between bullying behaviors and self-reported suicidal ideation and suicide attempts within the 12 months preceding the survey. Students who reported having been involved in bullying as a perpetrator, victim, or victim-perpetrator were more likely than those who had not been involved in bullying to report having seriously considered or attempted suicide within the past year. When age, race/ethnicity, and gender were controlled, students who were victim-perpetrators of bullying were at highest risk for both suicidal ideation and suicide attempt. Urban youth who have been bullied as well as those who have bullied others are at increased risk of suicidal ideation and suicide attempts. Copyright © 2012 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Cognitive Modification and Systematic Desensitization with Test Anxious High School Students.

ERIC Educational Resources Information Center

Leal, Lois L.; And Others

1981-01-01

Compares the relative effectiveness of cognitive modification and systematic desensitization with test anxious high school students (N=30). The systematic desensitization treatment appeared to be significantly more effective on the performance measure while cognitive modification was more effective on one of the self-report measures. (Author/JAC)

Understanding adolescents' sleep patterns and school performance: a critical appraisal.

PubMed

Wolfson, Amy R; Carskadon, Mary A

2003-12-01

The present paper reviews and critiques studies assessing the relation between sleep patterns, sleep quality, and school performance of adolescents attending middle school, high school, and/or college. The majority of studies relied on self-report, yet the researchers approached the question with different designs and measures. Specifically, studies looked at (1) sleep/wake patterns and usual grades, (2) school start time and phase preference in relation to sleep habits and quality and academic performance, and (3) sleep patterns and classroom performance (e.g., examination grades). The findings strongly indicate that self-reported shortened total sleep time, erratic sleep/wake schedules, late bed and rise times, and poor sleep quality are negatively associated with academic performance for adolescents from middle school through the college years. Limitations of the current published studies are also discussed in detail in this review.

Mathematics Self-Related Beliefs and Online Learning

ERIC Educational Resources Information Center

Ichinose, Cherie; Bonsangue, Martin

2016-01-01

This study examined students' mathematical self-related beliefs in an online mathematics course. Mathematical self-related beliefs of a sample of high school students learning mathematics online were compared with student response data from the 2012 Programme for International Student Assessment (PISA). The treatment group reported higher levels…

Accelerated Middle Schools. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2008

2008-01-01

Accelerated middle schools are self-contained academic programs designed to help middle school students who are behind grade level catch up with their age peers. If these students begin high school with other students their age, the hope is that they will be more likely to stay in school and graduate. The programs serve students who are one to two…

The distinction between exclusivity and comorbidity within NSSI.

PubMed

Goldberg, Shira; Israelashvili, Moshe

2017-06-01

Based on notions posited by problem behavior theory, the primary goal of the current study was to examine the possibility that adolescents who engage in NSSI are not a homogeneous group but are rather divided into 2 subgroups: (a) adolescents who exclusively engage in NSSI, and (b) adolescents who are involved in NSSI alongside other problem behaviors (e.g., drug abuse, unprotected sexual intercourse). Participants were a school sample of 436 adolescents from 6 high schools across Israel, who completed self-report questionnaires during school hours on engagement in NSSI and other problem behaviors, self-esteem, self-criticism, ego clarity, coping strategies, self-efficacy to regulate affect, and sociodemographic information. Findings indicated that 22% of the sample reported engaging in NSSI. Adolescents who reported engaging in NSSI had higher prevalence rates of involvement in other problem behaviors compared to those who did not report engaging in NSSI. However, a comparison between those who exclusively engaged in NSSI and those who were involved in NSSI alongside other problem behaviors indicated that lower ego clarity, lower self-esteem, and poorer self-efficacy to regulate affect, alongside higher self-criticism and greater use of disengagement coping mechanisms characterized exclusive engagement in NSSI. Distinct theoretical models are needed to characterize different forms of NSSI: NSSI, which is an exclusive and singular phenomenon, for which problems related to the self are prominent, versus NSSI, which is accompanied by other problem behaviors. Accordingly, the implications related to school psychologists' work in the assessment, treatment, and prevention of NSSI are suggested. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Physical activity, screen time, and school absenteeism: self-reports from NHANES 2005-2008.

PubMed

Hansen, Andrew R; Pritchard, Tony; Melnic, Irina; Zhang, Jian

2016-01-01

The purpose of this study was to examine how lifestyle behaviors in the context of physical activity levels and screen time are associated with school absenteeism. We analyzed 2005-2008 NHANES data of proxy interviews for 1048 children aged 6-11 years and in-person self-reports of 1117 adolescents aged 12-18 years. Missing 10% of school days during the past school year was defined as severe school absenteeism (SSA). Watching TV ≥2 hours a day was significantly associated with SSA among both children (OR = 3.51 [1.03-12.0]) and adolescents (OR = 3.96 [1.84-8.52]) compared with their peers watching <2 hours a day. A U-shaped association was identified between the level of physical activity and SSA among children. Both inactive children (OR = 12.4 [1.43-108]) and highly active children (14.8 [2.82-77.7]) had higher odds of SSA compared with children with medium levels of physical activity. No associations were observed for either children 0.57 ([0.16-1.99]) or adolescents (0.94 [0.44-2.03]) using a computer ≥3 hours a day. Cross-sectional study involving self-reports. Transportation to and from school not included in physical activity assessment. Absenteeism was not validated with report cards. Unable to account for the absence type or frequency of illness or injury. No psychometric properties provided for subjective measures regarding participants' attitudes and characteristic traits towards physical activity, TV viewing, and school attendance. Excessive TV watching among children and adolescents, and inactivity and high activity levels (≥7 times per week) among children are independently associated with severe school absenteeism.

The Impact of Visual Impairment on Perceived School Climate

ERIC Educational Resources Information Center

Schade, Benjamin; Larwin, Karen H.

2015-01-01

The current investigation examines whether visual impairment has an impact on a student's perception of the school climate. Using a large national sample of high school students, perceptions were examined for students with vision impairment relative to students with no visual impairments. Three factors were examined: self-reported level of…

Interpersonal and Affective Dimensions of Psychopathic Traits in Adolescents: Development and Validation of a Self-Report Instrument

ERIC Educational Resources Information Center

Houghton, Stephen; Hunter, Simon C.; Khan, Umneea; Tan, Carol

2013-01-01

We report the development and psychometric evaluations of a self-report instrument designed to screen for psychopathic traits among mainstream community adolescents. Tests of item functioning were initially conducted with 26 adolescents. In a second study the new instrument was administered to 150 high school adolescents, 73 of who had school…

Perceptions of Stigma and Self-Reported School Engagement In Same-Sex Couples with Young Children

PubMed Central

Goldberg, Abbie E.; Smith, JuliAnna Z.

2014-01-01

Little research has explored same-sex parents’ school engagement, although there is some evidence that same-sex parents’ perceptions of openness versus exclusion in the school setting –as well as other interrelated contexts – may have implications for their relationships with and perceptions of their children’s schools. The current cross-sectional study used multilevel modeling to examine the relationship between same-sex parents’ perceptions of stigma in various contexts and their self-reported school involvement, relationships with teachers, and school satisfaction, using a sample of 68 same-sex adoptive couples (132 parents) of kindergarten-age children. Parents who perceived their communities as more homophobic reported higher levels of school-based involvement. Parents who perceived lower levels of sexual orientation-related stigma at their children’s schools reported higher levels of school satisfaction. Parents who perceived lower levels of exclusion by other parents reported higher levels of school-based involvement and better relationships with teachers. However, perceived exclusion interacted with parents’ level of outness with other parents, such that parents who were very out and reported high levels of exclusion reported the lowest quality relationships with teachers. Our findings have implications for scholars who study same-sex parent families at various stages of the life cycle, as well as for teachers and other professionals who work with diverse families. PMID:25221780

Teasing Experiences and Risk-Taking: Gender and Self-Esteem as Moderator and Mediator

ERIC Educational Resources Information Center

Gregg, David H.; Somers, Cheryl L.; Pernice-Duca, Francesca; Van Dale, Kimberly G.

2016-01-01

This study explored the roles of gender and self-esteem in the relations between various teasing experiences and externalizing behavior. Externalizing behavior was measured as reported risk-taking and alcohol consumption. Within a sample of 651 high school students located in the Midwest, males reported significantly more externalizing behavior…

Exploration Linking Self-Reported Disordered Eating and Wellness in Undergraduate Health Students

ERIC Educational Resources Information Center

Owens, Pamela K.

2009-01-01

University campus environments are conducive to the development of disordered eating in students. Busy schedules, easy access to fast food, and the transition from high school to college contribute to the development of disordered eating in university students. This researcher explored whether a relationship exists between self-reported disordered…

Structural Equation Modeling of Group Differences in CES-D Ratings of Native Hawaiian and Non-Hawaiian High School Students.

ERIC Educational Resources Information Center

McArdle, John J.; Johnson, Ronald C.; Hishinuma, Earl S.; Miyamoto, Robin H.; Andrade, Naleen N.

2001-01-01

Analyzes differences in self-reported Center for Epidemiologic Studies Depression inventory results among ethnic Hawaiian and non-Hawaiian high school students, using different forms of latent variable structural equation models. Finds a high degree of invariance between students on depression. Discusses issues about common features and…

Parents' Perspectives of School Mental Health Promotion Initiatives Are Related to Parents' Self-Assessed Parenting Capabilities

ERIC Educational Resources Information Center

Askell-Williams, Helen

2016-01-01

Achieving broad-scale parent engagement with school initiatives has proven elusive. This article reports survey data from 287 Maltese parents about their perceptions of the quality of their child's school's initiatives for promoting students' wellbeing and mental health. Findings indicate that, on average, parents rated school initiatives highly.…

The Emerging Role of School Leadership in Israel: From External to Internal Locus of Control.

ERIC Educational Resources Information Center

Volansky, Ami; Habinski, Avi

1998-01-01

In 1997, all elementary schools in Jerusalem were transferred to a self-managing program over a three-year period. Research undertaken in schools entering the program in 1995 reveals high satisfaction among principals and teachers, enhanced school relations with local authorities, and simplified financial-reporting mechanisms. (10 references) (MLH)

Study of the Relationship between Self-Reported Leadership Styles of Charter School Principals and Their Performance

ERIC Educational Resources Information Center

Alizor, John O.

2012-01-01

The purpose of this quantitative study, using the three-way repeated measures ANOVA, was to identify certain leadership styles used by effective and ineffective charter high school principals that impact the students' academic achievement. Principal ratings and school demographic characteristics were gathered from 19 charter schools. The study's…

An Analysis of the Relationship Between High School Students' Tendency Toward Violence, Self-Esteem, and Competitive Attitude.

PubMed

Karayagiz Muslu, Gonca; Coşkun Cenk, Sibel; Sarlak, Deniz

2017-08-01

This study analyzes the relationship among high school students' tendencies toward violence, self-esteem, and competitive attitudes. It was conducted in Fethiye, Muğla, between September 2013 and January 2014. The population of the study consisted of 6,531 students from 11 high schools. The participants were determined using stratified random sampling, and the study data were collected from 1,600 students. A personal information form, the Violence Tendency Scale, the Competitive Attitude Scale, and the Coopersmith Self-Esteem Scale were used as data collection tools. In this study, the rate of the participants who were exposed to violence was 15.4%. Of them, 46.2% said that one of their family members was violent toward them, while 27.3% said that their teachers had been violent toward them. Of the participants that were exposed to violence, 55.8% reported psychological violence, 27.3% reported physical violence, and 10.8% reported sexual violence. In the study, tendency toward violence is a dependent variable, while competitive attitude and self-esteem are independent variables. Family type, exposure to violence, and demographics are control variables. Age, class, school, family attitude, and exposure to violence are the variables that created significant differences in the tendency for violence. The present study showed that there was an inverse and weak yet significant relationship between the students' tendencies toward violence and competitiveness ( r = -.169), and a positive and weak relationship between tendency toward violence and self-esteem ( r = .238). Also, there was an inverse and low-level significant relationship between competitiveness and self-esteem ( r = -.121). The variables which affect the tendency toward violence are gender, exposure to violence, competitiveness, age, self-esteem, and extended family type in a descending order regarding their importance. The predictive power of the variables on the tendency toward violence was 16.8%, which is not statistically significant.

Collective Self-Esteem and Africultural Coping Styles in African American Adolescents.

ERIC Educational Resources Information Center

Constantine, Madonna G.; Donnelly, Peter C.; Myers, Linda James

2002-01-01

Examined relationships between dimensions of collective self-esteem and Africultural coping styles among African American adolescents. Surveys of African American students at a predominantly white high school indicated that respondents with higher public collective self-esteem reported greater use of spiritual-centered Africultural coping styles…

Measuring Senior High School Students' Self-Induced Self-Reflective Thinking

ERIC Educational Resources Information Center

van Velzen, Joke H.

2017-01-01

Theoretically, reflection is known to be an essential skill for improving learning on a metacognitive level. In practice, students may not use it of their own accord to improve this kind of learning because it can be mentally demanding. The author reports on the legitimation of an instrument measuring self-induced self-reflective thinking, which…

A Multilevel Study of Self-Beliefs and Student Behaviors in a Group Problem-Solving Task

ERIC Educational Resources Information Center

Hanham, José; McCormick, John

2018-01-01

Relationships among self-construal, self-efficacy, and group behaviors during a group problem-solving task with friends and acquaintances were hypothesized. The sample comprised 126 students in Grades 8-11, from 5 randomly selected government high schools, organized into 42 groups. Data collection involved self-reports and observations.…

Self-Regulated Learning in Singaporean Context: A Congeneric Approach of Confirmatory Factor Analysis

ERIC Educational Resources Information Center

Ng, Betsy; Wang, C. K. John; Liu, W. C.

2017-01-01

The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified…

Self-reported sleep duration and weight-control strategies among U.S. high school students.

PubMed

Wheaton, Anne G; Perry, Geraldine S; Chapman, Daniel P; Croft, Janet B

2013-08-01

To determine if self-reported sleep duration was associated with weight-control behaviors among US high school students. National Youth Risk Behavior Survey. United States, 2007. US high school students (N = 12,087). Students were asked if they had engaged in several weight-control behaviors during the 30 days before the survey to lose or maintain weight. Self-reported sleep duration categories included very short (≤ 5 h), short (6 or 7 h), referent moderate (8 or 9 h), and long (≥ 10 h). Sex-specific logistic regression analyses with race/ethnicity, grade, and body mass index category as covariates were conducted using SUDAAN to account for complex study design. Approximately half the students reported short sleep duration (51.8% of males and 54.3% of females), whereas very short sleep durations were reported by another 14.8% of males and 16.9% of females. Among males, very short sleepers were significantly (P < 0.05) more likely than moderate sleepers to report dieting (36.3% versus 26.1%), fasting (14.2% versus 4.3%), and purging (4.3% versus 1.1%) to lose or maintain weight during the 30 days before the survey. Among females, the respective very short, short, and moderate sleepers varied (P < 0.05) in dieting (59.9%, 55.0%, and 47.5% respectively), fasting (28.3%, 15.2%, and 10.3%, respectively), and taking diet pills (13.3%, 6.8%, and 4.3%, respectively). Prevalence of purging was significantly higher only for very short sleepers (12.3%, 6.0%, and 3.9%, respectively). Self-reported short sleep duration was associated with dieting and three unhealthy weight-control behaviors in this population. If our findings are confirmed, intervention studies should be conducted to examine the effect of educational interventions.

Dating Violence & Sexual Harassment across the Bully-Victim Continuum among Middle and High School Students

ERIC Educational Resources Information Center

Espelage, Dorothy L.; Holt, Melissa K.

2007-01-01

Associations among bullying, peer victimization, sexual harassment, and dating violence were examined among 684 middle and high school students. Cluster analysis of self-report measures revealed four distinct bully-victim subtypes: uninvolved, victims, bully-victims, and bullies. African-American students comprised the bully cluster more than…

Sensitivity to Verbally and Physically Harassing Behaviors and Reported Incidents in Junior High/Middle School Students.

ERIC Educational Resources Information Center

Turner, Penelope B.

This thesis investigates the sensitivity of junior high/middle school students to statements depicting verbal and physical sexual harassment. The independent variables that were investigated included gender, grade level, age, size of district, grades received, participation in sports, birth order, developmental level, and self-esteem. Students…

Leisure Boredom and High School Dropout in Cape Town, South Africa

ERIC Educational Resources Information Center

Wegner, Lisa; Flisher, Alan J.; Chikobvu, Perpetual; Lombard, Carl; King, Gary

2008-01-01

This prospective cohort study investigated whether leisure boredom predicts high school dropout. Leisure boredom is the perception that leisure experiences do not satisfy the need for optimal arousal. Participants completed a self-report questionnaire which included the Leisure Boredom Scale. The original cohort of grade 8 students (n=303) was…

Relational and Overt Victimization in Middle and High Schools: Associations with Self-Reported Suicidality

ERIC Educational Resources Information Center

Dempsey, Allison G.; Haden, Sara C.; Goldman, Jennifer; Sivinski, Jennifer; Wiens, Brenda A.

2011-01-01

Overt and relational victimization are associated with psychosocial adjustment problems, though there is a dearth of research to establish the relation between types of victimization and suicidality among middle and high school students. To further understand this association, the current study sought to differentially establish relations between…

Self-Reported Weight Perceptions, Dieting Behavior, and Breakfast Eating among High School Adolescents

ERIC Educational Resources Information Center

Zullig, Keith; Ubbes, Valerie A.; Pyle, Jennifer; Valois, Robert F.

2006-01-01

This study explored the relationships among weight perceptions, dieting behavior, and breakfast eating in 4597 public high school adolescents using the Centers for Disease Control and Prevention Youth Risk Behavior Survey. Adjusted multiple logistic regression models were constructed separately for race and gender groups via SUDAAN (Survey Data…

Vandals and Vandalism in Rural Ohio. Research Circular 222.

ERIC Educational Resources Information Center

Phillips, G. Howard; Bartlett, Kaye F.

A self-reporting questionnaire (57 items) was administered to all high school sophomores (599 completions) in 3 rural Ohio high schools for purposes of identifying correlations between selected social factors and acts of vandalism. The variables examined and the student responses indicated: 52% had committed 1 or more acts of vandalism; 37% were…

Clinical validity of the Me and My School questionnaire: a self-report mental health measure for children and adolescents.

PubMed

Patalay, Praveetha; Deighton, Jessica; Fonagy, Peter; Vostanis, Panos; Wolpert, Miranda

2014-01-01

The Me and My School Questionnaire (M&MS) is a self-report measure for children aged eight years and above that measures emotional difficulties and behavioural difficulties, and has been previously validated in a community sample. The present study aimed to assess its clinical sensitivity to justify its utility as a screening tool in schools. Data were collected from service-users (n = 91, 8-15 years) and accompanying parent/carer in outpatient mental health services in England. A matched community sample (N = 91) were used to assess the measure's ability to discriminate between low- and high-risk samples. Receiver operating curves (area under the curve, emotional difficulties = .79; behavioural difficulties = .78), mean comparisons (effect size, emotional difficulties d = 1.17, behavioural difficulties = 1.12) and proportions above clinical thresholds indicate that the measure satisfactorily discriminates between the samples. The scales have good internal reliability (emotional difficulties α = .84; behavioural difficulties α = .82) and cross-informant agreement with parent-reported symptoms is comparable to existing measures (r = .30). The findings of this study indicate that the M&MS sufficiently discriminates between high-risk (clinic) and low-risk (community) samples, has good internal reliability, compares favourably with existing self-report measures of mental health and has comparable levels of agreement between parent-report and self-report to other measures. Alongside existing validation of the M&MS, these findings justify the measures use as a self-report screening tool for mental health problems in community settings for children aged as young as 8 years.

Does an elite education benefit health? Findings from the 1970 British Cohort Study.

PubMed

Bann, David; Hamer, Mark; Parsons, Sam; Ploubidis, George B; Sullivan, Alice

2017-02-01

Attending private school or a higher-status university is thought to benefit future earnings and occupational opportunities. We examined whether these measures were beneficially related to health and selected health-related behaviours in midlife. Data were from up to 9799 participants from the 1970 British birth Cohort Study. The high school attended (private, grammar or state) was ascertained at 16 years, and the university attended reported at 42 years [categorised as either higher (Russell Group) or normal-status institutions]. Self-reported health, limiting illness and body mass index (BMI) were reported at 42 years, along with television viewing, take-away meal consumption, physical inactivity, smoking and high risk alcohol drinking. Associations were examined using multiple regression models, adjusted for gender and childhood socioeconomic, health and cognitive measures. Private school and higher status university attendance were associated with favourable self-rated health and lower BMI, and beneficially associated with health-related-behaviours. For example, private school attendance was associated with 0.56 [95% confidence interval (CI): 0.48, 0.65] odds of lower self-rated health [odds ratio (OR) for higher-status university: 0.32 (0.27, 0.37)]. Associations were largely attenuated by adjustment for potential confounders, except for those of private schooling and higher-status university attendance with lower BMI and television viewing, and less frequent take-away meal consumption. Private school and higher-status university attendance were related to better self-rated health, lower BMI and multiple favourable health behaviours in midlife. Findings suggest that type or status of education may be an important under-researched construct to consider when documenting and understanding socioeconomic inequalities in health. © The Author 2016. Published by Oxford University Press on behalf of the International Epidemiological Association.

Does an elite education benefit health? Findings from the 1970 British Cohort Study

PubMed Central

Bann, David; Hamer, Mark; Parsons, Sam; Ploubidis, George B; Sullivan, Alice

2017-01-01

Abstract Background: Attending private school or a higher-status university is thought to benefit future earnings and occupational opportunities. We examined whether these measures were beneficially related to health and selected health-related behaviours in midlife. Methods: Data were from up to 9799 participants from the 1970 British birth Cohort Study. The high school attended (private, grammar or state) was ascertained at 16 years, and the university attended reported at 42 years [categorised as either higher (Russell Group) or normal-status institutions]. Self-reported health, limiting illness and body mass index (BMI) were reported at 42 years, along with television viewing, take-away meal consumption, physical inactivity, smoking and high risk alcohol drinking. Associations were examined using multiple regression models, adjusted for gender and childhood socioeconomic, health and cognitive measures. Results: Private school and higher status university attendance were associated with favourable self-rated health and lower BMI, and beneficially associated with health-related-behaviours. For example, private school attendance was associated with 0.56 [95% confidence interval (CI): 0.48, 0.65] odds of lower self-rated health [odds ratio (OR) for higher-status university: 0.32 (0.27, 0.37)]. Associations were largely attenuated by adjustment for potential confounders, except for those of private schooling and higher-status university attendance with lower BMI and television viewing, and less frequent take-away meal consumption. Conclusions: Private school and higher-status university attendance were related to better self-rated health, lower BMI and multiple favourable health behaviours in midlife. Findings suggest that type or status of education may be an important under-researched construct to consider when documenting and understanding socioeconomic inequalities in health. PMID:27170767

Emotional and Behavioral Profile Assessment Using the BASC-2 with Korean Middle School Students

ERIC Educational Resources Information Center

Myunghee Ahn, Christine; Ebesutani, Chad

2015-01-01

Korean middle school students are experiencing high rates of behavioral and emotional problems, suggesting a need for comprehensive screening instruments with strong psychometric properties in school settings. The present study investigated the utility of the Behavior Assessment System for Children-2 Self-Report of Personality, Adolescent Form…

Utilization of Preventive Dental Practices by Graduates of One U.S. Dental School.

ERIC Educational Resources Information Center

Ripa, Louis W.; Johnson, Robin M.

1991-01-01

A survey of 113 graduates of the State University of New York at Stony Brook dental school now in general practice found a high rate of self-reported use of preventive practices (oral hygiene instruction, pit-and-fissure sealants, fluorides, and diet analysis) included in the dental school's curriculum. (MSE)

Relationship between Self-Reported Racial Composition of High School and Health Literacy among Community Health Center Patients

ERIC Educational Resources Information Center

Kaphingst, Kimberly A.; Goodman, Melody; Pyke, Owen; Stafford, Jewel; Lachance, Christina

2012-01-01

Intervention and policy approaches targeting the societal factors that affect health literacy (e.g., educational systems) could have promise to improve health outcomes, but little research has investigated these factors. This study examined the associations between self-reported racial composition of prior educational and neighborhood contexts and…

The Relationship between Relative Levels of Motivation and Intrapersonal, Interpersonal, and Academic Functioning among Older Adolescents

ERIC Educational Resources Information Center

Gilman, Rich; Anderman, Eric M.

2006-01-01

Using cluster analysis to combine specific adaptive measures related to mastery motivation (intrinsic motivation, self-adequacy, and locus of control), a total of 654 high school students were placed into distinct adaptive motivation groups. Mean scores on a variety of self-reported and peer-reported measures of interpersonal, intrapersonal, and…

Appraising Two Techniques for Increasing the Honesty of Students' Answers to Self-Report Assessment Devices.

ERIC Educational Resources Information Center

Popham, W. James

1993-01-01

Techniques for increasing honesty of student self-report measures, the inaccessible coding system and the alphabet-soup response form, were investigated in a study involving over 1,200 high school students. Both techniques were regarded favorably by students. Because both enhance anonymity, it appears that they could be used jointly. (SLD)

Relationship between Physical Disabilities or Long-Term Health Problems and Health Risk Behaviors or Conditions among US High School Students

ERIC Educational Resources Information Center

Jones, Sherry Everett; Lollar, Donald J.

2008-01-01

Background: This study explores the relationship between self-reported physical disabilities or long-term health problems and health risk behaviors or adverse health conditions (self-reported engagement in violent behaviors, attempted suicide, cigarette smoking, alcohol and other drug use, sexual activity, physical activity, dietary behaviors,…

Trends in Cyberbullying and School Bullying Victimization in a Regional Census of High School Students, 2006-2012

ERIC Educational Resources Information Center

Kessel Schneider, Shari; O'Donnell, Lydia; Smith, Erin

2015-01-01

Background: Schools are increasingly being called upon to address cyberbullying and its consequences. This study compares cyberbullying and school bullying trends and examines help-seeking among cyberbullying victims. Methods: We analyzed self-report data over 4 surveys (2006-2012) from more than 16,000 students in 17 MetroWest Boston high…

Evaluating the validity of self-reported smoking in Mexican adolescents

PubMed Central

Valladolid-López, María del Carmen; Barrientos-Gutiérrez, Tonatiuh; Reynales-Shigematsu, Luz Myriam; Thrasher, James F; Peláez-Ballestas, Ingris; Lazcano-Ponce, Eduardo; Hernández-Ávila, Mauricio

2015-01-01

Objectives We aimed to evaluate the validity of the self-reported smoking indicator used in the Global Youth Tobacco Survey (GYTS). Setting 43 middle and high-school classrooms from 26 schools were selected from Mexico City and Cuernavaca, Morelos. Participants A total of 1257 students provided both a questionnaire and a urine sample. Primary and secondary outcome Sensitivity and specificity of self-reported smoking compared to urinary cotinine. Validity indices were evaluated by subgroups of gender, social acceptability of smoking (ie, smoking parents or friends) and smoking frequency. Results Sensitivity and specificity for current smoking were 93.2% and 81.7%, respectively. Validity indices remained stable across gender. Parental smoking status moderated the validity of self-report, which had lower sensitivity in adolescents with non-smoking parents (86.7%) than in adolescents with smoking parents (96.6%). Sensitivity and specificity increased with smoking frequency. Conclusions This first validation study of self-reported current smoking used in the GYTS among Mexican adolescents suggests that self-reported smoking in the past 30 days is a valid and stable indicator of current smoking behaviour. This measure appears suitable for public health research and surveillance. PMID:26453588

A Model Mentor/Advisor Program Supporting Secondary School Youth with Emotional and Behavioral Challenges and Their Families within Rural Vermont (October 1, 1996-September 30, 2000). Final Report.

ERIC Educational Resources Information Center

Welkowitz, Julie; Fox, Wayne L.

This final report discusses the activities and outcomes of the Mentor/Advisor Project, a program designed to promote positive self-concept and school success for high school students at risk of or experiencing emotional and behavioral disabilities in rural Vermont. The Project involved small groups of heterogeneous students (i.e., those with and…

The Relationships between Negative Life Events, Perceived Support in the School Environment and Depressive Symptoms among Norwegian Senior High School Students: A Prospective Study

ERIC Educational Resources Information Center

Murberg, Terje A.; Bru, Edvin

2009-01-01

The present study prospectively explored the main and interactive effect of negative life events and social support from teachers and classroom peers on depressive symptoms in a sample of 198 (111 females, 87 males) students in a Norwegian senior high school. In the longitudinal multivariate analyses, self-reported depressive symptom levels at…

Examining the accuracy of students' self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study.

PubMed

Sticca, Fabio; Goetz, Thomas; Bieg, Madeleine; Hall, Nathan C; Eberle, Franz; Haag, Ludwig

2017-01-01

The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students' self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research.

Examining the accuracy of students’ self-reported academic grades from a correlational and a discrepancy perspective: Evidence from a longitudinal study

PubMed Central

Goetz, Thomas

2017-01-01

The present longitudinal study examined the reliability of self-reported academic grades across three phases in four subject domains for a sample of 916 high-school students. Self-reported grades were found to be highly positively correlated with actual grades in all academic subjects and across grades 9 to 11 underscoring the reliability of self-reported grades as an achievement indicator. Reliability of self-reported grades was found to differ across subject areas (e.g., mathematics self-reports more reliable than language studies), with a slight yet consistent tendency to over-report achievement levels also observed across grade levels and academic subjects. Overall, the absolute value of over- and underreporting was low and these patterns were not found to differ between mathematics and verbal subjects. In sum, study findings demonstrate the consistent predictive utility of students’ self-reported achievement across grade levels and subject areas with the observed tendency to over-report academic grades and slight differences between domains nonetheless warranting consideration in future education research. PMID:29112979

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

PubMed

Deacon, S Hélène; Cook, Kathryn; Parrila, Rauno

2012-07-01

We used a questionnaire to identify university students with self-reported difficulties in reading acquisition during elementary school (self-report; n=31). The performance of the self-report group on standardized measures of word and non-word reading and fluency, passage comprehension and reading rate, and phonological awareness was compared to that of two other groups of university students: one with a recent diagnosis (diagnosed; n=20) and one with no self-reported reading acquisition problems (comparison group; n=33). The comparison group outperformed both groups with a history of reading difficulties (self-report and diagnosed) on almost all measures. The self-report and diagnosed groups performed similarly on most tasks, with the exception of untimed reading comprehension (better performance for diagnosed) and reading rate (better performance for self-report). The two recruitment methods likely sample from the same underlying population but identify individuals with different adaptive strategies.

Profiles of the Sources of Science Self-Efficacy

ERIC Educational Resources Information Center

Chen, Jason A.; Usher, Ellen L.

2013-01-01

The purpose of this study was to investigate (a) the latent profiles that arise from middle and high school students' (N = 1225) reported exposure to information from the four hypothesized sources of self-efficacy; (b) the relationships between these latent profiles and science self-efficacy and science achievement; and (c) the differences in…

Will Not Want: Self-Control Rather than Motivation Explains the Female Advantage in Report Card Grades

PubMed Central

Duckworth, Angela L.; Shulman, Elizabeth P.; Mastronarde, Andrew J.; Patrick, Sarah D.; Zhang, Jinghui; Druckman, Jeremy

2015-01-01

Girls earn better grades than boys, but the mechanism explaining this gender difference is not well understood. We examined the relative importance of self-control and motivation in explaining the female advantage in grades. In Study 1, we surveyed middle school teachers and found they judged girls to be higher in both school motivation and self-control. In Studies 2 and 3—using self-reported motivation and teacher- and/or parent-reported self-control, and quarterly and final grades obtained from school records—we find that self-control, but not school motivation, helps to explain the gender gap in academic performance. In these studies, girls appeared to be more self-controlled than boys, but—contrary to teacher judgments in Study 1—did not appear to be more motivated to do well in school. PMID:25883522

Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

PubMed

Martin, Daniel P; Rimm-Kaufman, Sara E

2015-10-01

This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The effect of school meals with fatty fish on adolescents' self-reported symptoms for mental health: FINS-TEENS - a randomized controlled intervention trial.

PubMed

Skotheim, Siv; Handeland, Katina; Kjellevold, Marian; Øyen, Jannike; Frøyland, Livar; Lie, Øyvind; Eide Graff, Ingvild; Baste, Valborg; Stormark, Kjell Morten; Dahl, Lisbeth

2017-01-01

There is a growing body of evidence linking fish consumption and n-3 LCPUFAs to mental health. Still, the results from randomized trials with n-3 LCPUFAs show conflicting results, and it is possible that the combined effect of several nutrients in fish may explain the observed associations. To aim of the present study was to investigate if school meals with fatty fish three times per week for 12 weeks could alter mental health in a sample of typically developing adolescents. In the Fish Intervention Studies-TEENS (FINS-TEENS), adolescents from eight secondary schools (n=425) in Norway, were randomized to receive school meals with fatty fish, meat or n-3 LCPUFA supplements. Mental health was assessed with the Strengths and Difficulties Questionnaire (SDQ) and the differences between the groups were assessed with linear mixed effect models, unadjusted and adjusted for baseline and dietary compliance. The results showed no effects of school meals with fatty fish compared to similar meals with meat or n-3 LCPUFAs on the adolescents' self-reported symptom scores for mental health. Among adolescents scoring above the SDQ cut-offs (high-scorers), the fish- improved less than the meat group in the self-reported symptom scores for total difficulties- and emotional problems. However, the findings should be regarded as preliminary, as the analyses for the high-scorer group were underpowered. In conclusion, serving school meals with fatty fish did not alter mental health in a typically developing sample of adolescents. It is possible that serving healthy school meals with meat is more beneficial than similar meals with fatty fish in adolescents scoring high on mental health problems. However, the results should be seen as preliminary, as the dietary compliance in the fish group was low and the analyses in the high score group underpowered. Thus, further studies should investigate the associations between fish consumption and adolescents' mental health.

RECOGNIZE: A Social Norms Campaign to Reduce Rumor Spreading in a Junior High School

ERIC Educational Resources Information Center

Cross, Jennifer E.; Peisner, William

2009-01-01

This article studied changes in rumor spreading and perceptions of peers' rumor spreading among students at one public junior high school following a social norms marketing campaign. Results of the study show that perceptions of peer rumor spreading fell following the campaign, but self-reports of rumor spreading did not decrease. Results suggest…

Child Abuse and Depression in Iranian Students: An Empirical Investigation.

ERIC Educational Resources Information Center

Mousavi, Mahnaz Nowroozi; Rogers, James R.

Child abuse and neglect (CA&N), as a social and psychological phenomenon, represents a major area of concern internationally. This study examined the prevalence and self-reported effects of CA&N in Iran through a descriptive investigation of high school students' experiences. A sample consisting of 2,240 high school students representing 5…

ELL High School Students' Metacognitive Awareness of Reading Strategy Use and Reading Proficiency

ERIC Educational Resources Information Center

Hong-Nam, Kay

2014-01-01

This study investigated the metacognitive awareness and reading strategies use of high school-­aged English language learners (ELLs) and the relationship between ELL reading strategy use and reading proficiency as measured by a standardized reading test and self-­rated reading proficiency. Results reveal that participants reported moderate use of…

Obesity, High-Calorie Food Intake, and Academic Achievement Trends among U.S. School Children

ERIC Educational Resources Information Center

Li, Jian; O'Connell, Ann A.

2012-01-01

The authors investigated children's self-reported high-calorie food intake in Grade 5 and its relationship to trends in obesity status and academic achievement over the first 6 years of school. They used 3-level hierarchical linear models in the large-scale database (the Early Childhood Longitudinal Study--Kindergarten Cohort). Findings indicated…

Insights of Public High School Teachers and Administrators Regarding the Benefits and Challenges of Co-Teaching

ERIC Educational Resources Information Center

Dagna, Jeanne M.

2012-01-01

The purpose of this study was to identify the benefits and challenges of co-teaching, as self-reported by high school general education teachers, special education teachers, and administrators and determine if they shared common beliefs regarding supporting students with special needs within the general education curriculum. Participants included…

Changes in Stress and Psychological Adjustment during the Transition to High School among Freshmen in an Accelerated Curriculum

ERIC Educational Resources Information Center

Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

2013-01-01

This study determined whether participation in an accelerated curriculum (specifically, the International Baccalaureate [IB] program) upon entry to high school is associated with increases in stress and/or associated with psychological problems. Data from self-report questionnaires were collected at two time points (summer after eighth grade, fall…

Predictive Validity of a Student Self-Report Screener of Behavioral and Emotional Risk in an Urban High School

ERIC Educational Resources Information Center

Dowdy, Erin; Harrell-Williams, Leigh; Dever, Bridget V.; Furlong, Michael J.; Moore, Stephanie; Raines, Tara; Kamphaus, Randy W.

2016-01-01

Increasingly, schools are implementing school-based screening for risk of behavioral and emotional problems; hence, foundational evidence supporting the predictive validity of screening instruments is important to assess. This study examined the predictive validity of the Behavior Assessment System for Children-2 Behavioral and Emotional Screening…

How Much Hope Is Enough? Levels of Hope and Students' Psychological and School Functioning

ERIC Educational Resources Information Center

Marques, Susana C.; Lopez, Shane J.; Fontaine, Anne Marie; Coimbra, Susana; Mitchell, Joanna

2015-01-01

This study investigated the characteristics of students who report extremely high levels of hope. A sample of 682 students (ages 11-17) completed measures of hope, school engagement, life satisfaction, self-worth, and mental health. Academic achievement was obtained from students' school records. Based on their hope scores, students were divided…

Assessing Defense Structure in School-Age Children Using the Response Evaluation Measure-71-Youth Version (REM-Y-71)

ERIC Educational Resources Information Center

Araujo, Katy B.; Medic, Sanja; Yasnovsky, Jessica; Steiner, Hans

2006-01-01

This study used the Response Evaluation Measure-Youth (REM-Y-71), a self-report measure of 21 defense reactions, among school-age children. Participants were elementary and middle school students (n=290; grades 3-8; age range: 8-15; mean=11.73). Factor analysis revealed a 2-factor defense structure consistent with structure among high school and…

Development and Validation of the Coping with Acculturative Stress in American Schools (Casas-A) Scale on a Latino Adolescent Sample

ERIC Educational Resources Information Center

Castro-Olivo, Sara M.; Palardy, Gregory J.; Albeg, Loren; Williamson, Ariel A.

2014-01-01

The psychometric properties of the Coping With Acculturative Stress in American Schools (CASAS-A) scale were examined using a sample of 148 Latino middle school students. CASAS-A is a self-report scale designed to identify students in need of culturally responsive social-emotional interventions due to having high levels of school-related…

Happiness and its relation to psychological well-being of adolescents.

PubMed

Heizomi, Haleh; Allahverdipour, Hamid; Asghari Jafarabadi, Mohammad; Safaian, Abdolrasul

2015-08-01

In the present decade, adolescents' mental problems are known as critical problems which have many destructive consequences. This study aimed to measure students' happiness and psychological well-being status in a sample of high school students. The cross sectional study consisted of 403 randomly selected high school students in Tabriz, Iran. Numerous variables including general health status, happiness, self-efficacy, perceived stress, hopefulness and life satisfaction were measured by using self-reported written questionnaires. Significant relation observed between happiness and psychological well-being (r=0.48). Those students with good relationship and those who had reported to enjoy attending social events indicated better mental health status. No causal inferences were investigated due to the non-experimental nature of the study. The findings also revealed that students with higher happiness score have a better school performance. Integration of happiness promotion initiatives into the comprehensive school health programs is recommended to have pleasant environments for a healthy population of adolescents. Copyright © 2015 Elsevier B.V. All rights reserved.

A Composite Self-Report: Reasons for Taking Science Courses as Given by Cocoa High School Science Students.

ERIC Educational Resources Information Center

Louwerse, Frances H.

A self-report instrument (questionnaire/reaction scale) was developed and administered to students in grades 9-12 to: (1) determine the number of science courses taken by each grade level; (2) estimate the number of science courses requested for future years and indicate where recruitment efforts would be needed; (3) examine other-directed reasons…

Gender differences in perceptions and self-reported driving behaviors among teenagers.

PubMed

Barr, Gavin C; Kane, Kathleen E; Barraco, Robert D; Rayburg, Timarie; Demers, Lauren; Kraus, Chadd K; Greenberg, Marna Rayl; Rupp, Valerie A; Hamilton, Kimberly M; Kane, Bryan G

2015-03-01

The Centers for Disease Control reports that motor vehicle crashes (MVCs) are the leading cause of injury and death among U.S. teenagers, and disproportionately affect males. Among preventable causes of MVCs involving teenage drivers, distracted driving continues to be a serious public health problem. To describe gender differences in teenage drivers' self-perceptions of safe driving behaviors, and self-reported risk behaviors and distractions while driving. We prospectively surveyed teenage drivers from four high schools in Pennsylvania and New Jersey. Gender comparisons were made between self-reported perceptions and self-reported driving behaviors. Descriptive statistics and chi-squared testing were used in data analyses; significance was set at p < 0.05. Seven hundred fifty-six high school teenage drivers completed surveys. Males (52%) and females (48%) were equally distributed; 32% of males reported that they were extremely safe drivers, whereas only 18% of females reported that they were extremely safe drivers (p < 0.001). Significantly more females (91%) compared to males (77%) reported always wearing their seatbelts (p < 0.001). Female drivers were more likely than male drivers to self-report that they always make their passengers wear a seat belt (76% vs. 63%, p < 0.001). A higher proportion of males reported using their cell phones while driving, compared to females (68% vs. 56%, p = 0.004), and 42% of males reported texting while driving, compared to 34% of females (p = 0.037). Teenage male drivers perceive themselves to be safe drivers, but report engaging in more distracted driving and risky behaviors compared to females. These results suggest that there is an opportunity for gender-specific educational and injury prevention programs for teen drivers. Copyright © 2015 Elsevier Inc. All rights reserved.

[Study on relationship between outdoor activities and self-reported myopia among middle school students].

PubMed

Zhai, L L; Wu, X Y; Xu, S J; Wan, Y H; Zhang, S C; Xu, L; Liu, W; Ma, S S; Zhang, H; Tao, F B

2017-09-06

Objective: To examine the relationship between the prevalence of self-reported myopia and outdoor activities among middle school students and to explore the influence factors of the self-reported myopia. Methods: A total of 12 979 participants were recruited from junior and senior middle school students in in Shenzhen, Nanchang, Zhengzhou and Shenyang by random cluster sampling method between December 2015 and March 2016. All participants completed an anonymous questionnaire to collect the information of demographic characteristics, self-reported myopia, outdoor activities, etc. 12 603 out of 12 979 copies of questionnaire were valid. The prevalence of self-reported myopia was compared among middle school students with different characteristics. Logistic regression models were used to analyze the relationship between myopia and outdoor activities. Results: The prevalence of self-reported myopia among middle school students was 69.6% (8 766/12 603); which was separately 52.1% (1 216/2 335) in seventh grader, 61.6% (1 459/2 369) in eighth grader, 69.0%(1 470/2 129) in ninth grader, 80.0% (1 812/2 265) in freshmen, 79.4% (1 622/2 042) in sophomore, and 81.1%(1 187/1 463) in junior. The prevalence of self-reported myopia showed an increasing trend with the increase of grade (χ(2)=639.67, P< 0.001). The prevalence of self-reported myopia was separately 63.5%(4 927/7 756) in non-myopic parents group, 78.0%(2 664/3 415)in either myopic parent group, and 82.1%(1 175/1 432) in both myopic parents group(χ(2)=328.28, P< 0.001). Outdoor activities were associated with self-reported myopia. Binary logistic regression analysis showed that the risk of self-reported myopia was significantly increased by always staying at home in extracurricular time among the middle school students ( OR= 1.58, 95 %CI: 1.36-1.82). The risk of self-reported myopia were significantly decreased by always physical exercise and recreational activities after school among middle school students: the ORs were separately 0.67 (95 %CI: 0.57-0.78) for physical exercise and 0.77 (95 %CI: 0.64-0.92) for recreational activities. After stratified analysis by the parents' myopia status, in non-myopic parents group, exercise and recreational activities after school among middle school students decreased the risk of myopia: the ORs were separately 0.68 (95 %CI: 0.55-0.82) for physical exercise and 0.76 (95 %CI: 0.61-0.95) for recreational activities; in either myopic parent group, OR (95 %CI ) were separately 0.65 (0.47-0.90) and 0.68 (0.47-0.98). Conclusion: Outdoor activities was negatively associated with self-reported myopia among middle school students. However, the parents' myopia status may affect the protective effect.

Steps Towards Alcohol Misuse Prevention Programme (STAMPP): a school-based and community-based cluster randomised controlled trial

PubMed Central

McKay, Michael; Agus, Ashley; Cole, Jonathan; Doherty, Paul; Foxcroft, David; Harvey, Séamus; Murphy, Lynn; Percy, Andrew; Sumnall, Harry

2018-01-01

Objectives To assess the effectiveness of a combined classroom curriculum and parental intervention (the Steps Towards Alcohol Misuse Prevention Programme (STAMPP)), compared with alcohol education as normal (EAN), in reducing self-reported heavy episodic drinking (HED) and alcohol-related harms (ARHs) in adolescents. Setting 105 high schools in Northern Ireland (NI) and in Scotland. Participants Schools were stratified by free school meal provision. Schools in NI were also stratified by school type (male/female/coeducational). Eligible students were in school year 8/S1 (aged 11–12 years) at baseline (June 2012). Intervention A classroom-based alcohol education intervention, coupled with a brief alcohol intervention for parents/carers. Primary outcomes (1) The prevalence of self-reported HED in the previous 30 days and (2) the number of self-reported ARHs in the previous 6 months. Outcomes were assessed using two-level random intercepts models (logistic regression for HED and negative binomial for number of ARHs). Results At 33 months, data were available for 5160 intervention and 5073 control students (HED outcome), and 5234 and 5146 students (ARH outcome), respectively. Of those who completed a questionnaire at either baseline or 12 months (n=12 738), 10 405 also completed the questionnaire at 33 months (81.7%). Fewer students in the intervention group reported HED compared with EAN (17%vs26%; OR=0.60, 95% CI 0.49 to 0.73), with no significant difference in the number of self-reported ARHs (incident rate ratio=0.92, 95% CI 0.78 to 1.05). Although the classroom component was largely delivered as intended, there was low uptake of the parental component. There were no reported adverse effects. Conclusions Results suggest that STAMPP could be an effective programme to reduce HED prevalence. While there was no significant reduction in ARH, it is plausible that effects on harms would manifest later. Trial registration number ISRCTN47028486; Post-results. PMID:29525770

What Factors Sustain Professional Growth among School Counselors?

ERIC Educational Resources Information Center

Konstam, Varda; Cook, Amy L.; Tomek, Sara; Mahdavi, Esmaeil; Gracia, Robert; Bayne, Alexander H.

2015-01-01

This study examined relationships among self-reported professional expertise, organizational support of evidence-based practices (EBP), and professional growth. Data were collected from 85 members of American School Counseling Association (ASCA). School counselors with higher self-reported expertise reported that they were more likely to improve…

Measuring Student Motivation in High School Physical Education: Development and Validation of Two Self-Report Questionnaires

ERIC Educational Resources Information Center

Sulz, Lauren; Temple, Viviene; Gibbons, Sandra

2016-01-01

The aim of this research was to develop measures to provide valid and reliable representation of the motivational states and psychological needs proposed by the self-determination theory (Deci & Ryan, 1985, 2000) within a physical education context. Based on theoretical underpinnings of self-determination theory, two questionnaires were…

Competitive Comparison in Music: Influences upon Self-Efficacy Beliefs by Gender

ERIC Educational Resources Information Center

Hendricks, Karin S.; Smith, Tawnya D.; Legutki, Allen R.

2016-01-01

This study profiles gender differences in instrumental performance self-efficacy perceptions of high school students (N = 87) over the course of a three-day orchestra festival in which students competed against one another for rank-based seating and then rehearsed and performed as a group. Reported self-beliefs rose significantly for the sample…

Influence of Perceived Parental Rearing on Adolescent Self-Concept and Internalizing and Externalizing Problems in Japan

ERIC Educational Resources Information Center

Nishikawa, Saori; Sundbom, Elisabet; Hagglof, Bruno

2010-01-01

We examined the associations between perceived parental rearing, attachment style, self-concept, and mental health problems among Japanese adolescents. About 193 high school students (143 boys and 50 girls, mean = 16.4) completed a set of self-report questionnaires including EMBU-C (My Memories of Child Upbringing for Children), AQC (Attachment…

Effects of a self-esteem intervention program on school-age children.

PubMed

Dalgas-Pelish, Peggy

2006-01-01

Self-esteem is essential for school-aged children's optimum health. High self-esteem is linked to increased school performance, improved health, and productive behavior. This study reports on the effects of a four-lesson self-esteem enhancement program for six groups of 5th and 6th grade children (N=98). The interactive lessons dealt with an overview of self-esteem, media influences, hiding emotions, and changes in self-esteem. Using a pre-test/ post-test design, Coopersmith's Self-Esteem Inventory (SEI) was used to measure self-esteem. The self-esteem subscales dealing with general and social areas were found to significantly increase over time (p<.05). Girls had more significant changes than boys in the general subscale score and the total self-esteem score. Mean scores showed that children who had friends had more significant changes than those who did not have friends. Children with lower socioeconomic status had lower scores at both the pre and post testing with significance in the general and social subscales. No significance was found related to racial group, family make-up, or the number of household chores or activities. This study supports the effectiveness of a self-esteem enhancement program for girls, those children with friends, and those in lower socioeconomic status. Future research is needed to understand what contributes to the self-esteem of children who report that they do not have friends.

Body mass index (BMI)-for-age and health-related quality of life (HRQOL) among high school students in Tehran.

PubMed

Jalali-Farahani, S; Chin, Y S; Amiri, P; Mohd Taib, M N

2014-09-01

The study aimed to determine the association between body mass index (BMI)-for-age and health-related quality of life (HRQOL) among high school students in Tehran. A total of 465 high school students (227 girls and 238 boys) and their parents were participated in this cross-sectional study. Body weight and height of the students were measured. For assessing HRQOL, both adolescent self-report and parent proxy-report of the Persian version of Pediatric Quality of Life Inventory (PedsQL™4.0) questionnaire were completed by adolescents and their parents respectively. The prevalence of overweight and obesity (38.5%) was higher than severe thinness and thinness (2.8%). Mean of adolescent self-reported and parent proxy-reported HRQOL total score were 80.26 ± 12.07 and 81.30 ± 14.08 respectively. In terms of HRQOL subscale scores, the highest subscale score of HRQOL was reported in social functioning (87.27 ± 14.40) and the lowest score was reported in emotional functioning (69.83 ± 18.69). Based on adolescent self-report, adolescent boys had significantly higher mean score for total and all subscale scores of HRQOL compared with girls (P < 0.05). BMI-for-age was inversely correlated to adolescent self-reported HRQOL total score (r = -0.25, P < 0.05). Based on adolescents self-report, HRQOL total score was significantly different by body weight status (F = 16.16, P < 0.05). Normal weight adolescents had significantly higher HRQOL total score compared with overweight (mean difference: 7.32; P < 0.05) and obese adolescents (mean difference: 9.10, P < 0.05). The HRQOL total score was not significantly different between normal weight and underweight adolescents (mean difference: 1.65, P = 0.96). However, based on parent proxy-reports, HRQOL total score was not significantly different by body weight status (F = 2.64, P = 0.059). More than one-third of adolescents were overweight and obese. BMI-for-age was inversely correlated to adolescent self-reported HRQOL. Based on adolescents' perspective, overweight and obese adolescents had poorer HRQOL compared with normal weight adolescents. Intervention studies are needed to improve the HRQOL of overweight and obese adolescents in Tehran. © 2013 John Wiley & Sons Ltd.

High School Dropouts: Interactions between Social Context, Self-Perceptions, School Engagement, and Student Dropout

ERIC Educational Resources Information Center

Fall, Anna-Maria; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development…

School Absenteeism: An Online Survey via Social Networks.

PubMed

Pflug, Verena; Schneider, Silvia

2016-06-01

School absenteeism is a significant social and public health problem. However, existing prevalence rates are often not representative due to biased assessment processes at schools. The present study assessed school absenteeism in Germany using a nationwide online self-report survey. Although our definition of school absenteeism was more conservative than in previous studies, nearly 9 % of the 1359 high school students reported school absenteeism within the past 7 days. Absent students lived less often with both parents, were on average of lower socioeconomic status, and reported more emotional problems, behavioral problems and less prosocial behavior than attending students. Being an indicator of a wide variety of problems in children and adolescents, school absenteeism deserves much more attention. Future directions for research and implications for prevention and intervention programs are discussed.

An assessment of the impacts of child oral health in Indonesia and associations with self-esteem, school performance and perceived employability.

PubMed

Maharani, Diah Ayu; Adiatman, Melissa; Rahardjo, Anton; Burnside, Girvan; Pine, Cynthia

2017-03-21

Previous surveys have indicated that a majority of Indonesian children have poor oral health. However, little detailed information is available on underlying causation and none that examine impacts of oral health on child self-esteem, school performance and perceived employability. The aim of this study was to determine levels of child oral health in primary school children in Indonesia, the prevalence of key causal factors; and, to determine relationships between oral health, self-esteem and school academic performance. Cross-sectional epidemiological study in a sample (n = 984) of children aged 6-7 and 10-11 years old attending three public schools in Indonesia. A dental visual impact study was conducted, in which teachers reported their perceptions of the impact of child oral health on school academic performance. Oral health behaviors, self-esteem, and school performance were assessed. The children were clinically examined to measure dental caries and oral cleanliness. Teachers believe that children with visually poor oral health and impaired smiles are more likely to perform poorly at school, be socially excluded and have lower job prospects than their peers with visually good oral health and healthy smiles. The percentages of children with decayed teeth were 94 and 90% in the 6-7- and 10-11-year age groups, respectively. Families reported high levels of child consumption of sugar-containing foods and drinks; many had irregular use of fluoride toothpaste. Children with substantial plaque on their teeth achieved significantly lower levels of school performance than their peers with clean teeth. Significant associations were found between school performance and self-esteem for these children. The study findings highlight the need for preventive care programs to improve the oral health of children in Indonesia and prospective determination of associations between child oral health; self-esteem and school academic performance.

Epistemic Beliefs of Middle and High School Students in a Problem-Based, Scientific Inquiry Unit: An Exploratory, Mixed Methods Study

ERIC Educational Resources Information Center

Gu, Jiangyue

2016-01-01

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a…

Development and Initial Validation of the Student Rating of Environmental Stressors Scale: Stressors Faced by Students in Accelerated High School Curricula

ERIC Educational Resources Information Center

Suldo, Shannon M.; Dedrick, Robert F.; Shaunessy-Dedrick, Elizabeth; Roth, Rachel A.; Ferron, John

2015-01-01

High school students in accelerated curricula face stressors beyond typical adolescent developmental challenges. The Student Rating of Environmental Stressors Scale (StRESS) is a self-report measure of environmental stressors appropriate for students in Advanced Placement (AP) and International Baccalaureate (IB) courses. We developed the StRESS…

Low Vitamin D Status and Inadequate Nutrient Intakes of Elementary School Children in a Highly Educated Pacific Northwest Community

ERIC Educational Resources Information Center

Frei, Simone; Frei, Balz; Bobe, Gerd

2014-01-01

Are Extension healthy youth programs needed in highly educated U.S. communities? To answer this question, 175 children from four public elementary schools in Corvallis, Oregon, self-reported in a cross-sectional study their dietary intake, and 71 children provided a blood sample for measuring vitamin D concentrations. Most children had…

Peer Effects on High School Aspirations: Evidence from a Sample of Close and Not-so-Close Friends

ERIC Educational Resources Information Center

Mora, Toni; Oreopoulos, Philip

2011-01-01

In this paper we investigate how schoolmates influence high school dropout intentions in Catalonia, Spain. Our analysis uses self-reported friends to identify possible peers by assuming that peer influence flows in one direction in cases where one student identifies another as a friend, but the other does not reciprocate. We first estimate the…

A Modified Obesity Proneness Model Predicts Adolescent Weight Concerns and Inability to Self-Regulate Eating

ERIC Educational Resources Information Center

Nickelson, Jen; Bryant, Carol A.; McDermott, Robert J.; Buhi, Eric R.; DeBate, Rita D.

2012-01-01

Background: The prevalence of obesity among high school students has risen in recent decades. Many high school students report trying to lose weight and some engage in disordered eating to do so. The obesity proneness model suggests that parents may influence their offspring's development of disordered eating. This study examined the viability of…

Take One for the Team? Influence of Team and Individual Sport Participation on High School Athlete Substance Use Patterns

ERIC Educational Resources Information Center

Kulesza, Magdalena; Grossbard, Joel R.; Kilmer, Jason; Copeland, Amy L.; Larimer, Mary E.

2014-01-01

The current Web-based survey investigated the association between team or individual sport participation (or both) and self-reported alcohol and tobacco use among high school athletes (N = 1,275) transitioning to college. Peak blood alcohol concentration, weekly drinking, and alcohol-related problems were significantly lower among athletes in…

Self-Report and Academic Factors in Relation to High School Students' Success in an Innovative Biotechnology Program

ERIC Educational Resources Information Center

Peterman, Karen; Pan, Yi; Robertson, Jane; Lee, Shelley Glenn

2014-01-01

Biotechnology constitutes one of the most challenging, cutting-edge, and rapidly growing fields in science today. Both the practical implications and the hands-on nature of this "modern science" make the topic of biotechnology an attractive addition to the high school science curriculum. The current study is the first of its kind to…

The associations between self-reported sleep duration and adolescent health outcomes: what is the role of time spent on Internet use?

PubMed

Do, Young Kyung; Shin, Eunhae; Bautista, Mary Ann; Foo, Kelvin

2013-02-01

This study aimed to examine the associations of self-reported sleep duration with adolescent health outcomes, taking into account time spent on Internet use. We used data from the 2008-2009 Korea Youth Behavioral Risk Factor Survey, a cross-sectional online survey of middle and high school students aged 13-18years in South Korea (N=136,589) to examine the associations of self-reported sleep duration with four mental and physical health measures, e.g. self-report of depressive symptoms, suicidal ideation, weight status, and self-rated health. The binary logit and generalized ordered logit models controlled for time spent on Internet use for non-study purposes and other factors. Shorter self-reported sleep duration was associated with a higher likelihood of reporting depressive symptoms, suicidal ideation, and overweight or obese status, and a lower likelihood of reporting better self-rated health, even after accounting for time spent on Internet use. Excessive Internet use was found to be an independent risk factor for these outcomes. Among in-school adolescents in South Korea, shorter sleep duration and excessive Internet use are independently and additively associated with multiple indicators of adverse health status. Excessive Internet use may have not only direct adverse health consequences, but also have indirect negative effects through sleep deprivation. Copyright © 2012 Elsevier B.V. All rights reserved.

Computer Science, Biology and Biomedical Informatics academy: Outcomes from 5 years of Immersing High-school Students into Informatics Research.

PubMed

King, Andrew J; Fisher, Arielle M; Becich, Michael J; Boone, David N

2017-01-01

The University of Pittsburgh's Department of Biomedical Informatics and Division of Pathology Informatics created a Science, Technology, Engineering, and Mathematics (STEM) pipeline in 2011 dedicated to providing cutting-edge informatics research and career preparatory experiences to a diverse group of highly motivated high-school students. In this third editorial installment describing the program, we provide a brief overview of the pipeline, report on achievements of the past scholars, and present results from self-reported assessments by the 2015 cohort of scholars. The pipeline continues to expand with the 2015 addition of the innovation internship, and the introduction of a program in 2016 aimed at offering first-time research experiences to undergraduates who are underrepresented in pathology and biomedical informatics. Achievements of program scholars include authorship of journal articles, symposium and summit presentations, and attendance at top 25 universities. All of our alumni matriculated into higher education and 90% remain in STEM majors. The 2015 high-school program had ten participating scholars who self-reported gains in confidence in their research abilities and understanding of what it means to be a scientist.

Computer Science, Biology and Biomedical Informatics academy: Outcomes from 5 years of Immersing High-school Students into Informatics Research

PubMed Central

King, Andrew J.; Fisher, Arielle M.; Becich, Michael J.; Boone, David N.

2017-01-01

The University of Pittsburgh's Department of Biomedical Informatics and Division of Pathology Informatics created a Science, Technology, Engineering, and Mathematics (STEM) pipeline in 2011 dedicated to providing cutting-edge informatics research and career preparatory experiences to a diverse group of highly motivated high-school students. In this third editorial installment describing the program, we provide a brief overview of the pipeline, report on achievements of the past scholars, and present results from self-reported assessments by the 2015 cohort of scholars. The pipeline continues to expand with the 2015 addition of the innovation internship, and the introduction of a program in 2016 aimed at offering first-time research experiences to undergraduates who are underrepresented in pathology and biomedical informatics. Achievements of program scholars include authorship of journal articles, symposium and summit presentations, and attendance at top 25 universities. All of our alumni matriculated into higher education and 90% remain in STEM majors. The 2015 high-school program had ten participating scholars who self-reported gains in confidence in their research abilities and understanding of what it means to be a scientist. PMID:28400991

A Measure for Pupils' Inconsistency of Response to a Self-Report Instrument of Attitudes toward School.

ERIC Educational Resources Information Center

Darom, Efraim; Rich, Yisrael

1983-01-01

To measure pupils' inconsistency in replying to a self-report questionnaire regarding attitudes toward school, 6,000 elementary and secondary school students participated in a nation-wide project to construct and validate the Israeli Quality of School Life Questionnaire (IQSL). (PN)

Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

ERIC Educational Resources Information Center

Girard, Beverly Lawler

2010-01-01

This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

The Influence of Self-Efficacy Beliefs and Metacognitive Prompting on Genetics Problem Solving Ability among High School Students in Kenya

NASA Astrophysics Data System (ADS)

Aurah, Catherine Muhonja

Within the framework of social cognitive theory, the influence of self-efficacy beliefs and metacognitive prompting on genetics problem solving ability among high school students in Kenya was examined through a mixed methods research design. A quasi-experimental study, supplemented by focus group interviews, was conducted to investigate both the outcomes and the processes of students' genetics problem-solving ability. Focus group interviews substantiated and supported findings from the quantitative instruments. The study was conducted in 17 high schools in Western Province, Kenya. A total of 2,138 high school students were purposively sampled. A sub-sample of 48 students participated in focus group interviews to understand their perspectives and experiences during the study so as to corroborate the quantitative data. Quantitative data were analyzed through descriptive statistics, zero-order correlations, 2 x 2 factorial ANOVA,, and sequential hierarchical multiple regressions. Qualitative data were transcribed, coded, and reported thematically. Results revealed metacognitive prompts had significant positive effects on student problem-solving ability independent of gender. Self-efficacy and metacognitive prompting significantly predicted genetics problem-solving ability. Gender differences were revealed, with girls outperforming boys on the genetics problem-solving test. Furthermore, self-efficacy moderated the relationship between metacognitive prompting and genetics problem-solving ability. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.

Education and Self-Reported Health: Evidence from 23 Countries on the Role of Years of Schooling, Cognitive Skills and Social Capital

PubMed Central

2016-01-01

We examine the contribution of human capital to health in 23 countries worldwide using the OECD Survey of Adult Skills, a unique large-scale international assessment of 16–65 year olds that contains information about self-reported health, schooling, cognitive skills and indicators of interpersonal trust, which represents the cognitive dimension of social capital. We identify cross-national differences in education, skill and social capital gradients in self-reported health and explore the interaction between human capital and social capital to examine if and where social capital is a mediator or a moderator of years of schooling and cognitive abilities. We find large education gaps in self-reported health across all countries in our sample and a strong positive relationship between self-reported health and both literacy and trust in the majority of countries. Education and skill gradients in self-reported health appear to be largest in the United States and smallest in Italy, France, Sweden and Finland. On average around 5.5% of both the schooling gap in self-reported health and the literacy gap in self-reported health can be explained by the higher levels of interpersonal trust that better educated/more skilled individuals have, although the mediating role of trust varies considerably across countries. We find no evidence of a moderation effect: the relationships between health and years of schooling and health and cognitive skills are similar among individuals with different levels of trust. PMID:26901130

Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children.

PubMed

Guay, Frédéric; Chanal, Julien; Ratelle, Catherine F; Marsh, Herbert W; Larose, Simon; Boivin, Michel

2010-12-01

There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and provided a better understanding of student motivational dynamics. However, little research has combined these two approaches. This study examines young elementary students' motivations across school subjects (writing, reading, and maths) from the stance of self-determination theory. First, we tested whether children self-report different levels of intrinsic, identified, and controlled motivation towards specific school subjects. Second, we verified whether children self-report differentiated types of motivation across school subjects. Participants were 425 French-Canadian children (225 girls, 200 boys) from three elementary schools. Children were in Grades 1 (N=121), 2 (N=126), and 3 (N=178). Results show that, for a given school subject, young elementary students self-report different levels of intrinsic, identified, and controlled motivation. Results also indicate that children self-report different levels of motivation types across school subjects. Our findings also show that most differentiation effects increase across grades. Some gender effects were also observed. These results highlight the importance of distinguishing among types of school motivation towards specific school subjects in the early elementary years.

[Study on the psychological health condition among junior and senior high school students in Beijing, Shanghai and Guangzhou].

PubMed

Tao, Longxiang; Zhang, Qian; Du, Songming; Guo, Jing; Liu Weijia; Pan, Hui; Hu, Xiaoqi; Ma, Guansheng; Sun, Xiaohong

2015-01-01

To describe the status and difference of students' mental health in junior high school, ordinary high school and vocational high school in Beijing, Shanghai and Guangzhou. 135 schools and 14 473 students were randomly selected and stratified to draw the sample. Mental Health Test (MHT) was used to measure the status of students' mental health. Among 13 286 valid questionnaire, 2.1% students were mentally disabled, more females reported their mental problems (2.1%) than males (1.9%). Students from Shanghai (2.5%) and Beijing (2.3%) were more likely to report their mental problems than students from Guangzhou (1.6%), which were statistically significant. The top three mental problems includes anxiety (42.6%), physical condition (11.1%) and self - blame tendency (9.7%), etc. Students from Beijing, Shanghai and Guangzhou got different extend of mental problems.

Self-esteem deficits and suicidal tendencies among adolescents.

PubMed

Overholser, J C; Adams, D M; Lehnert, K L; Brinkman, D C

1995-07-01

Self-esteem can play an important role in suicidal tendencies among adolescents. The present study was designed to examine the relationship between self-esteem deficits and suicidal tendencies in 254 adolescent psychiatric inpatients and 288 high school students. The direct relationship between self-esteem and suicidal tendencies was examined by assessing suicidal ideation and history of suicide attempts. An indirect relationship between self-esteem and suicidality was examined by assessing depression and hopelessness. Differences were found across gender and hospitalization status, with males reporting higher self-esteem than females and high school students scoring higher in self-esteem than psychiatric inpatients. However, correlations among variables remained similar across gender and hospitalization status. Thus, low self-esteem was related to higher levels of depression, hopelessness, suicidal ideation, and an increased likelihood of having previously attempted suicide. Furthermore, self-esteem added to the understanding of suicidal ideation beyond what could be explained by depression and hopelessness. Low self-esteem was closely related to feelings of depression, hopelessness, and suicidal tendencies. Assessment of adolescents should include an evaluation of self-esteem, and therapy should attempt to address any self-esteem deficits.

Differences of adaptation to school and self-resilience before and after sleep education for adolescent.

PubMed

Lee, So-Mi; Kim, Jong-Hee

2016-06-01

This study aims to verify the effectiveness of sleep education by identifying the differences of adaption to school and self-resilience of the high school students before and after sleep education for a certain period of time. The conclusion of this study is presented below: First, there were differences in adaptation to school and self-resilience of the high school students before and after sleep education for the high school students. After sleep education, adaptation to school environment and school friends became higher, and also the emotion control, personal relations and optimism, which are the subvariables of self-resilience, became higher. Second, there were differences in adaptation to school and self-resilience before and after sleep education by grade of the high school students. The freshmen's adaptation to school friends and adaptation to school life, which are the subvariables of adaptation to school, increased after sleep education. The sophomores' adaptation to school environment, which is the subvariable of adaptation to school, went up higher after sleep education. The freshmen's emotion control, vitality and personal relations, which are the subvariables of self-resilience, were higher after sleep education. The sophomores' personal relations, which are a subvariable of self-resilience, went up higher.

High Prevalence of Nontraumatic Shoulder Pain in a Regional Sample of Female High School Volleyball Athletes

PubMed Central

Frisch, Kayt E.; Clark, Jacob; Hanson, Chad; Fagerness, Chris; Conway, Adam; Hoogendoorn, Lindsay

2017-01-01

Background: Shoulder pain is becoming increasingly problematic in young players as volleyball gains popularity. Associations between repetitive motion and pain and overuse injury have been observed in other overhand sports (most notably baseball). Studies of adult athletes suggest that there is a shoulder pain and overuse problem present in volleyball players, but minimal research has been done to establish rates and causes in juvenile participants. Purpose: To establish rates of shoulder pain, regardless of whether it resulted in a loss of playing time, in female high school volleyball players. A secondary goal was to determine whether high repetition volumes correlated with an increased likelihood of experiencing pain. Study Design: Descriptive epidemiology study. Methods: A self-report survey focusing on the prevalence of pain not associated with a traumatic event in female high school youth volleyball players was developed. Survey questions were formulated by certified athletic trainers, experienced volleyball coaches, and biomechanics experts. Surveys were received from 175 healthy, active high school volleyball players in Iowa, South Dakota, and Minnesota. Results: Forty percent (70/175) of active high school volleyball players remembered experiencing shoulder pain not related to traumatic injury, but only 33% (23/70) reported taking time off to recover from the pain. Based on these self-reported data, activities associated with significantly increased risk of nontraumatic shoulder pain included number of years playing competitive volleyball (P = .01) and lifting weights out of season (P = .001). Players who reported multiple risk factors were more likely to experience nontraumatic shoulder pain. Conclusion: When using time off for recovery as the primary injury criterion, we found that the incidence of shoulder pain is more than twice as high as the incidence of injury reported by previous studies. Findings also indicated that the incidence of shoulder pain may be correlated with volume of previous volleyball experience. PMID:28680897

High Prevalence of Nontraumatic Shoulder Pain in a Regional Sample of Female High School Volleyball Athletes.

PubMed

Frisch, Kayt E; Clark, Jacob; Hanson, Chad; Fagerness, Chris; Conway, Adam; Hoogendoorn, Lindsay

2017-06-01

Shoulder pain is becoming increasingly problematic in young players as volleyball gains popularity. Associations between repetitive motion and pain and overuse injury have been observed in other overhand sports (most notably baseball). Studies of adult athletes suggest that there is a shoulder pain and overuse problem present in volleyball players, but minimal research has been done to establish rates and causes in juvenile participants. To establish rates of shoulder pain, regardless of whether it resulted in a loss of playing time, in female high school volleyball players. A secondary goal was to determine whether high repetition volumes correlated with an increased likelihood of experiencing pain. Descriptive epidemiology study. A self-report survey focusing on the prevalence of pain not associated with a traumatic event in female high school youth volleyball players was developed. Survey questions were formulated by certified athletic trainers, experienced volleyball coaches, and biomechanics experts. Surveys were received from 175 healthy, active high school volleyball players in Iowa, South Dakota, and Minnesota. Forty percent (70/175) of active high school volleyball players remembered experiencing shoulder pain not related to traumatic injury, but only 33% (23/70) reported taking time off to recover from the pain. Based on these self-reported data, activities associated with significantly increased risk of nontraumatic shoulder pain included number of years playing competitive volleyball ( P = .01) and lifting weights out of season ( P = .001). Players who reported multiple risk factors were more likely to experience nontraumatic shoulder pain. When using time off for recovery as the primary injury criterion, we found that the incidence of shoulder pain is more than twice as high as the incidence of injury reported by previous studies. Findings also indicated that the incidence of shoulder pain may be correlated with volume of previous volleyball experience.

Self-Concept and Achievement Motivation of High School Students

ERIC Educational Resources Information Center

Lawrence, A. S. Arul; Vimala, A.

2013-01-01

The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT)…

Friendship group identification, multidimensional self-concept, and experience of developmental tasks in adolescence.

PubMed

Tarrant, Mark; MacKenzie, Liam; Hewitt, Lisa A

2006-08-01

This study applied a social identity perspective to the study of adolescent self-concept and social development. British adolescents aged 14-15 years (N=114) completed a questionnaire which asked them to: (i) rate their degree of identification with a school-based friendship group; (ii) complete a measure of multi-dimensional self-concept; and (iii) report their experiences of a variety of personal, relational and socio-institutional (e.g., achieving economic independence) developmental tasks. Compared to low identifiers, participants who were highly identified with a friendship group reported highest levels of self-esteem; and these differences were most marked in non-academic domains of self. High identifiers also displayed higher levels of general self-esteem and reported more positive experiences of personal and relational developmental tasks. The discussion focuses on the potential benefits to understanding of social developmental processes that can be derived from a consideration of adolescents' subjective appraisals of their peer relations.

Primary Grade Teachers' Knowledge and Perceptions of Head Lice.

ERIC Educational Resources Information Center

Kirchofer, Gregg M.; Price, James H.; Telljohann, Susan K.

2001-01-01

Surveyed primary school teachers regarding knowledge of head lice, self-efficacy in handling head lice, and preferred information sources. Teachers needed more knowledge about head lice. About half had high efficacy expectations regarding their ability to control the spread of lice. Most reported receiving information from school nurses. Knowledge…

Older Adolescents' Positive Attitudes toward Younger Adolescents as Sexual Partners

ERIC Educational Resources Information Center

Hegna, Kristinn; Mossige, Svein; Wichstrom, Lars

2004-01-01

The prevalence of older adolescents' positive attitudes toward younger sexual partners was investigated through three measures of self-reported hypothetical likelihood of having sex with preadolescents and younger adolescents (LSA), using a school-based cluster sample of 710 Norwegian 18- to 19-year-olds attending nonvocational high schools in…

Ethnic/racial discrimination moderates the effect of sleep quality on school engagement across high school.

PubMed

Dunbar, Margaret; Mirpuri, Sheena; Yip, Tiffany

2017-10-01

Previous research has indicated that school engagement tends to decline across high school. At the same time, sleep problems and exposure to social stressors such as ethnic/racial discrimination increase. The current study uses a biopsychosocial perspective to examine the interactive and prospective effects of sleep and discrimination on trajectories of academic performance. Growth curve models were used to explore changes in 6 waves of academic outcomes in a sample of 310 ethnically and racially diverse adolescents (mean age = 14.47 years, SD = .78, and 64.1% female). Ethnic/racial discrimination was assessed at Time 1 in a single survey. Sleep quality and duration were also assessed at Time 1 with daily diary surveys. School engagement and grades were reported every 6 months for 3 years. Higher self-reported sleep quality in the ninth grade was associated with higher levels of academic engagement at the start of high school. Ethnic/racial discrimination moderated the relationship between sleep quality and engagement such that adolescents reporting low levels of discrimination reported a steeper increase in engagement over time, whereas their peers reporting poor sleep quality and high levels of discrimination reported the worse engagement in the ninth grade and throughout high school. The combination of poor sleep quality and high levels of discrimination in ninth grade has downstream consequences for adolescent academic outcomes. This study applies the biopsychosocial model to understand the development and daily experiences of diverse adolescents. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Authoritative School Climate and High School Student Risk Behavior: A Cross-sectional Multi-level Analysis of Student Self-Reports.

PubMed

Cornell, Dewey; Huang, Francis

2016-11-01

Many adolescents engage in risk behaviors such as substance use and aggression that jeopardize their healthy development. This study tested the hypothesis that an authoritative school climate characterized by strict but fair discipline and supportive teacher-student relationships is conducive to lower risk behavior for high school students. Multilevel logistic regression models were used to analyze cross-sectional, student-report survey data from a statewide sample of 47,888 students (50.6 % female) in 319 high schools. The students included ninth (26.6 %), tenth (25.5 %), eleventh (24.1 %) and twelfth (23.8 %) grade with a racial/ethnic breakdown of 52.2 % White, 18.0 % Black, 13.1 % Hispanic, 5.9 % Asian, and 10.8 % reporting another or two or more race/ethnicities. Schools with an authoritative school climate had lower levels of student-reported alcohol and marijuana use; bullying, fighting, and weapon carrying at school; interest in gang membership; and suicidal thoughts and behavior. These results controlled for demographic variables of student gender, race, grade, and parent education level as well as school size, percentage of minority students, and percentage of low income students. Overall, these findings add new evidence that an authoritative school climate is associated with positive student outcomes.

Parental Involvement Protects against Self-Medication Behaviors during the High School Transition

PubMed Central

Gottfredson, Nisha C.; Hussong, Andrea M.

2011-01-01

We examined how drinking patterns change as adolescents transition to high school, particularly as a function of parental involvement. Stress associated with the transition to high school may deplete psychological resources for coping with negative daily emotions in an environment when opportunities to drink are more common. A cohort of elevated-risk middle school students completed daily negative affect (sadness, worry, anger, and stress) and alcohol use assessments before and after the transition to high school, resulting in a measurement burst design. Adolescents who reported less parental involvement were at higher risk for drinking on any given day. After (but not before) the transition to high school, daily within-person fluctuations of sadness predicted an increased probability of same-day alcohol use for adolescents who reported that their parents were minimally involved in their lives. The other negative affect indicators were not predictive of use. Our results suggest that the transition to high school may represent an important intervention leverage point, particularly for adolescents who lack adequate parental support to help them cope with day-to-day changes in sadness. PMID:21880433

The School Food Environment and Student BMI and Food Consumption: 2004 to 2007 National Data

PubMed Central

Terry-McElrath, Yvonne M.; O’Malley, Patrick M.; Delva, Jorge; Johnston, Lloyd D.

2009-01-01

Purpose This study identifies trends in the availability of various food choices in United States’ middle and high schools from 2004–2007, and examines the potential associations between such food availability and students’ self-reported eating habits and BMI-related outcomes. Methods Data are based on nationally representative samples of 78,442 students in 684 secondary schools surveyed from 2004 to 2007 as part of the Youth, Education, and Society (YES) study and the Monitoring the Future (MTF) study. In the YES study, school administrators and food service managers completed self-administered questionnaires on their school’s food environment. In the MTF study, students in the same schools completed self-administered questionnaires, providing data used to construct BMI and food consumption measures. Results Overall, there was a decrease in the availability of regular sugar/fat food items in both middle and high schools, and some indication of an increase high school availability of reduced fat food items through school lunch or a la carte. Some minimal evidence was found for relationships between the school food environment and student BMI-related outcomes and food consumption measures. Conclusions United States secondary schools are making progress in the types of foods offered to students, with food items of lower nutritional value becoming less prevalent in recent years. Continued monitoring of food environment trends may help clarify if and how such factors relate to youth health outcomes. PMID:19699436

Factors that influence concussion knowledge and self-reported attitudes in high school athletes.

PubMed

Kurowski, Brad; Pomerantz, Wendy J; Schaiper, Courtney; Gittelman, Michael A

2014-09-01

Many organizations and health care providers support educating high school (HS) athletes about concussions to improve their attitudes and behaviors about reporting. The objectives of this study were to determine if previous education, sport played, and individual factors were associated with better knowledge about concussion and to determine if more knowledge was associated with improved self-reported attitudes toward reporting concussions among HS athletes. We conducted a survey of HS athletes aged 13 years to 18 years from two large, urban HSs. Players were recruited from selected seasonal (fall and winter) as well as men and women's sports. During preseason, each participant was given a survey asking about his or her previous education, current knowledge, and self-reported attitudes and behaviors about reporting concussions. Bivariate and multivariate linear regression was used to evaluate the association of age, sex, sport, and previous concussion education with knowledge and self-reported attitudes and behaviors about reporting concussions. Surveys were completed by 496 athletes. The median age was 15 years, and 384 (77.4%) were male. A total of 212 (42.7%) participated in football, 123 (24.8%) in soccer, 89 (17.9%) in basketball, and 72 (14.5%) in wrestling. One hundred sixteen (23.4%) reported a history of concussion. Improved knowledge regarding concussions was not associated with improved self-reported behaviors (p = 0.63) in bivariate regression models. The multivariate model demonstrated that older age (p = 0.01) and female sex (p = 0.03) were associated with better knowledge. Younger age (p = 0.01), female sex (p = 0.0002), and soccer participation (p = 0.02) were associated with better self-reported behaviors around reporting concussions. Previous education on concussions was less predictive of knowledge about concussions when controlling for other factors such as sport and sex. Younger age, female sex, and soccer participation were more likely to be associated with better self-reported behaviors. Future studies need to focus on the development of interventions to improve concussion-specific knowledge and behaviors.

Factors associated with self-reported discrimination against men who have sex with men in Brazil.

PubMed

Magno, Laio; Dourado, Inês; da Silva, Luís Augusto V; Brignol, Sandra; Brito, Ana Maria de; Guimarães, Mark Drew Crosland; Benzaken, Adele; Pinho, Adriana de A; Kendall, Carl; Kerr, Ligia Regina Franco Sansigolo

2017-01-01

To estimate self-reported discrimination due to sexual orientation among men who have sex with men (MSM) in Brazil and to analyze associated factors. A cross-sectional study of 3,859 MSM recruited in 2008-2009 with respondent driven sampling. Data collection conducted in health centers in 10 Brazilian cities. A face-to-face questionnaire was used and rapid HIV and syphilis tests conducted. Aggregated data were weighted and adjusted odds ratio estimated to measure the association between selected factors and self-reported discrimination due to sexual orientation. The sample was predominantly young, eight plus years of schooling, pardo (brown), single, low-income, and identified themselves as gay or homosexual. The prevalence of self-reported discrimination due to sexual orientation was 27.7% (95%CI 26.2-29.1). Discrimination was independently associated with: age < 30 years, more years of schooling, community involvement and support, history of sexual and physical violence, suicidal thoughts, and unprotected receptive anal intercourse. The prevalence of self-reported discrimination among MSM in Brazil is high. These results challenge the assumptions that MSM-specific prevention and support programs are not required or that health professionals do not need special training to address MSM needs.

Cyberbullying, School Bullying, and Psychological Distress: A Regional Census of High School Students

PubMed Central

O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W. S.

2012-01-01

Objectives. Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. Methods. In the fall of 2008, 20 406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. Results. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Conclusions. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health. PMID:22095343

Cyberbullying, school bullying, and psychological distress: a regional census of high school students.

PubMed

Schneider, Shari Kessel; O'Donnell, Lydia; Stueve, Ann; Coulter, Robert W S

2012-01-01

Using data from a regional census of high school students, we have documented the prevalence of cyberbullying and school bullying victimization and their associations with psychological distress. In the fall of 2008, 20,406 ninth- through twelfth-grade students in MetroWest Massachusetts completed surveys assessing their bullying victimization and psychological distress, including depressive symptoms, self-injury, and suicidality. A total of 15.8% of students reported cyberbullying and 25.9% reported school bullying in the past 12 months. A majority (59.7%) of cyberbullying victims were also school bullying victims; 36.3% of school bullying victims were also cyberbullying victims. Victimization was higher among nonheterosexually identified youths. Victims report lower school performance and school attachment. Controlled analyses indicated that distress was highest among victims of both cyberbullying and school bullying (adjusted odds ratios [AORs] were from 4.38 for depressive symptoms to 5.35 for suicide attempts requiring medical treatment). Victims of either form of bullying alone also reported elevated levels of distress. Our findings confirm the need for prevention efforts that address both forms of bullying and their relation to school performance and mental health.

Equivalencies Regarding the Measurement and Constructs of Self-Esteem and Major Life Events in an Asian-Pacific Islander Sampler.

ERIC Educational Resources Information Center

Miyamoto, Robin H.; Hishinuma, Earl S.; Nishimura, Stephanie T.; Nahulu, Linda B.; Andrade, Naleen N.; Johnson, Ronald C.; Makini, George K., Jr.; Yuen, Noelle Y. C.; Kim, S. Peter; Goebert, Deborah A.; Carlton, Barry S.; Bell, Cathy K.

2001-01-01

Examines aspects of self-esteem measures and major life events using the 10-item Rosenberg Self-Esteem Scale (RSES) with Hawaiian, part-Hawaiian, and non-Hawaiian high school students (N=816). There was a lack of consensus regarding the dimensions of RSES as previously reported. Measurement equivalency findings concerning RSES caution against…

It matters how and when you ask: self-reported race/ethnicity of incoming law students.

PubMed

Panter, A T; Daye, Charles E; Allen, Walter R; Wightman, Linda F; Deo, Meera E

2009-01-01

The high-stakes nature of law school testing and admissions puts a premium on the student data presented to admissions committees, such as essays, academic and work history, and student background characteristics including race/ethnicity. 4,472 law school-bound students self-identified their race/ethnicity using (a) a mutually exclusive "choose one" format during registration for the law school admissions test, and (b) an elaborated "check-all-that-apply" format as part of a national survey administered during the first weeks at their chosen law school. Student multiraciality that was masked by the first assessment was associated with self-reported ethnic identity, discrimination experience, intergroup contact, race-related attitudes, academic performance, and trait ratings, as compared to monoracial majority students. A different profile of findings was observed across these constructs when multiracial students were compared to monoracial majority students, to monoracial minority students, and within group. These correlates also predicted the likelihood of changing identification across the two assessment contexts. These findings support the continued study of specific combinations of multiracial groups, fluidity of multiracial identities, and context effects that influence race/ethnicity self-categorizations.

"Nothing I Ever Do Seems to Please My Parents": Female and Male Self-Esteem as a Function of Mother's and Father's Nurturance.

ERIC Educational Resources Information Center

Buri, John R.; And Others

Parents are the primary agents in the development and definition of the self. Previous research has reported nurturance as the most notable parental factor in global self-esteem. This study examined the relationship of parental nurturance to self-esteem for the first time with subjects older than high school students. College students (N=333)…

Religious Affiliation Influences on the Health Status and Behaviours of Students Attending Seventh-Day Adventist Schools in Australia.

PubMed

Craig, Bevan Adrian; Morton, Darren Peter; Kent, Lillian Marton; Gane, Alva Barry; Butler, Terry Leslie; Rankin, Paul Meredith; Price, Kevin Ross

2018-06-01

Students attending Seventh-day Adventist (Adventist) schools in Australia have been shown to have better health status and behaviours compared to secular norms, yet these schools cater for a high percentage of non-Adventist students. The purpose of this study was to investigate the influence of religious affiliation (Adventist/non-Adventist) on the health status and behaviours of students attending Adventist secondary schools in Australia. The sample included 1734 students who responded to a health and lifestyle survey that captured demographic details, self-reported height and weight, self-reported health status, mental health and select health behaviours. Students who identified themselves as Adventist reported significantly better health behaviours than the non-Adventist students in several behavioural domains, especially among the male students. However, this did not translate to a difference in health status. Further research is needed to understand the causal mechanisms responsible for the potential health advantage of Adventist students, which may include family or church religious influences.

The Development of Ethnic/Racial Self-Labeling: Individual Differences in Context.

PubMed

Cheon, Yuen Mi; Bayless, Sara Douglass; Wang, Yijie; Yip, Tiffany

2018-03-15

Ethnic/racial self-labeling represents one's knowledge of and preference for ethnic/racial group membership, which is related to, but distinguishable from, ethnic/racial identity. This study examined the development of ethnic/racial self-labeling over time by including the concept of elaboration among a diverse sample of 297 adolescents (Time 1 mean age 14.75, 67% female, 37.4% Asian or Asian American, 10.4% Black, African American, or West Indian, 23.2% Hispanic or Latinx, 24.2% White, 4.4% other). Growth mixture modeling revealed two distinct patterns-low and high self-labeling elaboration from freshman to sophomore year of high school. Based on logistic regression analyses, the level of self-labeling elaboration was generally low among the adolescents who were foreign-born, reported low levels of ethnic/racial identity exploration, or attended highly diverse schools. We also found a person-by-context interaction where the impact of school diversity varied for foreign-born and native-born adolescents (b = 12.81, SE = 6.30, p < 0.05) and by the level of ethnic/racial identity commitment (b = 14.32, SE = 6.65, p < 0.05). These findings suggest varying patterns in ethnic/racial self-labeling elaboration among adolescents from diverse backgrounds and their linkage to individual and contextual factors.

Stress experience and effect on self-perceived oral health status among high school students.

PubMed

Arman, Kristina; Petruninaitė, Adelė; Grigalauskienė, Rūta; Slabšinskienė, Eglė

2016-01-01

Stress is a common phenomenon in our society. Several studies indicate that stress has an adverse effect on oral condition. The aim of this study was to evaluate the relationship between stress and self-perceived oral health status among high school students population. A cross-sectional design was applied to the study, and a simple random sampling method was used to draw a representative sample of 200 15 to 19-year-old students from Šiauliai Didždvaris gymnasium. This study was based on annonymous self-reported questionaries about self-perceived oral and systemic conditions. The interdependence of characteristics was evaluated by chi-square (χ 2 ) and ANOVA criteria. 171 participants (85.5%) expierenced stress. 22.5% of the interviewees answered that they have symptoms of the gastroesophageal reflux disease (GERD), 22.5% - bruxism signs, 71.5% - dental decay, 59.5% - gum problems. Increased stress level was related with more frequent bruxism signs. The difference between groups was statistically significant (χ 2 =13.444; p=0.009). The prevalence of stress among high school students is high. This study demonstrates that increased stress level might be a risk indicator and have negative outcome to oral health.

Exploring the Relationship between Violent Behavior and Participation in Football during Adolescence: Findings From a Sample of Sibling Pairs

ERIC Educational Resources Information Center

Beaver, Kevin M.; Barnes, J. C.; Boutwell, Brian B.

2016-01-01

The current study examined the association between playing high school football and involvement in violent behaviors in sibling pairs drawn from the National Longitudinal Study of Adolescent Health (Add Health). The analysis revealed that youth who played high school football self-reported more violence than those youth who did not play football.…

Gender and Racial/Ethnic Differences in Self-Reported Levels of Engagement in High School Math and Science Courses

ERIC Educational Resources Information Center

Martinez, Sylvia; Guzman, Stephanie

2013-01-01

While gender and racial/ethnic performance gaps in math and science have been well documented, we know little about how students feel while they are in these courses. Using a sample of 793 high school students who participated in the Experience Sampling Method of the Study of Youth and Social Development, this study examines the gender and…

Demography as Destiny the Role of Parental Connoisseurship and Mathematics Course Taking Patterns among High School Students

ERIC Educational Resources Information Center

Degner, Katherine Marie

2012-01-01

This study uses data from the National Center of Education Statistics (NCES) High School Longitudinal Study of 2009 (HSLS:09). Parent responses to the Parent Involvement survey, given as part of the NCES study were considered, along with their child's socio-economic status and self-reported level of mathematics course enrollment during their…

Association of overweight and obesity with decline in academic performance among female high-school students, Riyadh, Saudi Arabia.

PubMed

Adaili, M A; Mohamed, A G; Alkhashan, H

2017-02-01

The aim of this study was to evaluate the association between overweight/obesity and future academic performance among high-school students in Saudi Arabia. This was a retrospective cohort study of 257 12th grade female students in Alabna (Ministry of Defence) high schools in Riyadh during 2013/14. Overweight/obesity was based on weight and height at 10th grade. Decline in academic performance was defined as a reduction by > 1 standard deviation in marks between 10th and 12th grades. One hundred and five students were overweight/obese and 30 had declined academic performance. Self-esteem scale was similar in both groups. In a multiple logistic regression model adjusted for sociodemographic characteristics, study-related lifestyle and self-esteem, overweight/obesity was associated with declining academic performance. Other independent associates included paternal and maternal education, and living outside governmentally provided housing. We report a negative independent association between overweight/obesity and subsequent academic performance among female high-school students in Saudi Arabia. The results highlight the need for community and school programmes to target overweight/obesity among high-school students.

Comer's School Development Program in Chicago: Effects on Involvement with the Juvenile Justice System from the Late Elementary through the High School Years

ERIC Educational Resources Information Center

Cook, Thomas D.; Hirschfield, Paul J.

2008-01-01

In 2000, Cook, Murphy, and Hunt published a multilevel study of Chicago inner-city schools in order to evaluate James Comer's School Development Program (SDP). One main finding was that SDP reduced the rate of change and final posttest mean when delinquency was assessed annually between Grades 5 and 8 using a self-report measure of acting out. The…

Ability grouping of gifted students: effects on academic self-concept and boredom.

PubMed

Preckel, Franzis; Götz, Thomas; Frenzel, Anne

2010-09-01

Securing appropriate challenge or preventing boredom is one of the reasons frequently used to justify ability grouping of gifted students, which has been shown to have beneficial effects for achievement. On the other hand, critics stress psychosocial costs, such as detrimental effects on academic self-concept (contrast or big-fish-little-pond effect). The effects of full-time ability grouping in special classrooms for the gifted on students' academic self-concept and their experience of boredom in mathematics classes were investigated. The sample comprised 186 ninth-grade students (106 male) from eight classes at one Austrian high school. Four of these classes were part of a gifted track beginning from school year 9 on (N=93). Students were assessed repeatedly within the first half of the school year, three times via self-report questionnaires and once by applying a standardized IQ-test. Students in gifted classes reported a decrease in maths academic self-concept which was most pronounced early in the academic year. Interventions to counterbalance the negative effect of exposure to a high-ability reference group should therefore be implemented when ability grouping begins. No evidence for the boredom hypothesis was found (higher levels of boredom among gifted students in regular classes). However, students clearly differed in the reasons they stated for experiencing boredom. Boredom attributions changed over time and supported the assumption that gifted classes provide more appropriate levels of challenge.

The pediatric daytime sleepiness scale (PDSS): sleep habits and school outcomes in middle-school children.

PubMed

Drake, Christopher; Nickel, Chelsea; Burduvali, Eleni; Roth, Thomas; Jefferson, Catherine; Pietro, Badia

2003-06-15

To develop a measure of daytime sleepiness suitable for middle-school children and examine the relationship between daytime sleepiness and school-related outcomes. Self-report questionnaire. Four hundred fifty, 11- to 15-year-old students, from grades 6, 7, and 8 of a public middle school in Dayton, Ohio. A pediatric daytime sleepiness questionnaire was developed using factor analysis of questions regarding sleep-related behaviors. Results of the sleepiness questionnaire were then compared across other variables, including daily sleep patterns, school achievement, mood, and extracurricular activities. Factor analysis on the 13 questions related to daytime sleepiness yielded 1 primary factor ("pediatric daytime sleepiness"; 32% of variance). Only items with factor loadings above .4 were included in the final sleepiness scale. Internal consistency (Chronbach's alpha) for the final 8-item scale was .80. Separate one-way analyses of variance and trend analyses were performed comparing pediatric daytime sleepiness scores at the 5 different levels of total sleep time and academic achievement. Participants who reported low school achievement, high rates of absenteeism, low school enjoyment, low total sleep time, and frequent illness reported significantly higher levels of daytime sleepiness compared to children with better school-related outcomes. The self-report scale developed in the present work is suitable for middle-school-age children and may be useful in future research given its ease of administration and robust psychometric properties. Daytime sleepiness is related to reduced educational achievement and other negative school-related outcomes.

How Students Report Dishonest Behavior in School: Self-Assessment and Anchoring Vignettes

ERIC Educational Resources Information Center

Vonkova, Hana; Bendl, Stanislav; Papajoanu, Ondrej

2017-01-01

The authors have studied heterogeneity in reporting behavior and its impact on the analysis of self-reports about students' dishonest behavior in schools. Two hundred sixty-five randomly chosen, seventh-grade students (typically 12 years old) from lower secondary schools in Prague 6, a district in the capital of the Czech Republic, participated in…

Assessing the Forms and Functions of Aggression Using Self-Report: Factor Structure and Invariance of the Peer Conflict Scale in Youths

ERIC Educational Resources Information Center

Marsee, Monica A.; Barry, Christopher T.; Childs, Kristina K.; Frick, Paul J.; Kimonis, Eva R.; Munoz, Luna C.; Aucoin, Katherine J.; Fassnacht, Gregory M.; Kunimatsu, Melissa M.; Lau, Katherine S. L.

2011-01-01

This study examined the structure of a self-report measure of the forms and functions of aggression in 855 adolescents (582 boys, 266 girls) aged 12 to 19 years recruited from high school, detained, and residential settings. The Peer Conflict Scale (PCS) is a 40-item measure that was developed to improve upon existing measures and provide an…

Association between adolescents' self-perceived oral health and self-reported experiences of abuse.

PubMed

Kvist, Therese; Annerbäck, Eva-Maria; Sahlqvist, Lotta; Flodmark, Olof; Dahllöf, Göran

2013-12-01

This study investigated the association between self-perceived oral health and self-reported exposure to different types of child abuse. It was hypothesized that self-perceived oral health is compromised in exposed adolescents. All Grade-9 compulsory school and second-year high-school pupils in Södermanland County, Sweden (n = 7,262) were invited to take part in a population-based survey; 5,940 adolescents responded. Survey items on health and social wellbeing included self-perceived oral health and exposure to abuse. The results showed that poor self-perceived oral health was associated with self-reported experience of physical abuse, intimate partner violence, forced sex, and bullying (adjusted OR = 2.3-14.7). The likelihood of reporting poor oral health increased from an adjusted OR of 2.1 for a single incident of abuse to an adjusted OR of 23.3 for multiple abuses. In conclusion, poor self-perceived oral health and previous exposure to child physical abuse, intimate partner violence, bullying, and forced sex is associated. It is important that dental professionals recognize adolescents with poor subjective oral health and take into consideration child abuse as a possible cause in order to prevent these adolescents from further victimization. These results further strengthen that dental professionals are an important resource in child protection. © 2013 Eur J Oral Sci.

The Impact of Validity Screening on Associations between Self-Reports of Bullying Victimization and Student Outcomes

ERIC Educational Resources Information Center

Jia, Yuane; Konold, Timothy R.; Cornell, Dewey; Huang, Francis

2018-01-01

Self-report surveys are widely used to measure adolescent risk behavior and academic adjustment, with results having an impact on national policy, assessment of school quality, and evaluation of school interventions. However, data obtained from self-reports can be distorted when adolescents intentionally provide inaccurate or careless responses.…

Adolescent Self-Reported Health in Relation to School Factors: A Multilevel Analysis

ERIC Educational Resources Information Center

Nygren, Karina; Bergström, Erik; Janlert, Urban; Nygren, Lennart

2014-01-01

The aim of the study was to examine school-related determinants of self-reported health among adolescents. Questionnaire survey data comprising 4,972 students, Grades 7 through 9, from 20 schools in northern Sweden were used. Also, complimentary data about each school were collected from the Swedish National Agency for Education. Using multilevel…

The Relationship between Self-Efficacy and Achievement in At-Risk High School Students

ERIC Educational Resources Information Center

Gold, Jarrett Graham

2010-01-01

The focus of this quantitative survey study was the examination of the relationship between self-efficacy and academic achievement in 164 at-risk high school students. The study used Bandura's self-efficacy as the theoretical framework. The research questions involved understanding the levels of self-efficacy in at-risk high school students and…

Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia.

PubMed

Zamri, E N; Moy, F M; Hoe, V C W

2017-01-01

Musculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role. To assess the prevalence of self-reported low back pain (LBP), and neck and/or shoulder pain (NSP) among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors. This was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP) in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR) for the associations between psychological distress and work-related psychosocial factors with LBP and NSP. The prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI) 45.2%, 50.9%) and 60.1% (95% CI 57.4%, 62.9%) respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32), severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75), high psychological job demand (1.29, 95% CI 1.06, 1.57), low skill discretion (1.28, 95% CI 1.13, 1.47) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33), severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43), low supervisory support (1.13, 95% CI 1.03, 1.25) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work-related psychosocial characteristics may reduce musculoskeletal pain among school teachers.

Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia

PubMed Central

Zamri, E. N.; Moy, F. M.; Hoe, V. C. W.

2017-01-01

Background Musculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role. Objectives To assess the prevalence of self-reported low back pain (LBP), and neck and/or shoulder pain (NSP) among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors. Methods This was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP) in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR) for the associations between psychological distress and work-related psychosocial factors with LBP and NSP. Results The prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI) 45.2%, 50.9%) and 60.1% (95% CI 57.4%, 62.9%) respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32), severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75), high psychological job demand (1.29, 95% CI 1.06, 1.57), low skill discretion (1.28, 95% CI 1.13, 1.47) and poorer mental health (0.98, 95% CI 0.97, 0.99). Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33), severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43), low supervisory support (1.13, 95% CI 1.03, 1.25) and poorer mental health (0.98, 95% CI 0.97, 0.99). Conclusions Self-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work-related psychosocial characteristics may reduce musculoskeletal pain among school teachers. PMID:28234933

Longitudinal Changes and Predictors of Adolescents' Enjoyment in Physical Education

ERIC Educational Resources Information Center

Lagestad, Pål

2017-01-01

Longitudinal studies on adolescents' enjoyment in physical education (PE) are lacking. This study examined students' self-reported enjoyment and predictors of enjoyment in PE in school among students from age 14 to 19, using questionnaires and interviews. From the results, enjoyment in PE increases among girls during high school, while students…

Yoga in Public School Improves Adolescent Mood and Affect

ERIC Educational Resources Information Center

Felver, Joshua C.; Butzer, Bethany; Olson, Katherine J.; Smith, Iona M.; Khalsa, Sat Bir S.

2015-01-01

The purpose of the present study was to directly compare the acute effects of participating in a single yoga class versus a single standard physical education (PE) class on student mood. Forty-seven high school students completed self-report questionnaires assessing mood and affect immediately before and after participating in a single yoga class…

Child Sexual Abuse in China: A Study of Adolescents in Four Provinces

ERIC Educational Resources Information Center

Chen, J.; Dunne, M.P.; Han, P.

2004-01-01

Objective:: Little is known about Child Sexual Abuse (CSA) in Chinese societies. This study examined CSA experiences and associations with demographic factors, self-reported health and risky behaviors among senior high school students in four provinces in central and northern China. Method:: Students in four schools in Hubei, Henan, Hebei, and…

Teenagers' Attitudes about Coping Strategies and Help-Seeking Behavior for Suicidality

ERIC Educational Resources Information Center

Gould, Madelyn S.; Velting, Drew; Kleinman, Marjorie; Lucas, Christopher; Thomas, John Graham; Chung, Michelle

2004-01-01

Objective: To identify youths' attitudes about coping and help-seeking strategies for suicidal ideation/behavior and examine their demographic and clinical correlates. Method: A self-report survey was completed by high school students (N = 2,419) in six New York State schools from 1998 through 2001. The relationship between suicide attitudes and…

"'Sink or Swim': Buoyancy and Coping in the Cognitive Test Anxiety--Academic Performance Relationship"

ERIC Educational Resources Information Center

Putwain, David W.; Daly, Anthony L.; Chamberlain, Suzanne; Sadreddini, Shireen

2016-01-01

This study explores the relationship between students' self-report levels of cognitive test anxiety (worry), academic buoyancy (withstanding and successfully responding to routine school challenges and setbacks), coping processes and their achieved grades in high-stakes national examinations at the end of compulsory schooling. The sample comprised…

AMTC: Assessing Motivation To Communicate in the Ninth Grade Speech Class.

ERIC Educational Resources Information Center

Fenton, Ray

A study examined the results of the use of the "Assessing Motivation To Communicate" (AMTC) computerized program with high school students in Anchorage, Alaska, during the 1995-96 school year. The AMTC consists of two self-assessment instruments: the Personal Report of Communication (PRCA-24) and the Willingness to Communicate (WTC).…

College and Career Readiness Assessment: Validation of the Key Cognitive Strategies Framework

ERIC Educational Resources Information Center

Lombardi, Allison R.; Conley, David T.; Seburn, Mary A.; Downs, Andrew M.

2013-01-01

In this study, the authors examined the psychometric properties of the key cognitive strategies (KCS) within the CollegeCareerReady[TM] School Diagnostic, a self-report measure of critical thinking skills intended for high school students. Using a cross-validation approach, an exploratory factor analysis was conducted with a randomly selected…

Investigating Factors in the Retention of Students in High School Physical Education

ERIC Educational Resources Information Center

Lodewyk, Ken R.; Pybus, Colin M.

2013-01-01

Several studies have reported declining student enrolment rates in optional physical education. This study--incorporating constructs from social cognitive, self-determination, and body image theory--investigated factors that might be influential to this trend. Surveys were administered to 227 tenth-grade students from five schools in one school…

Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students' Mental Health

ERIC Educational Resources Information Center

Cramer, Kristine M.; Castro-Olivo, Sara

2016-01-01

Student self-reports of resiliency and social-emotional internalizing problems were examined to determine intervention effects of a culturally adapted social and emotional learning (SEL) program. Data were analyzed from 20 culturally and linguistically diverse high school students who participated in a school-based 12-lesson SEL intervention and…

Evaluation of compliance with the self-regulation agreement of the food and drink vending machine sector in primary schools in Madrid, Spain, in 2008.

PubMed

Royo-Bordonada, Miguel A; Martínez-Huedo, María A

2014-01-01

To evaluate compliance with the self-regulation agreement of the food and drink vending machine sector in primary schools in Madrid, Spain. Cross-sectional study of the prevalence of vending machines in 558 primary schools in 2008. Using the directory of all registered primary schools in Madrid, we identified the presence of machines by telephone interviews and evaluated compliance with the agreement by visiting the schools and assessing accessibility, type of publicity, the products offered and knowledge of the agreement. The prevalence of schools with vending machines was 5.8%. None of the schools reported knowledge of the agreement or of its nutritional guidelines, and most machines were accessible to primary school pupils (79.3%) and packed with high-calorie, low-nutrient-dense foods (58.6%). Compliance with the self-regulation agreement of the vending machines sector was low. Stricter regulation should receive priority in the battle against the obesity epidemic. Copyright © 2013 SESPAS. Published by Elsevier Espana. All rights reserved.

Predicting treatment success in social skills training for adolescents with autism spectrum disorders: the UCLA Program for the Education and Enrichment of Relational Skills.

PubMed

Chang, Ya-Chih; Laugeson, Elizabeth A; Gantman, Alexander; Ellingsen, Ruth; Frankel, Fred; Dillon, Ashley R

2014-05-01

This study seeks to examine the predictors of positive social skills outcomes from the University of California, Los Angeles Program for the Education and Enrichment of Relational Skills, an evidence-based parent-assisted social skills program for high-functioning middle school and high school adolescents with autism spectrum disorders. The results revealed that adolescents with higher parent-reported baseline social skills and lower self-reported perceived social functioning demonstrated greater improvement in social skills following the intervention.

Appetite loss as a potential predictor of suicidal ideation and self-harm in adolescents: A school-based study.

PubMed

Kitagawa, Yuko; Ando, Shuntaro; Yamasaki, Syudo; Foo, Jerome Clifford; Okazaki, Yuji; Shimodera, Shinji; Nishida, Atsushi; Togo, Fumiharu; Sasaki, Tsukasa

2017-04-01

Suicide is a leading cause of death in adolescents, but detection of its risk is often challenging. Many mental illnesses share the common symptom of appetite loss and it is also known that people who suffer from these illnesses are at greater risk of suicide. However, the relationship between appetite loss and suicide risk has yet to be examined. For adolescents in particular, questions about appetite loss may be easier to answer than sensitive questions regarding mental health. The present study aims to investigate the association of appetite loss with suicidal ideation and self-harm in adolescents. Rates of adolescents with suicidal ideation or self-harm associated with appetite-loss were examined in 18,250 Japanese junior and senior high school students (aged 12-18) using a self-report questionnaire. Insomnia, a physical symptom which has previously been associated with suicide risk, was also controlled for in the analysis. Results showed that rates of adolescents with suicidal ideation or self-harm significantly increased according to the degree of self-reported appetite loss. Similar results were observed for insomnia. Odds ratios (ORs) for suicidal ideation and self-harm were 5.5 and 4.1 for adolescents with appetite loss compared to those without it, and the ORs were 5.5 and 3.5 for those with insomnia compared to those without it, respectively, adjusting for sex and age (p < 0.001). ORs remained statistically significant after adjusting for depression/anxiety (General Health Questionnaire-12 score). In conclusion, self-reported appetite loss was highly associated with suicidal ideation and self-harm in adolescents; adolescents reporting physical symptoms such as loss of appetite or insomnia should be given careful attention. Copyright © 2016 Elsevier Ltd. All rights reserved.

Associations among adolescent risk behaviours and self-esteem in six domains.

PubMed

Wild, Lauren G; Flisher, Alan J; Bhana, Arvin; Lombard, Carl

2004-11-01

This study investigated associations among adolescents' self-esteem in 6 domains (peers, school, family, sports/athletics, body image and global self-worth) and risk behaviours related to substance use, bullying, suicidality and sexuality. A multistage stratified sampling strategy was used to select a representative sample of 939 English-, Afrikaans- and Xhosa-speaking students in Grades 8 and 11 at public high schools in Cape Town, South Africa. Participants completed the multidimensional Self-Esteem Questionnaire (SEQ; DuBois, Felner, Brand, Phillips, & Lease, 1996) and a self-report questionnaire containing items about demographic characteristics and participation in a range of risk behaviours. It included questions about their use of tobacco, alcohol, cannabis, solvents and other substances, bullying, suicidal ideation and attempts, and risky sexual behaviour. Data was analysed using a series of logistic regression models, with the estimation of model parameters being done through generalised estimation equations. Scores on each self-esteem scale were significantly associated with at least one risk behaviour in male and female adolescents after controlling for the sampling strategy, grade and race. However, specific self-esteem domains were differentially related to particular risk behaviours. After taking the correlations between the self-esteem scales into account, low self-esteem in the family and school contexts and high self-esteem in the peer domain were significantly independently associated with multiple risk behaviours in adolescents of both sexes. Low body-image self-esteem and global self-worth were also uniquely associated with risk behaviours in girls, but not in boys. Overall, the findings suggest that interventions that aim to protect adolescents from engaging in risk behaviours by increasing their self-esteem are likely to be most effective and cost-efficient if they are aimed at the family and school domains.

Volatile Substance Misuse Among High School Students in South America

PubMed Central

Hynes-Dowell, Marya; Mateu-Gelabert, Pedro; Barros, Helena Maria Taunhauser; Delva, Jorge

2012-01-01

This article summarizes data from a 2004 study of over 300,000 high school students (aged 13–18 years) in nine South American countries. A probabilistic sample targeted urban secondary schools, utilizing a self-administered questionnaire on prevalence and frequency of substance use. Multivariate analysis showed that volatile substances were the first or second most commonly reported substances used after alcohol and cigarettes in all countries (lifetime prevalence range: 2.67% [Paraguay] to 16.55% [Brazil]). Previous studies have highlighted volatile substance misuse among street children, whereas this study demonstrates that it is common among South American high school students. PMID:21609142

Teachers' Self-Assessed Level of Preparation

ERIC Educational Resources Information Center

White, Susan

2013-01-01

We asked high school physics teachers to assess their level of preparation across a number of domains. Almost all (98%) reported feeling adequately or well prepared in terms of their basic physics knowledge. The chart presents teachers' responses to their self-assessed level of preparation in six different areas. Almost all feel at least…

Exploring the Relationship between High School Students' Physics-Related Personal Epistemologies and Self-Regulated Learning in Turkey

ERIC Educational Resources Information Center

Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.; Willson, Victor

2016-01-01

This article reports on an empirical exploration of the relations and strengths among Turkish grades 9-11 students' (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration,…

Examining Achievement Goals and Causal Attributions Together as Predictors of Academic Functioning

ERIC Educational Resources Information Center

Wolters, Christopher A.; Fan, Weihua; Daugherty, Stacy G.

2013-01-01

This study was designed to forge stronger theoretical and empirical links between achievement goal theory and attribution theory. High school students ("N" = 224) completed a self-report survey that assessed 3 types of achievement goals, 7 types of attributions, and self-efficacy. Results indicated that students' adoption of achievement…

Action Research: Effects of Self-Efficacy Training on Low Achieving Freshmen

ERIC Educational Resources Information Center

Haselden, Polly G.; Sanders, Marla; Sturkie, Lindsay

2012-01-01

This action research project investigated the effects of self-efficacy training on low achieving high school freshman who were considered to be at risk for academic failure. Six students participated in psycho-educational group counseling sessions for forty-five minutes weekly over the course of a nine-week reporting period. Findings indicated…

Cultural Models of Education and Academic Performance for Native American and European American Students

ERIC Educational Resources Information Center

Fryberg, Stephanie A.; Covarrubias, Rebecca; Burack, Jacob A.

2013-01-01

We examined the role of cultural representations of self (i.e., interdependence and independence) and positive relationships (i.e., trust for teachers) in academic performance (i.e., self-reported grades) for Native American ("N"?=?41) and European American ("N"?=?49) high school students. The Native American students endorsed…

The Relation between Perceived Parenting Practices and Achievement Motivation in Mathematics

ERIC Educational Resources Information Center

Gonzalez, Ana-Lisa; Wolters, Christopher A.

2006-01-01

In this study, perceived parenting styles and parental involvement were examined to determine if they predicted student motivation. The two views of motivation examined included achievement goal theory and self-determination theory. Algebra I students (N = 140) in a Southeast Texas public high school completed self-report surveys. Multivariate…

Sleepless in Fairfax: the difference one more hour of sleep can make for teen hopelessness, suicidal ideation, and substance use.

PubMed

Winsler, Adam; Deutsch, Aaron; Vorona, Robert Daniel; Payne, Phyllis Abramczyk; Szklo-Coxe, Mariana

2015-02-01

Insufficient sleep is a risk factor for depression, suicidality, and substance use, yet little is known about gender, ethnic, and community-level differences in sleep and its associated outcomes, especially during adolescence. Further, much of the prior work has compared groups of teens getting plenty as opposed to insufficient amounts of sleep rather than examine sleep hours continuously. The present study examined adolescent weekday self-reported sleep duration and its links with hopelessness, suicidality, and substance use in a suburban community with very early high school start times. We utilized a large (N = 27,939, 51.2% female) and ethnically diverse sample of adolescents from the 2009 Fairfax County (Virginia) Youth Survey, an anonymous, self-report, population-level survey administered to all 8th, 10th and 12th grade students in public schools in the county. High-school students reported an average 6.5 h of sleep per school night, with 20% obtaining ≤5 h, and only 3% reporting the recommended 9 h/night. Females and minority youth obtained even less sleep on average, and the reduction in sleep in the transition from middle school to high school was more pronounced for females and for Asian students. Hierarchical, multivariate, logistic regression analyses, controlling for background variables, indicated that just 1 h less of weekday sleep was associated with significantly greater odds of feeling hopeless, seriously considering suicide, suicide attempts, and substance use. Relationships between sleep duration and suicidality were stronger for male teens, and sleep duration was more associated with hopelessness for white students compared to most ethnic minority groups. Implications for intervention at multiple levels are discussed.

Longitudinal Outcomes of Start Time Delay on Sleep, Behavior, and Achievement in High School.

PubMed

Thacher, Pamela V; Onyper, Serge V

2016-02-01

To establish whether sleep, health, mood, behavior, and academics improved after a 45-minute delay in high school start time, and whether changes persisted longitudinally. We collected data from school records and student self-report across a number of domains at baseline (May 2012) and at two follow-up time points (November 2012 and May 2013), at a public high school in upstate New York. Students enrolled during academic years (AY) 2011-2012 and 2012-2013 completed the Pittsburgh Sleep Quality Index; the DASS-21; the "Owl-Lark" Scale; the Daytime Sleepiness Index; and a brief self-report of health. Reports from school records regarding attendance, tardiness, disciplinary violations, and academic performance were collected for AY 2010-2011 through 2013-2014. Students delayed but did not extend their sleep period; we found lasting improvements in tardiness and disciplinary violations after the start-time delay, but no changes to other variables. At the first follow-up, students reported 20 minutes longer sleep, driven by later rise times and stable bed times. At the second follow-up, students maintained later rise times but delayed bedtimes, returning total sleep to baseline levels. A delay in rise time, paralleling the delay in the start time that occurred, resulted in less tardiness and decreased disciplinary incidents, but larger improvements to sleep patterns may be necessary to affect health, attendance, sleepiness, and academic performance. Later start times improved tardiness and disciplinary issues at this school district. A delay in start time may be a necessary but not sufficient means to increase sleep time and may depend on preexisting individual differences. A commentary on this article appears in this issue on page 267. © 2016 Associated Professional Sleep Societies, LLC.

Academic self-concept in high school: predictors and effects on adjustment in higher education.

PubMed

Wouters, Sofie; Germeijs, Veerle; Colpin, Hilde; Verschueren, Karine

2011-12-01

Academic self-concept is considered a relevant psychological construct influencing many educational outcomes directly or indirectly. Therefore, the major focus of the current study is on the predictors and effects of academic self-concept in late adolescence. First, we studied the simultaneous effects of individual, class-average and school-average achievement (i.e., assessed by school grades) on academic self-concept in the final year of high school, thereby replicating and extending previous research on the big-fish-little-pond effect model. Second, the predictive value of high school academic self-concept for academic adjustment and success in the first year of higher education was examined. The sample comprised 536 twelfth grade students (44% boys) recruited from 24 schools (67 classes) that were representative with regard to geographical region and educational network in Flanders. Structural equation modeling showed that, when examining the joint contribution of school- and class-average achievement, only class-average achievement was significantly and negatively associated with academic self-concept. Furthermore, a significant effect of academic self-concept in high school on academic adjustment and success in higher education (in addition to any effects of high school academic achievement) was found. These results highlight the importance of considering academic self-concept in educational research and policy. © 2011 The Authors. Scandinavian Journal of Psychology © 2011 The Scandinavian Psychological Associations.

Longitudinal Outcomes of Start Time Delay on Sleep, Behavior, and Achievement in High School

PubMed Central

Thacher, Pamela V.; Onyper, Serge V.

2016-01-01

Study Objectives: To establish whether sleep, health, mood, behavior, and academics improved after a 45-minute delay in high school start time, and whether changes persisted longitudinally. Methods: We collected data from school records and student self-report across a number of domains at baseline (May 2012) and at two follow-up time points (November 2012 and May 2013), at a public high school in upstate New York. Students enrolled during academic years (AY) 2011–2012 and 2012–2013 completed the Pittsburgh Sleep Quality Index; the DASS-21; the “Owl-Lark” Scale; the Daytime Sleepiness Index; and a brief self-report of health. Reports from school records regarding attendance, tardiness, disciplinary violations, and academic performance were collected for AY 2010–2011 through 2013–2014. Results: Students delayed but did not extend their sleep period; we found lasting improvements in tardiness and disciplinary violations after the start-time delay, but no changes to other variables. At the first follow-up, students reported 20 minutes longer sleep, driven by later rise times and stable bed times. At the second follow-up, students maintained later rise times but delayed bedtimes, returning total sleep to baseline levels. A delay in rise time, paralleling the delay in the start time that occurred, resulted in less tardiness and decreased disciplinary incidents, but larger improvements to sleep patterns may be necessary to affect health, attendance, sleepiness, and academic performance. Conclusions: Later start times improved tardiness and disciplinary issues at this school district. A delay in start time may be a necessary but not sufficient means to increase sleep time and may depend on preexisting individual differences. Commentary: A commentary on this article appears in this issue on page 267. Citation: Thacher PV, Onyper SV. Longitudinal outcomes of start time delay on sleep, behavior, and achievement in high school. SLEEP 2016;39(2):271–281. PMID:26446106

The Stability of Self-Concept between Elementary and Junior High School in Catholic School Children

ERIC Educational Resources Information Center

Scott, Amy; Santos de Barona, Maryann

2011-01-01

Researchers have found that self-concept in students fluctuates during times of change, such as the physical transition between elementary school and junior high. Since Catholic school students typically do not have the physical transition or social network changes in junior high, it was hypothesized that their self-concepts would not fluctuate.…

Managing Nonsuicidal Self-Injury in Schools: Use of a Structured Protocol to Manage the Behavior and Prevent Social Contagion

ERIC Educational Resources Information Center

Walsh, Barent; Muehlenkamp, Jennifer J.

2013-01-01

Nonsuicidal self-injury (NSSI) such as cutting, burning, self-hitting, and abrading is currently occurring at high rates in middle schools, high schools, and universities. This article focuses on understanding and managing NSSI strategically within middle and high school settings. The need for, and specific components of, a thorough staff training…

Increased prevalence of self-reported psychotic illness predicted by crystal methamphetamine use: Evidence from a high-risk population.

PubMed

Lappin, Julia M; Roxburgh, Amanda; Kaye, Sharlene; Chalmers, Jenny; Sara, Grant; Dobbins, Timothy; Burns, Lucinda; Farrell, Michael

2016-12-01

The potential of methamphetamine, and high-potency crystal methamphetamine in particular, to precipitate psychotic symptoms and psychotic illness is the subject of much speculation internationally. Established psychotic illness is disabling for individuals and costly to society. The aim of this study was to investigate whether use of crystal methamphetamine was associated with greater prevalence of self-reported psychotic illness, compared to use of other forms of methamphetamine. The sample comprised participants interviewed as part of an annual cross-sectional survey of Australian people who inject drugs. Comparisons were made between groups according to the nature of their methamphetamine use: crystal methamphetamine or other forms of methamphetamine. Self-reported diagnoses of psychotic illness and other mental health problems were compared between groups. Predictors of self-reported psychotic illness were examined using multivariable logistic regression analyses. Self-reported psychotic illness was highly prevalent among users of crystal methamphetamine (12.0%), and significantly more so than among users of other forms of methamphetamine (3.9%) (OR=3.36; CI: 1.03-10.97). Significant predictors of self-reported psychosis in the cohort were: use of crystal methamphetamine; dependent use; lack of education beyond high school; and younger age. Highly increased prevalence of self-reported psychotic illness is associated with use of high-potency crystal methamphetamine in people who inject drugs, particularly where there is dependent use. There is an urgent need to develop effective interventions for dependent crystal methamphetamine use; and a need to monitor for symptoms of psychotic illness in drug-using populations. Copyright © 2016 Elsevier B.V. All rights reserved.

The Effects of Video Self-Modeling on High School Students with Emotional and Behavioral Disturbances

ERIC Educational Resources Information Center

Chu, Szu-Yin; Baker, Sonia

2015-01-01

Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with…

The Association between Personality Factors and Self-Reported Substance Use in Adolescents.

ERIC Educational Resources Information Center

Chambliss, Catherine

High school and college students (N=321) completed the Mini Markers Five Factors Personality Scale (MMFFPS) and items assessing recent substance use, in order to permit an assessment of the relationship between five basic personality factors and reported use of cigarette, alcohol, and marijuana. A 2 x 2 MANOVA (personality factors; low and high;…

Investigating the Influence of a Mixed Face-to-Face and Website Professional Development Course on the Inquiry-Based Conceptions of High School Science and Mathematics Teachers

ERIC Educational Resources Information Center

Tuan, Hsiao-Lin; Yu, Chung-Chieh; Chin, Chi-Chin

2017-01-01

The purposes of this study are to report the influences of a mixed delivery professional development [PD] course involving face-to-face classes and the mentoring assisted inquiry-based teaching [MAIT] website that addressed the conceptual change and self-efficacy of high school mathematics and science teachers' conceptions of inquiry-based…

Correlates of weapon carrying among high school students in the United States

PubMed Central

Muula, Adamson S; Rudatsikira, Emmanuel; Siziya, Seter

2008-01-01

Background Deaths and injuries arising from interpersonal violence among adolescents are major public health concerns in the United States. The bearing of weapons among adolescents is a critical factor in many of these deaths and injuries. Methods A secondary analysis of the 2005 United States Youth Risk Behavior Surveillance System Survey data was carried out to examine the variables associated with self-reported history of weapon carrying on school property among high school students. We used logistic regression analysis to assess the associations. Results Of the 13,707 respondents who participated in the survey, 10.2% of males and 2.6% of females reported carrying a weapon on school property. In multivariate logistic regression analysis, males were more likely to report having carried a weapon than females (odds ratio (OR) = 5.58; 95% confidence interval (CI) [4.23, 7.62]). Self-reported race/ethnicity was also associated with weapon carrying. Other variables positively associated with weapon carrying at school were substance use (OR = 1.77; 95% CI [1.16, 2.68]), depression (OR = 1.44; 95% CI [1.10, 1.89]), suicidal ideation (OR = 1.64; 95% CI [1.23, 2.19]), having had property stolen or deliberately damaged at school (OR = 1.55; 95% CI [1.21, 1.98]), having been raped (OR = 1.70; 95% CI [1.22, 2.37]), having been threatened or injured with a weapon on school property (OR = 2.19; 95% CI [1.63, 2.95]), and having engaged in physical fighting (OR = 2.02; 95% CI [1.56, 2.63]). Conclusion This research identifies factors that are associated with weapon bearing among adolescents in the United States. These factors may be important in the design of interventions aimed at improving school safety and adolescent health. PMID:18605995

Associations among Middle School Students' Bullying Roles and Social Skills

ERIC Educational Resources Information Center

Jenkins, Lyndsay N.; Demaray, Michelle Kilpatrick; Fredrick, Stephanie Secord; Summers, Kelly Hodgson

2016-01-01

This study explored the relations among self-reported bully participant role behaviors (i.e., bullying, assisting, experiencing victimization, defending, and outsider behavior) and self-reported social skills (i.e., cooperation, assertion, empathy, and self-control) among boys and girls. The sample consisted of 636 middle school students (52%…

A Comparison of Self-Report Scales and Accelerometer-Determined Moderate to Vigorous Physical Activity Scores of Finnish School Students

ERIC Educational Resources Information Center

Gråstén, Arto; Watt, Anthony

2016-01-01

The current article provides an important insight into measurement differences between two commonly used self-reports and accelerometer-determined moderate to vigorous physical activity (MVPA) scores within matched samples across 1 school year. Participants were 998 fifth- through eighth-grade students who completed self-reports and 76 fifth- and…

Deliberate self-harm in 15-year-old adolescents: a pilot study with a modified version of the Deliberate Self-Harm Inventory.

PubMed

Lundh, Lars-Gunnar; Karim, Jessica; Quilisch, Eva

2007-02-01

The purpose of the present study was to investigate the rate of deliberate self-harm in 15-year-old Swedish adolescents, gender differences in this behavior, and possible associations with self-esteem and mindfulness. For this purpose, we developed a simplified version of Gratz's (2001) Deliberate Self-Harm Inventory (DSHI), and carried out a pilot study with 123 adolescents from three different schools in southern Sweden. The results showed that 65.9% of the adolescents reported having engaged in some kind of deliberate self-harm at least once; 41.5% reported at least one kind of self-harm more than once; and 13.8% reported at least one kind of deliberate self-harm behavior "many times". Although there were no overall gender differences in self-harm, the girls reported significantly more of cutting wrists, arms and other body areas than the boys. High rates of deliberate self-harm were associated with low self-esteem and low mindfulness.

Drinking and driving among high school students.

PubMed

Williams, A F; Lund, A K; Preusser, D F

1986-06-01

A questionnaire survey of high school students conducted in 1983 provided information on their self-reported drinking and driving practices. By age 15 the majority reported drinking alcoholic beverages. By age 17 half or more of the males and one-third of the females reported driving after drinking at least once in the past month. About one-quarter of the students estimated that six or more cans of beer would be required to make someone an unsafe driver. Reported frequency of driving after drinking was associated with less time spent on homework and poorer academic performance, working part time, greater participation in social activities, less perceived parental influence regarding their travel, owning a car, driving high mileage, speeding, and having crashes and violations.

Career Choices: Reducing Sex-Role Stereotyping in Careers. A Model Career Decision-Making Program to Reduce the Effects of Sex-Role Stereotyping in the Career Choices of Senior High Students. Final Project Performance Report.

ERIC Educational Resources Information Center

Murphy, Jody

A model career decision-making program to reduce the effects of sex-role stereotyping in career choices of senior high school students was conducted at Columbine High School (Lakewood, Colorado). Project goals included the following: (1) to provide students with self-awareness and career-decision-making activities designed to broaden options these…

Improving self-regulated learning junior high school students through computer-based learning

NASA Astrophysics Data System (ADS)

Nurjanah; Dahlan, J. A.

2018-05-01

This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

Steps Towards Alcohol Misuse Prevention Programme (STAMPP): a school-based and community-based cluster randomised controlled trial.

PubMed

McKay, Michael; Agus, Ashley; Cole, Jonathan; Doherty, Paul; Foxcroft, David; Harvey, Séamus; Murphy, Lynn; Percy, Andrew; Sumnall, Harry

2018-03-09

To assess the effectiveness of a combined classroom curriculum and parental intervention (the Steps Towards Alcohol Misuse Prevention Programme (STAMPP)), compared with alcohol education as normal (EAN), in reducing self-reported heavy episodic drinking (HED) and alcohol-related harms (ARHs) in adolescents. 105 high schools in Northern Ireland (NI) and in Scotland. Schools were stratified by free school meal provision. Schools in NI were also stratified by school type (male/female/coeducational). Eligible students were in school year 8/S1 (aged 11-12 years) at baseline (June 2012). A classroom-based alcohol education intervention, coupled with a brief alcohol intervention for parents/carers. PRIMARY OUTCOMES: (1) The prevalence of self-reported HED in the previous 30 days and (2) the number of self-reported ARHs in the previous 6 months. Outcomes were assessed using two-level random intercepts models (logistic regression for HED and negative binomial for number of ARHs). At 33 months, data were available for 5160 intervention and 5073 control students (HED outcome), and 5234 and 5146 students (ARH outcome), respectively. Of those who completed a questionnaire at either baseline or 12 months (n=12 738), 10 405 also completed the questionnaire at 33 months (81.7%). Fewer students in the intervention group reported HED compared with EAN (17%vs26%; OR=0.60, 95% CI 0.49 to 0.73), with no significant difference in the number of self-reported ARHs (incident rate ratio=0.92, 95% CI 0.78 to 1.05). Although the classroom component was largely delivered as intended, there was low uptake of the parental component. There were no reported adverse effects. Results suggest that STAMPP could be an effective programme to reduce HED prevalence. While there was no significant reduction in ARH, it is plausible that effects on harms would manifest later. ISRCTN47028486; Post-results. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

ADHD in Tunisian Adolescents: Prevalence and Associated Factors.

PubMed

Mhalla, Ahmed; Guedria, Asma; Brahem, Takoua; Amamou, Badii; Sboui, Wiem; Gaddour, Naoufel; Gaha, Lotfi

2018-01-01

The aims of the study were to determine the prevalence of ADHD in a population of high school students and to explore the factors associated with this disorder. This was a cross-sectional study that had included 447 high school students. The diagnosis of ADHD was made by the Adult ADHD Self-Report Scale translated in Arabic language. The sociodemographic and clinical characteristics were evaluated by a preestablished questionnaire. The self-esteem was assessed by the Rosenberg Self-Esteem Scale. The prevalence of ADHD was 18.1%. The logistic regression analysis showed an association between the diagnosis of ADHD and the bad relationships with parents (odds ratio [OR] = 16.43; p < 10-3), the presence of personal psychiatric antecedents (OR = 12.16; p < 10-3), internet misuse (OR = 2.39; p = .014), and maltreatment antecedents (OR = 3.16; p = .009). The prevalence of ADHD in this study was one of the highest prevalence reported. The factors associated with ADHD may have diagnostic and therapeutic implications.

When Mothers and Fathers Are Seen as Disproportionately Valuing Achievements: Implications for Adjustment Among Upper Middle Class Youth

PubMed Central

Ciciolla, Lucia; Curlee, Alexandria S.; Karageorge, Jason; Luthar, Suniya S.

2016-01-01

High achievement expectations and academic pressure from parents have been implicated in rising levels of stress and reduced well-being among adolescents. In this study of affluent, middle-school youth, we examined how perceptions of parents' emphasis on achievement (relative to prosocial behavior) influenced youth's psychological adjustment and school performance, and examined perceived parental criticism as a possible moderator of this association. The data were collected from 506 (50% female) middle school students from a predominately white, upper-middle-class community. Students reported their perceptions of parents' values by rank ordering a list of achievement- and prosocial-oriented goals based on what they believed was most valued by their mothers and fathers for them (the child) to achieve. The data also included students' reports of perceived parental criticism, internalizing symptoms, externalizing symptoms, and self-esteem, as well as school-based data on grade point average and teacher-reported classroom behavior. Person-based analyses revealed six distinct latent classes based on perceptions of both mother and father emphases on achievement. Class comparisons showed a consistent pattern of healthier child functioning, including higher school performance, higher self-esteem, and lower psychological symptoms, in association with low to neutral parental achievement emphasis, whereas poorer child functioning was associated with high parental achievement emphasis. In variable-based analyses, interaction effects showed elevated maladjustment when high maternal achievement emphasis coexisted with high (but not low) perceived parental criticism. Results of the study suggest that to foster early adolescents' well-being in affluent school settings, parents focus on prioritizing intrinsic, prosocial values that promote affiliation and community, at least as much as, or more than, they prioritize academic performance and external achievement; and strive to limit the amount of criticism and pressure they place on their children. PMID:27830404

Substance Use and Psychosocial Predictors of High School Dropout in Cape Town, South Africa

ERIC Educational Resources Information Center

Flisher, Alan J.; Townsend, Loraine; Chikobvu, Perpetual; Lombard, Carl F.; King, Gary

2010-01-01

The aims of this study were to examine whether use of tobacco, alcohol, and illicit drugs predicts dropout among secondary school students in Cape Town, South Africa. A self-report instrument was administered to 1,470 Grade 8 students. The proportion of students that dropped out of school between the onset of the study and 4 years later was 54.9%.…

Kindergarteners’ Self-Reported Social Inhibition and Observed Social Reticence: Moderation by Adult-Reported Social Inhibition and Social Anxiety Disorder Symptoms

PubMed Central

Kiel, Elizabeth J.; Buss, Kristin A.; Molitor, Joseph G.

2014-01-01

Prevention of later anxiety problems would best be accomplished by identifying at-risk children early in development. For example, children who develop Social Anxiety Disorder (SAD) may show social withdrawal in the form of social inhibition (i.e., shyness with unfamiliar adults and peers) at school entry. Although the use of children’s perceptions of their own social inhibition would provide insight into early risk, the utility of young children’s self-reports remains unclear. The current study examined whether children deemed more extreme on social inhibition or social anxiety by adult report provided self-report of social inhibition that related to observed social reticence in the laboratory. Participants included 85 kindergarten children (36 female, 49 male), their parents, and their teachers. Moderation analyses revealed that children’s self-reported social inhibition related significantly to observed social reticence under the conditions of high parent-reported social inhibition, high teacher-reported social inhibition, and high SAD symptoms. These results suggest that the most inhibited children are aware of their behavior and can report it in a meaningfully way as young as kindergarten age. PMID:25113397

Construction and psychometric characteristics of the self-concept scale of interaction in the classroom.

PubMed

Lobos Peña, Karla; Díaz Mújica, Alejandro; Bustos Navarrete, Claudio; Pérez Villalobos, María Victoria

2015-01-01

Both construction and psychometric characteristics of a self-concept scale associated with observable behaviors by students and teacher, useful to guide a pedagogic intervention in the classroom are presented. A total of 1,385 primary school students, aged between 8 and 12 years, from 24 high-social vulnerability schools of the Province of Concepción, Chile, participated in the study. The scale was constructed, including a theoretical review of the construct, pilot application with students and interjudge reliability. For the study of psychometric characteristics, exploratory factorial analysis (EFA), confirmatory factorial analysis (CFA), factorial invariance and recurrent validity were performed. A self-report instrument with 22 items shows a three-factor structure, with an explained variance of 44.71% and a high level of fi t for the model. CFA in two different samples showed fi t indicators for configural invariance. It also has concurrent validity. The scale has good psychometric properties to assess the academic self-concept in the dimensions of Capacity, Work Procedure, and Participation in class. This can be useful to guide an educational intervention in the context of the teacher-student interaction in the classroom, in primary schools with high socio-economic vulnerability.

Teachers' Perceptions of Their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina

ERIC Educational Resources Information Center

Simmons, Monica L.

2013-01-01

Teachers' Perceptions of their Self-Efficacy and Effects of Principal Leadership Practices on Self-Efficacy Beliefs in Low and High-Performing Elementary Schools in South Carolina (Under the direction of Dr. Vivian Brackett) Across the United States, school districts are challenged with attracting and attaining high quality teachers. Efficacious…

Factors that affect self-care behaviour of female high school students with dysmenorrhoea: a cluster sampling study.

PubMed

Chang, Shu-Fang; Chuang, Mei-hua

2012-04-01

The purpose of this study was to identify factors that affect the self-care behaviour of female high school students with dysmenorrhoea. This cross-sectional study utilized a questionnaire-based survey to understand the self-care behaviour of female high school students dysmenorrhoeal, along with the factors that affect this behaviour. A cluster random sampling method was adopted and questionnaires were used for data collection. Study participants experienced a moderate level of discomfort from dysmenorrhoea, and perceived dysmenorrhoea as serious. This investigation finds that cues to action raised perceived susceptibility to dysmenorrhoea and the perceived effectiveness of self-care behaviour and, therefore, increased the adoption of self-care behaviour. Hence, school nurses should offer female high school students numerous resources to apply correct self-care behaviour. © 2012 Blackwell Publishing Asia Pty Ltd.

Factors associated with self-reported discrimination against men who have sex with men in Brazil

PubMed Central

Magno, Laio; Dourado, Inês; da Silva, Luís Augusto V; Brignol, Sandra; de Brito, Ana Maria; Guimarães, Mark Drew Crosland; Benzaken, Adele; Pinho, Adriana de A; Kendall, Carl; Kerr, Ligia Regina Franco Sansigolo

2017-01-01

ABSTRACT OBJECTIVE To estimate self-reported discrimination due to sexual orientation among men who have sex with men (MSM) in Brazil and to analyze associated factors. METHODS A cross-sectional study of 3,859 MSM recruited in 2008–2009 with respondent driven sampling. Data collection conducted in health centers in 10 Brazilian cities. A face-to-face questionnaire was used and rapid HIV and syphilis tests conducted. Aggregated data were weighted and adjusted odds ratio estimated to measure the association between selected factors and self-reported discrimination due to sexual orientation. RESULTS The sample was predominantly young, eight plus years of schooling, pardo (brown), single, low-income, and identified themselves as gay or homosexual. The prevalence of self-reported discrimination due to sexual orientation was 27.7% (95%CI 26.2–29.1). Discrimination was independently associated with: age < 30 years, more years of schooling, community involvement and support, history of sexual and physical violence, suicidal thoughts, and unprotected receptive anal intercourse. CONCLUSIONS The prevalence of self-reported discrimination among MSM in Brazil is high. These results challenge the assumptions that MSM-specific prevention and support programs are not required or that health professionals do not need special training to address MSM needs. PMID:29166436

Subtle Symptoms Associated with Self-Reported Mild Head Injury.

ERIC Educational Resources Information Center

Segalowitz, Sidney J.; Lawson, Sheila

1995-01-01

A survey of 1,345 high school students and 2,321 university students found that 30-37% reported having experienced a head injury, with 12-15% reporting loss of consciousness. Significant relationships were found between mild head injury incidence and gender; sleep difficulties; social difficulties; handedness pattern; and diagnoses of attention…

Perceived Benefits of Yoga among Urban School Students: A Qualitative Analysis

PubMed Central

Wang, Donna; Hagins, Marshall

2016-01-01

This study reports on the findings of a qualitative evaluation of a yoga intervention program for urban middle and high school youth in New York City public and charter schools. Six focus groups were conducted with students who participated in a year-long yoga program to determine their perceptions of mental and physical benefits as well as barriers and challenges. Results show that students perceived the benefits of yoga as increased self-regulation, mindfulness, self-esteem, physical conditioning, academic performance, and stress reduction. Barriers and challenges for a yoga practice include lack of time and space. The extent to which the benefits experienced are interrelated to one another is discussed. Suggestions for future research and school-based programming are also offered. PMID:26884797

How do Finnish students prepare for their future in three school types? The relation between content of plans, information gathering and self-evaluations.

PubMed

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.

School performance of childhood cancer survivors in Korea: a multi-institutional study on behalf of the Korean Society of Pediatric Hematology and Oncology.

PubMed

Park, Meerim; Park, Hyeon Jin; Lee, Jae Min; Ju, Hee Young; Park, Byung Kiu; Yu, Eun-Seung; Yang, Hyung-Kook; Kim, Ji Yoon; Park, Sang Kyu; Lee, Young Ho; Shim, Ye Jee; Kim, Heung Sik; Lee, Jun Ah; Lim, Yeon-Jung; Cheuh, Hee Won; Park, Ji Kyoung; Lee, Mee Jeong; Kim, Soon Ki; Choi, Hyoung Soo; Hah, Jeong Ok; Park, Kyung Duk; Kang, Hyoung Jin; Shin, Hee Young

2018-06-21

To investigate school performance of childhood cancer survivors focusing on the child's functioning, including peer relationships, school attendance, and academic achievement METHODS: We studied 241 children from 15 institutions in Korea between 2015 and 2016. The self-reported paper-and-pencil questionnaires were used. Approximately 22% of the survivors suffered from lack of friends. Bullying was reported by 30% of survivors. Survivors who returned to primary school reported a higher incidence of bullying compared to survivors who returned to middle or high school (P=0.03). The percentage of children who missed classes more than 4 days in a month was higher in survivors with brain tumors than those with other tumors (P=0.04). Approximately 41% of children reported learning difficulty. After returning to school, 53% of the patients reported that they had lower overall mark averages than they had before. Patients who returned to high school showed the highest rate of repeating a grade and the lowest rate of achieving high academic marks. The school marks in the Korean (P=0.03), English (P=0.04), and physical education (P=0.04) were worse for the children with brain tumors than for the children with other tumors. We found that 20-25% of survivors experienced peer-related difficulties upon returning to school. Patients who return to school, especially high school, should be provided more educational support to overcome low academic achievement. Particular concern is needed to the patients with brain tumors, who are at risk for significant academic and social difficulties and therefore may require more intensive support in school. This article is protected by copyright. All rights reserved.

School Self-Concept in Adolescents With Chronic Pain.

PubMed

Logan, Deirdre E; Gray, Laura S; Iversen, Christina N; Kim, Susan

2017-09-01

This study investigated school self-efficacy and sense of school membership (collectively "school self-concept") as potential influences on impaired school function among adolescents with chronic pain, including comparison of adolescents with primary pain to those with disease-based pain and pain-free peers. In all, 264 adolescents (12-17 years old) with primary pain conditions, juvenile idiopathic arthritis, or no pain completed measures of functional disability, school functioning, pain characteristics, and school self-concept, the Self-Efficacy Questionnaire for School Situations (SEQ-SS), and Psychological Sense of School Membership (PSSM). Both the SEQ-SS and PSSM demonstrated reliability and some validity, with the SEQ-SS more strongly supported. As a group, adolescents with primary pain conditions reported poorer school self-concept. School self-efficacy, but not school belongingness, predicted school functioning later in the school year. School self-concept, especially as assessed with the SEQ-SS, is relevant and important to assess when addressing school functioning in youth with chronic pain. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Training and Self-Reported Confidence for Dysphagia Management among Speech-Language Pathologists in the Schools

ERIC Educational Resources Information Center

O'Donoghue, Cynthia R.; Dean-Claytor, Ashli

2008-01-01

Purpose: The number of children requiring dysphagia management in the schools is increasing. This article reports survey findings relative to speech-language pathologists' (SLPs') training and self-rated confidence to treat children with swallowing and feeding disorders in the schools. Method: Surveys were completed by 222 SLPs representing…

A Social Cognitive Learning Theory of Homophobic Aggression among Adolescents

ERIC Educational Resources Information Center

Prati, Gabriele

2012-01-01

The current study used social cognitive theory as a framework to investigate self-reported homophobic aggressive behavior at school. Participants included 863 students of 49 classes, enrolled in Grades 9-13 in 10 Italian public high schools. The results from the multilevel mediation model (1-2-1) showed that class-level homophobic attitudes toward…

School-Age Children of Fathers with Substance Use Disorder: Are They a High Risk Population?

ERIC Educational Resources Information Center

Peleg-Oren, Neta; Rahav, Giora; Teichman, Meir

2008-01-01

This study examined the association between parental substance use and the increased risk among school-age children to developing psychosocial problems. Data were collected from 148 children aged 8-11 from urban areas in Israel. The following variables were assessed by four self-report questionnaires administered to the children: …

Web 2.0 and Self-Reported Student Performance among High School Students in Rural Schools

ERIC Educational Resources Information Center

Cash, Joseph Carl

2010-01-01

This research intends to contribute to the current literature available on the appropriate levels of utilizing Web 2.0 resources in the classroom, therefore, amicably submitting the study's results collaboration of a dynamic theoretical construct for pedagogy in the digital age. Educators must contend with and adapt to cognitive changes within…

Educational Professionals' Experiences of Self-Harm in Primary School Children: "You Don't Really Believe, unless You See It"

ERIC Educational Resources Information Center

Simm, Rebecca; Roen, Katrina; Daiches, Anna

2008-01-01

This paper reports on an empirical study concerning educational professionals' understandings of self-harm in primary school children. There is little research available about self-harm in primary-school aged children, and literature searches for the current study have revealed no research on primary school professionals' understandings of…

Music Taste Groups and Problem Behavior

ERIC Educational Resources Information Center

Mulder, Juul; ter Bogt, Tom; Raaijmakers, Quinten; Vollebergh, Wilma

2007-01-01

Internalizing and externalizing problems differ by musical tastes. A high school-based sample of 4159 adolescents, representative of Dutch youth aged 12 to 16, reported on their personal and social characteristics, music preferences and social-psychological functioning, measured with the Youth Self-Report (YSR). Cluster analysis on their music…

Gun carrying among freshmen and sophomores in Chicago, New York City and Los Angeles public schools: the Youth Risk Behavior Survey, 2007-2013.

PubMed

Kemal, Samaa; Sheehan, Karen; Feinglass, Joe

2018-04-10

This study evaluated trends and risk factors over time for self-reported gun carrying among freshman and sophomore public school students in Chicago, New York City and Los Angeles, chosen as high profile cities with different levels of firearm violence. The study used four biennial waves (2007-2013) of the Youth Risk Behavior Survey (YRBS), an anonymous, voluntary survey of public high school students. Analyses were restricted to freshman and sophomores given significant high school dropout rates among older students. School population weighted results are presented based on the YRBS complex survey design, including comparisons of reported gun carrying across survey waves and cities. A violence index was created from eight survey items that capture students' perceived threat level. Chi square tests and multivariable Poisson regression analyses were used to test the significance of differences across cities and over time in the likelihood of gun carrying controlling for sociodemographic characteristics, mental health risk factors and behavioral risk factors. The study included a total weighted population estimate of 1,137,449 students across the three cities and four survey waves. Mean self-reported gun carrying across all survey waves was 8.89% in Chicago, 4.09% in New York City, and 6.03% in Los Angeles (p < 0.001). There were no significant changes in gun carrying prevalence within each individual city over the survey waves. Multivariable Poisson regression estimates showed increased likelihood for gun carrying among males (IRR 1.41, CI 1.27-1.58), among non-Hispanic Blacks (IRR 1.26, CI 1.07-1.48), and among those who reported a higher violence index. Each additional violence index count increase was associated with a 1.74 times (CI 1.70-1.78) increased likelihood for gun carrying. There was a much higher self-reported rate of gun carrying and a higher burden of violence exposure in Chicago as compared to New York City and Los Angeles. Students' exposure to violence extended to other stressors illuminated by the YRBS including fighting, perceptions of safety, and other high-risk behaviors. Through the violence index we created, we are better able to categorize the most high-risk individuals and describe the magnitude of their increased likelihood to carry a gun.

Promoting booster seat use for young children: A school-based intervention pilot study.

PubMed

Bruce, Beth S; Mundle, Kim; Cramm, Camille F; Williams, Devon P

2017-05-01

Misuse and/or lack of booster seat use are often associated with high rates of injury and death among school-aged children. This pilot study examined the efficacy and the potential effectiveness of a booster seat intervention in the classroom. Two elementary schools participated (randomly assigned as one intervention school and one control school). At the intervention school, a certified car seat specialist and a police officer held an interactive booster seat session. The height and age for each child were recorded. Children received a certificate indicating whether they met the requirements for booster seat use and a postcard with car seat restraint specifications. Children in the control school received a brochure on car seat safety. Pre- and post-intervention self-reports were collected and booster seat use was observed. Observational findings showed a decline in booster seat use at the control school and an increase in use at the intervention school. Self-reports of booster seat use indicated a decline at both schools; however, cell sizes were too small to permit statistical analyses. Anecdotally researchers found the sessions were easy to conduct and were well received by the children and could be easily integrated into programming in schools. Classroom sessions may have the potential to positively influence booster seat use among 6- to 8-year-olds.

[Prevalence of and factors related to depression in high school students].

PubMed

Eskin, Mehmet; Ertekin, Kamil; Harlak, Hacer; Dereboy, Ciğdem

2008-01-01

The study aimed at investigating the prevalence of and factors related to depression in high school students. A total of 805 (n = 367 girls; n = 438 boys) first year students from three high schools in the city of Aydin filled in a self-report questionnaire that contained questions about socio-demographics, academic achievement and religious belief. It included also a depression rating scale, social support scale, problem solving inventory and an assertiveness scale. T-tests, chi-square tests, Pearson moment products correlation coefficients, and logistic regression analysis were used to analyze the data. 141 students (17.5%) scored on and above the cut-off point on the Children Depression Inventory (CDI). In the first regression analyses low self-esteem, low grade point average (GPA) and low perceived social support from friends in boys, and low self-esteem, low paternal educational level and low social support from friends were the predictors of girls' depression. When self-esteem scores were excluded, low GPA, low perceived social support from friends and family, and inefficient problem solving skills were predictors of depression in boys; low perceived social support from friends and family, low paternal educational level, and inefficient problem solving skills were the independent predictors of depression in girls. Depression is prevalent in high school students. Low self-esteem, low perceived social support from peers and family, and inefficient problem solving skills appears to be risk factors for adolescent depression. Low GPA for boys and low paternal education for girls were gender specific risk factors. Psychosocial interventions geared for increasing self-esteem, social support and problem solving skills may be effective in the prevention and treatment of adolescent depression.

High-Achieving High School Students and Not so High-Achieving College Students: A Look at Lack of Self-Control, Academic Ability, and Performance in College

ERIC Educational Resources Information Center

Honken, Nora B.; Ralston, Patricia A. S.

2013-01-01

This study investigated the relationship among lack of self-control, academic ability, and academic performance for a cohort of freshman engineering students who were, with a few exceptions, extremely high achievers in high school. Structural equation modeling analysis led to the conclusion that lack of self-control in high school, as measured by…

Current status of managing food allergies in schools in Seoul, Korea.

PubMed

Kim, Soyoung; Yoon, Jihyun; Kwon, Sooyoun; Kim, Jihyun; Han, Youngshin

2012-12-01

Recently the need to manage food allergies in schools has been growing. This study aimed to examine the current status of managing food allergies in schools in Seoul, Korea. A questionnaire survey was conducted in cooperation with the School Dietician Association during April 2009. Among the participating 154 schools, a total of 109 (71%) were determining students' food allergy status through parental surveys based on self-reported food allergies. A total of 72 (47%) had experienced student visits to a school health room due to food allergies within one year before the survey. Over 80 percent of the schools relied on self-care only without any school-wide measures for food allergies in place. Among the 890 menu items most frequently served in school lunch programs, a total of 664 (75%) were found to contain more than one food allergen. It is highly suggested that preventive plans and treatment measures should be established to manage food allergies in schools.

Perceived barriers mediate the association between self-efficacy and fruit and vegetable consumption among students attending alternative high schools

PubMed Central

Bruening, Meg; Kubik, Martha Y.; Kenyon, DenYelle; Davey, Cynthia; Story, Mary

2010-01-01

Compared to students attending regular high schools, alternative high schools (AHS) students are more likely to be racial/ethnic minorities, have higher levels of poverty, and higher rates of risky and poor health behaviors, including weight-related behaviors, such as limited fruit/vegetable intake. However, little is known about fruit/vegetable intake among AHS students. This study examined whether perceived barriers to healthy eating mediated association between self-efficacy to eat healthy foods and fruit/vegetable consumption among AHS students. The cross-sectional study population consisted of students (n=145) attending 6 alternative high schools in the St. Paul/Minneapolis, MN area who were participants in an obesity prevention pilot study and completed a baseline survey in Fall 2006. Mixed model linear regression, adjusting for sociodemographic characteristics was used to test a series of regression models performed according to mediation analysis procedures. Students' mean age was 17.3 years, 52% were male, 63% were low-income, and 61% were from racial/ethnic minorities. Students reported a mean fruit/vegetable intake of 3.6 servings per day, mean self-efficacy to eat healthy score of 22.2 (range 3-35), and mean barriers to eating healthy score of 6.9 (range 3-13). Perceived barriers to healthy eating fully mediated the relationship between self-efficacy and fruit/vegetable consumption (Sobel test statistic=2.7, p=0.007). Interventions targeting the dietary practices of AHS students should include components to decrease perceived barriers as a way to increase self-efficacy and ultimately fruit/vegetable intake. PMID:20869495

Racial, Ethnic, and Sex Differences in the Associations between Violence and Self-Reported Health among US High School Students

ERIC Educational Resources Information Center

Bossarte, Robert M.; Swahn, Monica H.; Breiding, Matt

2009-01-01

Background: Involvement in interpersonal violence or suicidal behaviors can have a significant impact on an adolescent's physical health. Similarly, previous research has suggested that lived experiences, more than the presence or absence of physical ailments, can significantly influence self-assessed health status among adolescents. The purpose…

Achievement, School Integration, and Self-Efficacy in Single-Sex and Coeducational Parochial High Schools

ERIC Educational Resources Information Center

Micucci, Kara Hanson

2014-01-01

A structural model for prior achievement, school integration, and self-efficacy was developed using Tinto's theory of student attrition and Bandura's self-efficacy theory. The model was tested and revised using a sample of 1,452 males and females from single-sex and coeducational parochial high schools. Results indicated that the theoretically…

Self-reported delinquency among Alberta's youth: findings from a survey of 2,001 junior and senior high school students.

PubMed

Gomes, Jeanette T; Bertrand, Lorne D; Paetsch, Joanne J; Hornick, Joseph P

2003-01-01

This article draws on data from a 1999 survey on youth victimization, crime and delinquency in Alberta conducted by the Canadian Research Institute for Law and the Family in collaboration with researchers from the University of Alberta. The survey included 2,001 youth attending Grades 7 to 12 in public and Catholic schools in selected urban and rural areas in the province. Analyses focus on self-reported past-year delinquency. Statistically significant results were found for relationships between extent of delinquency and gender, grade level, psychosocial problems (as measured by conduct, hyperactivity, and emotional problems), and extent of past-year victimization. For low/moderate delinquency, females were comparable to males, and even reported slightly higher rates for low/moderate violence-related delinquency. Younger students were more likely to indicate engaging in violence-related delinquency, while older students were more likely to report property-related delinquent acts. Overall, Grade 9 students had the highest rates of delinquency. For personal characteristics, a high score on conduct problems was most strongly correlated with moderate/high delinquency. The relationship between high levels of delinquency and victimization was stronger for violence-related delinquency than for property-related delinquency.

Sleep Duration and Injury-Related Risk Behaviors Among High School Students--United States, 2007-2013.

PubMed

Wheaton, Anne G; Olsen, Emily O'Malley; Miller, Gabrielle F; Croft, Janet B

2016-04-08

Insufficient sleep is common among high school students and has been associated with an increased risk for motor vehicle crashes (1), sports injuries (2), and occupational injuries (3). To evaluate the association between self-reported sleep duration on an average school night and several injury-related risk behaviors (infrequent bicycle helmet use, infrequent seatbelt use, riding with a driver who had been drinking, drinking and driving, and texting while driving) among U.S. high school students, CDC analyzed data from 50,370 high school students (grades 9-12) who participated in the national Youth Risk Behavior Surveys (YRBSs) in 2007, 2009, 2011, or 2013. The likelihood of each of the five risk behaviors was significantly higher for students who reported sleeping ≤7 hours on an average school night; infrequent seatbelt use, riding with a drinking driver, and drinking and driving were also more likely for students who reported sleeping ≥10 hours compared with 9 hours on an average school night. Although insufficient sleep directly contributes to injury risk, some of the increased risk associated with insufficient sleep might be caused by engaging in injury-related risk behaviors. Intervention efforts aimed at these behaviors might help reduce injuries resulting from sleepiness, as well as provide opportunities for increasing awareness of the importance of sleep.

Boys' and girls' involvement in science learning and their self-efficacy in Taiwan.

PubMed

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.

Body mass index and victimization during adolescence: the mediation role of depressive symptoms and self-esteem.

PubMed

Giletta, Matteo; Scholte, Ron H J; Engels, Rutger C M E; Larsen, Junilla K

2010-12-01

This study applied a multi-method approach to examine the relationship between body mass index (BMI) and the experience of victimization during adolescence by investigating the role of intrapersonal feelings. The sample consisted of 2051 adolescents (M=13.8 years, S.D.=0.7; 51% male) from seven high schools in the Netherlands. Participants' weight and height were measured and they completed self-report questionnaires on victimization, depressive symptoms and self-esteem. Self-reported and peer-reported measures of victimization were collected and combined to create three different victimization types (i.e., self/peer-identified, self-identified, and peer-identified). Hierarchical logistic regression analyses revealed that higher BMI was associated with both self/peer-identified victimization and self-identified victimization. Intrapersonal feelings (i.e., depressive symptoms and self-esteem) were found to mediate these associations. However, BMI was not associated with peer-identified victimization. These findings suggest that the association between BMI and victimization might be exclusively related to the self-perception of high BMI adolescents. Moreover, the mediation effects indicate that the perception of victimization might be linked to psychological difficulties of adolescents with high BMI. Thus, to fully understand the associations between weight status and victimization, intrapersonal mechanisms need to be examined. Copyright © 2010 Elsevier Inc. All rights reserved.

[Comprehensive sexual education in Mexico: an analysis of coverage, comprehensiveness and continuity of contents in Mexican public and private schools].

PubMed

Rojas, Rosalba; Castro, Filipa de; Villalobos, Aremis; Allen-Leigh, Betania; Romero, Martin; Braverman-Bronstein, Ariela; Uribe, Patricia

2017-01-01

To analyze coverage of comprehensive sex education (CSE) in high schools in Mexico and describe whether it is comprehensive, homogeneous and has continuity based on student reports of exposure to topics in three dimensions: reproductive and sexual health, self-efficacy and rights and relations. Within a probabilistic, cross-sectional survey with stratified, cluster sampling, a nationally representative sample of 3 824 adolescents attending 45 public and private high-schools in urban and rural areas completed questionnaires on CSE. The proportion of adolescents reporting having received sex education from school personnel varies depending on topics and grade level. Topics most frequently covered are those related to sexual and reproductive health while rights and relations are least frequently dealt with. Most sex education topics are covered during junior high school and much less frequently in elementary or high school. CSE needs to be comprehensive and homogenous in terms of content, ensure inclusion of priority topics, meet national and international recommendations, ensure continuity and adapt contents to student age through all education levels.

Dentinogenesis imperfecta: a case report of comprehensive treatment for a teenager.

PubMed

Biethman, Rick; Capati, Laura Richards; Eldger, Nicole

2014-01-01

Improving a smile can change a person's self-image. This case report describes treatment for an adolescent boy with dentinogenesis imperfecta. Soon to begin high school, the 14-year-old patient was severely obese and disliked his stained teeth. A combination of surgical periodontal treatment, endodontic treatment, and veneers improved both his smile and self-perception-which may have played a role in achieving his weight loss goal of 125 lb at 12 months post-treatment.

Longitudinal multilevel models of the big-fish-little-pond effect on academic self-concept: counterbalancing contrast and reflected-glory effects in Hong Kong schools.

PubMed

Marsh, H W; Kong, C K; Hau, K T

2000-02-01

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, which has a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond effect (BFLPE), higher school-average achievements led to lower academic self-concepts (contrast effect), whereas higher perceived school status had a counterbalancing positive effect on self-concept (reflected-glory, assimilation effect). The negative BFLPE is the net effect of counterbalancing influences, stronger negative contrast effects, and weaker positive assimilation effects so that controlling perceived school status led to purer--and even more negative--contrast effects. Attending a school where school-average achievement is high simultaneously resulted in a more demanding basis of comparison for one's own accomplishments (the stronger negative contrast effect) and a source of pride (the weaker positive assimilation effect).

High school students in a health career promotion program report fewer acts of aggression and violence.

PubMed

Oscós-Sánchez, Manuel Ángel; Lesser, Janna; Oscós-Flores, L Dolores

2013-01-01

This study examined the effects of two school-based programs on the perpetration of nonphysical aggression, physical violence, and intimate partner violence among high-risk secondary school students in an economically disadvantaged and predominantly Latino school district. The intervention program was El Joven Noble, and the control program was the Teen Medical Academy. The study used a repeated-measures quasi-experimental intervention/control design. The participants self-reported the previous 30 days' acts of nonphysical aggression, physical violence, and intimate partner violence at baseline and at 3 and 9 months after enrollment. Program- and grade-level effects at 3 and 9 months were examined using three-factor analyses of covariance models with one factor for repeated measures. The covariate in each of the models was the baseline measure of the dependent outcomes. No significant baseline differences were found between the participants in the intervention (n = 96) and control (n = 127) programs. At 9 months after enrollment in the study, high school students who participated in the Teen Medical Academy reported fewer acts of nonphysical aggression (p < .001) and physical violence (p = .002) than high school students who participated in El Joven Noble. Students who participated in the Teen Medical Academy also reported fewer acts of intimate partner violence (p = .02) than students who participated in El Joven Noble. High school students who participated in a health career promotion program reported fewer acts of aggression and violence as compared with high school students who participated in a culturally tailored character development program. Copyright © 2013 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.

Project SELF HELP: A Family Focus on Literacy. Report No. 13.

ERIC Educational Resources Information Center

Connors, Lori J.

This report describes an evaluation of Project SELF HELP, a school-based family literacy program serving parents and other caretakers, elementary school age children, and preschool children 2 days per week during the school year. A summer reading program was also available to families. The evaluation was conducted in 1992-1993 to inform program…

The Development and Validation of the School-Based Counseling Self-Efficacy Scale

ERIC Educational Resources Information Center

Boughfman, Erica M.

2010-01-01

The purpose of this study was to develop and validate the School-Based Counseling Self-Efficacy Scale (SB-SES). Two hundred sixty-five (N = 265) licensed mental health professionals participated in this study. Fifty-eight percent of the participants reported experience working as a school-based counselor with the remaining 42% reporting no…

Psychosocial adjustment in adolescents who have used cochlear implants since preschool.

PubMed

Moog, Jean S; Geers, Ann E; Gustus, Christine H; Brenner, Christine A

2011-02-01

This study examined psychosocial characteristics of students who had used a cochlear implant (CI) since preschool and were evaluated when they were in elementary grades and again in high school. The study had four goals: (1) to determine the extent to which psychosocial skills documented in elementary grades were maintained into high school; (2) to assess the extent to which long-term CI users identified with the Deaf community or the hearing world or both; (3) to examine the association between group identification and the student's sense of self-esteem, preferred communication mode, and spoken language skills; and (4) to describe the extracurricular world of the teenagers who were mainstreamed with hearing age-mates for most of their academic experience. As part of a larger study, 112 CI students (aged 15.0 to 18.6 yrs) or their parents completed questionnaires describing their social skills, and a subsample of 107 CI students completed group identification and self-esteem questionnaires. Results were compared with either a control group of hearing teenagers (N = 46) or age-appropriate hearing norms provided by the assessment developer. Average psychosocial ratings from both parents and students at both elementary grades and high school indicated a positive self-image throughout the school years. Seventy percent of the adolescents expressed either strong identification with the hearing community (32%) or mixed identification with both deaf and hearing communities (38%). Almost all CI students (95%) were mainstreamed for more than half of the day, and the majority of students (85%) were in the appropriate grade for their age. Virtually all CI students (98%) reported having hearing friends, and a majority reported having deaf friends. More than 75% of CI students reported that they used primarily spoken language to communicate and that good spoken language skills enabled them to participate more fully in all aspects of their lives. Identification with the hearing world was not associated with personal or social adjustment problems but was associated with better speech perception and English language skill. Ninety-four percent were active participants in high school activities and sports, and 50% held part-time jobs (a rate similar to that documented for hearing teens). The majority of these early-implanted adolescents reported strong social skills, high self-esteem, and at least mixed identification with the hearing world. However, these results must be viewed in light of possible sources of sample selection bias and may not represent the psychosocial characteristics of the entire population of children receiving CIs.

Psychosocial Adjustment in Adolescents Who Have Used Cochlear Implants Since Preschool

PubMed Central

Moog, Jean S.; Geers, Ann E.; Gustus, Chris; Brenner, Chris

2011-01-01

Objectives This study examined psychosocial characteristics of students who had used a cochlear implant (CI) since preschool and were evaluated when they were in elementary grades and again in high school. The study had four goals: (1) to determine the extent to which psychosocial skills documented in elementary grades were maintained into high school; (2) to assess the extent to which long-term CI users identified with the Deaf community or the hearing world or both; (3) to examine the association between group identification and the student’s sense of self-esteem, preferred communication mode, and spoken language skills; and (4) to describe the extracurricular world of the teenagers who were mainstreamed with hearing age-mates for most of their academic experience. Design As part of a larger study, 112 CI students (aged 15.0 to 18.6 yrs) or their parents completed questionnaires describing their social skills, and a subsample of 107 CI students completed group identification and self-esteem questionnaires. Results were compared with either a control group of hearing teenagers (N = 46) or age-appropriate hearing norms provided by the assessment developer. Results Average psychosocial ratings from both parents and students at both elementary grades and high school indicated a positive self-image throughout the school years. Seventy percent of the adolescents expressed either strong identification with the hearing community (32%) or mixed identification with both deaf and hearing communities (38%). Almost all CI students (95%) were mainstreamed for more than half of the day, and the majority of students (85%) were in the appropriate grade for their age. Virtually all CI students (98%) reported having hearing friends, and a majority reported having deaf friends. More than 75% of CI students reported that they used primarily spoken language to communicate and that good spoken language skills enabled them to participate more fully in all aspects of their lives. Identification with the hearing world was not associated with personal or social adjustment problems but was associated with better speech perception and English language skill. Ninety-four percent were active participants in high school activities and sports, and 50% held part-time jobs (a rate similar to that documented for hearing teens). Conclusions The majority of these early-implanted adolescents reported strong social skills, high self-esteem, and at least mixed identification with the hearing world. However, these results must be viewed in light of possible sources of sample selection bias and may not represent the psychosocial characteristics of the entire population of children receiving CIs. PMID:21832891

Creatine supplementation in high school football players.

PubMed

McGuine, T A; Sullivan, J C; Bernhardt, D T

2001-10-01

To describe creatine supplementation patterns and behaviors associated with creatine supplementation in high school football players. A cross-sectional, multisite, anonymous, descriptive survey was conducted between October 1999 and February 2000. 37 public high schools in Wisconsin. A total of 1,349 high school football players, grades 9-12. Self-reported prevalence of creatine use, as well as perceived benefits and risks. In addition, sources of information and influence regarding creatine supplementation were assessed. 30% of the respondents reported using creatine. Creatine use was lowest in the 9th grade (10.4%) and highest in the 12th grade (50.5%). 41% of the players at small schools stated they used creatine compared with 29% of the players in large schools. Enhanced recovery following a workout was the most likely perceived benefit of creatine supplementation, while dehydration was cited most often as a risk of creatine use. Users were encouraged to take creatine most often by their friends while their parents discouraged creatine use. Creatine use is widespread in high school football players. High school football players who use creatine may not be aware of the risks and benefits associated with creatine supplementation. Sports medicine professionals who work with this population need to educate athletes, coaches, and parents about the use of creatine as a performance-enhancing supplement.

[A self administered survey to assess bullying in schools].

PubMed

Lecannelier, Felipe; Varela, Jorge; Rodríguez, Jorge; Hoffmann, Marianela; Flores, Fernanda; Ascanio, Lorena

2011-04-01

Bullying is common in schools and has negative consequences. It can be assessed using a self-reported instrument. To validate a Spanish self-reporting tool called "Survey of High School Bullying Abuse of Power" (MIAP). The instrument has 13 questions, of which 7 are multiple choice, rendering a total of 49 items. It was applied to 2.341 children of seventh and eighth grade attending private, subsidized and municipal schools in the city of Concepción, Chile. Expert judge analysis and estimated reliability using the Cronbach Alpha were used to validate the survey. The instrument obtained a Cronbach Alpha coefficient of 0.8892, classified as good. This analysis generated four scales that explained 30.9% of the variance. They were called "Witness Bullying" with 18 items, accounting for 11.4% of the variance, "Bullying Victim" with 12 items, accounting for 7.5% of the variance, "Bullying Perpetrator and Severe bullying Victim", with 10 items explaining 6.4% of the variance and "Aggressor Bullying" with 6 items accounting for 5.7% of the variance. The MIAP can recognize four basic factors that facilitate the analysis and understanding of bullying, with good levels of reliability and validity. The remaining questions also deliver valuable information.

Dimensions of adolescent subjective social status within the school community: Description and correlates

PubMed Central

Sweeting, Helen; West, Patrick; Young, Robert; Kelly, Shona

2011-01-01

School pupils strive to meet both school-defined and social goals, and the structure of adolescent self-concept is multidimensional, including both academic and non-academic self-perceptions. However, subjective social status within the school community has been represented as a single dimension. Scottish 15-year olds participating in a school-based survey (N = 3194) rated their own status, compared to their school year-group, via images of seven 10-rung ladders. These generated a very high response rate, and factor analysis distinguished three dimensions: (1) ladders representing “popular”, “powerful”, “respected”, “attractive or stylish” and “trouble-maker”; (2) “doing well at school” and “[not] a trouble-maker”; and (3) “sporty”. Unique relationships with variables representing more objective and/or self-report behavioural measures suggest these dimensions are markers of “peer”, “scholastic” and “sports” status. These analyses suggest multiple dimensions of adolescent social hierarchy can be very simply measured and contribute towards the development of more robust instruments within this area. PMID:20579723

Antecedents of Chinese parents' autonomy support and psychological control: the interplay between parents' self-development socialization goals and adolescents' school performance.

PubMed

Wang, Qian; Chan, Hoi-Wing; Lin, Li

2012-11-01

Despite ample evidence for the benefits of parental autonomy support and the harms of parental psychological control to Chinese adolescents' well-being, little is known about what foreshadows these parenting behaviors among Chinese parents. The current research addressed this gap in the literature. It tested the hypothesis that parents' endorsement of self-development socialization goals (i.e., regarding a positive sense of self in terms of holding optimistic attitudes toward oneself, feeling autonomous in one's actions, and establishing one's independence from others, as important for adolescents to develop) and adolescents' school performance may interact to predict parental autonomy support and psychological control in urban China. Three hundred and forty-one Chinese seventh graders (mean age = 13.30 years, 58 % female) and their parents (186 mothers and 155 fathers) participated. Parents reported on their own and their spouses' endorsement of self-development socialization goals; adolescents reported on parental autonomy support and psychological control; and adolescents' grades were obtained from school records. Significant interactions were found between parents' socialization goals and adolescents' grades in predicting parenting behaviors. When adolescents were doing well at school, the stronger parents' endorsement of self-development socialization goals, the greater their autonomy support and the lesser their psychological control; when adolescents were doing poorly at school, regardless of parents' socialization goals, their autonomy support was relatively low and their psychological control was relatively high. These findings highlight a tension between parental concerns over adolescents' self-development and academic success, which needs to be resolved to promote autonomy support and prevent psychological control among urban Chinese parents.

High-School Students' Need for Cognition, Self-Control Capacity, and School Achievement: Testing a Mediation Hypothesis

ERIC Educational Resources Information Center

Bertrams, Alex; Dickhauser, Oliver

2009-01-01

In the present article, we examine the hypothesis that high-school students' motivation to engage in cognitive endeavors (i.e., their need for cognition; NFC) is positively related to their dispositional self-control capacity. Furthermore, we test the prediction that the relation between NFC and school achievement is mediated by self-control…

Emergency planning for sudden cardiac events in North Carolina high schools.

PubMed

Monroe, Anna; Rosenbaum, Daryl A; Davis, Stephen

2009-01-01

This study evaluates the state of emergency planning for sudden cardiac arrest (SCA) in North Carolina high schools, primarily focusing on the existence and characteristics of written plans and the presence of automated external defibrillators (AEDs). All athletic directors listed in the 2007-2008 North Carolina High School Athletic Association Directory were surveyed via an online survey to determine their level of planning and preparation for SCA. Completed surveys were received from 36.7% (138/376) of the schools. Emergency action plans (EAPs) existed in 55.8% (n = 77) of high schools and were significantly less likely to be present in Divisions 1 and 2 (p < 0.01) than in Divisions 3 and 4 which have higher enrollment. EAPs included aims to initiate CPR within one minute (80.5%), and targets to defibrillate within three-five minutes (66.2%) as recommended by recent guidelines from the National Athletic Trainers Association. AEDs were present in 72.5% (n = 100) of the responding schools, and the presence of an AED was related to the presence of an EAP (p < 0.01). Schools in Division 1 were less likely to possess an AED (p < 0.01) than schools in the larger divisions. Of schools without AEDs, 39.5% (n = 15) reported children or adults attending or working at the school who were at risk for heart disease. Lack of funding was the most commonly reported barrier to obtaining an AED. A low response rate and self-reported data may have biased results in favor of those who adopted plans or purchased an AED. The majority of responding schools possessed both an EAP and an AED and reported that they met several current recommended guidelines for emergency preparedness for SCA. These results for North Carolina high schools are similar to reports from other states. Significant room for improvement exists, however, as the number of schools without an EAP or AED is still relatively large and some important components of emergency planning are lacking in the EAPs.

Factors Affecting Burnout and School Engagement among High School Students: Study Habits, Self- Efficacy Beliefs, and Academic Success

ERIC Educational Resources Information Center

Bilge, Filiz; Tuzgol Dost, Meliha; Cetin, Bayram

2014-01-01

This study examines high school students' levels of burnout and school engagement with respect to academic success, study habits, and self-efficacy beliefs. The data were gathered during the 2011-2012 school year from 633 students attending six high schools located in Ankara, Turkey. The analyses were conducted on responses from 605 students. The…

Moderating roles of primary social influences in the relationship between adolescent self-reported exposure to antismoking messages and smoking intention.

PubMed

Paek, Hye-Jin

2008-11-01

This study explores moderating roles of primary social influences in the relationship between adolescent triers' and experimenters' self-reported exposure to antismoking messages and their smoking intentions. The theoretical arguments are drawn from primary socialization theory, group socialization theory, and the social development model, and the data are from the 2004 National Youth Tobacco Survey. The tobit regression models demonstrate that, as a primary social influence, peer smoking seems to be a strong risk factor for all of the adolescent segments' smoking intentions, whereas parental monitoring can be a significant counter-risk factor for middle-schoolers' smoking intentions. In addition, school intervention programs and parental monitoring against smoking appear to play a moderating role in the relationship between high-school triers' self-reported exposure to antismoking messages and their smoking intentions. The findings seem to suggest that campaigners should make more efforts to incorporate primary social influences to prevent adolescent smoking. The findings also suggest that campaigners should tailor antismoking programs to fit specific target audiences. In particular, middle-school experimenters deserve more attention from antismoking campaigners because they seem most vulnerable to future smoking.

Depression and school performance in middle adolescent boys and girls.

PubMed

Fröjd, Sari A; Nissinen, Eeva S; Pelkonen, Mirjami U I; Marttunen, Mauri J; Koivisto, Anna-Maija; Kaltiala-Heino, Riittakerttu

2008-08-01

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 (R-Beck Depression Inventory (BDI), the Finnish version of the 13-item BDI). The lower the self-reported grade point average (GPA) or the more the GPA had declined from the previous term, the more commonly the adolescents were depressed. Depression was associated with difficulties in concentration, social relationships, self-reliant school performance and reading and writing as well as perceiving schoolwork as highly loading. The school performance variables had similar associations with depression among both sexes when a wide range of depression was studied but gender differences appeared when studying the severe end of the depression scale. Our study indicates that pupils reporting difficulties in academic performance should be screened for depression.

Effects of Instant Messaging on School Performance in Adolescents.

PubMed

Grover, Karan; Pecor, Keith; Malkowski, Michael; Kang, Lilia; Machado, Sasha; Lulla, Roshni; Heisey, David; Ming, Xue

2016-06-01

Instant messaging may compromise sleep quality and school performance in adolescents. We aimed to determine associations between nighttime messaging and daytime sleepiness, self-reported sleep parameters, and/or school performance. Students from 3 high schools in New Jersey completed anonymous questionnaires assessing sleep duration, daytime sleepiness, messaging habits, and academic performance. Of the 2,352 students sampled, 1,537 responses were contrasted among grades, sexes, and messaging duration, both before and after lights out. Students who reported longer duration of messaging after lights out were more likely to report a shorter sleep duration, higher rate of daytime sleepiness, and poorer academic performance. Messaging before lights out was not associated with higher rates of daytime sleepiness or poorer academic performance. Females reported more messaging, more daytime sleepiness, and better academic performance than males. There may be an association between text messaging and school performance in this cohort of students. © The Author(s) 2016.

Self-Efficacy Beliefs of Principals in Economically Disadvantaged High Schools with High African American Male Graduation Rates

ERIC Educational Resources Information Center

Dillard, Rhonda Cherie Crutchfield

2013-01-01

This qualitative case study examined the self-efficacy beliefs of three high school principals in economically disadvantaged high schools with consistently high graduation rates for African American males. With the demand on school systems to perform in a politically driven, assessment-based paradigm, there is a need to describe and analyze the…

Is Extremely High Life Satisfaction during Adolescence Advantageous?

ERIC Educational Resources Information Center

Suldo, Shannon M.; Huebner, E. Scott

2006-01-01

This study examined whether extremely high life satisfaction was associated with adaptive functioning or maladaptive functioning. Six hundred ninety-eight secondary level students completed the Students' Life Satisfaction Scale [Huebner, 1991a, School Psychology International, 12, pp. 231-240], Youth Self-Report of the Child Behavior Checklist…

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

PubMed

Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

PubMed Central

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

Gender, school and academic year differences among Spanish university students at high-risk for developing an eating disorder: An epidemiologic study

PubMed Central

Sepulveda, Ana R; Carrobles, Jose A; Gandarillas, Ana M

2008-01-01

Background The aim of this study was to assess the magnitude of the university population at high-risk of developing an eating disorder and the prevalence of unhealthy eating attitudes and behaviours amongst groups at risk; gender, school or academic year differences were also explored. Methods A cross-sectional study based on self-report was used to screen university students at high-risk for an eating disorder. The sample size was of 2551 university students enrolled in 13 schools between the ages of 18 and 26 years. The instruments included: a social-demographic questionnaire, the Eating Disorders Inventory (EDI), the Body Shape Questionnaire (BSQ), the Symptom Check List 90-R (SCL-90-R), and the Self-Esteem Scale (RSE). The sample design is a non-proportional stratified sample by academic year and school. The prevalence rate was estimated controlling academic year and school. Logistic regression analysis was used to investigate adjusted associations between gender, school and academic year. Results Female students presented unhealthy weight-control behaviours as dieting, laxatives use or self-induced vomiting to lose weight than males. A total of 6% of the females had a BMI of 17.5 or less or 2.5% had amenorrhea for 3 or more months. In contrast, a higher proportion of males (11.6%) reported binge eating behaviour. The prevalence rate of students at high-risk for an eating disorder was 14.9% (11.6–18) for males and 20.8% (18.7–22.8) for females, according to an overall cut-off point on the EDI questionnaire. Prevalence rates presented statistically significant differences by gender (p < 0.001) but not by school or academic year. Conclusion The prevalence of eating disorder risk in university students is high and is associated with unhealthy weight-control practices, similar results have been found in previous studies using cut-off points in questionnaires. These results may be taken into account to encourage early detection and a greater awareness for seeking treatment in order to improve the diagnosis, among students on university campuses. PMID:18373852

Physical activity breaks and facilities in US secondary schools

PubMed Central

Hood, Nancy E.; Colabianchi, Natalie; Terry-McElrath, Yvonne M.; O’Malley, Patrick M.; Johnston, Lloyd D.

2014-01-01

BACKGROUND Research on physical activity breaks and facilities (indoor and outdoor) in secondary schools is relatively limited. METHODS School administrators and students in nationally representative samples of 8th (middle school) and 10th/12th grade (high school) students were surveyed annually from 2008-09 through 2011-12. School administrators reported information about physical activity breaks and facilities. Students self-reported height, weight, and physical activity. RESULTS The prevalence of physical activity breaks and indoor and outdoor facilities (dichotomized by median split) differed significantly by region of the country, school size, student race/ethnicity, and school socioeconomic status (SES). Breaks were associated with lower odds of overweight (adjusted odds ratio (AOR) = 0.91, 95% confidence interval (CI): 0.83-1.00) and obesity (AOR = 0.86, 95% CI: 0.75-0.99) among middle school students. Among low-SES middle school students and schools, higher indoor facilities were associated with lower rates of overweight and obesity. Among high school students, higher indoor and outdoor facilities were associated with 19%-42% higher odds of moderate-to-vigorous physical activity. CONCLUSIONS Physical activity breaks and school facilities may help to address high rates of overweight/obesity and low physical activity levels among secondary students, especially lower-SES students. Students in all schools should have equal access to these resources. PMID:25274169

The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.

ERIC Educational Resources Information Center

Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…

The Columbia SuicideScreen: Validity and Reliability of a Screen for Youth Suicide and Depression.

ERIC Educational Resources Information Center

Shaffer, David; Scott, Michelle; Wilcox, Holly; MasLow, Carey; Hicks, Roger; Lucas, Christopher P.; Garfinkel, Robin; Greenwald, Steven

2004-01-01

Objective: This study reports on the psychometric properties of a brief, self-administered screening questionnaire, the Columbia SuicideScreen[R] (CSS), intended to identify high school students at risk for suicide. Method: Seventeen hundred twenty-nine 9th- to 12th-grade students completed the CSS and Beck Depression Inventory during school hours…

Creating Rich Portraits: A Mixed-Methods Approach to Understanding Profiles of Intrinsic and Extrinsic Motivations

ERIC Educational Resources Information Center

Corpus, Jennifer Henderlong; Wormington, Stephanie V.; Haimovitz, Kyla

2016-01-01

A person-centered, mixed-methods approach (self-report surveys, semistructured interviews, school records) was used to characterize and evaluate profiles of intrinsic and extrinsic motivations among 243 third- through eighth-grade students. Cluster analysis suggested four distinct profiles: high quantity (high intrinsic, high extrinsic), primarily…

Determination of Self-Efficacy Beliefs of High School Students towards Math Literacy

ERIC Educational Resources Information Center

Ozgen, Kemal; Bindaka, Recep

2011-01-01

The purpose of this study is to determine the high school students' self-efficacy beliefs about math literacy, and examine this beliefs in terms of some variables. The research was conducted on 712 high school students. A questionnaire and Math Literacy Self-Efficacy Scale were used for data collection. The data were analyzed in terms of t-test,…

The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

ERIC Educational Resources Information Center

van Daal, Tine; Donche, Vincent; De Maeyer, Sven

2014-01-01

This study examines the influence of personality traits, goal orientation and self-efficacy on high school teachers' participation in learning activities in the workplace (i.e. experimentation, informal interaction with colleagues, self-regulation and avoidance behaviour). A convenience sample of 95 teachers from six high schools in Flanders…

Impact of sexual harassment victimization by peers on subsequent adolescent victimization and adjustment: a longitudinal study.

PubMed

Chiodo, Debbie; Wolfe, David A; Crooks, Claire; Hughes, Ray; Jaffe, Peter

2009-09-01

To examine gender differences in prevalence and types of sexual harassment victimization experienced in grade 9 and how it contributes to relationship victimization and psychological adjustment 2.5 years later. A total of 1734 students from 23 schools completed self-report surveys at entry to grade 9 and end of grade 11. Self-report data were collected on victimization experiences (sexual harassment, physical dating violence, peer violence, and relational victimization) and adjustment (emotional distress, problem substance use, self-harm, suicidal thoughts, maladaptive dieting, feeling unsafe at school, and perpetration of violent delinquency). Separate analyses by sex were prespecified. Sexual harassment victimization was common among boys (42.4%) and girls (44.1%) in grade 9, with girls reporting more sexual jokes, comments, and unwanted touch than among boys, and with boys reporting more homosexual slurs or receiving unwanted sexual content. For girls, sexual harassment victimization in grade 9 was associated with elevated risk of self-harm, suicidal thoughts, maladaptive dieting, early dating, substance use, and feeling unsafe at school. A similar pattern of risk was found for boys, with the exception of dieting and self-harm behaviors. Adjusted odds ratios (AOR) indicated these students were significantly more likely than nonharassed students to report victimization by peers and dating partners 2.5 years later (AOR for boys and girls, respectively; all p < .01), including sexual harassment (AOR: 2.45; 2.9), physical dating violence (AOR: 2.02; 3.73), and physical peer violence (AOR: 2.75; 2.79). Gr 9 sexual harassment also contributed significantly to emotional distress (AOR: 2.09; 2.24), problem substance use (AOR: 1.79; 2.04), and violent delinquency perpetration (AOR: 2.1; 3.34) 2.5 years later (boys and girls, respectively; all p < .01). Sexual harassment at the beginning of high school is a strong predictor of future victimization by peers and dating partners for both girls and boys, and warrants greater prevention and intervention efforts.

Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement.

PubMed

Cleary, Timothy J; Velardi, Brittany; Schnaidman, Bracha

2017-10-01

The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Predictors and consequences of prescription drug misuse during middle school.

PubMed

Tucker, Joan S; Ewing, Brett A; Miles, Jeremy N V; Shih, Regina A; Pedersen, Eric R; D'Amico, Elizabeth J

2015-11-01

Non-medical prescription drug use (NMPDU) is a growing public health problem among adolescents. This is the first study to examine the correlates of early NMPDU initiation during middle school, and how early initiation is associated with four domains of functioning in high school (mental health, social, academic, and delinquency). Students initially in 6th-8th grades from 16 middle schools completed in-school surveys between 2008 and 2011 (Waves 1-5), and a web-based survey in 2013-2014 (Wave 6). We used discrete time survival analysis to assess predictors of initiation from Waves 1 to 5 based on students who provided NMPDU information at any of these waves (n=12,904), and regression analysis to examine high school outcomes associated with initiation based on a sample that was followed into high school, Wave 6 (n=2539). Low resistance self-efficacy, family substance use, low parental respect, and offers of other substances from peers were consistently associated with NMPDU initiation throughout middle school. Further, perceiving that more of one's peers engaged in other substance use was associated with initiation at Wave 1 only. By high school, those students who initiated NMPDU during middle school reported lower social functioning, and more suspensions and fighting, compared to students who did not initiate NMPDU during middle school. NMPDU initiation during middle school is associated with poorer social functioning and greater delinquency in high school. It is important for middle school prevention programs to address NMPDU. Such programs should focus on both family and peer influences, as well as strengthening resistance self-efficacy. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Self-Reported Frequency and Perceived Severity of Being Bullied among Elementary School Students

ERIC Educational Resources Information Center

Chen, Li-Ming

2015-01-01

Background: This study reports students' perspectives on the frequency and perceived severity of being bullied. Methods: A sample of 1816 elementary school students completed self-report surveys of perceived severity and frequency of being bullied. A Rasch technique aligned different victimized behaviors on interval logit scales. A 4-fold schema…

Child Allergic Symptoms and Well-Being at School: Findings from ALSPAC, a UK Cohort Study

PubMed Central

Teyhan, Alison; Galobardes, Bruna; Henderson, John

2015-01-01

Background Eczema and asthma are common conditions in childhood that can influence children’s mental health. Despite this, little is known about how these conditions affect the well-being of children in school. This study examines whether symptoms of eczema or asthma are associated with poorer social and mental well-being in school as reported by children and their teachers at age 8 years. Methods Participants were from the Avon Longitudinal Study of Parents and Children. Measures of child well-being in school were child-reported (n = 6626) and teacher reported (n = 4366): children reported on their enjoyment of school and relationships with peers via a self-complete questionnaire; teachers reported child mental well-being using the Strengths and Difficulties Questionnaire [binary outcomes were high ‘internalizing’ (anxious/depressive) and ‘externalizing’ (oppositional/hyperactive) problems (high was >90th percentile)]. Child rash and wheeze status were maternally reported and symptoms categorised as: ‘none’; ‘early onset transient’ (infancy/preschool only); ‘persistent’ (infancy/preschool and at school age); and ‘late onset’ (school age only). Results Children with persistent (OR 1.29, 95% CI 1.02 to 1.63) and late onset (OR 1.48, 95% CI 1.02 to 2.14) rash were more likely to report being bullied, and children with persistent wheeze to feel left out (OR 1.42, 95% CI 1.10 to 1.84). Late onset rash was associated with high teacher-reported internalising behaviours (OR 1.61, 95% CI 1.02 to 2.54), and persistent rash with high externalising behaviours (OR 1.37, 95% CI 1.02 to 1.84). Child sleep and maternal mental health explained some of the associations with teacher-reported mental well-being. Conclusion Symptoms of eczema or asthma can adversely affect a child’s social and mental well-being at primary school. This suggests interventions, such as additional support or education of peers, should begin at early stages in schooling. PMID:26266935

Child Allergic Symptoms and Well-Being at School: Findings from ALSPAC, a UK Cohort Study.

PubMed

Teyhan, Alison; Galobardes, Bruna; Henderson, John

2015-01-01

Eczema and asthma are common conditions in childhood that can influence children's mental health. Despite this, little is known about how these conditions affect the well-being of children in school. This study examines whether symptoms of eczema or asthma are associated with poorer social and mental well-being in school as reported by children and their teachers at age 8 years. Participants were from the Avon Longitudinal Study of Parents and Children. Measures of child well-being in school were child-reported (n = 6626) and teacher reported (n = 4366): children reported on their enjoyment of school and relationships with peers via a self-complete questionnaire; teachers reported child mental well-being using the Strengths and Difficulties Questionnaire [binary outcomes were high 'internalizing' (anxious/depressive) and 'externalizing' (oppositional/hyperactive) problems (high was >90th percentile)]. Child rash and wheeze status were maternally reported and symptoms categorised as: 'none'; 'early onset transient' (infancy/preschool only); 'persistent' (infancy/preschool and at school age); and 'late onset' (school age only). Children with persistent (OR 1.29, 95% CI 1.02 to 1.63) and late onset (OR 1.48, 95% CI 1.02 to 2.14) rash were more likely to report being bullied, and children with persistent wheeze to feel left out (OR 1.42, 95% CI 1.10 to 1.84). Late onset rash was associated with high teacher-reported internalising behaviours (OR 1.61, 95% CI 1.02 to 2.54), and persistent rash with high externalising behaviours (OR 1.37, 95% CI 1.02 to 1.84). Child sleep and maternal mental health explained some of the associations with teacher-reported mental well-being. Symptoms of eczema or asthma can adversely affect a child's social and mental well-being at primary school. This suggests interventions, such as additional support or education of peers, should begin at early stages in schooling.

The Relationship Between Reported Health and Involvement in Bully/ Victim Problems among Male and Female Secondary Schoolchildren.

PubMed

Rigby, K

1998-10-01

The relationship between involvement in bully/victim problems at school and the reported health of adolescents was investigated using questionnaires completed anonymously by 819 Australian schoolchildren attending coeducational high school. From self-reports of their relations with peers at school, respondents were categorized as victims, bullies, bully-victims and 'others'. The students also completed a measure of mental health, the General Health Questionnaire, and answered questions to assess their frequency of physical complaints and perceived consequences of adverse treatment by peers at school. In general, peer- victimized girls reported a higher incidence of emotional distress and more perceived adverse health effects. Compared with 'others' , victims of both sexes indicated significantly worse mental and physical health. Among boys only, bullies consistently reported poorer health. Explanations for health effects and reported gender differences are discussed in relation to the consequences of stress engendered by peer victimization at school as well as suggested differences in the nature and implications of bullying behaviours employed by boys and girls.

The Relationship between Teacher Stress and Burnout in Hong Kong: Positive Humour and Gender as Moderators

ERIC Educational Resources Information Center

Ho, Sammy K.

2017-01-01

In this study, we report on the relationship between positive humour and burnout among 379 secondary school teachers in Hong Kong, and explore whether the relationship varies according to gender. The moderating effects of both affiliative and self-enhancing humour on each burnout component were then examined. High affiliative and self-enhancing…

Gender Invariance in the Impacts of Pre-College Scholastic Factors and Self-Regulated Learning Variables on the Academic Attainment of Undergraduate Students.

ERIC Educational Resources Information Center

Ruban, Lilia; McCoach, D. Betsy; Reis, Sally M.

The aim of this study was to report the development and testing of a model explaining gender differences in the interrelationships among aptitude measures, high school mathematics and science preparation, college academic level, motivational and self-regulatory variables, and grade point average using structural equation modeling and multiple…

Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children with ADHD: A National Survey

ERIC Educational Resources Information Center

Hart, Katie C.; Fabiano, Gregory A.; Evans, Steven W.; Manos, Michael J.; Hannah, Jane N.; Vujnovic, Rebecca K.

2017-01-01

This study examined elementary and middle school teachers' self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools.…

Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students with Severe Cognitive Disability

ERIC Educational Resources Information Center

Kurth, Jennifer A.; Born, Kiara; Love, Hailey

2016-01-01

This study investigated educational experiences for students with significant cognitive disability (SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers across five high schools and four school districts participated. A time-sampling method was used to describe the ecological, teacher, and student behaviors of…

Perceptions of High School Principals on the Effectiveness of the WASC Self-Study Process in Bringing about School Improvement

ERIC Educational Resources Information Center

Rosa, Victor M.

2013-01-01

Purpose: The purpose of this study was to determine the extent to which California public high school principals perceive the WASC Self-Study Process as a valuable tool for bringing about school improvement. The study specifically examines the principals' perceptions of five components within the Self-Study Process: (1) The creation of the…

Do Socio-Motivational Relationships Predict Achievement Motivation in Adolescents with High and Low School Self-Concepts?

ERIC Educational Resources Information Center

Bakadorova, Olga; Raufelder, Diana

2016-01-01

Considering the essential role that socio-motivational relationships at school play with respect to achievement motivation, this study examined the differences between students with a low school self-concept and students with a high school self-concept in a large sample of 7th and 8th grade students (N= 1088; M[subscript Age]= 13.7) in secondary…

Self-Reported Frequency and Perceived Severity of Being Bullied Among Elementary School Students.

PubMed

Chen, Li-Ming

2015-09-01

This study reports students' perspectives on the frequency and perceived severity of being bullied. A sample of 1816 elementary school students completed self-report surveys of perceived severity and frequency of being bullied. A Rasch technique aligned different victimized behaviors on interval logit scales. A 4-fold schema was used to identify the intersection between the perceived severity and frequency of being bullied. There was not a statistically significant correlation between the 2 measures (r = .02). Behaviors that included being hit and kicked, being cursed at, being ostracized, being threatened, being shoved or tripped, having one's friendship ruined, and being spoken ill of in public were perceived as severe and frequent bullying experiences. While boys reported more frequent experiences of being bullied, girls perceived bullying to have greater severity. Self-reported frequency does not necessarily correspond to the perceived severity of school bullying, a finding with implications for prevention and intervention initiatives designed or carried out by researchers and school psychologists. © 2015, American School Health Association.

The association between higher body mass index and poor school performance in high school students.

PubMed

Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V

2016-12-01

This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.

Peer Victimization, Depression, and Suicidiality in Adolescents

ERIC Educational Resources Information Center

Klomek, Anat Brunstein; Marrocco, Frank; Kleinman, Marjorie; Schonfeld, Irvin Sam; Gould, Madelyn S.

2008-01-01

The association between specific types of peer victimization with depression, suicidal ideation, and suicide attempts among adolescents was examined. A self-report survey was completed by 2,342 high-school students. Regression analyses indicated that frequent exposure to all types of peer victimization was related to high risk of depression,…

Typology of Self-Concept of Adolescents in France: A Comparison of Gifted and Nongifted French High School Students

ERIC Educational Resources Information Center

Villatte, Aude; Courtinat-Camps, Amélie; de Léonardis, Myriam

2014-01-01

This study sought comprehension of several specifics concerning the self-concept of gifted high school students in France. Eighty-four gifted high school students (IQ = 130) between the ages of 13 and 18 were matched with 84 nongifted high school students possessing the same gender, family background, and academic characteristics. Each of these…

Color temperature’s impact on task performance and brainwaves of school-age children

PubMed Central

Park, YunHee

2015-01-01

[Purpose] This study investigated color temperature’s impact on task performance. It presents a scientific analysis of brainwave and task performance time changes, and the results of a self-report type survey. [Subjects] Twenty-four elementary school fifth-grade boys and girls with no visual problems participated in the experiment. [Methods] Physiological reaction times of task performance were measured in a laboratory that could fix and maintain color temperature. Brainwave changes and the task performance times were measured, and a self-report questionnaire was conducted in order to measure of emotional reactions. [Results] Regarding the brainwave changes associated with color temperature, alpha waves were emitted in the O2 area when puzzle tasks were illuminated by orange light and low and high beta waves were emitted in the F3 area under white light. Five items (Brilliant, Soft, Lively, Relaxed, Open) were reported predominantly in responses to orange light in the self-report questionnaire. [Conclusion] The results of this study show that relaxation and stability are not assured when the color temperature is low, and that concentration and cognitive activity are not necessarily easier when the color temperature is high. The color temperature change when performing tasks promoted emotional factors more than brainwave, a biological change. PMID:26644662

Color temperature's impact on task performance and brainwaves of school-age children.

PubMed

Park, YunHee

2015-10-01

[Purpose] This study investigated color temperature's impact on task performance. It presents a scientific analysis of brainwave and task performance time changes, and the results of a self-report type survey. [Subjects] Twenty-four elementary school fifth-grade boys and girls with no visual problems participated in the experiment. [Methods] Physiological reaction times of task performance were measured in a laboratory that could fix and maintain color temperature. Brainwave changes and the task performance times were measured, and a self-report questionnaire was conducted in order to measure of emotional reactions. [Results] Regarding the brainwave changes associated with color temperature, alpha waves were emitted in the O2 area when puzzle tasks were illuminated by orange light and low and high beta waves were emitted in the F3 area under white light. Five items (Brilliant, Soft, Lively, Relaxed, Open) were reported predominantly in responses to orange light in the self-report questionnaire. [Conclusion] The results of this study show that relaxation and stability are not assured when the color temperature is low, and that concentration and cognitive activity are not necessarily easier when the color temperature is high. The color temperature change when performing tasks promoted emotional factors more than brainwave, a biological change.

Evidence for a relationship between child maltreatment and absenteeism among high-school students in Sweden.

PubMed

Hagborg, Johan Melander; Berglund, Kristina; Fahlke, Claudia

2018-01-01

School absenteeism is a potent predictor of academic failure. Maltreated adolescents have been found to be more absent from school compared to their peers. However, it is scarcely studied in what degree a general population of students with high levels of school absenteeism has been exposed to child maltreatment. Furthermore, it is not known if maltreated school-absentees have specific characteristics compared to not-maltreated absentees. In this article, the first objective was to present and compare the prevalence of six types of child maltreatment in a general population of high school students reporting no, moderate or excessive absenteeism. The second objective was to compare maltreated and not-maltreated students who report absenteeism in respect to mental health, perceived school environment and peer victimization in school. Data from 667 girls and 649 boys (mean age 14.3) was used from the longitudinal multidisciplinary research program LoRDIA (Longitudinal Research on Development In Adolescence). Data was collected via self-report questionnaires in classroom settings. All six types of child maltreatment were overrepresented among absentees. Roughly 25% of absentees reported one subtype of maltreatment (16% in the total population) and a mean of 22% of absentees reported two or more types of maltreatment (11% in the total population). Maltreated absentees reported more mental health problems, personal harassment and worse relationship with their teachers than not-maltreated absentees. There might be specific correlates of school absenteeism among maltreated adolescents and professionals involved in preventing school-absenteeism should be made aware of the relationship between maltreatment and absenteeism. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Stronger vection in junior high school children than in adults.

PubMed

Shirai, Nobu; Imura, Tomoko; Tamura, Rio; Seno, Takeharu

2014-01-01

Previous studies have shown that even elementary school-aged children (7 and 11 years old) experience visually induced perception of illusory self-motion (vection) (Lepecq et al., 1995, Perception, 24, 435-449) and that children of a similar age (mean age = 9.2 years) experience more rapid and stronger vection than do adults (Shirai et al., 2012, Perception, 41, 1399-1402). These findings imply that although elementary school-aged children experience vection, this ability is subject to further development. To examine the subsequent development of vection, we compared junior high school students' (N = 11, mean age = 14.4 years) and adults' (N = 10, mean age = 22.2 years) experiences of vection. Junior high school students reported significantly stronger vection than did adults, suggesting that the perceptual experience of junior high school students differs from that of adults with regard to vection and that this ability undergoes gradual changes over a relatively long period of development.

Consistency of Self-Reported Concussion History in Adolescent Athletes

PubMed Central

Iverson, Grant L.; Silverberg, Noah D.; Mannix, Rebekah; Zafonte, Ross; Maxwell, Bruce; Berkner, Paul D.

2017-01-01

Abstract Relying on self-reported concussion injury history is common in both clinical care and research. However, young athletes may not provide consistent medical information. To date, little is known about the reliability of self-reported concussion history in high school students. This study examined whether student athletes reported their lifetime history of concussions consistently over time. Self-reported concussion history was examined in 4792 student athletes (ages 13–18) from Maine who completed a preseason health survey on two occasions (median re-test interval = 23.7 months; standard deviation = 7.3; interquartile range = 12.4–24.5). Consistency of self-reported concussion history was determined by differences in the number of concussions reported during the second survey. Inconsistent concussion history was defined primarily by a decrease in the number of lifetime concussions reported at the second testing, compared with at the first testing. The majority of the sample (80.3%) reported no change in the number of concussions between the two baseline assessments. A minority (15.9%; n = 763) reported more concussions during the second assessment. Only 3.8% (n = 181) of student athletes provided inconsistent concussion histories, defined as fewer concussions at the second assessment. Boys provided inconsistent concussion histories a little more frequently, compared with girls (5.3% and 2.0%, respectively; p < 0.001). Similarly, athletes with self-reported attention-deficit hyperactivity disorder (ADHD) provided inconsistent concussion histories somewhat more frequently, compared with those without ADHD (7.8% and 3.5%, respectively; p < 0.001). Of the athletes with inconsistent concussion histories, greater degree of inconsistency was associated with a greater number of concussions initially reported at baseline (rs = 0.54; p < 0.001). Only a small proportion of student athletes provided inconsistent concussion histories. Male gender, ADHD, and greater number of baseline concussions were significantly associated with inconsistency in reporting. Overall, these findings suggest that student athletes are quite consistent when reporting their concussion history when surveyed twice during high school. PMID:27349296

Consistency of Self-Reported Concussion History in Adolescent Athletes.

PubMed

Wojtowicz, Magdalena; Iverson, Grant L; Silverberg, Noah D; Mannix, Rebekah; Zafonte, Ross; Maxwell, Bruce; Berkner, Paul D

2017-01-15

Relying on self-reported concussion injury history is common in both clinical care and research. However, young athletes may not provide consistent medical information. To date, little is known about the reliability of self-reported concussion history in high school students. This study examined whether student athletes reported their lifetime history of concussions consistently over time. Self-reported concussion history was examined in 4792 student athletes (ages 13-18) from Maine who completed a preseason health survey on two occasions (median re-test interval = 23.7 months; standard deviation = 7.3; interquartile range = 12.4-24.5). Consistency of self-reported concussion history was determined by differences in the number of concussions reported during the second survey. Inconsistent concussion history was defined primarily by a decrease in the number of lifetime concussions reported at the second testing, compared with at the first testing. The majority of the sample (80.3%) reported no change in the number of concussions between the two baseline assessments. A minority (15.9%; n = 763) reported more concussions during the second assessment. Only 3.8% (n = 181) of student athletes provided inconsistent concussion histories, defined as fewer concussions at the second assessment. Boys provided inconsistent concussion histories a little more frequently, compared with girls (5.3% and 2.0%, respectively; p < 0.001). Similarly, athletes with self-reported attention-deficit hyperactivity disorder (ADHD) provided inconsistent concussion histories somewhat more frequently, compared with those without ADHD (7.8% and 3.5%, respectively; p < 0.001). Of the athletes with inconsistent concussion histories, greater degree of inconsistency was associated with a greater number of concussions initially reported at baseline (r s  = 0.54; p < 0.001). Only a small proportion of student athletes provided inconsistent concussion histories. Male gender, ADHD, and greater number of baseline concussions were significantly associated with inconsistency in reporting. Overall, these findings suggest that student athletes are quite consistent when reporting their concussion history when surveyed twice during high school.

Two ecological models of academic achievement among diverse students with and without disabilities in transition.

PubMed

Williams, Terrinieka T; McMahon, Susan D; Keys, Christopher B

2014-01-01

School experiences can have positive effects on student academic achievement, yet less is known about intermediary processes that contribute to these positive effects. We examined pathways between school experiences and academic achievement among 117 low-income urban students of color, many with disabilities, who transitioned to other schools following a school closure. Using structural equation modeling, we tested two ecological models that examined the relationships among self-reported school experiences, school support, academic self-efficacy, and school-reported academic achievement. The model in which the relationship between school experiences and academic achievement is mediated by both school support and academic self-efficacy, and that takes previous academic achievement into account, was an excellent fit with the data. The roles of contextual and individual factors as they relate to academic achievement, and the implications of these findings, are discussed.

Community-Based Collaboration with High School Theater Students as Standardized Patients

PubMed Central

Marks, Alla

2007-01-01

Objectives To describe a collaborative undertaking between a private school of pharmacy (Bernard J. Dunn School of Pharmacy) and a public high school (John Handley High School) in the development, and implementation of a partnership utilizing high school theater students as standardized patients. Methods High school theater students were trained to portray patients within the Standardized Patient Assessment Laboratory. The patient encounters were videotaped and evaluated by both peer and faculty members. Quantitative and qualitative analyses of semi-structured interviews, focus groups, post-encounter surveys of students and faculty members, and encounter grades were used to evaluate the outcomes. Results Pharmacy students exhibited competence in clinical assessment skills as evidenced by high encounter grades (91.5% ± 6.8%) and 100% positive faculty feedback. The high school theater students self-reported that their improvisational skills improved through learning patient conditions and behaviors. Both schools met their mission statement and accreditation goals, including increased collaboration with the community. Conclusion This model for collaboration between a school of pharmacy and a high school using adolescents as simulated patients was successful in creating a beneficial learning experience for both the theater and pharmacy students. PMID:17533438

Impact of Virtual Learning Environment (VLE): A Technological Approach to Genetics Teaching on High School Students' Content Knowledge, Self-Efficacy and Career Goal Aspirations

ERIC Educational Resources Information Center

Kandi, Kamala M.

2013-01-01

This study examines the effect of a technology-based instructional tool "Geniverse" on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and…

A cross sectional study between the prevalence of chronic pain and academic pressure in adolescents in China (Shanghai).

PubMed

Zhang, Yongxing; Deng, Guoying; Zhang, Zhiqing; Zhou, Qian; Gao, Xiang; Di, Liqing; Che, Qianzi; Du, Xiaoyu; Cai, Yun; Han, Xuedong; Zhao, Qinghua

2015-08-22

The purpose of this study was to investigate the prevalence of four types of chronic pain (headache, abdominal pain, neck and shoulder pain (NSP), and low back pain (LBP)) and to explore the relationship between the prevalence of chronic pain and self-reported academic pressure in high school students in Shanghai, China. Three thousand students were randomly surveyed on related issues using a questionnaire, and the results were analyzed using a multivariate logistic regression model. Among the 2849 high school students who completed the questionnaire, the overall prevalence rates of headache, abdominal pain, NSP, and LBP were 30.3, 20.9, 32.8, and 41.1%, respectively. The students in general experienced a heavy burden of learning, a high level of stress, and sleep deprivation, which were closely related to the four types of chronic pain. Chronic pain is a common condition in Chinese adolescents and is closely related to self-reported academic pressure.

Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education.

PubMed

Berk, Louis J; Muret-Wagstaff, Sharon L; Goyal, Riya; Joyal, Julie A; Gordon, James A; Faux, Russell; Oriol, Nancy E

2014-09-01

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P < .05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted. Copyright © 2014 The American Physiological Society.

Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education

PubMed Central

Berk, Louis J.; Muret-Wagstaff, Sharon L.; Goyal, Riya; Joyal, Julie A.; Gordon, James A.; Faux, Russell

2014-01-01

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K–12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P < .05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted. PMID:25179609

Underrepresented Minority High School and College Students Report STEM-Pipeline Sustaining Gains After Participating in the Loma Linda University Summer Health Disparities Research Program

PubMed Central

Salto, Lorena M.; Riggs, Matt L.; Delgado De Leon, Daisy; Casiano, Carlos A.; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity. PMID:25250695

Underrepresented minority high school and college students report STEM-pipeline sustaining gains after participating in the Loma Linda University Summer Health Disparities Research Program.

PubMed

Salto, Lorena M; Riggs, Matt L; Delgado De Leon, Daisy; Casiano, Carlos A; De Leon, Marino

2014-01-01

An urgent need exists for graduate and professional schools to establish evidence-based STEM (science, technology, engineering, and math) pipeline programs to increase the diversity of the biomedical workforce. An untapped yet promising pool of willing participants are capable high school students that have a strong STEM interest but may lack the skills and the guided mentoring needed to succeed in competitive STEM fields. This study evaluates and compares the impact of the Loma Linda University (LLU) Summer Health Disparities Research Program on high school (HS) and undergraduate (UG) student participants. The primary focus of our summer research experience (SRE) is to enhance the research self-efficacy of the participants by actively involving them in a research project and by providing the students with personalized mentoring and targeted career development activities, including education on health disparities. The results of our study show that our SRE influenced terminal degree intent and increased participant willingness to incorporate research into future careers for both the HS and the UG groups. The quantitative data shows that both the HS and the UG participants reported large, statistically significant gains in self-assessed research skills and research self-efficacy. Both participant groups identified the hands-on research and the mentor experience as the most valuable aspects of our SRE and reported increased science skills, increased confidence in science ability and increased motivation and affirmation to pursue a science career. The follow-up data indicates that 67% of the HS participants and 90% of the UG participants graduated from college with a STEM degree; for those who enrolled in graduate education, 61% and 43% enrolled in LLU, respectively. We conclude that structured SREs can be highly effective STEM strengthening interventions for both UG and HS students and may be a way to measurably increase institutional and biomedical workforce diversity.

Predicting medical school and internship success: does the quality of the research and clinical experience matter?

PubMed

Paolino, Nathalie D; Artino, Anthony R; Saguil, Aaron; Dong, Ting; Durning, Steven J; DeZee, Kent J

2015-04-01

This article explores specific aspects of self-reported clinical and research experience and their relationship to performance in medical training. This is a retrospective cohort study conducted at the Uniformed Services University. The American Medical College Application Service application was used to discern students' self-reported clinical and research experience. Two authors applied a classification scheme for clinical and research experience to the self-reported experiences. Study outcomes included medical school grade point average (GPA), U.S. Medical Licensing Examination (USMLE) scores, and intern expertise and professionalism scores. A linear regression analysis was conducted for each outcome while controlling for prematriculation GPA. Data were retrieved on 1,020 matriculants. There were several statistically significant but small differences across outcomes when comparing the various categories of clinical experience with no clinical experience. The technician-level experience group had a decrease of 0.1 in cumulative GPA in comparison to students without self-reported clinical experience (p = 0.004). This group also performed 5 points lower on the USMLE Step 2 than students who did not report clinical experience (p = 0.013). The various levels of self-reported research experience were unrelated to success in medical school and graduate medical education. These findings indicate that self-reported technician-level clinical experience is related to a small reduction in typically reported outcomes in medical school. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Domain-Specific Self-Reported and Objectively Measured Physical Activity in Children.

PubMed

Sprengeler, Ole; Wirsik, Norman; Hebestreit, Antje; Herrmann, Diana; Ahrens, Wolfgang

2017-03-01

Little is known about the extent that different domains contribute to total sedentary (SED), light (LPA) and moderate-to-vigorous physical activity (MVPA). We aimed to identify domain-specific physical activity (PA) patterns in school-aged children who were assessed by questionnaire and accelerometry. For the study, 298 German school children and adolescents aged 6-17 years wore an accelerometer for one week and completed a PA recall-questionnaire for the same period. Spearman coefficients (r) were used to evaluate the agreement between self-reported and objectively measured PA in five domains (transport, school hours, physical education, leisure-time, organized sports activities). School hours mainly contributed to the total objectively measured SED, LPA and MVPA (55%, 53% and 46%, respectively), whilst sports activities contributed only 24% to total MVPA. Compared to accelerometry, the proportion of self-reported LPA and MVPA during school hours was substantially underestimated but overestimated during leisure-time. The agreement of self-reported and objectively measured PA was low for total LPA (r = 0.09, 95% CI (confidence interval): -0.03-0.20) and total MVPA (r = 0.21, 95% CI: 0.10-0.32), while moderate agreement was only found for total SED (r = 0.44, 95% CI: 0.34-0.53), LPA during transport (r = 0.59; 95% CI: 0.49-0.67) and MVPA during organized sports activities (r = 0.54; 95% CI: 0.38-0.67). Since school hours mainly contribute to total SED, LPA and MVPA and self-reported LPA and MVPA during school were importantly underestimated compared to objectively measured LPA and MVPA, the application of objective measurements is compulsory to characterize the entire activity pattern of school-aged children.

Domain-Specific Self-Reported and Objectively Measured Physical Activity in Children

PubMed Central

Sprengeler, Ole; Wirsik, Norman; Hebestreit, Antje; Herrmann, Diana; Ahrens, Wolfgang

2017-01-01

Little is known about the extent that different domains contribute to total sedentary (SED), light (LPA) and moderate-to-vigorous physical activity (MVPA). We aimed to identify domain-specific physical activity (PA) patterns in school-aged children who were assessed by questionnaire and accelerometry. For the study, 298 German school children and adolescents aged 6–17 years wore an accelerometer for one week and completed a PA recall-questionnaire for the same period. Spearman coefficients (r) were used to evaluate the agreement between self-reported and objectively measured PA in five domains (transport, school hours, physical education, leisure-time, organized sports activities). School hours mainly contributed to the total objectively measured SED, LPA and MVPA (55%, 53% and 46%, respectively), whilst sports activities contributed only 24% to total MVPA. Compared to accelerometry, the proportion of self-reported LPA and MVPA during school hours was substantially underestimated but overestimated during leisure-time. The agreement of self-reported and objectively measured PA was low for total LPA (r = 0.09, 95% CI (confidence interval): −0.03–0.20) and total MVPA (r = 0.21, 95% CI: 0.10–0.32), while moderate agreement was only found for total SED (r = 0.44, 95% CI: 0.34–0.53), LPA during transport (r = 0.59; 95% CI: 0.49–0.67) and MVPA during organized sports activities (r = 0.54; 95% CI: 0.38–0.67). Since school hours mainly contribute to total SED, LPA and MVPA and self-reported LPA and MVPA during school were importantly underestimated compared to objectively measured LPA and MVPA, the application of objective measurements is compulsory to characterize the entire activity pattern of school-aged children. PMID:28257046

Promoting booster seat use for young children: A school-based intervention pilot study

PubMed Central

Mundle, Kim; Cramm, Camille F.; Williams, Devon P.

2017-01-01

Abstract Purpose: Misuse and/or lack of booster seat use are often associated with high rates of injury and death among school-aged children. This pilot study examined the efficacy and the potential effectiveness of a booster seat intervention in the classroom. Methods: Two elementary schools participated (randomly assigned as one intervention school and one control school). At the intervention school, a certified car seat specialist and a police officer held an interactive booster seat session. The height and age for each child were recorded. Children received a certificate indicating whether they met the requirements for booster seat use and a postcard with car seat restraint specifications. Children in the control school received a brochure on car seat safety. Pre- and post-intervention self-reports were collected and booster seat use was observed. Results: Observational findings showed a decline in booster seat use at the control school and an increase in use at the intervention school. Self-reports of booster seat use indicated a decline at both schools; however, cell sizes were too small to permit statistical analyses. Conclusion: Anecdotally researchers found the sessions were easy to conduct and were well received by the children and could be easily integrated into programming in schools. Classroom sessions may have the potential to positively influence booster seat use among 6- to 8-year-olds. PMID:29479188

Discordant Reporting of Nonmedical Opioid Use in a Nationally Representative Sample of US High School Seniors

PubMed Central

Palamar, Joseph J.; Shearston, Jenni A.; Cleland, Charles M.

2016-01-01

Background Nonmedical opioid use has become a major public health concern due to increases in treatment admissions, overdoses, and deaths. Use has also been linked to heroin initiation. Reliable data on nonmedical opioid use is needed to continue to inform prevention. Objective To determine the prevalence and correlates of discordant self-reports of nonmedical use of opioids in a national sample. Methods Utilizing a nationally representative sample of 31,149 American high school seniors in the Monitoring the Future study (2009–2013), discordant responses between self-reported 12-month nonmedical opioid use and self-reported 12-month nonmedical Vicodin and OxyContin use (reporting Vicodin/OxyContin use, but not reporting “opioid” use) were assessed. We also determined characteristics of students who were most likely to provide a discordant response. Results 37.1% of those reporting nonmedical Vicodin use and 28.2% of those reporting nonmedical OxyContin use did not report overall nonmedical opioid use. Prevalence of nonmedical opioid use (8.3%) would increase when factoring in Vicodin, OxyContin, or both, by 2.8%, 1.3%, and 3.3%, respectively. Females were more likely to provide a discordant response for Vicodin and highly religious students were more likely to provide a discordant response regarding OxyContin use. Those who reported cocaine or nonmedical tranquilizer use were at consistently low odds for discordant responses. Nonmedical amphetamine users were at low odds for providing a discordant Vicodin response. Conclusion Prevalence of nonmedical opioid use may be underreported on some surveys, particularly among specific subpopulations. Further research on the affect of question order and skip-patterns (e.g., “gate” questions) is needed. PMID:27315427

Discordant reporting of nonmedical opioid use in a nationally representative sample of US high school seniors.

PubMed

Palamar, Joseph J; Shearston, Jenni A; Cleland, Charles M

2016-09-01

Nonmedical opioid use has become a major public health concern due to increases in treatment admissions, overdoses, and deaths. Use has also been linked to heroin initiation. Reliable data on nonmedical opioid use are needed to continue to inform prevention. To determine the prevalence and correlates of discordant self-report of nonmedical use of opioids in a national sample. Utilizing a nationally representative sample of 31,149 American high school seniors in the Monitoring the Future study (2009-2013), discordant responses between self-reported 12-month nonmedical opioid use and self-reported 12-month nonmedical Vicodin and OxyContin use (reporting Vicodin/OxyContin use, but not reporting "opioid" use) were assessed. We also used multivariable logistic regression to determine the characteristics of students who were most likely to provide a discordant response. 37.1% of those reporting nonmedical Vicodin use and 28.2% of those reporting nonmedical OxyContin use did not report overall nonmedical opioid use. Prevalence of nonmedical opioid use (8.3%) would increase when factoring in Vicodin, OxyContin, or both, by 2.8%, 1.3%, and 3.3%, respectively. Females were more likely to provide a discordant response to Vicodin and highly religious students were more likely to provide a discordant response regarding OxyContin use. Those who reported cocaine or nonmedical tranquilizer use were at consistently low odds for discordant responses. Nonmedical amphetamine users were at low odds for providing a discordant Vicodin response. Prevalence of nonmedical opioid use may be underreported on some surveys, particularly among specific subpopulations. Further research on the effect of question order and skip-patterns (e.g., "gate" questions) is needed. Reliable data on nonmedical opioid use are needed to continue to accurately inform prevention.

Self-medication and related health complaints among expatriate high school students in the United Arab Emirates

PubMed Central

Shehnaz, Syed Ilyas; Khan, Nelofer; Sreedharan, Jayadevan; Issa, Khaled Jamal; Arifulla, Mohamed

Background Self-medication, often without adult guidance, has been reported to be a common practice during adolescence. Similar to other preventable health-risk behaviors initiated in early adolescence, it has become a cause for concern universally. Objective This study examines the prevalence of self-medication with both prescribed and non-prescribed (OTC) medications, related health complaints, sources of drugs, and sources of drug recommendation, and gender differences related to self-medication among expatriate high school students in the United Arab Emirates (UAE). Methods A cross-sectional survey was conducted among 324 expatriate students through a validated, self-administered questionnaire and data was analyzed using SPSS 19 version. Means and proportions were calculated and Pearson Chi-square test of significance was used to analyze association among variables. Results Majority of the participating students, almost equally distributed by gender, was aged 16 to 17 years. The period prevalence rate of self-medication with prescribed and OTC medications were 89.2%, which did not vary with age, gender, ethnicity or parents’ educational level. The most common sources of drug and drug recommendation were community pharmacies and parents respectively. Headache and fever were the common self-medicated conditions and consequently, analgesics and antipyretics were most commonly used both in the previous two weeks and the previous year prior to the survey. A high prevalence of self-medication with antibiotics (53%) and sedative/hypnotics (27%) was also observed. A female excess emerged for certain health complaints and use of medicines except for the use of anti-allergic and herbal/homeopathic drugs. Conclusions This is the first study to explore self-medication practices among high school students in UAE and provides baseline data critical in creating awareness about the risks and benefits of self-medication. Health care providers, educators and parents should be actively involved in health education strategies for inculcating responsible self-medication practices in the adolescent population of UAE. PMID:24367461

Parent emotional expressiveness and children's self-regulation: Associations with abused children's school functioning

PubMed Central

Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

2012-01-01

Objective Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results Parents’ expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. PMID:22565040

Parent emotional expressiveness and children's self-regulation: associations with abused children's school functioning.

PubMed

Haskett, Mary E; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

2012-04-01

Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Parents' expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. Copyright © 2012 Elsevier Ltd. All rights reserved.

High School Counselors' Perceived Self-Efficacy and Relationships with Actual and Preferred Job Activities

ERIC Educational Resources Information Center

Jellison, Vickie Dawn

2013-01-01

The purpose of this research was to explore the relationship between School Counselor self-efficacy, role definition and actual and preferred school counseling activities in a sample drawn from a population of school counselors. To measure these variables, the School Counselor Self-Efficacy Scale (SCSE) and the School Counselor Activity Rating…

The role of schools in children and young people's self-harm and suicide: systematic review and meta-ethnography of qualitative research.

PubMed

Evans, Rhiannon; Hurrell, Chloe

2016-05-14

Evidence reports that schools influence children and young people's health behaviours across a range of outcomes. However there remains limited understanding of the mechanisms through which institutional features may structure self-harm and suicide. This paper reports on a systematic review and meta-ethnography of qualitative research exploring how schools influence self-harm and suicide in students. Systematic searches were conducted of nineteen databases from inception to June 2015. English language, primary research studies, utilising any qualitative research design to report on the influence of primary or secondary educational settings (or international equivalents) on children and young people's self-harm and suicide were included. Two reviewers independently appraised studies against the inclusion criteria, assessed quality, and abstracted data. Data synthesis was conducted in adherence with Noblit and Hare's meta-ethnographic approach. Of 6744 unique articles identified, six articles reporting on five studies were included in the meta-ethnography. Five meta-themes emerged from the studies. First, self-harm is often rendered invisible within educational settings, meaning it is not prioritised within the curriculum despite students' expressed need. Second, where self-harm transgresses institutional rules it may be treated as 'bad behaviour', meaning adequate support is denied. Third, schools' informal management strategy of escalating incidents of self-harm to external 'experts' serves to contribute to non-help seeking behaviour amongst students who desire confidential support from teachers. Fourth, anxiety and stress associated with school performance may escalate self-harm and suicide. Fifth, bullying within the school context can contribute to self-harm, whilst some young people may engage in these practices as initiation into a social group. Schools may influence children and young people's self-harm, although evidence of their impact on suicide remains limited. Prevention and intervention needs to acknowledge and accommodate these institutional-level factors. Studies included in this review are limited by their lack of conceptual richness, restricting the process of interpretative synthesis. Further qualitative research should focus on the continued development of theoretical and empirical insight into the relationship between institutional features and students' self-harm and suicide.

An Evaluation of Student Self-Esteem in Scarborough Schools. Scarborough's Co-operative Evaluation and Development of School Systems (CEDSS) Project. Internal Evaluation Report No. 8.

ERIC Educational Resources Information Center

Wideman, Marilyn E.

This document contains an internal investigation of students' self-esteem in the Scarborough, Ontario school sytem undertaken because of the emphasis that the school system places on students' self-esteem as a predictor of academic achievement. A chapter on the research plan presents descriptions of the population, sample selection, choice of…

Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem.

PubMed

Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R

2017-03-01

The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age  = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.

Communication as a protective factor: evaluation of a life skills HIV/AIDS prevention program for Mexican elementary-school students.

PubMed

Pick, Susan; Givaudan, Martha; Sirkin, Jenna; Ortega, Isaac

2007-10-01

Literature suggests that communication is a protective factor against high-risk sexual behavior. This study assessed the impact of a fourth-grade communication-centered life skills program on attitudes, norms, self-efficacy, behaviors, and intentions toward communication about difficult subjects. Participants included 1,581 low-income Mexican elementary-school children, divided into experimental and control groups. Teachers were trained to replicate the program as part of the school curriculum over 15 to 20 weeks. Students completed self-report questionnaires before and after the program. Multilevel analyses demonstrated the program's statistically significant positive impact on communication about attitudes, self-efficacy, intentions, and behavior; perception of sociocultural norms regarding communication transformed as a result of the program. Gender significantly predicted differences in communication: with respect to attitudes, self-efficacy, and intentions. The results show that early intervention programs targeting communication about difficult subjects can prevent risky sexual behavior and its consequences (e.g., HIV/AIDS) and influence perception of norms and gender roles.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

PubMed Central

Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure. PMID:28154544

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

PubMed

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.

Parental attachment as a mediator between parental social support and self-esteem as perceived by Korean sports middle and high school athletes.

PubMed

Kang, Sangwook; Jeon, Hyunsoo; Kwon, Sungho; Park, Seungha

2015-02-01

This study examined whether parental attachment mediates the relationship between parental social support and self-esteem in Korean middle and high school athletes. 591 sports athletes attending middle and high schools that specialize in sport volunteered. Parental social support and parental attachment had a significant positive effect on self-esteem; parental attachment had a greater effect on self-esteem. In the structural relationship, direct effects of parental social support on self-esteem were weak, but indirect effects through parental attachment were strong. Therefore, parental attachment complementally mediated the relationship between parental social support and self-esteem. Metric invariance was supported for groups categorized by sex, region, and school level, confirming that the model could be applied to various groups.

Sun Smart Schools Nevada: Increasing Knowledge Among School Children About Ultraviolet Radiation.

PubMed

Kouzes, Emily; Thompson, Christine; Herington, Cari; Helzer, Lily

2017-11-30

Cumulative exposure to ultraviolet radiation (UV) is a risk factor for development of skin cancer. We estimated changes in knowledge, attitudes, and behaviors among Nevada school-age children following implementation of a program to decrease UV exposure. The Nevada Cancer Coalition's Sun Smart Schools pilot program was implemented in 7 Nevada schools during the 2015-2016 school year. The target population was students at participating schools. Participation in the program was voluntary. Students surveyed spanned grades from fourth to tenth. Pre-intervention surveys were conducted at the start of the school year. Post-intervention surveys were conducted at the end of the school year. Changes in knowledge, attitudes, and behaviors were assessed among study participants by using self-reported survey responses. The Sun Smart Schools pilot program was effective in increasing a broad range of knowledge, attitudes, and behaviors about protection from UV among elementary and middle school students. Students in high school reported an increase in the adoption of selected protective behaviors. However, this population also maintained a positive attitude toward the appearance of tanned skin, indicating susceptibility to competing influences. High school students also did not report any evident change in knowledge about sun protection strategies. Parents reported a decrease in knowledge about UV protection but an increase in adoption of certain protective behaviors. Our findings are similar to those of previous studies demonstrating that education about the dangers of UV exposure is most effective in younger age groups. Results were mixed in older age groups.

Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.

ERIC Educational Resources Information Center

Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

2002-01-01

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

Developmental trajectories of physical aggression: prediction of overt and covert antisocial behaviors from self- and mothers' reports

PubMed Central

Di Giunta, Laura; Pastorelli, Concetta; Eisenberg, Nancy; Gerbino, Maria; Castellani, Valeria; Bombi, Anna Silvia

2010-01-01

Physical aggression declines for the majority of children from preschool to elementary school. Although this desistance generally continues during adolescence and early adulthood, a small group of children maintain a high level of physical aggression over time and develop other serious overt and covert antisocial behaviors. Typically, researchers have examined relations of developmental changes in physical aggression to later violence with teachers' or mothers' reports on surveys. Little is known about the degree to which children's self-reported physical aggression predicts later antisocial behavior. The longitudinal study in this article had a staggered, multiple cohort design. Measures of physical aggression were collected through self- and mother reports from age 11–14 years, which were used to construct trajectory groups (attrition was 6 and 14% from age 11–14, respectively, for self- and mother reports). Overt and covert antisocial behaviors were self-reported at age 18–19 years (attrition was 36% from age 11 to 18–19). Four trajectory groups (low stable, 11%; moderate-low declining, 34%; moderate declining, 39%; high stable, 16%) were identified from self-reports, whereas three trajectories (low declining, 33%; moderate declining, 49%; high stable, 18%) were identified from mothers' ratings. We examined the prediction of overt and covert antisocial behaviors in early adulthood from the high stable and the moderate declining trajectories. According to both informants, higher probability of belonging to the high stable group was associated with higher overt and covert antisocial behavior, whereas higher probability of belonging to the moderate declining group was associated with higher covert antisocial behavior. Our results support the value of children's as well as mothers' reports of children's aggression for predicting different types of serious antisocial behavior in adulthood. PMID:20878197

Developmental trajectories of physical aggression: prediction of overt and covert antisocial behaviors from self- and mothers' reports.

PubMed

Di Giunta, Laura; Pastorelli, Concetta; Eisenberg, Nancy; Gerbino, Maria; Castellani, Valeria; Bombi, Anna Silvia

2010-12-01

Physical aggression declines for the majority of children from preschool to elementary school. Although this desistance generally continues during adolescence and early adulthood, a small group of children maintain a high level of physical aggression over time and develop other serious overt and covert antisocial behaviors. Typically, researchers have examined relations of developmental changes in physical aggression to later violence with teachers' or mothers' reports on surveys. Little is known about the degree to which children's self-reported physical aggression predicts later antisocial behavior. The longitudinal study in this article had a staggered, multiple cohort design. Measures of physical aggression were collected through self- and mother reports from age 11-14 years, which were used to construct trajectory groups (attrition was 6 and 14% from age 11-14, respectively, for self- and mother reports). Overt and covert antisocial behaviors were self-reported at age 18-19 years (attrition was 36% from age 11 to 18-19). Four trajectory groups (low stable, 11%; moderate-low declining, 34%; moderate declining, 39%; high stable, 16%) were identified from self-reports, whereas three trajectories (low declining, 33%; moderate declining, 49%; high stable, 18%) were identified from mothers' ratings. We examined the prediction of overt and covert antisocial behaviors in early adulthood from the high stable and the moderate declining trajectories. According to both informants, higher probability of belonging to the high stable group was associated with higher overt and covert antisocial behavior, whereas higher probability of belonging to the moderate declining group was associated with higher covert antisocial behavior. Our results support the value of children's as well as mothers' reports of children's aggression for predicting different types of serious antisocial behavior in adulthood.

Trajectories of Self-Perceived Math Ability, Utility Value and Interest across Middle School as Predictors of High School Math Performance

ERIC Educational Resources Information Center

Petersen, Jennifer Lee; Hyde, Janet Shibley

2017-01-01

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated…

Longitudinal Study Using a Standardized Test Battery as Predictors of Student Outcomes in a Rural County School System.

ERIC Educational Resources Information Center

Twale, Darla J.; Thompson, Mary J.

This longitudinal study focused on predicting student outcomes through multiple test scores and vocational preferences using standardized instruments and self-reports of career plans. A total of 444 students in the class of 1986 were enrolled in either a non-vocational or vocational curriculum at one of 4 high schools in a small, rural,…

A Cross-Cultural Study of Teachers' Beliefs and Strategies on Classroom Behavior Management in Urban American and Korean School Systems

ERIC Educational Resources Information Center

Shin, Sunwoo; Koh, Myung-Sook

2007-01-01

The purpose of this study is to investigate teachers' beliefs on classroom behavior management strategies for students in urban public high schools between teachers in the United States and the Republic of Korea. This study incorporates data collected from teacher self-reported survey questionnaire, which is the Attitudes and Beliefs on Classroom…

An Analysis of the Relationship between High School Students' Self-Efficacy, Metacognitive Strategy Use and Their Academic Motivation for Learn Biology

ERIC Educational Resources Information Center

Aydin, Solmaz

2016-01-01

This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars,…

The Effects of Assertive Training on the Performance Self-Esteem of Adolescent Girls.

ERIC Educational Resources Information Center

Stake, Jayne E.; And Others

1983-01-01

High school teachers and an experienced leader provided assertiveness training for 148 female students in high school business and homemaking classes. Significant changes in performance self-esteem scores were found between pretesting and a three-month folLow-up. Low-self-esteem subjects showed greater increases than high-self-esteem subjects.…

Self-reported and reported injury patterns in contemporary dance students.

PubMed

Baker, Jo; Scott, Daniel; Watkins, Katherine; Keegan-Turcotte, Sheramy; Wyon, Matthew

2010-03-01

Injury is a major concern among dancers, as currently rates are reported as being high. The purpose of the present study was to assess the incidence and details of injuries across an academic year at a full-time contemporary dance school. A questionnaire was distributed to 57 dancers at the end of their first academic year. Reported injury information was also retrieved from a database as collected from a physiotherapist over the same period. Differences were found between the reported and self-reported information, particularly with reference to shin injuries. The majority of injuries occurred in November and May, noted to be close to assessment periods. Injury rates in contemporary dance are high; notably, 89% of dancers reported one or more injuries. This problem is particularly evident in the lower limb. Med Probl Perform Art 2010; 25:10-15.

Pattern of Task Interpretation and Self-Regulated Learning Strategies of High School Students and College Freshmen during an Engineering Design Project

ERIC Educational Resources Information Center

Lawanto, Oenardi; Butler, Deborah; Cartier, Sylvie C.; Santoso, Harry B.; Goodridge, Wade; Lawanto, Kevin N.; Clark, David

2013-01-01

The objective of this exploratory study was to describe patterns in self-regulated learning (SRL) for both high school students and college freshmen while engaged in a design activity. The main research question guiding this study was: How did high school and first-year college students self-regulate their approaches to learning when engaged in an…

Prevalence of HIV testing and counseling and associated factors among secondary school students in Botswana.

PubMed

Bodika, Stephane M; Lekone, Phenyo E; Loeto, Peter; Alwano, Mary G; Zulu, Thekiso C; Kim, Evelyn; Machao, Gape; Voetsch, Andrew C

2016-05-01

The World Health Organization recommends HIV testing and counseling (HTC) for all adolescents living in countries with generalized HIV epidemics. In Botswana, HIV prevalence among adolescents 15-19 years is 3.7% and among pregnant adolescents is 10%. We describe the proportion and characteristics of secondary school students who have accessed HTC. A multistage sample survey was conducted among students in Botswana's public secondary schools in 2010. The survey was self-administered using a personal digital assistant device. The HTC rate was estimated using self-reported history of HIV testing. Of 1,632 participants, 52% were girls, 43% aged below 16 years, and 27% had ever had sexual intercourse. Most (81%) students knew where to get tested for HIV. Overall, 2.2% of students were HIV positive by self-report. The HTC rate was 23% overall, 34% among students who had ever had sexual intercourse, and 45% among students who had sexual intercourse in the past 12 months. Being pregnant or having made someone pregnant and having had sexual intercourse in the past 12 months were associated with having been tested for HIV among students who had ever had sexual intercourse. Overall, the HTC rate was low, and the self- reported HIV prevalence was high among secondary students in Botswana. Most sexually active students have never been tested for HIV. Health communications efforts for adolescents that increase demand for HTC, routine opt-out HIV testing in healthcare facilities, and school-based HIV testing are needed as part of a national HIV prevention strategy.

Salivary cotinine concentration versus self-reported cigarette smoking: Three patterns of inconsistency in adolescence.

PubMed

Kandel, Denise B; Schaffran, Christine; Griesler, Pamela C; Hu, Mei-Chen; Davies, Mark; Benowitz, Neal

2006-08-01

The present study examined the extent and sources of discrepancies between self-reported cigarette smoking and salivary cotinine concentration among adolescents. The data are from household interviews with a cohort of 1,024 adolescents from an urban school system. Histories of tobacco use in the last 7 days and saliva samples were obtained. Logistic regressions identified correlates of three inconsistent patterns: (a) Pattern 1-self-reported nonsmoking among adolescents with cotinine concentration above the 11.4 ng/mg cutpoint (n = 176), (b) Pattern 2-low cotinine concentration (below cutpoint) among adolescents reporting having smoked within the last 3 days (n = 155), and (c) Pattern 3-high cotinine concentration (above cutpoint) among adolescents reporting not having smoked within the last 3 days (n = 869). Rates of inconsistency were high among smokers defined by cotinine levels or self-reports (Pattern 1 = 49.1%; Pattern 2 = 42.0%). Controlling for other covariates, we found that reports of nonsmoking among those with high cotinine (Pattern 1) were associated with younger age, having few friends smoking, little recent exposure to smokers, and being interviewed by the same interviewer as the parent and on the same day. Low cotinine concentration among self-reported smokers (Pattern 2) was negatively associated with older age, being African American, number of cigarettes smoked, depth of inhalation, and exposure to passive smoke but positively associated with less recent smoking and depressive symptoms. High cotinine concentrations among self-reported nonsmokers was positively associated with exposure to passive smoke (Pattern 3). The data are consonant with laboratory findings regarding ethnic differences in nicotine metabolism rate. The inverse relationship of cotinine concentration with depressive symptoms has not previously been reported. Depressed adolescent smokers may take in smaller doses of nicotine than nondepressed smokers; alternatively, depressed adolescents may metabolize nicotine more rapidly.

Cardiopulmonary resuscitation training in high school using avatars in virtual worlds: an international feasibility study.

PubMed

Creutzfeldt, Johan; Hedman, Leif; Heinrichs, LeRoy; Youngblood, Patricia; Felländer-Tsai, Li

2013-01-14

Approximately 300,000 people suffer sudden cardiac arrest (SCA) annually in the United States. Less than 30% of out-of-hospital victims receive cardiopulmonary resuscitation (CPR) despite the American Heart Association training over 12 million laypersons annually to conduct CPR. New engaging learning methods are needed for CPR education, especially in schools. Massively multiplayer virtual worlds (MMVW) offer platforms for serious games that are promising learning methods that take advantage of the computer capabilities of today's youth (ie, the digital native generation). Our main aim was to assess the feasibility of cardiopulmonary resuscitation training in high school students by using avatars in MMVM. We also analyzed experiences, self-efficacy, and concentration in response to training. In this prospective international collaborative study, an e-learning method was used with high school students in Sweden and the United States. A software game platform was modified for use as a serious game to train in emergency medical situations. Using MMVW technology, participants in teams of 3 were engaged in virtual-world scenarios to learn how to treat victims suffering cardiac arrest. Short debriefings were carried out after each scenario. A total of 36 high school students (Sweden, n=12; United States, n=24) participated. Their self-efficacy and concentration (task motivation) were assessed. An exit questionnaire was used to solicit experiences and attitudes toward this type of training. Among the Swedish students, a follow-up was carried out after 6 months. Depending on the distributions, t tests or Mann-Whitney tests were used. Correlation between variables was assessed by using Spearman rank correlation. Regression analyses were used for time-dependent variables. The participants enjoyed the training and reported a self-perceived benefit as a consequence of training. The mean rating for self-efficacy increased from 5.8/7 (SD 0.72) to 6.5/7 (SD 0.57, P<.001). In the Swedish follow-up, it subsequently increased from 5.7/7 (SD 0.56) to 6.3/7 (SD 0.38, P=.006). In the Swedish group, the mean concentration value increased from 52.4/100 (SD 9.8) to 62.7/100 (SD 8.9, P=.05); in the US group, the concentration value increased from 70.8/100 (SD 7.9) to 82.5/100 (SD 4.7, P<.001). We found a significant positive correlation (P<.001) between self-efficacy and concentration scores. Overall, the participants were moderately or highly immersed and the software was easy to use. By using online MMVWs, team training in CPR is feasible and reliable for this international group of high school students (Sweden and United States). A high level of appreciation was reported among these adolescents and their self-efficacy increased significantly. The described training is a novel and interesting way to learn CPR teamwork, and in the future could be combined with psychomotor skills training.

Cardiopulmonary Resuscitation Training in High School Using Avatars in Virtual Worlds: An International Feasibility Study

PubMed Central

Hedman, Leif; Heinrichs, LeRoy; Youngblood, Patricia; Felländer-Tsai, Li

2013-01-01

Background Approximately 300,000 people suffer sudden cardiac arrest (SCA) annually in the United States. Less than 30% of out-of-hospital victims receive cardiopulmonary resuscitation (CPR) despite the American Heart Association training over 12 million laypersons annually to conduct CPR. New engaging learning methods are needed for CPR education, especially in schools. Massively multiplayer virtual worlds (MMVW) offer platforms for serious games that are promising learning methods that take advantage of the computer capabilities of today’s youth (ie, the digital native generation). Objective Our main aim was to assess the feasibility of cardiopulmonary resuscitation training in high school students by using avatars in MMVM. We also analyzed experiences, self-efficacy, and concentration in response to training. Methods In this prospective international collaborative study, an e-learning method was used with high school students in Sweden and the United States. A software game platform was modified for use as a serious game to train in emergency medical situations. Using MMVW technology, participants in teams of 3 were engaged in virtual-world scenarios to learn how to treat victims suffering cardiac arrest. Short debriefings were carried out after each scenario. A total of 36 high school students (Sweden, n=12; United States, n=24) participated. Their self-efficacy and concentration (task motivation) were assessed. An exit questionnaire was used to solicit experiences and attitudes toward this type of training. Among the Swedish students, a follow-up was carried out after 6 months. Depending on the distributions, t tests or Mann-Whitney tests were used. Correlation between variables was assessed by using Spearman rank correlation. Regression analyses were used for time-dependent variables. Results The participants enjoyed the training and reported a self-perceived benefit as a consequence of training. The mean rating for self-efficacy increased from 5.8/7 (SD 0.72) to 6.5/7 (SD 0.57, P<.001). In the Swedish follow-up, it subsequently increased from 5.7/7 (SD 0.56) to 6.3/7 (SD 0.38, P=.006). In the Swedish group, the mean concentration value increased from 52.4/100 (SD 9.8) to 62.7/100 (SD 8.9, P=.05); in the US group, the concentration value increased from 70.8/100 (SD 7.9) to 82.5/100 (SD 4.7, P<.001). We found a significant positive correlation (P<.001) between self-efficacy and concentration scores. Overall, the participants were moderately or highly immersed and the software was easy to use. Conclusions By using online MMVWs, team training in CPR is feasible and reliable for this international group of high school students (Sweden and United States). A high level of appreciation was reported among these adolescents and their self-efficacy increased significantly. The described training is a novel and interesting way to learn CPR teamwork, and in the future could be combined with psychomotor skills training. PMID:23318253

Longitudinal Multilevel Models of the Big Fish Little Pond Effect on Academic Self-Concept: Counterbalancing Contrast and Reflected Glory Effects in Hong Kong Schools.

ERIC Educational Resources Information Center

Marsh, Herbert W.; Kong, Chit-Kwong; Hau, Kit-Tai

Longitudinal multilevel path models (7,997 students, 44 high schools, 4 years) evaluated the effects of school-average achievement and perceived school status on academic self-concept in Hong Kong, a collectivist culture with a highly achievement-segregated high school system. Consistent with a priori predictions based on the big-fish-little-pond…

The Generality of Drug Resistance Self-Efficacy across Social Situations and Solitary Contexts.

ERIC Educational Resources Information Center

Jenkins, Jeanne E.; Nolan, Heather; Rieder, Christie

According to a recent national survey, 9 out of 10 high school students in the United States reported that they had tried alcohol at least once. Previous research has identified drug resistance self-efficacy (DRSE) as an important construct in adolescent drug use, which is the focus of this research study. A total of 361 students in grades 9-12…

An Exploratory Study of Pubertal Maturation Timing and Self-Esteem among Gay and Bisexual Male Youths.

ERIC Educational Resources Information Center

Savin-Williams, Ritch C.

1995-01-01

A study of 83 gay and bisexual male youths (17-23 years old) found that pubertal maturation was associated with self-reported age of first orgasm and homosexual activity and frequency of orgasms during junior high school. It concluded that gay and bisexual male youths share with heterosexual male youths a similar developmental trajectory in regard…

Associations between Sexual Abuse and Family Conflict/Violence, Self-Injurious Behavior, and Substance Use: The Mediating Role of Depressed Mood and Anger

ERIC Educational Resources Information Center

Asgeirsdottir, Bryndis Bjork; Sigfusdottir, Inga Dora; Gudjonsson, Gisli H.; Sigurdsson, Jon Fridrik

2011-01-01

Objective: To examine whether depressed mood and anger mediate the effects of sexual abuse and family conflict/violence on self-injurious behavior and substance use. Methods: A cross-sectional national survey was conducted including 9,085 16-19 year old students attending all high schools in Iceland in 2004. Participants reported frequency of…

Evaluation of the Camp Project for Seventh, Eighth, and Ninth Grade Pupils. Research and Development Report, Vol. IV, No. 9, Summer 1970.

ERIC Educational Resources Information Center

Nowicki, Stephen, Jr.; Barnes, Jarvis

In summer of 1970, the Atlanta Public Schools received funds for a camp project involving 380 junior high pupils, 95% Negroes and 5% Caucasians. Objectives included providing the opportunity for pupils to assume responsibility, develop self-reliance, and thereby increase self-respect; teaching the skills involved in outdoor recreation; teaching…

Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8-12: A Case-Control Study.

PubMed

van Tetering, Marleen A J; de Groot, Renate H M; Jolles, Jelle

2018-01-01

There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.

Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8–12: A Case–Control Study

PubMed Central

van Tetering, Marleen A. J.; de Groot, Renate H. M.; Jolles, Jelle

2018-01-01

There are major inter-individual differences in the school achievements of students aged 8–12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement. PMID:29670557

Improving STD testing behavior among high-risk young adults by offering STD testing at a vocational school.

PubMed

Spauwen, Laura W L; Hoebe, Christian J P A; Brouwers, Elfi E H G; Dukers-Muijrers, Nicole H T M

2011-09-30

Chlamydia trachomatis infection (CT) is the most prevalent bacterial STD. Sexually active adolescents and young adults are the main risk group for CT. However, STD testing rates in this group are low since exposed individuals may not feel at risk, owing-at least in part-to the infection's largely asymptomatic nature. Designing new testing environments that are more appealing to young people who are most at risk of acquiring chlamydia can be an important strategy to improve overall testing rates. Here we evaluate the effect of a school-based sexual health program conducted among vocational school students, aiming to obtain better access for counseling and enhance students' STD testing behavior. Adolescents (median age 19 years) attending a large vocational school were provided with sexual health education. Students filled in a questionnaire measuring CT risk and were offered STD testing. Using univariate and multivariate analysis, we assessed differences between men and women in STD-related risk behavior, sexual problems, CT testing behavior and determinants of CT testing behavior. Of 345 participants, 70% were female. Of the 287 sexually active students, 75% were at high risk for CT; one third of women reported sexual problems. Of sexually active participants, 61% provided a self-administered specimen for STD testing. Independent determinants for testing included STD related symptoms and no condom use. All CT diagnoses were in the high-CT-risk group. In the high-risk group, STD testing showed an increased uptake, from 27% (previous self-reported test) to 65% (current test). CT prevalence was 5.7%. Vocational school students are a target population for versatile sexual health prevention. When provided with CT testing facilities and education, self selection mechanisms seemed to increase CT testing rate dramatically in this high-CT-risk population expressing sexual problems. Considering the relative ease of testing and treating large numbers of young adults, offering tests at a vocational school is feasible in reaching adolescents for STD screening. Although cost-effectiveness remains an issue counseling is effective in increasing test rates.

Objectively measured and self-reported leisure-time sedentary behavior and academic performance in youth: The UP&DOWN Study.

PubMed

Esteban-Cornejo, Irene; Martinez-Gomez, David; Sallis, James F; Cabanas-Sánchez, Verónica; Fernández-Santos, Jorge; Castro-Piñero, Jose; Veiga, Oscar L

2015-08-01

To examine the associations of (i) objectively measured and self-reported sedentary behavior during leisure time with academic performance and (ii) patterns of sedentary behavior with academic performance. This study was conducted with 1146 youth aged 12.5±2.5years in Spain during 2011-2012. Leisure-time sedentary behavior during out-of-school hours was assessed by accelerometry and self-report. Academic performance was assessed through school grades. Objectively measured sedentary leisure-time was not significantly associated with academic performance. Time spent in Internet surfing, listening to music, and sitting without doing anything were negatively associated with all academic performance indicators (β ranging from -0.066 to -0.144; all p<0.05). However, time spent in doing homework/study without computer and reading for fun were positively associated (β ranging from 0.058 to 0.154; all p<0.05). Five major sedentary patterns were identified. The "high social-low TV/video" and the "low studying-high TV/video" patterns were negatively associated with all academic indicators (β ranging from -0.085 to -0.148; all p<0.05). The "educational" pattern was positively associated with all academic indicators (β ranging from 0.063 to 0.105; all p<0.05). Specific domains of self-reported sedentary behavior during leisure-time, but not objectively measured sedentary leisure time, may influence academic performance. Copyright © 2015 Elsevier Inc. All rights reserved.

Self-Esteem of Junior High and High School Students.

ERIC Educational Resources Information Center

Lee, Kimberly E.

The purpose of this thesis was to investigate the self-esteem of junior high and high school students. The independent variables investigated were quality of family life, birth order, family size, maternal employment, grade level and family structure. The dependent variables were the self-esteem scores from the following sub-scales of the Texas…

Socioeconomic stress and academic adjustment among Asian American adolescents: the protective role of family obligation.

PubMed

Kiang, Lisa; Andrews, Kandace; Stein, Gabriela L; Supple, Andrew J; Gonzalez, Laura M

2013-06-01

Socioeconomic stress has long been found to place youth at risk, with low family income conferring disadvantages in adolescents' school achievement and success. This study investigates the role of socioeconomic stress on academic adjustment, and pinpoints family obligation as a possible buffer of negative associations. We examined direct and interactive effects at two time points in the same sample of Asian American adolescents-early high school (N = 180 9th-10th graders; 60 % female) and 2 years later in late high school (N = 156 11th-12th graders; 87% of original sample). Results suggest that socioeconomic stress is indeed associated with poor academic adjustment, measured broadly through self-reported GPA, importance of academic success, and educational aspirations and expectations. Family obligation was positively related to adjustment, and also was found to buffer the negative effects of socioeconomic stress, but only during adolescents' later high school years. Adolescents reporting more family obligation experienced less of the negative effects of financial stress on academic outcomes than those reporting lower obligation. Cultural and developmental implications are discussed in light of these direct and moderating effects.

When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.

PubMed

Cheng, Rebecca Wing-yi; Lam, Shui-fong; Chan, Joanne Chung-yan

2008-06-01

There has been an ongoing debate about the inconsistent effects of heterogeneous ability grouping on students in small group work such as project-based learning. The present research investigated the roles of group heterogeneity and processes in project-based learning. At the student level, we examined the interaction effect between students' within-group achievement and group processes on their self- and collective efficacy. At the group level, we examined how group heterogeneity was associated with the average self- and collective efficacy reported by the groups. The participants were 1,921 Hong Kong secondary students in 367 project-based learning groups. Student achievement was determined by school examination marks. Group processes, self-efficacy and collective efficacy were measured by a student-report questionnaire. Hierarchical linear modelling was used to analyse the nested data. When individual students in each group were taken as the unit of analysis, results indicated an interaction effect of group processes and students' within-group achievement on the discrepancy between collective- and self-efficacy. When compared with low achievers, high achievers reported lower collective efficacy than self-efficacy when group processes were of low quality. However, both low and high achievers reported higher collective efficacy than self-efficacy when group processes were of high quality. With 367 groups taken as the unit of analysis, the results showed that group heterogeneity, group gender composition and group size were not related to the discrepancy between collective- and self-efficacy reported by the students. Group heterogeneity was not a determinant factor in students' learning efficacy. Instead, the quality of group processes played a pivotal role because both high and low achievers were able to benefit when group processes were of high quality.

SCHOOL VIOLENCE AMONG ARAB ADOLESCENTS IN ISRAEL AND ITS RELATION TO SELF-CONTROL SKILLS AND SOCIAL SUPPORT.

PubMed

Agbaria, Qutaiba; Daher, Wajeeh

2015-08-01

In this paper, the author used a cross-sectional design to assess the association between the tendency toward school violence, on the one hand, and self-control, social support, and sex, on the other, among 148 Arab-Israeli adolescents in schools in northern Israel. Standard questionnaires on violence, self-control, and social support were administered. In line with expectations, self-reported violence was significantly associated with males, as well as low scores on self-control and social support.

Enhancing Self-Regulated Practice Behavior in High School Instrumentalists

ERIC Educational Resources Information Center

Mieder, Kim; Bugos, Jennifer A.

2017-01-01

The purpose of this research is to evaluate the effects of a self-regulated learning practice strategy curriculum (SRL-PSC) on 30 high school instrumentalists' performance achievement, self-efficacy, practice behaviors, and self-perceptions of practice behaviors. The curriculum included peer collaboration, verbal mediation, group discussion, and…

Predictors of school engagement among same-sex and heterosexual adoptive parents of Kindergarteners.

PubMed

Goldberg, Abbie E; Smith, JuliAnna Z

2014-10-01

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents' self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child's good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child's behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent-teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children's schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents' relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children's schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Social Functioning of Siblings of Children With Cancer: A Multi-Informant Investigation

PubMed Central

Stanley, Caroline; Conroy, Rowena; Long, Kristin A.; Fairclough, Diane L.; Kazak, Anne E.; Noll, Robert B.

2015-01-01

Objective This study examined social functioning among siblings of children with cancer. Method A case–control design was applied to school- and home-based data from multiple informants (peers, teachers, mothers, and self). Social reputation and peer acceptance within the classroom was compared for 87 siblings (aged 8–16 years) and 256 demographically matched peers. Self-perceptions of peer relationships and parent-reported social competence were examined among 67 siblings and 67 matched comparisons.  Results Peer reports (N = 1,633) indicated no differences between siblings and comparisons for social reputation, number of friendships, reciprocated friendships, or peer acceptance. Self-reported prosocial behavior and teacher-reported likability were higher for siblings than comparisons. Self-reported loneliness, friendship quality, and perceived social support did not differ between groups. Mothers reported less involvement in activities and poorer school performance for siblings than comparisons. Conclusions Peer relationships of siblings of children with cancer are similar to classmates, though they experience small decrements in activity participation and school performance. PMID:25256156

Long-term effects of comprehensive school health on health-related knowledge, attitudes, self-efficacy, health behaviours and weight status of adolescents.

PubMed

Ofosu, Nicole Naadu; Ekwaru, John Paul; Bastian, Kerry Ann; Loehr, Sarah A; Storey, Kate; Spence, John C; Veugelers, Paul J

2018-04-18

APPLE Schools is a Comprehensive School Health (CSH) project, started in schools in socioeconomically disadvantaged areas where dietary habits are poor, physical activity (PA) levels are low, and obesity rates are high. Earlier research showed program effects whereby energy intake, PA and weight status of students in APPLE Schools had reached similar levels as that of students in other schools. However, it is unknown whether the effects of CSH are sustained when children grow into adolescents. Effects of APPLE Schools on health-related knowledge, attitudes, self-efficacy, diet, PA, and weight status, seven years after the start of the project, when students were in junior high and high school were assessed. We hypothesised that APPLE School graduates and comparison school graduates will remain at similar levels for these indicators. In the 2015/16 school year, junior high and high school graduates (grades 7-12) in Northern Alberta, Canada participated in a Youth Health Survey. Participants included graduates from APPLE elementary schools (n = 202) and comparison elementary schools (n = 338). Health-related knowledge, attitudes, self-efficacy, diet (24-h dietary recall), PA (pedometer step count) and weight status were assessed. Mixed effects regression was employed to assess differences in these outcomes between APPLE School graduates and comparison school graduates. Comparisons between elementary school (2008/09) and junior high/high school (2015/16) of self-efficacy, PA and weight status were also conducted. APPLE School graduates did not significantly differ from comparison school graduates on any outcomes (i.e. knowledge, attitudes, self-efficacy, diet, PA, and weight status). Additionally, no significant differences existed in the comparisons between 2008/09 and 2015/16. Our findings of no difference between the APPLE School graduates and comparison school graduates suggest that the effects of APPLE Schools may continue into adolescence or the new school environment may have an equalizing effect on the students. Since lifestyle practices are adopted throughout childhood and adolescence, and the school environment has an important influence on development, an extension of CSH initiatives into junior high/high schools should be considered. This will help to consolidate and support the continuance of healthy lifestyle messages and practices throughout childhood and adolescence.

Writing and drawing with both hands as indicators of hemispheric dominance.

PubMed

Labak, Irena; Snajder, Darija; Srzentić, Mirna Kostović; Bensić, Mirta; Nist, Marina; Ilakovac, Vesna; Heffer, Marija

2011-01-01

Brain lateralization is a common term used to describe dominance of one brain hemisphere over another for a specific function. The right hand dominance in writing, controlled by the left hemisphere, is preceded by development of communicative gesticulation and followed by development of speech in the same hemisphere. We assumed that some people are not aware of their own capability of using the other hand for tasks involving fine motor sequential movements. To prove this hypothesis, the participants were asked to perform one trained task (writing) and one less-trained task (drawing) with a dominant and a non-dominant hand. The final sample was comprised of 1189 children from 14 elementary schools and 8 high schools in the Osijek area, of which 685 elementary school children were attending 1st to 4th grade and 504 high school children were attending 3rd and 4th grade. The participants were asked to write two words, draw a specific object (a vase with flowers) and fill out a questionnaire with 10 questions concerning the classification of handedness and cerebral hemisphere dominance. The self-reported cerebral lateralization assessed in the questionnaire was compared with the drawing and the writing performance. The self-reported and objectively measured hand dominance deviated in the cases of the ambidextrous who consider themselves right-handers. Given the fact that the number of ambidextrous persons was greater in elementary schools than in high schools, we concluded how training of the right hand decreases the ability of using both hands equally for either of the tested functions - writing and drawing.

The Fundamentals of School Security. ERIC Digest Number 132.

ERIC Educational Resources Information Center

Gaustad, Joan

This digest presents ways that school administrators can realistically assess their schools' security needs. It opens by reporting that some types of school violence are declining, such as self-reported weapon carrying and fighting on school property, which reflects an overall decline in youth violence. However, schools still must perform…

High School Students' Cognitive Flexibility Is Predicted by Self-Efficacy and Achievement

ERIC Educational Resources Information Center

Esen, Binnaz Kiran; Özcan, H. Duygu; Sezgin, Mehtap

2017-01-01

In this research, the prediction cognitive flexibility obtained by general self-efficacy, academic self-efficacy, social self-efficacy, emotional self-efficacy and achievement is examined. This study is executed in 2014-2015 academic year on 760 high school students who are between ages 15 and 18. Cognitive flexibility Scale is developed by Bilgin…

It still takes a village: an epidemiological study of the role of social supports in understanding unexpected health states in young people.

PubMed

Davison, Colleen; Michaelson, Valerie; Pickett, William

2015-03-27

This study of adolescent Canadians examines two groups who are anomalous in their health experiences: (1) those with perceived low affluence yet who perceive themselves to have excellent general health status; (2) those of perceived high affluence but who are reporting poor health status. Our hope was to explore the role of social supports in explaining such anomalies. We hypothesized that cumulative levels of social support available to these young people would have an influence on their perceived health status, with more support being associated with better self reported health. Young people (n = 26,078 from 436 schools) aged 11-15 years were administered a general health survey in classroom settings during the 2009-10 academic school year. Descriptive and regression-based cross-sectional analyses (with an affluence-social support interaction term) were used to relate both individual and cumulative levels of social support in homes, neighborhoods, schools, and peer groups to self-reported health status. Social supports and their cumulative availability indeed were strongly related to perceived health, with more supports being associated with better self-perceived health. Less affluent children were much more likely to report excellent health in the presence of numerous social supports. More affluent children were much more likely to report poor health in the absence of such supports. The strength and dose-dependent nature of the findings were consistent and striking. Study findings from this large, contemporary and national analysis affirm the importance of social supports as potential determinants of health for young people from both high and low affluent groups. Conceptually, findings affirm the wisdom of the ancient principle: "it takes a village to raise a child".

Mental Health Concerns and Insurance Denials Among Transgender Adolescents.

PubMed

Nahata, Leena; Quinn, Gwendolyn P; Caltabellotta, Nicole M; Tishelman, Amy C

2017-06-01

Transgender youth are at high risk for mental health morbidities. Based on treatment guidelines, puberty blockers and gender-affirming hormone therapy should be considered to alleviate distress due to discordance between an individual's assigned sex and gender identity. The goals of this study were to examine the: (1) prevalence of mental health diagnoses, self-injurious behaviors, and school victimization and (2) rates of insurance coverage for hormone therapy, among a cohort of transgender adolescents at a large pediatric gender program, to understand access to recommended therapy. An IRB-approved retrospective medical record review (2014-2016) was conducted of patients with ICD 9/10 codes for gender dysphoria referred to pediatric endocrinology within a large multidisciplinary gender program. Researchers extracted the following details: demographics, age, assigned sex, identified gender, insurance provider/coverage, mental health diagnoses, self-injurious behavior, and school victimization. Seventy-nine records (51 transgender males, 28 transgender females) met inclusion criteria (median age: 15 years, range: 9-18). Seventy-three subjects (92.4%) were diagnosed with one or more of the following conditions: depression, anxiety, post-traumatic stress disorder, eating disorders, autism spectrum disorder, and bipolar disorder. Fifty-nine (74.7%) reported suicidal ideation, 44 (55.7%) exhibited self-harm, and 24 (30.4%) had one or more suicide attempts. Forty-six (58.2%) subjects reported school victimization. Of the 27 patients prescribed gonadotropin-releasing hormone analogues, only 8 (29.6%) received insurance coverage. Transgender youth face significant barriers in accessing appropriate hormone therapy. Given the high rates of mental health concerns, self-injurious behavior, and school victimization among this vulnerable population, healthcare professionals must work alongside policy makers toward insurance coverage reform.

Gun threats against and self-defense gun use by California adolescents.

PubMed

Hemenway, David; Miller, Matthew

2004-04-01

To assess hostile gun use against and self-defense gun use by adolescents. We use random-digit-dial telephone survey data collected from approximately 5800 California adolescents, aged 12 through 17 years, between November 1, 2000, and October 31, 2001. The prevalence and correlates of reported hostile gun use against and self-defense gun use by adolescents, as well as qualitative information about these 2 types of gun uses. Correlates include age, sex, ethnicity, smoking, alcoholic binge drinking, threatening others, parents knowing their adolescent's whereabouts in the afternoon after school, attending school, area urbanization and poverty level, and living in a household with a gun. Approximately 4% of the adolescents reported ever having been threatened with a gun; only 0.3% reported using a gun in self-defense. Boys, smokers, adolescents who threatened others, and adolescents whose parents knew little about their whereabouts in the afternoon after school were more likely to report being threatened with a gun. Most episodes of self-defense gun use seem to be hostile interactions between adolescents with weapons. Far more California adolescents are threatened with a gun than use a gun in self-defense. Self-defense gun use is rare; many of the reported self-defense gun uses seem to be armed confrontations.

"Turning Points" Revisited: How Effective Middle-Grades Schools Address Developmental Needs of Young Adolescent Students.

ERIC Educational Resources Information Center

Martin, Terry

1993-01-01

Reviews the Carnegie Council on Adolescent Development Task Force Report (1989) "Turning Points" and looks at some successful middle school programs. Some issues discussed are diversity; self-deveelopment and self-definition; student participation; school and community; social interaction; school climate; and curriculum and instruction.…

Do healthy school meals affect illness, allergies and school attendance in 8- to 11-year-old children? A cluster-randomised controlled study.

PubMed

Laursen, R P; Lauritzen, L; Ritz, C; Dyssegaard, C B; Astrup, A; Michaelsen, K F; Damsgaard, C T

2015-05-01

A nutritionally adequate diet in childhood is important for health and resistance of allergies and infections. This study explored the effects of school meals rich in fish, vegetables and fibre on school attendance, asthma, allergies and illness in 797 Danish 8- to 11-year-old children. No comparable studies conducted in high-income settings have been identified. The OPUS School Meal Study was a cluster-randomised cross-over trial. Children from third and fourth grades at nine Danish schools received school meals or usual packed lunch (control) for two 3-month periods. Occurrence and duration of illnesses, asthma and allergies during the last 14 days were recorded by parental questionnaires at baseline and after each 3-month period. Self-reported well-being was assessed by visual analogue scales. The school meals did not affect school attendance, parent-reported occurrence or duration of asthma and allergies or self-reported well-being. The most common symptoms of illness were stomach pain (24%), headache (28%) and cold (24%). A slightly higher number of children experienced headaches in the school meal (27%) compared with the control period (22%) (P=0.02). However, subgroup analyses showed that this effect was only seen in children eating school meals in the classroom (P=0.007), and not in common dining areas (P=0.2). No effect was found on other symptoms of illness. Provision of nutritionally balanced school meals did not affect school attendance, asthma, allergies, illness or well-being in 8- to 11-year-old children. The slight increase in occurrence of headaches seems to be related to the physical eating environment.

Validating Common Measures of Self-Efficacy and Career Attitudes within Informal Health Education for Middle and High School Students.

PubMed

Peterman, Karen; Withy, Kelley; Boulay, Rachel

2018-06-01

A common challenge in the evaluation of K-12 science education is identifying valid scales that are an appropriate fit for both a student's age and the educational outcomes of interest. Though many new scales have been validated in recent years, there is much to learn about the appropriate educational contexts and audiences for these measures. This study investigated two such scales, the DEVISE Self-Efficacy for Science scale and the Career Interest Questionnaire (CIQ), within the context of two related health sciences projects. Consistent patterns were found in the reliability of each scale across three age groups (middle school, high school, early college) and within the context of each project. As expected, self-efficacy and career interest, as measured through these scales, were found to be correlated. The pattern of results for CIQ scores was also similar to that reported in other literature. This study provides examples of how practitioners can validate established measures for new and specific contexts and provides some evidence to support the use of the scales studied in health science education contexts.

Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures.

PubMed

McIntyre, Teresa M; McIntyre, Scott E; Barr, Christopher D; Woodward, Phillip S; Francis, David J; Durand, Angelia C; Mehta, Paras; Kamarck, Thomas W

2016-10-01

There is a lack of comprehensive research on Ecological Momentary Assessment (EMA) feasibility to study occupational stress, especially its long-term sustainability. EMA application in education contexts has also been sparse. This study investigated the feasibility of using EMA to study teacher stress over 2 years using both objective compliance data and a self-reported feasibility survey. It also examined the influence of individual and school factors on EMA feasibility. Participants were 202 sixth through eighth grade teachers from 22 urban middle schools in the southern United States. EMA was implemented via an iPod-based Teacher Stress Diary (TSD). Teachers recorded demands, stress responses, and resources during 12 days (6 waves) over 2 years. Feasibility was assessed via compliance data generated by the TSD (e.g., entry completion) and an EMA Feasibility Survey of self-reported user-friendliness and EMA interference. The results showed high compliance regarding entry and item completion, and completion time, which was sustained over time. User-friendliness was appraised as very high and EMA interference as low. Initial difficulties regarding timing and length of assessments were addressed via EMA method refinement, resulting in improved feasibility. Teachers' ethnicity, age, marital status, grade/course taught, class size, class load, and daily workload impacted feasibility. The results supported the feasibility of using EMA to study work stress longitudinally and the value of continued feasibility monitoring. They also support EMA use to study teacher stress and inform EMA implementation in schools. Some teacher and school factors need to be taken into consideration when deciding on EMA implementation in education contexts. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Predicting Psychosocial Maladjustment in Emerging Adulthood From High School Experiences of Peer Victimization.

PubMed

Buchanan, Carie M; McDougall, Patricia

2018-01-01

The aim of the present study was to compare recollections of sexual, physical, verbal, social, and cyber peer victimization experienced in high school in terms of depressed affect, self-esteem, and loneliness experienced in university. In all, 247 university students (70 males and 177 females; M = 20.62, SD = 2.54) completed online measures assessing retrospective accounts of their experiences of different forms of peer victimization during high school (i.e., sexual, physical, verbal, social, and cyber) and their current psychosocial adjustment (i.e., self-esteem, depressed affect, and loneliness). Three separate hierarchical multiple regressions were conducted to determine whether different indices of negative psychosocial adjustment are more strongly predicted by experiencing sexual or nonsexual forms of peer victimization. Although many university students recalled experiencing sexual peer victimization in high school at least once at an even higher percentage than verbal and social forms of peer victimization, the results of the present study suggest that social peer victimization in high school predicts higher levels of depressed affect and loneliness in university students than sexual peer victimization experienced in high school. Surprisingly, the young adults reporting higher levels of cyber peer victimization in high school were less lonely in university. Although the hypothesized relationships between each form of peer victimization and specific indices of psychosocial functioning were not consistently supported, these findings suggest that the form of peer victimization matters and may be differentially associated with well-being in emerging adulthood. It is important that future research explores how individual characteristics may further predict varied experiences of peer victimization and the long-term impact of those experiences.

More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.

PubMed

Adachi, Paul J C; Willoughby, Teena

2013-07-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving skills among a sample of 1,492 adolescents (50.8 % female), over the four high school years. The results showed that more strategic video game play predicted higher self-reported problem solving skills over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and academic grades, in that strategic video game play predicted higher self-reported problem solving skills, and, in turn, higher self-reported problem solving skills predicted higher academic grades. The novel findings that strategic video games promote self-reported problem solving skills and indirectly predict academic grades are important considering that millions of adolescents play video games every day.

Self-harm in young adolescents (12-16 years): onset and short-term continuation in a community sample.

PubMed

Stallard, Paul; Spears, Melissa; Montgomery, Alan A; Phillips, Rhiannon; Sayal, Kapil

2013-12-02

To investigate the prevalence of self-harm in young adolescents and factors associated with onset and continuity over a one year period. Prospective longitudinal study. Participants were young adolescents (n = 3964) aged 12-16 years attending 8 secondary schools in the Midlands and South West of England. Over a one year period 27% of young adolescents reported thoughts of self-harm and 15% reported at least one act of self-harm. Of those who self-harmed, less than one in five (18%) had sought help for psychological problems of anxiety or depression. Compared with boys, girls were at increased risk of developing thoughts (OR 1.61, 95% CI 1.26-2.06) and acts (OR 1.40, 95% CI 1.06-1.84) of self-harm, particularly amongst those girls in school year 9 (aged 13/14, thoughts adjusted Odds Ratio (aOR) 1.97, 95% CI 1.27-3.04; acts aOR 2.59, 95% CI 1.52-4.41). Of those reporting thoughts of self-harm at baseline, 60% also reported these thoughts at follow-up. Similarly 55% of those who reported an act of self-harm at baseline also reported that they had self-harmed at follow-up. Insecure peer relationships increased the likelihood that boys and girls would develop self-harming behaviours, as did being bullied for boys. Low mood was associated with the development of self-harming thoughts and behaviours for boys and girls, whilst a strong sense of school membership was associated with a reduced risk of developing thoughts of self-harm for boys and increased the likelihood of self-harming thoughts and behaviours ceasing for girls. Self harm in young adolescents is common with one in four reporting self-harming thoughts and one in six engaging in self-harming behaviour over a one year period. Self-harm is already established by 12/13 years of age and for over half of our sample, self-harming thoughts and behaviour persisted over the year. Secure peer and strong school relationships were associated with less self-harm. Few seek help for psychological problems, suggesting a need to increase awareness amongst all professionals who work with young adolescents about self-harm and associated risk factors.

Self-harm in young adolescents (12–16 years): onset and short-term continuation in a community sample

PubMed Central

2013-01-01

Background To investigate the prevalence of self-harm in young adolescents and factors associated with onset and continuity over a one year period. Method Prospective longitudinal study. Participants were young adolescents (n = 3964) aged 12–16 years attending 8 secondary schools in the Midlands and South West of England. Results Over a one year period 27% of young adolescents reported thoughts of self-harm and 15% reported at least one act of self-harm. Of those who self-harmed, less than one in five (18%) had sought help for psychological problems of anxiety or depression. Compared with boys, girls were at increased risk of developing thoughts (OR 1.61, 95% CI 1.26-2.06) and acts (OR 1.40, 95% CI 1.06-1.84) of self-harm, particularly amongst those girls in school year 9 (aged 13/14, thoughts adjusted Odds Ratio (aOR) 1.97, 95% CI 1.27-3.04; acts aOR 2.59, 95% CI 1.52-4.41). Of those reporting thoughts of self-harm at baseline, 60% also reported these thoughts at follow-up. Similarly 55% of those who reported an act of self-harm at baseline also reported that they had self-harmed at follow-up. Insecure peer relationships increased the likelihood that boys and girls would develop self-harming behaviours, as did being bullied for boys. Low mood was associated with the development of self-harming thoughts and behaviours for boys and girls, whilst a strong sense of school membership was associated with a reduced risk of developing thoughts of self-harm for boys and increased the likelihood of self-harming thoughts and behaviours ceasing for girls. Conclusion Self harm in young adolescents is common with one in four reporting self-harming thoughts and one in six engaging in self-harming behaviour over a one year period. Self-harm is already established by 12/13 years of age and for over half of our sample, self-harming thoughts and behaviour persisted over the year. Secure peer and strong school relationships were associated with less self-harm. Few seek help for psychological problems, suggesting a need to increase awareness amongst all professionals who work with young adolescents about self-harm and associated risk factors. PMID:24294921

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

PubMed Central

Strøm, Ida Frugård; Schultz, Jon-Håkon; Wentzel-Larsen, Tore; Dyb, Grete

2016-01-01

Background The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. Objective This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Method Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors’ registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. Results The students’ grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. Conclusion The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching. Highlights of the article School functioning among high school students following a terrorist attack. The findings showed a decline in school performance and increased absence after the event. For students who successfully completed high school, high satisfaction with school support was reported and an improvement in grades could be observed over time, indicating possible recovery. The findings underscore the importance of keeping trauma-exposed students in schools and providing support over time. PMID:27171613

Hurting from the Inside Out: Understanding Self-Injury

ERIC Educational Resources Information Center

Whitlock, Janis; Hasking, Penelope

2018-01-01

Non-suicidal self-injury--the deliberate destruction of body tissue without suicidal intent--has become relatively common among U.S. adolescents: 18 percent of school-based youth report self-injuring at least once. The authors give suggestions and vetted resources for how schools can safely address the issue of self-injury, in ways that let…

‘Below average’ Self-Assessed School Performance and Alzheimer's disease in the Aging, Demographics and Memory Study

PubMed Central

Mehta, Kala M.; Stewart, Anita L.; Langa, Kenneth M.; Yaffe, Kristine; Moody-Ayers, Sandra; Williams, Brie A.; Covinsky, Kenneth E.

2009-01-01

Background: Low formal education level is becoming accepted as a risk factor for Alzheimer's disease (AD). Though increasing attention has been paid to educational quality differences, no prior studies have addressed participants' own characterization of their overall performance in school. We examined whether self-assessed school performance is associated with AD beyond the effects of educational level alone. Methods: Participants were drawn from the population-representative Aging, Demographics and Memory Study (ADAMS), 2000-2002. ADAMS participants were asked about their performance in school; possible response options were ‘above average,’ ‘average,’ or ‘below average’. ADAMS participants also had a full neuropsychological battery and were given a research diagnosis of possible/probable AD. Results: The 725 participants (mean age 81.8 years, 59% female, and 16% African-American) varied in their educational performance: 29% reported ‘above average’; 64% ‘average’; and 7% reported ‘below average’ school performance. Participants with lower self-assessed school performance had higher proportions of AD: eleven percent of participants with above average self-assessed performance had AD; 12 percent of participants with ‘average’ performance and 26% of participants with ‘below average’ performance (p<0.001). After controlling for subjects' years in school, literacy test score(W-RAT), age, sex, race/ethnicity, and ApoE-ε4 status, socioeconomic status and self-reported comorbidity, respondents with ‘below average’ self-assessed school performance were 4 times more likely to have AD compared to those who had average performance.(OR 4.0; 95% CI 1.2-14) Above average' and ‘average’ self-assessed school performance did not increase or decrease the odds of AD.(OR 0.9; 95% CI 0.5-1.7) Conclusion: We suggest an association between ‘below average’ self-assessed school performance and AD beyond the known association with formal education. Efforts to increase cognitive reserve through better school performance in addition to increasing the number of years of formal education in early life may be important to reduce vulnerability throughout the life course. PMID:19751917

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

The Impact of Junior High School and Puberty upon Self-Esteem.

ERIC Educational Resources Information Center

Simmons, Roberta G.; And Others

This longitudinal study measured the impact of pubertal development, sex, race, and school type on the self-esteem of 12- and 13-year-old children. One of the questions being investigated was whether the move from a protected elementary school into a larger, more impersonal junior high affected children's self-image more negatively than did a move…

Parents' assessment of circadian preference in elementary school-aged children: Validity and relations to educational outcomes.

PubMed

Scherrer, Vsevolod; Roberts, Richard; Preckel, Franzis

2016-01-01

Meta-analyses suggest that morning-oriented students obtain better school grades than evening-oriented students. This finding has generally been found for students in high school using self-report data for the assessment of circadian preference. Two studies (N = 2718/192) investigated whether these findings generalize across samples (i.e. elementary school-aged students) and methods (i.e. parent reports). These studies also explored whether the relation between circadian preference and school achievement could be explained within an expectancy-value framework. To this end, the Lark-Owl Chronotype Indicator (LOCI) was modified to obtain parents' evaluations of their children's circadian preference, while students completed a battery of assessments designed to explore the test-criterion evidence. Structural equation modeling and correlational analyses revealed: (1) morning and evening orientation were two separable factors of children's circadian preference; (2) correlations with behavioral (e.g. sleep and eating times) and psychological (e.g. cognitive ability) data supported the test-criterion validity of both factors; (3) morning orientation was positively related to school achievement and (4) consistent with an expectancy-value framework this relation was mediated by children's academic self-concept (ASC). These findings have important research and policy implications for considering circadian preference in the schooling of elementary students.

Modeling Associations between Principals' Reported Indoor Environmental Quality and Students' Self-Reported Respiratory Health Outcomes Using GLMM and ZIP Models.

PubMed

Toyinbo, Oluyemi; Matilainen, Markus; Turunen, Mari; Putus, Tuula; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla

2016-03-30

The aim of this paper was to examine associations between school building characteristics, indoor environmental quality (IEQ), and health responses using questionnaire data from both school principals and students. From 334 randomly sampled schools, 4248 sixth grade students from 297 schools participated in a questionnaire. From these schools, 134 principals returned questionnaires concerning 51 IEQ related questions of their school. Generalized linear mixed models (GLMM) were used to study the associations between IEQ indicators and existence of self-reported upper respiratory symptoms, while hierarchical Zero Inflated Poisson (ZIP)-models were used to model the number of symptoms. Significant associations were established between existence of upper respiratory symptoms and unsatisfactory classroom temperature during the heating season (ORs 1.45 for too hot and cold, and 1.27 for too cold as compared to satisfactory temperature) and dampness or moisture damage during the year 2006-2007 (OR: 1.80 as compared to no moisture damage), respectively. The number of upper respiratory symptoms was significantly associated with inadequate ventilation and dampness or moisture damage. A higher number of missed school days due to respiratory infections were reported in schools with inadequate ventilation (RR: 1.16). The school level IEQ indicator variables described in this paper could explain a relatively large part of the school level variation observed in the self-reported upper respiratory symptoms and missed school days due to respiratory infections among students.

Modeling Associations between Principals’ Reported Indoor Environmental Quality and Students’ Self-Reported Respiratory Health Outcomes Using GLMM and ZIP Models

PubMed Central

Toyinbo, Oluyemi; Matilainen, Markus; Turunen, Mari; Putus, Tuula; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla

2016-01-01

Background: The aim of this paper was to examine associations between school building characteristics, indoor environmental quality (IEQ), and health responses using questionnaire data from both school principals and students. Methods: From 334 randomly sampled schools, 4248 sixth grade students from 297 schools participated in a questionnaire. From these schools, 134 principals returned questionnaires concerning 51 IEQ related questions of their school. Generalized linear mixed models (GLMM) were used to study the associations between IEQ indicators and existence of self-reported upper respiratory symptoms, while hierarchical Zero Inflated Poisson (ZIP)—models were used to model the number of symptoms. Results: Significant associations were established between existence of upper respiratory symptoms and unsatisfactory classroom temperature during the heating season (ORs 1.45 for too hot and cold, and 1.27 for too cold as compared to satisfactory temperature) and dampness or moisture damage during the year 2006–2007 (OR: 1.80 as compared to no moisture damage), respectively. The number of upper respiratory symptoms was significantly associated with inadequate ventilation and dampness or moisture damage. A higher number of missed school days due to respiratory infections were reported in schools with inadequate ventilation (RR: 1.16). Conclusions: The school level IEQ indicator variables described in this paper could explain a relatively large part of the school level variation observed in the self-reported upper respiratory symptoms and missed school days due to respiratory infections among students. PMID:27043595

Self-Discrepancies as Predictors of Self-Concept in Mathematics and Related Emotional Consequences among LD and Regular Education High School Students

ERIC Educational Resources Information Center

Mandel, Shawn

2011-01-01

Guided by the Self Discrepancy Theory (Higgins, 1987), the present study examines the nature of self-discrepancies, related emotional consequences, and math self-concept among high school students with and without learning disabilities. A total of 104 students in New York area participated in the present study. Math-Self Discrepancy Measure, Math…

Self-Esteem and Elementary School Art Activities: An Operational Approach to Acquiring and Using Self-Esteem and Art Skills (Working Module One).

ERIC Educational Resources Information Center

Demery, Marie

A model for teaching elementary school art contains a rationale that outlines the interrelationship between self-esteem and constructive creativity as promoted in well-designed art activities. Self-esteem is defined, and characteristics of a child with high self-esteem are outlined. Conditions contributing to the development of high self-esteem…

Teachers' wellbeing and depressive symptoms, and associated risk factors: A large cross sectional study in English secondary schools.

PubMed

Kidger, Judi; Brockman, Rowan; Tilling, Kate; Campbell, Rona; Ford, Tamsin; Araya, Ricardo; King, Michael; Gunnell, David

2016-03-01

Teachers have been shown to have high levels of stress and common mental disorder, but few studies have examined which factors within the school environment are associated with poor teacher mental health. Teachers (n=555) in 8 schools completed self-report questionnaires. Levels of teacher wellbeing (Warwick Edinburgh Mental Wellbeing Scale-WEMWBS) and depressive symptoms (Patient Health Questionnaire-PHQ-9) were measured and associations between these measures and school-related factors were examined using multilevel multivariable regression models. The mean (SD) teacher wellbeing score (47.2 (8.8)) was lower than reported in working population samples, and 19.4% had evidence of moderate to severe depressive symptoms (PHQ-9 scores >10). Feeling unable to talk to a colleague when feeling stressed or down, dissatisfaction with work and high presenteeism were all strongly associated with both poor wellbeing (beta coefficients ranged from -4.65 [-6.04, -3.28] to -3.39 [-5.48, -1.31]) and depressive symptoms (ORs ranged from 2.44 [1.41, 4.19] to 3.31 [1.70, 6.45]). Stress at work and recent change in school governance were also associated with poor wellbeing (beta coefficients=-4.22 [-5.95, -2.48] and -2.17 [-3.58, -0.77] respectively), while sickness absence and low student attendance were associated with depressive symptoms (ORs=2.14 [1.24, 3.67] and 1.93 [1.06, 6.45] respectively). i) This was a cross-sectional study; causal associations cannot be identified ii) several of the measures were self-report iii) the small number of schools reduced study power for the school-level variables Wellbeing is low and depressive symptoms high amongst teachers. Interventions aimed at improving their mental health might focus on reducing work related stress, and increasing the support available to them. Copyright © 2015 The Authors. Published by Elsevier B.V. All rights reserved.

Technology use as a support tool by secondary students with autism.

PubMed

Hedges, Susan H; Odom, Samuel L; Hume, Kara; Sam, Ann

2018-01-01

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as well as barriers to technology use at school. They reported using technology in school and home settings in a variety of supportive ways such as increasing their independence, reducing their anxiety, and increasing their social opportunities. Findings suggest that practitioners may benefit from learning how to integrate technology as an instructional and support tool for their students with autism spectrum disorder. Recommendations for future research are provided.

Factors associated with self-reported diabetes according to the 2013 National Health Survey

PubMed Central

Malta, Deborah Carvalho; Bernal, Regina Tomie Ivata; Iser, Betine Pinto Moehlecke; Szwarcwald, Célia Landmann; Duncan, Bruce Bartholow; Schmidt, Maria Inês

2017-01-01

ABSTRACT OBJECTIVES To analyze the factors associated with self-reported diabetes among adult participants of the National Health Survey (PNS). METHODS Cross-sectional study using data of the PNS carried out in 2013, from interviews with adults (≥ 18 years) of 64,348 Brazilian households. The prevalence of self-reported diabetes, assessed by the question “Has a doctor ever told you that you have diabetes?,” was related to sociodemographic characteristics, lifestyle, self-reported chronic disease, and self-evaluation of the health condition. Prevalence ratios were adjusted according to age, sex, and schooling by Poisson regression with robust variance. RESULTS The diagnosis of diabetes was reported by 6.2% of respondents. Its crude prevalence was higher in women (7.0% vs. 5.4%), and among older adults, reaching 19.8% in the elderly. Black adults who received less schooling showed higher prevalence. Among those classified as obese, 11.8% reported having diabetes. Ex-smokers, those insufficiently active and those who consume alcohol abusively reported diabetes more often. Differences were not verified in eating habits among adults who reported, or did not, diabetes. A relation between diabetes and hypertension was found. CONCLUSIONS After adjustment according to age, schooling and sex, diabetes was shown to be associated with higher age, lower schooling, past smoking, overweight and obesity, and hypertension, as well as with a self-declared poor state of health, indicating a pattern of risk factors common to many chronic non-communicable diseases and the association of the disease with morbidity. PMID:28591347

Norm compliance and self-reported health among Swedish adolescents.

PubMed

Nygren, Karina; Janlert, Urban; Nygren, Lennart

2011-02-01

This study examines the relationship between norm compliance and self-reported health in adolescents, and how this differs between genders. Our specific aim was to investigate if extremely high norm compliance revealed any particular health patterns. This empirical study used a web-based survey from 2005, which was distributed to all students (n = 5,066) in years 7-9 of compulsory school within six municipalities in northern Sweden. The respondents answered questions about their general health as well as specific health problems such as headaches, stomach ache, sleeping difficulties and stress. Compliance was measured according to different norm-related behaviour, such as truancy, crime and use of tobacco, alcohol and narcotics. The majority of respondents reported good health and norm-compliant behaviour. Girls reported more health problems than boys, a difference that increased with age. Those who were more norm compliant reported better health, fewer somatic complaints and less stress, which goes against our initial hypothesis that extremely high norm compliance and self-reported ill-health are related. There seemed to be a stronger relationship between self-reported health and norm compliance for girls than boys, in absolute terms. The results clearly show a relationship between norm compliance and health, and suggest inequalities between genders.

Ethnic identity, school connectedness, and achievement in standardized tests among Mexican-origin youth.

PubMed

Santos, Carlos E; Collins, Mary Ann

2016-07-01

The aim of this study was to investigate the association between school connectedness and performance in standardized test scores and whether this association was moderated by ethnic private regard. The study combines self-report data with school district reported data on standardized test scores in reading and math and free and reduced lunch status. Participants included 436 Mexican-origin youth attending a middle school in a southwestern U.S. state. Participants were on average 12.34 years of age (SD = .95) and 51.8% female and 48.2% male. After controlling for age, gender, free and reduced lunch status, and generational status, school connectedness and ethnic private regard were both positive predictors of standardized test scores in reading and math. Results also revealed a significant interaction between school connectedness and ethnic private regard in predicting standardized test scores in reading, such that participants who were low on ethnic private regard and low on school connectedness reported lower levels of achievement compared to participants who were low on ethnic private regard but high on school connectedness. At high levels of ethnic private regard, high or low levels of school connectedness were not associated with higher or lower standardized test scores in reading. The findings in this study provide support for the protective role that ethnic private regard plays in the educational experiences of Mexican-origin youth and highlights how the local school context may play a role in shaping this finding. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Vermont Independent School Youth Needs Assessment Project. Final Report.

ERIC Educational Resources Information Center

Vermont State Department of Education, 2004

2004-01-01

This report contains information based on 47 interviews with administrators and educators from technical centers, approved and recognized independent schools, recognized schools, state operated facilities, state approved programs, and state approved tutorials in Vermont. The information in this report is based on self-reporting by individual…

School Counselors Connecting the Dots between Disruptive Classroom Behavior and Youth Self-Concept

ERIC Educational Resources Information Center

Bidell, Markus P.; Deacon, Robert E.

2010-01-01

Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92)…

Diet Measurement in Vietnamese Youth: Concurrent Reliability of a Self-Administered Food Frequency Questionnaire.

ERIC Educational Resources Information Center

Wiecha, John M.; And Others

1994-01-01

Vietnamese high school students completed a food frequency questionnaire (FFQ) and completed daily diet reports for seven weeks. Data from the FFQ were compared to the food reports. The results indicated a few simple FFQ items, particularly for indicator foods such as rice, were reliable for dietary assessment for that population. (SM)

Naturally Acquired Mentoring Relationships and Young Adult Outcomes among Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Ahrens, Kym; DuBois, David Lane; Lozano, Paula; Richardson, Laura P.

2010-01-01

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self-esteem, and reported a higher overall number of positive outcomes than nonmentored…

Technology Use as a Support Tool by Secondary Students with Autism

ERIC Educational Resources Information Center

Hedges, Susan H.; Odom, Samuel L.; Hume, Kara; Sam, Ann

2018-01-01

The purpose of this study was to examine how secondary students with autism spectrum disorder use technology in supportive ways. In this self-report survey study, 472 adolescents with autism spectrum disorder enrolled in high school described the forms of technology they use and purposes for which they use it. Students reported the benefits as…

Influencing Adolescent Leisure Motivation: Intervention Effects of HealthWise South Africa

PubMed Central

Caldwell, Linda L.; Patrick, Megan E.; Smith, Edward A.; Palen, Lori-Ann; Wegner, Lisa

2014-01-01

This study investigates changes in self-reported motivation for leisure due to participation in HealthWise, a high school curriculum aimed at decreasing risk behavior and promoting health behavior. Participants were 2,193 mixed race adolescents (M = 14 years old) from 9 schools (4 intervention, 5 control) near Cape Town, South Africa. Students in the HealthWise school with the greatest involvement in teacher training and implementation fidelity reported increased intrinsic and identified motivation and decreased introjected motivation and amotivation compared to students in control schools. These results point to the potential for intervention programming to influence leisure motivation among adolescents in South Africa and represent a first step toward identifying leisure motivation as a mediator of program effects. PMID:25429164

Delinquent activity among Jewish and Arab junior and senior high school students in Israel.

PubMed

Sherer, Moshe

2009-10-01

This study compares the criminal activities of male and female Jewish and Arab junior and senior high school students in Israel based on self-reported criminal activities. The sample consisted of 906 randomly selected junior and senior high school students. The findings indicate that Jewish students committed more types of delinquent acts when compared with their Arab counterparts; males committed more delinquent acts than females; and Arab females had very low rates of delinquency. The findings are discussed in light of possible influences of cultural and ethnic origin and knowledge about possible discrimination against Arab juveniles by the Israeli criminal justice system. Theoretical and practical implications of the results are suggested.

Predicting Parents’ School Engagement Among Lesbian, Gay, and Heterosexual Adoptive Parents of Kindergarteners

PubMed Central

Goldberg, Abbie E.; Smith, JuliAnna Z.

2014-01-01

Little research has explored parental engagement in schools in the context of adoptive parent families or same-sex parent families. The current cross-sectional study explored predictors of parents’ self-reported school involvement, relationships with teachers, and school satisfaction, in a sample of 103 female same-sex, male same-sex, and heterosexual adoptive parent couples (196 parents) of kindergarten-age children. Parents who reported more contact by teachers about positive or neutral topics (e.g., their child’s good grades) reported more involvement and greater satisfaction with schools, regardless of family type. Parents who reported more contact by teachers about negative topics (e.g., their child’s behavior problems) reported better relationships with teachers but lower school satisfaction, regardless of family type. Regarding the broader school context, across all family types, parents who felt more accepted by other parents reported more involvement and better parent–teacher relationships; socializing with other parents was related to greater involvement. Regarding the adoption-specific variables, parents who perceived their children’s schools as more culturally sensitive were more involved and satisfied with the school, regardless of family type. Perceived cultural sensitivity mattered more for heterosexual adoptive parents’ relationships with their teachers than it did for same-sex adoptive parents. Finally, heterosexual adoptive parents who perceived high levels of adoption stigma in their children’s schools were less involved than those who perceived low levels of stigma, whereas same-sex adoptive parents who perceived high levels of stigma were more involved than those who perceived low levels of stigma. Our findings have implications for school professionals, such as school psychologists, who work with diverse families. PMID:25267169

Physical activity, health, body mass index, sleeping habits and body complaints in Australian senior high school students.

PubMed

Alricsson, Marie; Domalewski, Debra; Romild, Ulla; Asplund, Ragnar

2008-01-01

Adolescents in the industrial world are becoming less physically active and are increasingly adopting a sedentary life-style in front of computers and television screens. to determine self-related health, physical activity, sleeping habits, prevalence of overweight, and body complaints in Australian senior high school students. Participants were 466 high school students aged 15-17 years enrolled in academic and vocational programs. A questionnaire was completed at two senior high schools with questions about weight and height, health, physical activity, type of physical activity/sport, intensity, sleeping habits, and possible injuries or complaints during the last three months. Seventy seven percent of the high school students participated in sports on a regular basis. Compared with vocational programs, more males and females in academic programs participated in sports (71% and 80% respectively) (p = .036). Males reported significantly better health than females (p < .0001). 65% of the study group reported body complaints during the last 3 months. A higher number of females than males reported complaints about the back (p = .007) and the hip (p = .05). Good sleep was reported in 82.1% of males and in 76.6% of females. In males, 44.3% were often sleepy in the daytime (females 56.6%, p < .01). Underweight, physical activity and good sleep are factors with significant positive effect on good health, whereas overweight is a negative factor. Proper sleep habits and higher physical activity levels should be promoted among high school students, and TV viewing time and video game use restricted. Additionally, schools should provide opportunities for young people to participate in a wider range of physical activities that address their individual needs while promoting the health benefits of engaging in regular exercise.

[Association between self-directed learning behaviors, socio-demographic and academic variables among medical students].

PubMed

Fasce H, Eduardo; Ortega B, Javiera; Pérez V, Cristhian; Márquez U, Carolina; Parra P, Paula; Ortiz M, Liliana; Matus, Olga

2013-09-01

Medical education must encourage autonomous learning behaviors among students. However the great income profile disparity among university students may influence their capacity to acquire such skills. To assess the association between self-directed learning, socio-demographic and academic variables. The self-directed learning readiness scale was applied to 202 medical students aged between 17 and 25 years (64% males). Simultaneously information about each surveyed participant was obtained from the databases of the medical school. There is an association between socio-demographic and academic variables with the general scale of self-directed learning and the subscales learning planning and willingness to learn. Participants coming from municipal schools have a greater willingness to learn than their counterparts coming from subsidized and private schools. High school grades are related to self-directed learning and the subscales learning planning and self-assessment. Among the surveyed medical students, there is a relationship between self-directed learning behaviors, the type of school where they come from and the grades that they obtained during high school.

Addressing Health Literacy Challenges With a Cutting-Edge Infectious Disease Curriculum for the High School Biology Classroom.

PubMed

Jacque, Berri; Koch-Weser, Susan; Faux, Russell; Meiri, Karina

2016-02-01

This study reports the secondary analysis of evaluation data from an innovative high school biology curriculum focused on infectious disease (ID) to examine the health literacy implications of teaching claims evaluation, data interpretation, and risk assessment skills in the context of 21st-Century health science. The curriculum was implemented between 2010 and 2013 in Biology II classes held in four public high schools (three in Massachusetts and one in Ohio), plus a private school in Virginia. A quasi-experimental design was used in which student participants (n = 273) were compared to an age-matched, nonparticipant, peer group (N = 125). Participants in each school setting demonstrated increases in conceptual content knowledge (Cohen's d > 1.89) as well as in understanding how to apply scientific principles to health claims evaluation and risk assessment (Cohen's d > 1.76) and in self-efficacy toward learning about ID (Cohen's d > 2.27). Participants also displayed enhanced communication about ID within their social networks relative to the comparison group (p < .05). The data show that integrating the claims evaluation, data interpretation, and risk assessment skills critical for 21st-century health literacy health into high school biology classrooms is effective at fostering both the skills and self-efficacy pertinent to health literacy learning in diverse populations. © 2015 Society for Public Health Education.

What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

PubMed

Esmaeeli, Zahra; Lundetrae, Kjersti; Kyle, Fiona E

2018-02-01

Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self-report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self-reporting RD closely - especially if both parents self-report RD. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd.

Deliberate self harm in adolescents: self report survey in schools in England

PubMed Central

Hawton, Keith; Rodham, Karen; Evans, Emma; Weatherall, Rosamund

2002-01-01

Objective To determine the prevalence of deliberate self harm in adolescents and the factors associated with it. Design Cross sectional survey using anonymous self report questionnaire. Setting 41 schools in England. Participants 6020 pupils aged 15 and 16 years. Main outcome measure Deliberate self harm. Results 398 (6.9%) participants reported an act of deliberate self harm in the previous year that met study criteria. Only 12.6% of episodes had resulted in presentation to hospital. Deliberate self harm was more common in females than it was in males (11.2% v 3.2%; odds ratio 3.9, 95% confidence interval 3.1 to 4.9). In females the factors included in a multivariate logistic regression for deliberate self harm were recent self harm by friends, self harm by family members, drug misuse, depression, anxiety, impulsivity, and low self esteem. In males the factors were suicidal behaviour in friends and family members, drug use, and low self esteem. Conclusions Deliberate self harm is common in adolescents, especially females. School based mental health initiatives are needed. These could include approaches aimed at educating school pupils about mental health problems and screening for those at risk. What is already known on this topicDeliberate self harm is a common reason for presentation of adolescents to hospitalCommunity studies from outside the United Kingdom have shown much greater prevalence of self harm in adolescents than hospital based studiesWhat this study addsDeliberate self harm defined according to strict criteria is common in adolescents, especially femalesAssociated factors include recent awareness of self harm in peers, self harm by family members, drug misuse, depression, anxiety, impulsivity, and low self esteem PMID:12446536

Young adult outcomes of children growing up with chronic illness: an analysis of the National Longitudinal Study of Adolescent Health.

PubMed

Maslow, Gary R; Haydon, Abigail A; Ford, Carol Ann; Halpern, Carolyn Tucker

2011-03-01

To examine young adult outcomes in a nationally representative US cohort of young adults growing up with a chronic illness. Secondary analysis of nationally representative data from wave III (in 2001) of the National Longitudinal Study of Adolescent Health. United States. The analytic sample comprised 13 236 young adults aged 18 to 28 years at wave III. Self-report of a chronic physical illness (asthma, cancer, diabetes mellitus, or epilepsy) in adolescence. Respondents with asthma or nonasthmatic chronic illness (cancer, diabetes mellitus, or epilepsy) were compared with individuals without these conditions. Self-report of high school graduation, ever having employment, currently having employment, living with a parent/guardian, and ever receiving public assistance. Three percent of young adults had nonasthmatic chronic illness (cancer, diabetes, or epilepsy), and 16.0% had asthma. Most young adults with chronic illness graduated high school (81.3%) and currently had employment (60.4%). However, compared with healthy young adults, those with nonasthmatic chronic illness were significantly less likely to graduate high school, ever have had employment, or currently have employment and were more likely to receive public assistance. Compared with young adults with asthma, those with nonasthmatic chronic illness again had significantly worse young adult outcomes on all measures. Most young adults growing up with a chronic illness graduate high school and have employment. However, these young adults are significantly less likely than their healthy peers to achieve these important educational and vocational milestones.

Declining tobacco use among North Carolina middle and high school students: 1999-2007.

PubMed

Proescholdbell, Scott K; Summerlin-Long, Shelley K; Goldstein, Adam O

2009-01-01

In 1999, North Carolina first conducted the Youth Tobacco Survey (YTS) among middle and high school students and found current smoking rates higher than the national average. In 2003, school and community grants across the state were funded to prevent and reduce youth tobacco use. The North Carolina YTS has been conducted every other year since 1999 with high response rates by schools and students. The YTS is a written survey administered during the school day. It is voluntary and anonymous. In 2007 middle and high school student tobacco use rates reached their lowest point in the last decade. Nineteen percent of high school students reported current cigarette smoking, while 4.5% of middle school students said that they currently smoke. Almost every type of tobacco product use (cigarette, cigar, pipe, and bidi) has decreased since the 1999 YTS, with increasing rates of decline in cigarette use from 2003-2007 compared to 1999-2003. This is a cross-sectional survey conducted every other year where students self-report use, attitudes, and perceptions. North Carolina's youth tobacco use rates have declined more steeply since 2003 when the tobacco initiatives started by the North Carolina Health and Wellness Trust Fund (HWTF) began to mobilize communities statewide. Continuing to fund and expand evidence-based tobacco prevention strategies is likely necessary in order to sustain steady declines in youth smoking rates.

Correlational Study between Teacher Perceived High School Principal Leadership Style and Teacher Self-Efficacy

ERIC Educational Resources Information Center

Riggs, Robert

2017-01-01

This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of…

An Investigation of High School Students' and Teachers' Perceptions of Academic Achievement and Underachievement

ERIC Educational Resources Information Center

Morales, Natalie Ann

2014-01-01

This study investigated high school students' and teachers' perceptions of academic self perception, environmental perceptions, goal valuation, and motivation/self-regulation as factors affecting students' academic achievement. A two-way MANOVA was conducted to determine if high school students' gender and academic programs,…

The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study.

PubMed

Wang, Xiaoqin; Zhang, Yue; Hui, Zhaozhao; Bai, Wanyue; Terry, Paul D; Ma, Mei; Li, Yang; Cheng, Li; Gu, Wei; Wang, Mingxu

2018-05-15

School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE) as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi'an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ), Self-Esteem Scale (SES), and Regulatory Emotional Self-Efficacy Scale (RESE). Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0%) reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = -0.275, 95% CI = -0.381⁻-0.034), and RESE mediated the association between self-esteem and school bullying (indirect effect: β = -0.136, 95% CI = -0.245⁻-0.037). Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students' self-esteem, but should also pay more attention to students' RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

Educating younger drivers in the Pacific Northwest regarding the dangers of distracted driving (phase II).

DOT National Transportation Integrated Search

2015-07-01

The goal of this outreach project was to examine driver distraction among high school and college students in the Pacific Northwest. : Specifically, to identify secondary tasks they consider distracting and determine their self-reported engagement in...

Exposure to Violence, Parental Monitoring, and Television Viewing as Contributors to Children's Psychological Trauma

ERIC Educational Resources Information Center

Singer, Mark I.; Flannery, Daniel J.; Guo, Shenyang; Miller, David; Leibbrandt, Sylvia

2004-01-01

This study examined the relative contributions of exposure to violence, parental monitoring, and television viewing habits to children's self-reported symptoms of psychological trauma. Children in grades 3-8 in 11 public schools completed an anonymous self-report questionnaire administered during usual school hours. The final sample was comprised…

Effect of Chinese Parental Practices on Their Adolescent Children's School Performance, Moderated by Student's Conformity to Parents, Self-Esteem, and Self-Efficacy.

ERIC Educational Resources Information Center

Shen, Yuh-Ling; Peterson, Gary

This study examined how parental practices in mainland China influence adolescents' school performance, including school motivation and grade point average (GPA), when moderated by self-esteem and self-efficacy. Participating in the study were 497 students, ranging in age from 12 to 19 years, attending six public junior and senior high schools.…

Internal Factor Structure and Convergent Validity Evidence: The Self-Report Version of Self-Regulation Strategy Inventory

ERIC Educational Resources Information Center

Cleary, Timothy J.; Dembitzer, Leah; Kettler, Ryan J.

2015-01-01

Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self-report questionnaire called the Self-Regulation Strategy Inventory-Self Report. Confirmatory factor analysis revealed that the fit…

A Study of Secondary School Principals' Leadership Styles and School Dropout Rates

ERIC Educational Resources Information Center

Baggerly-Hinojosa, Barbara

2012-01-01

This study examined the relationship between the leadership styles of secondary school principals, measured by the self-report "Multifactor Leadership Questionnaire 5X short" (Bass & Avolio, 2000) and the school's dropout rates, as reported by the Texas Education Agency in the Academic Excellence Indicator System (AEIS) report while…

Health-Related Quality of Life in Children with High-Functioning Autism

ERIC Educational Resources Information Center

Potvin, Marie-Christine; Snider, Laurie; Prelock, Patricia A.; Wood-Dauphinee, Sharon; Kehayia, Eva

2015-01-01

The health-related quality of life of school-aged children with high-functioning autism is poorly understood. The objectives of this study were to compare the health-related quality of life of children with high-functioning autism to that of typically developing peers and to compare child-self and parent-proxy reports of health-related quality of…

Predicting High Risk Adolescents' Substance Use over Time: The Role of Parental Monitoring

ERIC Educational Resources Information Center

Clark, Heddy Kovach; Shamblen, Stephen R.; Ringwalt, Chris L.; Hanley, Sean

2012-01-01

We examined whether parental monitoring at baseline predicted subsequent substance use in a high-risk youth population. Students in 14 alternative high schools in Washington State completed self-report surveys at three time points over the course of 2 years. Primary analyses included 1,423 students aged 14-20 who lived with at least one parent or…

Evolution of self-reporting methods for identifying discrete emotions in science classrooms

NASA Astrophysics Data System (ADS)

Ritchie, Stephen M.; Hudson, Peter; Bellocchi, Alberto; Henderson, Senka; King, Donna; Tobin, Kenneth

2016-09-01

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms.

The Effects of a School-Based Nutrition Intervention on Fruit and Vegetable Preferences, Self-Efficacy, and Consumption among Low-Income, Hispanic and White Middle-School Students

ERIC Educational Resources Information Center

McCarthy, Erin; Wolff, Cindy; Bianco-Simeral, Stephanie; Crozier, Joseph; Goto, Keiko

2012-01-01

Purpose/Objectives: This study examined the effect of the Harvest of the Month (HOTM) nutrition education intervention program on middle-school students' fruit and vegetable preferences, self-efficacy and attitudes, and self-reported consumption. Perceptions of socio-environmental factors and demographic characteristics were also compared to…

Academic Self-Efficacy of High Achieving Students in Mexico

ERIC Educational Resources Information Center

Camelo-Lavadores, Ana Karen; Sánchez-Escobedo, Pedro; Pinto-Sosa, Jesus

2017-01-01

The purpose of this study was to explore for differences in the academic self-efficacy of Mexican high school students. A gird questionnaire was administered to 1,460 students form private and public schools. As expected, high achieving students showed significantly higher academic self-efficacy that their peers. However, interesting gender…

A prospective study of neck, shoulder, and upper back pain among technical school students entering working life.

PubMed

Hanvold, Therese N; Veiersted, Kaj B; Waersted, Morten

2010-05-01

The aim of this prospective study was to relate the prevalence of neck, shoulder, and upper back pain to occupational and individual risk factors among a population of technical school students in their transition from school to working life. In addition, we wanted to assess the changes in pain prevalence during follow-up. A cohort consisting of 173 technical school students was followed up during a 3-year period, from their last year of school through their first years of working life. Data on self-reported neck, shoulder, and upper back pain and factors such as mechanical exposure, perceived stress, and physical activity in leisure time were collected. A high prevalence of pain in the neck, shoulder, and upper back among the technical school students was found. There were however few students reporting severe pain. Reporting pain at baseline gave over three times higher risk of reporting it at follow-up. A high level of physical activity outside working hours gave a lower risk of reporting neck, shoulder, and upper back pain at follow-up. High and moderate levels of mechanical exposure and high stress level were not found to be risk factors for pain after entering working life. Neck, shoulder, and upper back pain are common among adolescents and may persist into working life. These results may give potential for preventive efforts at a young age. There is still much uncertainty about the factors leading to musculoskeletal pain, and more research is needed on this topic. Copyright 2010 Society for Adolescent Medicine. Published by Elsevier Inc. All rights reserved.

Do physical activity facilities near schools affect physical activity in high school girls?

PubMed

Trilk, Jennifer L; Ward, Dianne S; Dowda, Marsha; Pfeiffer, Karin A; Porter, Dwayne E; Hibbert, James; Pate, Russell R

2011-03-01

To investigate associations between the number of physical activity facilities within walking distance of school and physical activity behavior in 12th grade girls during after-school hours. Girls (N=1394) from 22 schools completed a self-report to determine physical activity after 3:00 p.m. The number of physical activity facilities within a 0.75-mile buffer of the school was counted with a Geographic Information System. Associations between the number of facilities and girls' physical activity were examined using linear mixed-model analysis of variance. Overall, girls who attended schools with ≥5 facilities within the buffer reported more physical activity per day than girls in schools with <5 facilities. In addition, girls who attended rural schools with ≥5 facilities reported ∼12% more physical activity per day than girls who attended rural schools with <5 facilities. No difference existed for girls in urban/suburban schools with ≥5 vs. <5 facilities. When school siting decisions are made, the number of physical activity facilities surrounding the school should be considered to encourage physical activity in 12th grade girls. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Self-Esteem of Adolescents in American Public High Schools: A Multilevel Analysis of Individual Differences.

ERIC Educational Resources Information Center

Bekhuis, Tanja C. H. M.

1994-01-01

A total of 219 schools and 13,022 students from a database of secondary schools and students in the United States were sampled. Analysis of the data revealed that school social climate and several student characteristics predicted student self-esteem and that variability of student self-esteem was greater in southern than northern schools. (BC)

Peer and self-reports of victimization and bullying: their differential association with internalizing problems and social adjustment.

PubMed

Bouman, Thijs; van der Meulen, Matty; Goossens, Frits A; Olthof, Tjeert; Vermande, Marjolijn M; Aleva, Elisabeth A

2012-12-01

Researchers typically employ either peer or self-reports to assess involvement in bullying. In this study, we examined the merits of each method for the identification of child characteristics related to victimization and bullying others. Accordingly, we investigated the difference between these two methods with regard to their relationship with social adjustment (i.e., perceived popularity, likeability, and self-perceived social acceptance) and internalizing problems (i.e., anxiety, depression, and self-worth) in 1192 Dutch school children, aged 9 to 12 years. Perceived popularity and likeability were more strongly correlated with peer reports than self-reports, for both victimization and for bullying others. Self-perceived social acceptance correlated equally strong with peer and self- reports of victimization. Furthermore, peer reports of bullying were also correlated with self-perceived social acceptance, whereas self-reports of bullying were not. All internalizing problems showed stronger relations with self-reports than peer reports; although only the relation between self-reported victimization and internalizing problems was of practical significance. Despite our findings indicating that using only one type of report could be efficient for examining the relation between bullying behaviors and separate child characteristics, both types of report are necessary for a complete understanding of the personal and social well-being of the children involved. Copyright © 2012 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Reaching out to high school youth: the effectiveness of a video-based antistigma program.

PubMed

Stuart, Heather

2006-09-01

To evaluate the impact on high school students of a video-based antistigma program portraying real life experiences of individuals with schizophrenia and lesson plans to guide classroom discussions and active learning. We used a pre- and posttest design to measure the short-term impact of the program on student's knowledge of schizophrenia and its treatment as well as students' self-reported socially distancing behaviours. Participants (571 students) were from 8 high schools across Canada. Following the Reaching Out antistigma program, high school students were significantly more knowledgeable and less socially distancing. Impact also varied by age group and sex. Video-based antistigma programs are comparable to programs that deliver educational messages through direct contact with individuals with mental illnesses. Video-based programs are more easily disseminated on a broad scale.

Calibration of self-report tools for physical activity research: the Physical Activity Questionnaire (PAQ)

PubMed Central

2014-01-01

Background The utility of self-report measures of physical activity (PA) in youth can be greatly enhanced by calibrating self-report output against objectively measured PA data. This study demonstrates the potential of calibrating self-report output against objectively measured physical activity (PA) in youth by using a commonly used self-report tool called the Physical Activity Questionnaire (PAQ). Methods A total of 148 participants (grades 4 through 12) from 9 schools (during the 2009–2010 school year) wore an Actigraph accelerometer for 7 days and then completed the PAQ. Multiple linear regression modeling was used on 70% of the available sample to develop a calibration equation and this was cross validated on an independent sample of participants (30% of sample). Results A calibration model with age, gender, and PAQ scores explained 40% of the variance in values for the percentage of time in moderate-to-vigorous PA (%MVPA) measured from the accelerometers (%MVPA = 14.56 - (sex*0.98) - (0.84*age) + (1.01*PAQ)). When tested on an independent, hold-out sample, the model estimated %MVPA values that were highly correlated with the recorded accelerometer values (r = .63) and there was no significant difference between the estimated and recorded activity values (mean diff. = 25.3 ± 18.1 min; p = .17). Conclusions These results suggest that the calibrated PAQ may be a valid alternative tool to activity monitoring instruments for estimating %MVPA in groups of youth. PMID:24886625

Calibration of self-report tools for physical activity research: the Physical Activity Questionnaire (PAQ).

PubMed

Saint-Maurice, Pedro F; Welk, Gregory J; Beyler, Nicholas K; Bartee, Roderick T; Heelan, Kate A

2014-05-16

The utility of self-report measures of physical activity (PA) in youth can be greatly enhanced by calibrating self-report output against objectively measured PA data.This study demonstrates the potential of calibrating self-report output against objectively measured physical activity (PA) in youth by using a commonly used self-report tool called the Physical Activity Questionnaire (PAQ). A total of 148 participants (grades 4 through 12) from 9 schools (during the 2009-2010 school year) wore an Actigraph accelerometer for 7 days and then completed the PAQ. Multiple linear regression modeling was used on 70% of the available sample to develop a calibration equation and this was cross validated on an independent sample of participants (30% of sample). A calibration model with age, gender, and PAQ scores explained 40% of the variance in values for the percentage of time in moderate-to-vigorous PA (%MVPA) measured from the accelerometers (%MVPA = 14.56 - (sex*0.98) - (0.84*age) + (1.01*PAQ)). When tested on an independent, hold-out sample, the model estimated %MVPA values that were highly correlated with the recorded accelerometer values (r = .63) and there was no significant difference between the estimated and recorded activity values (mean diff. = 25.3 ± 18.1 min; p = .17). These results suggest that the calibrated PAQ may be a valid alternative tool to activity monitoring instruments for estimating %MVPA in groups of youth.

Probing the big five in adolescence: personality and adjustment during a developmental transition.

PubMed

Graziano, W G; Ward, D

1992-06-01

The present study probed the links among Big Five personality differences, self-reported personality differences, and adjustment to school among young adolescents. We used a multimethod converging analysis, with three sources of data: (a) adolescent self-report on standardized personality inventories; (b) classroom teacher trait ratings and evaluations of adjustment; and (c) school guidance counselor evaluations of adjustment. Evaluations of adolescent adjustment were systematically related to Big Five personality differences, as assessed by both classroom teachers' and school counselors' ratings. For classroom teachers, adjustment was closely related to evaluations on the Big Five dimension of Conscientiousness. Adolescent self-report on several standardized measures was not related to adult evaluation of school adjustment. We suggest that the five-factor model may be a useful tool for probing adjustment during the transition to adolescence.

A Survey of Sun Protection Policy and Education in Secondary Schools

PubMed Central

Buller, David B.; Buller, Mary Klein; Reynolds, Kim D.

2006-01-01

Background The Centers for Disease Control and Prevention (CDC) issued recommendations for school programs to reduce skin cancer. Objective Personnel at U.S. secondary schools were surveyed to describe sun protection policy and education prior to these recommendations. Methods School principals or other personnel at 484 secondary schools in 27 cities responded to a telephone survey in January and February 2002 (response rate = 31%). Results A sun protection policy was reported at 10% of the schools but sun protection education occurred at nearly all schools (96%). Policies were more prevalent in regions with high ultraviolet radiation (p<.0001) but education was not. Many personnel were willing to adopt a policy (41%) and interested in obtaining a sun safety curriculum (96%). Limitations Self-report measures, non-response, and new schools not in the sampling frame. Conclusion Sun protection was a low policy priority for U.S. schools. Sun safety education was prevalent but written materials were used infrequently. A substantial proportion of school personnel were receptive to the CDC’s advice. PMID:16488293