How do teacher support trajectories influence primary and lower-secondary school students' study well-being.

Many students with learning difficulties (LDs) receive their education in regular (inclusive) classrooms. Although some studies suggest that general teachers have varying degrees of skills, knowledge and willingness to provide academic, interpersonal and environmental support to these students, little is known about how these students experience various aspects of teacher support in inclusive classrooms. This study investigates these students’ perceptions of teacher support by applying Q methodology. Twenty-six primary and lower secondary school students with LDs who were receiving education in regular classes participated in the study. The findings show that students with learning difficulties perceive teacher support in three main ways: those who perceive many areas of such support to be adequate and satisfactory, those who are upset with teachers’ lack of emotional sensitivity and relational bonding and those who are ambivalent about teachers instructional, curricular and emotional support.

The lifestyles change of children and adolescents during the COVID-19 pandemic due to antipandemic measures can affect their sleep health. Existing studies have used convenient samples and focused on the initial months of the pandemic, leaving a knowledge gap on changes in young people's sleep patterns under the "new normal" under COVID-19. As part of a territory-wide epidemiological study in Hong Kong, this cross-sectional study recruited primary and secondary school students by stratified random sampling. Sleep parameters were collected using the structured diagnostic interview for sleep patterns and disorders. We investigated the pandemic's effects on sleep parameters by comparing data of participants recruited pre-COVID and those recruited during COVID using multivariate regression, adjusting for age, sex, household income, seasonality, and presence of mental disorders, and the moderators and mediators of the effects. Between September 1, 2019 and June 2, 2021, 791 primary and 442 secondary school students were recruited and analyzed. Primary school and secondary school participants assessed before COVID had a longer sleep latency on school days (95% confidence interval [CI] = 1.0-5.2 minutes, adjusted P-value = .010; and 95% CI= 3.9-13.0 minutes, adjusted P-value = .004, respectively) and nonschool days (95% CI = 1.7-7.2 minutes, adjusted P-value = .005; 95% CI = 3.4-13.7 minutes, adjusted P-value = .014, respectively). Low household income was a moderator for later bedtime (adjusted P-value = .032) and later sleep onset (adjusted P-value = .043) during nonschool days among secondary school students. Changes associated with COVID have a widespread and enduring effect on the sleep health of school-aged students in Hong Kong. Household income plays a role in adolescent sleep health resilience, and the impact of antiepidemic measures on the health gaps of the youth should be considered. Chau SWH, Hussain S, Chan SSM, etal. A comparison of sleep-wake patterns among school-age children and adolescents in Hong Kong before and during the COVID-19 pandemic. J Clin Sleep Med. 2023;19(4):749-757.

With the growing use of electronic communication among children and adolescents, the Internet has become an important tool for their socialization and has opened up new perspectives for network and community building opportunities. However, the Internet and electronic communication tools can be used either positively or negatively and the spread of its use in these recent years has led to online risky behaviours and harm. This questionnaire survey was completed in five primary schools and seven lower secondary schools in the South of France. It sets out to assess the digital uses, risk taking and negative experiences online among primary and secondary school students in France (N = 4200). Findings show that primary school students are pretty well involved in digital communication since they spend an average of 150 min per day online vs. 190 for secondary school participants. Social networking is also part of their lives with 17 % of primary school children and 50 % secondary school students who use Facebook. In terms of risk taking, only 49 % of primary students and 39 % of secondary school students report they personally know all their online friends. Cyberbullying figures show that quite a few respondents have been affected with negative experiences among which some were repeatedly victimized (14 % in primary schools and 5 % in secondary schools). These findings highlight the necessity to take the issue of educating towards a positive and safe use of the Internet seriously and that primary school children also need to be provided with proper guidance towards a safer Internet.

This article reports on a replication of an earlier (1985) study that assessed the development of information technology (IT) skills in upper primary and lower secondary school students in a city school district in Western Australia. The 1985 study compared the effectiveness of the informal computing curriculum in two primary schools to the formalised courses in the junior classes of a secondary school. A replication of this study in 1991 found that despite a significant increase in computer usage among primary school students, the secondary school computing agenda had changed very little. A comparison of results from both studies revealed that instructional uses of computers in schools is an effective means of developing students' IT skills, a finding that questions the place of formal computer literacy courses in schools. There is a need however, to be aware of the needs of all students. In both studies, discrete groups within the student population were found to have significantly different IT skills. Summary and conclusions The replication of a 1985 study of students' IT skills in 1991 revealed interesting results. The 1991 data showed little change to the computing programme in the secondary school since 1985 despite large changes to students' prior exposure to computers. There were significant differences found between the students in all the cognitive and affective measures employed. The increased exposure to, and use of computers between, the two samples of students resulted in increased computer knowledge and changes in attitudes towards using computers. The gender differences that were observed among primary students in the 1985 study were still evident in 1991. However fewer gender differences were evident in the secondary population in 1991 when compared to that in 1985. The data gathered from both studies indirectly supports the view that the need for formal courses of computer literacy has diminished as computer usage has become more commonplace. Both studies provided evidence that questioned the capacity of formal courses of instruction as a means of developing IT skills among all students. For many students, formal courses of instruction were not successful in developing appropriate levels of computer knowledge. Primary students in the 1991 study had developed similar levels of computer knowledge merely through informal exposure to computers as had the secondary students in 1985 through formal courses of computer instruction. There was a learning advantage to students exposed to the formal course of instruction in the secondary school but informal use of computers in this setting would also have provided an advantage. Of concern was the finding that there were still many students who lacked a basic knowledge of computers and technology. It appeared that neither a formal course nor informal use of computers was sufficient to develop IT skills among sections of the student population. There was no evidence of any measures being taken to overcome this problem. Unless specific moves are taken, such results will likely be found in a similar study in 1998.

To analyze and describe the status and characteristics of using electronic screens of primary and middle school students in China from 2016 to 2017. From 2016 to 2017, 275 monitoring points were selected from 31 provinces in China, and 280 primary and middle school students were selected from each monitoring point to complete the survey. Using the suggestion from "Healthy China Initiative(2019-2030)"of which the screen time of primary and middle school students should be less than one hour per day as the standard. A total of 74 314 primary and secondary school students(except grade 9 and grade 12) were included in this study. Among them, there were 37 147 boys(50.0%) and 37 167 girls(50.0%); 44 612 pupils(60.0%), 14 858 junior school students(20.0%), and 14 844 senior high school students(20.0%); 38 995(52.5%) rural students and 35 319(47.5%) urban students; 53 287 boarding students(71.7%) and 20 537 day students(27.6%). From 2016 to 2017, the average daily screen time of Chinese primary school students was 1.45 hours, M(P25, P75) was 1.14(0.57, 1.93) h. That of junior high school students was 1.92 hours, M(P25, P75) was 1.43(0.71, 2.48) h. That of senior high school students was 2.37 hours, M(P25, P75) was 1.71(0.90, 3.02) h. The average daily screen time qualified rates of primary school, junior high and senior high school students were 46.1%, 37.1% and 27.7%, respectively. From 2016 to 2017, the most used electronic screen products of primary school students in China were TV/videos(62%), followed by mobile phones(21%). Junior high school students spent 38% and 37% of the total time watching TV/videos and playing mobile phones, respectively. High school students spend the longest time using mobile phones(49%) of the total time, followed by watching TV/videos(26%). With the increasing of grade, screen time became longer, and screen time qualified rate dropped. Moreover, the most used electronic screens were mobile phones and TV/videos.

This study explored an individual variation in perceived social support from teachers, peers, and guardians and their association with experienced study engagement and study burnout. Two cohorts of students participated in the study: fourth graders from primary school (age 10, n = 2401) and seventh graders from lower secondary school (age 13, n = 1529) in Finland. The analysis was conducted using latent profile analysis. Several equivalent profiles with different configurations of perceived social support from three sources were identified in both age groups. The profiles differed from each other in terms of study engagement and study burnout. Moreover, social support from different sources had somewhat different functions on students’ study wellbeing, although teacher and peer support seemed to play particularly central roles.

To explore the behaviors related to infectious disease and family factors in primary and middle school students, and to provide evidence for improving behaviors related to infectious disease. A total of 8465 students were randomly surveyed by a standard questionnaire of behaviors related to infectious disease. Chi-square test was used to analyze the influential factors for behaviors related to infectious disease, and non conditional logistic regression analysis was used to analyze the multiple factors. The total formation rate of behaviors related to infectious disease was 66.4%. The rates for primary and middle school students were 69.4% and 62.8% respectively, with significant difference (P<0.05). There were significant differences in the following behaviors, such as washing hands before eating food, rarely buying snacks on outside stalls, informing teachers when showing infectious disease symptoms (all P<0.05), the degree for such behaviors in primary school students was higher than that in middle school students. There were also significant differences in the following behaviors, such as washing hands after using the toilet, blocking with a handkerchief, wiping while coughing and sneezing (all P<0.05), the degree for such behaviors in middle school students was higher than that in primary school students. Non conditional logistic regression analysis showed that the behaviors related to infectious disease in primary and middle school students were associated with parents' education degree, mother's occupation and living status with parents. Behaviors related to infectious disease in primary and middle school students need to be improved, and the formation of these behaviors may be related to many family factors.

Objective: To examine the purchase behaviors of prepackaged food and its determinants among primary and middle school students in 6 provinces of China. Methods: A multi-stage sampling strategy was adopted to select 2 499 primary and middle school students and their parents from the eastern region of China(Beijing, Jiangsu Province, Guangdong Province), the northeast region(Heilongjiang Province), the central region(Henan Province) and the western region(Sichuan Province) from July 2020 to March 2021. Socio-demographic characteristics of students and their parents, eating-related behaviors and the purchase behaviors of prepackaged food of students, and parents' attitudes towards students' eating behavior were collected through questionnaire towards students and their parents. The χ² test was conducted to compare the purchase behaviors in different groups of students, and multivariate logistic stepwise regression analysis was used to analyze the determinants among primary and middle school students. Results: The age of 2 499 participants was(12.7±2.5) years. There were 1 272(50.9%) females and 1 279(51.2%) middle school students. About 1 404(56.2%) students bought prepackaged food. The top 6 prepackaged foods bought at least once a week were milk and dairy products(74.6%), baked food(58.7%), beverages(42.8%), puffed food(40.8%), chocolate and candy(39.8%), and nuts and dried fruits(37.5%). The multivariate logistic regression model analysis results showed that compared with primary school students, rural students, non-boarding students, students who did not like snacks and students whose parents paid attention to their children eating snacks, middle school students(OR=3.36, 95%CI:2.73-4.12), urban students(OR=1.33, 95%CI:1.11-1.61), boarding students(OR=2.15, 95%CI:1.66-2.79), students who liked snacks(OR=2.01, 95%CI:1.66-2.43), students whose parents did not pay attention to their children eating snacks(OR=1.27, 95%CI:1.05-1.54) were more likely to buy prepackaged food by themselves. Compared with students whose parents had education level of junior high school and below, students whose parents had education level of undergraduate and above(OR=0.70, 95%CI:0.53-0.92) were less likely to buy prepackaged food by themselves. Compared with students whose family monthly income was less than 5 000 yuan, students whose family monthly income was over 10 000 yuan(OR=0.67, 95%CI:0.52-0.87) were less likely to buy prepackaged food by themselves. Conclusion: Many primary and middle school students buy prepackaged food by themselves in 6 provinces of China. Individual characteristics such as grade, place of residence, boarding status, as well as family environment such as parents' education level, monthly income and concern about children eating snacks are the influencing factors of purchasing prepackaged food.

The study has systematized the theoretical basis for ethical or moral education for students in primary schools on the current status of ethical education for students in public primary schools in Cai Rang District, Can Tho City, then proposed some measures to manage ethical education activities for students in primary schools in Cai Rang District, Can Tho City. Based on theoretical research and practical surveys, the researchers would pose 6 specific suggestions to manage moral education activities for students in primary schools in Cai Rang District, Can Tho City. Two hundred and ninety-six respondents participated in the questionnaires, among of whom were school managers, teachers, and representative boards of students' parents from 4 public primary schools in Can Rang District, Can Tho City. The proposed measures would impact all subjects and stages of the management process from the stage of raising the needs, planning, organizing, and directing to inspection and evaluation, the elements of managing moral education activities for students at public elementary schools, such as developing selection plans, assigning use, fostering, stimulating and motivating teaching and creating a favorable environment for the management of moral education activities for students in primary schools in Cai Rang District, Can Tho City. Each proposed suggestion has different goals, tasks and implementation methods, but in general, they are closely related, interactive and complementary. Therefore, those measures must be implemented in a synchronous, unified, flexible and flexible manner to achieve high results, meeting the requirements of improving the quality of public primary education in the current period.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0771/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

The prevalence of ocular diseases in primary and junior high school students on Orchid Island

The aim of this research was to develop a set of tasks assessing prerequisite Computational Thinking (CT) skills within Czech primary school students using an educational robotics as a supporting tool. Czech Republic, along with numerous European countries, currently implements a revision of the existing computer science curriculum at the primary and secondary education level, to widen the national information literacy and embed the development of CT into the basic STEM education. The integration of the CT development at a level of a national school education raises a question of assessing actual CT skills of the students and creating a standardized methodology for a such assessment. This paper discusses the results of the research aimed to assess the CT skills within primary school students which was tested on a sample number of 90 students age 8 - 13 during extended education classes and events.

Teacher support is an essential resource for students learning and well-being at school. This study examines whether teachers’ resources (i.e., perceived social resources in the professional community, work-related stress, and teaching experience) and contextual factors (i.e., class size, school size, and neighborhood socioeconomic status) relate to between class differences in levels and development of students’ teacher support experiences. A two-level latent growth curve analysis is used to study the three-wave longitudinal survey data from fourth to sixth graders (n = 1,879) from 114 classes and their teachers (n = 114). The results indicate that the teacher’s perceived professional recognition and support from colleagues and work-related stress related to the class differences in the support students perceive from the teacher.

This paper is used to know about the psychological health situation for middle and primary school students in Xianning City and provide a certain empirical basis for meaningful development of psychological health education and psychological assistance. This paper uses the MHT scale prepared by Bucheng Zhou professor et al. to conduct a test for 1000 students in 7 middle and primary schools in Xianning City. The detection rate of psychological health problem accounts for 1.6% where the positive detection rate of study anxiety ranks first (43.2%). The psychological health situations have much difference in sex (t = -4. 624, P<0. 001), and it’s lower in male students than female ones. There is a significant difference between the psychological health situation for only and non-only children (t = -2. 519, P<0. 01).There is a significant difference on the psychological health situation for primary school, middle school and high school students (F = 11. 3, P<0. 001), and the psychological health situation of primary school students is better than that for middle school students. It can be concluded that the psychological health situation of middle and primary school students in Xianning City is fairly good, and the psychological health situation for male student, only children and primary school student is also fairly good.

Bullying has become more prevalent not only among secondary school (SMP and SMA) students but also in primary school (SD) students. Children's physical and psychological development in primary school are the most crucial aspects. However, many primary school students face physical and psychological pressure in social interactions due to bullying. However, they are rarely reported even though they have a detrimental effect on both victims and perpetrators. Bullying is still considered normal in social interactions and is used as a joke and a way to demonstrate strength. One of the causes is primary school students’ lack of comprehension of bullying.This research aimed to determine primary school students' knowledge about bullying before and after receiving health education and analyze the impact of bullying themed illustrated storybooks on primary school students’ knowledge in Kupang to prevent bullying behaviors. The quasi experimental approach pre-test and post-test with one group design. There were 200 primary school students involved in intervention. The Wilcoxon test results show that the average respondents’ knowledge improvement after being provided with health education about bullying using illustrated storybooks was 78.5%, with a p-value of 0.000. Therefore, it can be concluded that health education using illustrated storybook positively impacts primary school (SD) students’ bullying knowledge in Kupang. Collaboration between various parties, including parents, teachers, schools, and nurses, will continue to provide education about bullying for elementary school children as an effort to prevent bullying behavior in elementary school children.

This study investigated the impacts of peer and teacher support on perceived technology usefulness and ease of use, and acceptance of computer-mediated collaboration in writing (CMCW) among Hong Kong primary school students, who learn English as a second/foreign language (ESL/EFL). The results showed that class-level peer support had direct and positive impacts on individual-level acceptance of CMCW. However, teacher support did not have direct impacts. Peer support had indirect impacts on acceptance of CMCW through perceived usefulness. Teacher support had indirect impacts on acceptance of CMCW through the mediation of perceived usefulness and ease of use. The findings highlight the importance of teacher and peer support in students’ perceptions towards technology use and acceptance of CMCW. Reasons for the findings and implications for promoting CMCW are discussed.