Dialogic Listening as a Tool for Community-Centred Transformation: How Students Construct Listening Through Community Agreements

One aim of this study was to investigate differences in cyberbullying involvement (i.e., victimization, bystanding, perpetration) across four age groups, including 234 elementary school students (4th and 5th grades; 51% female), 363 middle school students (6th through 8th grades; 53% female), 341 high school students (9th through 12th grade; 51% female), and 371 university students (all four years; 60% female). Another aim was to examine the age group differences in the associations between cyberbullying involvement and depression, as well as the moderating effect of social support from parents and friends. Participants completed questionnaires on cyberbullying involvement, depression, and social support from parents and friends. Findings revealed that middle school students were more often involved in cyberbullying as victims, bystanders, and perpetrators, followed by high school and university students, and elementary school students. High school and university students did not differ on their cyberbullying involvement. Gender moderated these relationships for elementary school students, with boys more often involved in cyberbullying perpetration and victimization than girls. In addition, female university students witnessed cyberbullying more so than males. Social support from parents buffered against the negative effects of cyberbullying involvement on depression across all age groups. Results were similar for social support from friends, but only for middle school and high school students. Gender did not influence the associations among age groups, cyberbullying involvement, and depression. The results have implications for designing prevention and intervention programs and ensuring that such programs consider age.

Adolescence is associated with physical, social and personality changes. Adolescents usually face some fears during this period, the removal and adjustment of which requires family and teachers' support and the lack of attention to the issues of maturity will have negative effects on their health, awareness and self-esteem. The aim of this study was to investigate the relationship between anxiety and social support among male and femaille students in high schools in the southeast of Iran. In this cross-sectional study that was conducted as a descriptive comparison, 452 students who were studying in the first period of high school in Kerman (junior high schools) were selected as the entire population by the cluster sampling method and the data collection instruments were: a demographic questionnaire, Philips Social Support Scale and the Cattle Anxiety Scale. As well as descriptive statistics, to test the hypothesis of this study by SPSS software, and in the case of abnormal distribution of each variable, non-parametric tests were used. The results showed that anxiety in girls is great than in boys, also data analysis through Pearson's test showed that there is a negative and significant relationship between anxiety and social support in girls (r = -0.428, n = 226, p < 0.001) and boys (r = -0.378, n = 226, p < 0.001). The results of research showed that by increasing perceptions of social support in students, their anxiety decreases. Therefore, paying attention to the social determinants of health such as social support is important and necessary to reduce the anxiety of students.

This research is to know whether there is an influence among the parents ' social support, learning interests, and academic procrastination on learning outcomes for high school and VOCATIONAL students in Indonesia. This study was conducted for 3 months from April to June 2019. In this study using quantitative methods. The population in this study is high school and VOCATIONAL students in Indonesia from grade X students, IX and XII. The data collecting techniques used in this study were to disseminate questionnaires. The filled Target Questionnaire was 210, there were 220 received questionnaires. Of the 220 220 questionnaires received, 210 can be processed. In this study data processing using SPSS (Statistical Package for Social Science) program version 22 using validity test, reliability test, normality test, classical assumption test, double linear regression equation, hypothesis test and Coefficient of determination. Research has shown that parents ' social support variables, learning interests, and academic procrastination have an influence on learning outcomes. As well as there is a common and significant influence between parents ' social support, learning interests, and academic procrastination have an influence on learning outcomes for high school and VOCATIONAL students.

Using the Asset Bundle Model, we sought to understand the social support assets and needs of underrepresented minority (URM) high school, undergraduate, and graduate students. Study participants were or had participated in health sciences pathway programs at Birmingham City Schools and/or the University of Alabama at Birmingham. We took a concurrent mixed methods approach to conduct an environmental scan of health science pathway programs in the Birmingham, AL area. Four focus groups were conducted between November 2022 and January 2023, and a 225-item online survey was administered between November 4, 2022, and February 4, 2023. Both tools collected data from high school, undergraduate, and graduate students to examine key components of existing health care pathways programs for URMs and identify barriers and facilitators to successful implementation of such programs. Twenty-two students participated in the focus groups, and 168 individuals responded to the survey. Both focus group participants and interview respondents were primarily URMs (eg, 68.2% and 65.7% identified as Black or African American, respectively). Survey responses and focus group discussions showed that, overall, undergraduate and graduate students programs develop more robust identities as future health care professionals through friendships and institutional supports, expand their networks more broadly through mentorship, and feel more supported by family members in their academic endeavors than high school students. Health science pathway programs for URMs should facilitate and bolster social supports for students, especially those in high school, to enhance persistence through education and into the workforce.

Purpose: The purpose of this study was to understand interpersonal dispositions and social support among high school students and identify factors associated with depression. Methods: A total of 604 students (320 males and 284 females) from four high schools conveniently sampled from high schools in the Incheon area participated in a self-administered survey. Results: According to hierarchical multiple regression analysis, the following factors significantly affected the participants’ depression levels with the explanatory power of 30.6%: grade, perceived health status, sympathetic-acceptable personality, sociable-friendly personality, rebellious-distrustful personality, parent support, peer support, and the support from community. Conclusion: In this study, interpersonal dispositions and social support were positively associated with depression. These results suggest that strengthening personal relations and social support can help high school students in terms of mental health and suicide prevention.

AimTo examine longitudinal changes in stress responses (SR), stressors (ST), and social supports (SS) among high school students using latent growth curve modeling.BackgroundThis study investigated patterns of stress responses (SR), stressors (ST), and social supports (SS) among high school students over a three‐year period, using data from a web‐based stress check system.MethodsAfter ethical review approval, informed consent was obtained from both students and their parents. A longitudinal analysis was conducted using data collected from high school students (n = 605) over three consecutive years, from their first year (10th grade) to their third year (12th grade). High school students were assessed using the Public Health Research Foundation‐Type Stress Inventory via the web each year for three years. This inventory consists of items assessing SR, ST, and SS. Data were analyzed using latent growth curve modeling (LGCM).ResultsIn the LGCM, both the intercept (first‐year level) and slope of ST significantly predicted higher SR in the third year (β = 0.591 and 0.916, respectively; p < 0.001). By contrast, the intercept of SS (first‐year level) significantly predicted lower SR in the third year (β = –0.279, p < 0.001). Within the SS subscales, the intercept of support from friends significantly predicted reductions in all three SR subscales in the third year: depression/anxiety (β = –0.248, p < 0.05), irritability/anger (β = –0.254, p < 0.01), and helplessness (β = –0.223, p < 0.05).ConclusionsOur findings suggest the utility of a web‐based stress check administered in the first year of high school to assess SR, ST, and SS.

Tobacco use is the leading cause of preventable disease and death in the United States; nearly all tobacco product use begins during youth and young adulthood (1,2). CDC and the Food and Drug Administration (FDA) analyzed data from the 2019 and 2020 National Youth Tobacco Surveys (NYTS) to determine changes in the current (past 30-day) use of seven tobacco products among U.S. middle (grades 6-8) and high (grades 9-12) school students. In 2020, current use of any tobacco product was reported by 16.2% (4.47 million) of all students, including 23.6% (3.65 million) of high school and 6.7% (800,000) of middle school students. Electronic cigarettes (e-cigarettes) were the most commonly used tobacco product among high school (19.6%; 3.02 million) and middle school (4.7%; 550,000) students. From 2019 to 2020, decreases in current use of any tobacco product, any combustible tobacco product, multiple tobacco products, e-cigarettes, cigars, and smokeless tobacco occurred among high school and middle school students; these declines resulted in an estimated 1.73 million fewer current youth tobacco product users in 2020 than in 2019 (6.20 million) (3). From 2019 to 2020, no significant change occurred in the use of cigarettes, hookahs, pipe tobacco, or heated tobacco products. The comprehensive and sustained implementation of evidence-based tobacco control strategies at the national, state, and local levels, combined with tobacco product regulation by FDA, is warranted to help sustain this progress and to prevent and reduce all forms of tobacco product use among U.S. youths (1,2).

Opinions of Secondary School Students about Socio-cultural Change and Education in Turkey: Findings from a Survey in May-June 2011

This study aims to analyze the role of career exploration behavior as a mediator of the relationship between social support and career decision self-efficacy (CDSE) among high school students. This study used a cross-sectional study design with a quantitative approach. The participants were in 10th and 11th grade in Jabodetabek High Schools (N = 130). Data were collected using convenience sampling. The instruments used in this research comprised the Career Decision Self-Efficacy-Short Form (CDSE-SF), Adolescent Social Support Scales (ASSS), and Career Exploration Survey (CES). All data were analyzed statistically by descriptive, correlation, and mediation analysis. The results show that career exploration behavior fully mediates the relationship between social support and CDMSE (c = 0.208; p &lt; 0.001). While external support from parents, teachers, and friends is crucial, internal factors are equally essential to help high school students plan their careers effectively. High school students need access to various useful information from their surroundings to actively engage in career exploration and gain the confidence needed to make informed career decisions. In this study, it was found that for students to have career decision self-efficacy, social support and career exploration behavior are needed in high school students.

The aims of this study was to investigate attitudes toward physical education and class preferences of Turkish secondary and high school students related to gender and age. The participants were 302 female (Mage = 13.11 ± 0.79) and 332 male (Mage = 13.14 ± 0.69) students from secondary school education aged 12 to 14 and 290 female (Mage = 16.48 ± 0.86) and 316 male (Mage = 16.42 ± 0.90) student from high school aged 15 to 17. A total of 1240 students voluntarily participated in this study. The Attitudes Toward Physical Education Scale (ATPES) was applied. ANOVA was used to determine differences in attitude toward PE between students from secondary and high schools and between girls and boys. In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Men scores of ATPES for secondary school and high school girl and boy students were determined 3.95 point, 4.01 point, 3.40 point and 3.77 point, respectively. Generally of secondary school students (%66.6) preferred coed physical education class, while generally of high school students (%69) preferred single-sex physical education class. This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. SUMMARY Purpose and significance: The aims of this study was to investigate attitudes toward physical education and class preferences in Turkish secondary and high school students related to gender and age. In spite of the growth in the studies on the effectiveness of PE, sport science literature that have investigated students' attitudes toward PE and on PE class preferences according to age and gender are limited. Methods: The study was conducted during the 2006-2007 fall semester. Participants consisted of 1240 students from seven secondary and six high general schools of Bursa/Turkey. In this study, coeducational secondary and high schools were selected. The participants were 302 girls (Mage = 13.11 ± 0.79) and 332 boys (Mage = 13.14 ± 0.69) aged 12 to 14 from secondary education schools and 290 girls (Mage = 16.48 ± 0.86) and 316 boys (Mage = 16.42 ± 0.90) aged 15 to 17 from high schools. Two data collection instruments were administered. In the first section of the first personnel information, participants provide demographic related information such as age, grade, and gender. In the second section participants were asked: Which PE class do you prefer? Coed PE or Single sex The second instrument is the Attitude Toward PE Scale for Turkish students. Results: Findings of this study indicated a significant gender difference in high school students attitudes toward PE (F = 29.361; p 0.05 . The attitude scores of secondary school boys and girls respectively was (M = 4.01) and (M = 3.95). In addition, the attitude scores of secondary school boys (M = 4.01) were significantly higher (F = 26.245; p<0.05) than those of high school boys (M = 3.77), and the attitude scores of secondary school girls (M = 3.95) were significantly higher (F = 33.752; p<0.05) than those of high school girls (M = 3.40). In order to test differences in PE class preferences of students with regard to school context and gender, chi square analysis was conducted. Significant differences in PE class preferences were found between students from secondary and high schools (E 2 = 62.634; p <0.05). Most of the students from secondary schools (66.6%) preferred single-sex PE, whereas nearly most of the students from high schools (69%) preferred coed PE. Discussion and Conclusions: This research verifies that attitudes towards physical education and PE class preferences change according to gender and age. Secondary school students show more positive attitudes towards physical education than high school students. Boys show more positive attitudes than girls. In addition secondary school students preferred single-sex PE, whereas high school students preferred coed PE. In order to improve the attitudes of girls towards physical education, Ministry of National Education have to make some changes in physical education course curriculum. This change has to be from competitive physical education course model to a model that encompasses life-time sport, health, physical fitness, and well-being. Physical education course curriculums should be re-arranged to enable students to obtain necessary knowledge, skills and attitudes for a healthy and happy daily life. Moreover, all students must have the confidence and skills to continue physical activities in their future lives.

Substance use is a major public health concern, and it may be correlated with mental health problems and inadequate social support. Youths who do not receive early intervention may be at high risk for substance use. The purpose of this study is to assess the correlation between mental health problems and substance use as well as substance use and social support among middle school and high school students, using secondary data from Maine Integrated Youth Health Survey. Logistic regressions were used to assess the correlation between the variables that measured substance use, social support, and mental health problems. The results showed that there was a statistically significant correlation between mental health problems and substance use as well as between substance use and social support among youths who are in middle and high school. By evaluating the correlation among substance use, mental health problems, and social support in middle school and high school students, focused interventions may be developed by providers and teachers to prevent substance use among youths.

To examine the relationship between stress and perceived social support among high school students, we asked 3, 254 students in Okinawa to respond to questionnaires pertaining to depressive symptoms, daily hassles, and social support. We measured depressive symptomsas stresses by using the Zung Self-rating Depressive Scale (SDS). A junior high school version of the Scale of Expectancy for Social Support (SESS) was used to measure the expectancy of social support. As a result, females showed significantly higher scores on depressive symptoms, and support from mother, siblings and friends than males, while males reported significantly higher scores on support form father and teachers than females. There were no gender differences in daily hassles. Daily hassles and each support resource had significant main effects on depressive symptoms, but no interaction was found between them in both males and females. In other words, social support had direct effects on depressive symptoms, and it was highly probable that the expectancies of social supports reduce the depressive symptoms, regardless of intensity of daily hassles. When the expectancies of other support resources were adjusted, we found that supports only from father and friends reduce depressive symptoms in males, while supports from father, mother, siblings, and friends do in females. These findings demonstrate that daily hassles and social support are independently related to depressive symptoms of high school students, and that depressive symptoms could be reduced directly by the expectancy of social support such as support from father and friends in both males and females, and support from mother and siblings in females only. In conclusion, these findings support the direct effect hypothesis of social support for high school students.

The adolescent age group plays a vital role in tackling the pandemic, one of which is in high school and college students. Through the Remaja Bergerak webinar with the theme of COVID-19, it is hoped that it will increase the knowledge of high school and college students in Indonesia regarding the epidemiology of COVID-19 cases and the COVID-19 vaccine. The purpose of this study was to compare the COVID-19 knowledge level between high school and college students. This type of research is a cross-sectional study with a pretest-posttest design. The first group consisted of 262 high school students and the second group consisted of 301 college students who have then compared the pretest and posttest scores. As a result, the high school student pretest scores were higher than the college student, but it was not significant (p&gt;0.05). Likewise, in the posttest result, it was shown that the high school student experienced a higher score than the college student, but it was not significant (p&gt;0.05). In conclusion, there was no difference in knowledge level in both high school and college students, but there was an increase in knowledge of each group.

Tobacco use is the leading cause of preventable disease and death in the United States; nearly all tobacco use begins during youth and young adulthood (1,2). Among youths, use of tobacco products in any form is unsafe (1,3). CDC and the Food and Drug Administration (FDA) analyzed data from the 2011-2016 National Youth Tobacco Surveys (NYTS) to determine recent patterns of current (past 30-day) use of seven tobacco product types among U.S. middle (grades 6-8) and high (grades 9-12) school students. In 2016, 20.2% of surveyed high school students and 7.2% of middle school students reported current tobacco product use. In 2016, among current tobacco product users, 47.2% of high school students and 42.4% of middle school students used ≥2 tobacco products, and electronic cigarettes (e-cigarettes) were the most commonly used tobacco product among high (11.3%) and middle (4.3%) school students. Current use of any tobacco product did not change significantly during 2011-2016 among high or middle school students, although combustible tobacco product use declined. However, during 2015-2016, among high school students, decreases were observed in current use of any tobacco product, any combustible product, ≥2 tobacco products, e-cigarettes, and hookahs. Among middle school students, current use of e-cigarettes decreased. Comprehensive and sustained strategies can help prevent and reduce the use of all forms of tobacco products among U.S. youths (1-3).

The aim of the study was to show the differences in healthy lifestyle and healthy food choices between high school and college students. The study was conducted in the Lublin region, Poland, with a group of 200 high school and college students using purposive sampling with the following four subgroups of 50 students, broken down by gender and type of school. Respondents completed a questionnaire concerning healthy lifestyle, healthy food choices, and barriers preventing a healthy lifestyle. Using discriminant analysis, the factors and barriers to practicing a healthy lifestyle and the factors of healthy food choices were identified by the respondent group and by gender. A multidimensional exploratory technique was also used to interpret the results. The surveyed high school and college students were not very committed to practicing a healthy lifestyle. Multidimensional exploratory technique was also used to interpret the lifestyle and healthy food choices questions. There was variation between the attitudes of college and high school students toward a healthy lifestyle. High school students paid more attention to physical activity and eating breakfast than did college students. On the other hand, college students, at a greater level than high school students, ate a healthy diet and checked the composition of the products they consumed, including the presence of preservatives and artificial additives, and the expiration date of the products. The main barriers to practicing a healthy lifestyle were, for college students, a lack of time and, for high school students, a lack of healthy food offerings in high school canteens.