Knowledge, attitudes, and practices regarding cardiovascular disease prevention among middle school students in China: a cross-sectional study

Differences in stress levels between junior high school students and college students during online learning

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.

The Psychological Impact of the COVID-19 Pandemic on Teenagers in China

ObjectivesPrioritizing adolescent idiopathic scoliosis (AIS) prevention over treatment is crucial, especially in countries like China where students are heavily focused on academics. Little research combines the educational characteristics of junior and senior high school students in China to explore factors contributing to AIS. Our aim was to investigate the correlation between performance indicators and potential AIS determine differences between junior and senior high school students.MethodWe conducted a general investigation of potential AIS-related indicators in students attending a comprehensive school in the Yunnan Province. In total, 264 junior high school students and 501 senior high school students were surveyed. Both subjective and objective performance indicators as well as additional factors, such as extracurricular activities and schoolbag-related factors, were considered. The reliability and validity of the questionnaire were assessed, and all items pertaining to performance and other relevant factors were analyzed.ResultsThe proportion of senior high school students with a trunk rotation angle > 7° was higher than that of junior high school students (5.59% vs. 2.27%). Junior high school students were more affected by the weight of their schoolbags than senior high school students (35.98% vs. 27.74%). In contrast, senior high school students had more abnormal postures than junior high school students (28.03% vs. 38.32%). The frequency of extracurricular activities was significantly lower in senior high school students than in junior high school students, particularly among students with a trunk rotation angle of > 5° or > 7°. The questionnaire results indicated that the survey model was suitable. Significant correlations were found between schoolbag-related issues, growth-related concerns, abnormal posture, and abnormal lifestyle. Abnormal lifestyle was found to have a potential impact on abnormal sensations, whereas abnormal pain was influenced by abnormal posture, lifestyle, and sensation.ConclusionsOur questionnaire captured the distinct attributes of junior and senior high school students in a Chinese province regarding potential Adolescent Idiopathic Scoliosis (AIS). Junior high school students are more affected by schoolbag weight, while senior high school students exhibit more abnormal postures. The frequency of extracurricular activities shows an inverse relationship with both heavy schoolbag weight and abnormal postures. Increasing the frequency of extracurricular activities and addressing abnormal habits may help prevent the onset of AIS in students experiencing high levels of academic stress.

To analyze the prevalence and differences between gender and grades of suicide ideation among middle school students in China from 2000 to 2012 so as to provide basis for suicide prevention among middle school students. Electronic search strategy was carried out, using PubMed, Wanfang Database, VIP Database, China National Knowledge Infrastructure (CNKI) and CBM to collect data on suicide ideation among middle school students. Fixed effects model or random effects model was employed according to statistical tests for the homogeneity. Publication bias was assessed by rank correlation test. 40 papers were included for meta-analysis, with a total sample size of 320 375. The combined prevalence of suicide ideation was 17.99% (95%CI: 16.59% - 19.49%). Prevalence rates of suicide ideation were stratified by factors as gender and grade at school. Pooled prevalence rates on suicide ideation were as follows: 14.71% (95%CI: 13.42% - 16.11%) and 19.92% (95%CI: 19.30% - 21.64%), P < 0.05 for boys and girls;16.94% (95%CI: 15.35% - 18.66%) and 19.01% (95%CI: 17.23% - 20.93%), P < 0.05 for senior or junior high school students, respectively. There were differences in the prevalence of suicide ideation among middle school students between genders and grades in China.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

Survival rates increase when basic life support (BLS) is provided by bystanders to patients with acute diseases, such as out-of-hospital cardiac arrest; however, its implementation rate is not high. In this study, we investigated "interest on BLS," "knowledge on BLS," and "experience on BLS" as factors related to the willingness to implement BLS among junior high school, high school, and college students who have multiple opportunities to learn it. This is an observational study using a questionnaire survey. The participants were 112 junior high school students, 114 high school students, and 109 university students (non-medical), totaling 294 (87.8% response rate). The questionnaire listed three items on the strength of willingness to perform BLS, three items on attributes of the participant, four items on the score of interest on BLS, one item on the score of knowledge on BLS, and two items on the score of experience on BLS. Among junior high school students, the factors that were significantly associated with the willingness to perform BLS were "Presence of someone who died" and "Interest on BLS" score. Among high school and college students, the factors that were significantly associated with the willingness to perform BLS were "Interest on BLS" and "Knowledge on BLS" scores. For junior high school students, creating an environment in which they can visualize the actual situation may increase their interest, whereas for high school and university students, in addition to such an environment, conducting seminars of short duration may help them to consolidate their knowledge and increase their willingness to implement BLS.

Since the reform and opening up, economic, political and cultural exchanges between our country and other countries have become more and more frequent, English has attracted more and more attention, and it is more and more important to improve the oral English ability of middle school students. Junior high school is the basic stage and the best period to cultivate oral English communicative competence and oral English communicative competence is the top priority to cultivate students' English competence. Although the awareness of cultivating and improving oral English ability is increasing, the oral English ability of junior middle school students in China is relatively ordinary due to the influence of exam oriented education. In order to detect the mastery of middle school students' oral English and learning English，this paper mainly takes middle school students as the research object under the research background of relevant literature at home and abroad. Combined with the current situation of the cultivation and development of junior middle school students' oral English ability in China, through the method of questionnaire survey, this paper studies the current situation of junior middle school students' oral English level, the problems existing in junior middle school students' oral English and the factors affecting junior middle school students' oral English ability. Finally, combined with relevant teaching and materials, this paper puts forward relevant operable suggestions and strategies for the cultivation of junior middle school students' oral English ability.

ABSTRACTThe present study sought to extend prior research in the Chinese context by examining the role of demographic and socioeconomic factors in middle school students’ motivation, engagement, academic buoyancy, and adaptability. A total of 2,434 middle school students (aged 11–15 years) in China participated in the study. For demographic factors, gender played the dominant role, with males higher on numerous adaptive motivation and engagement factors and females higher on numerous maladaptive motivation and engagement factors. In terms of student-related SES, it appears that parents’ education explains the bulk of variance with higher education levels associated with higher self-efficacy and adaptability. There were no significant interactions between demographics and SES and so the main effects of gender and parents’ education are associated with motivation, engagement, and adaptability in relatively independent ways. Taken together, the present study has identified salient socio-demographic factors that play a role in educational processes important to Chinese middle school students’ academic development.

The purpose of this study is to analyze students' psychological dispositions about student learning anxiety and happiness on the level of education. Elementary school, Junior high school and Senior High School students in the city of Cirebon were the subjects in this study. Mixed methods research with a sequential transformative strategy model was chosen to answer the problem of this research. Through a stratified random sampling technique, two types of research data were obtained; quantitative and qualitative data. Both of these data were analyzed by two data analysis techniques. Quantitative data analysis used is chi-square and contingency correlation, while qualitative data analysis uses triangulation of data sources. The results showed that there were differences in the level of mathematics anxiety and learning happiness of students at each level of education. Senior High School students have a high level of math anxiety when compared to elementary and Junior high school students. While in terms of happiness learn, students the elementary school is happier learning when compared to the other two types of students. This condition is also strengthened by the existence of a significant relationship between mathematics anxiety and happiness learn student with the level of education

&lt;p&gt;目前能夠回應青春期資優生特性及其家長特有需求的親職團體並不多見。本研究即在探討「阿德勒取向親職團體」對國中資優生家長在親職效能感與家庭氣氛等之立即性與持續性輔導效果。本研究採前、後測準實驗設計，以高雄市某國中12名資優生家長為對象，分為實驗組及控制組，實驗組接受每週一次，每次120分鐘，共八次16小時之親職團體。本研究工具為親職效能感量表（由家長填寫）及家庭氣氛量表（由子女填寫）。兩組成員在團體開始一週前進行前測，團體結束一週內進行後測，並於結束第四週進行追蹤測。實驗組成員於團體前七次結束時填寫回饋表，並於團體最後一次結束時填寫總回饋表。研究者在團體結束後進行實驗組成員個別訪談，藉以暸解成員在參與團體後的改變情形。資料分析後發現如下：1.能立即提升整體親職效能感與人際溝通；2.能立即提升整體家庭氣氛與家庭溝通；3.能持續提升整體親職效能感、學習引導與生活督導；4.整體家庭氣氛、家庭關係與家庭溝通持續提升。本研究提出親子聯合參與團體、增加家長自我探索、納入資優學生訪談等具體建議，作為輔導應用之參考。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;The purpose of the study is to explore the immediate and continuous counseling effects of an Adlerian-oriented parenting group on parenting efficacy and family atmosphere for parents of the gifted students in junior high school. The research used a quasi-experimental design. Participants were twelve parents of gifted students in a junior high school. Six parents were in the experimental group and Six parents were in a control group. The participants in the experimental group attended 8-week group counseling sessions for two hours per week. Members of the two groups took a pre-test one week before the start of the group, a post-test within one week after the end of the group, and a follow-up test in the fourth week afterwards. Members of the experimental group filled out the feedback form at the end of the first session, and the general feedback form at the end of the last group. The researcher conducted individual interviews with the members of the experimental group after the group. Four significant results were found for those who joined the Adlerian-oriented parenting group. First, parents of the gifted students in junior high school who participated in the parenting group could immediately improve the overall parenting efficacy and &amp;quot;interpersonal communication&amp;quot;. Second, parents of the gifted students in junior high school could immediately improve the overall family atmosphere and &amp;quot;family communication&amp;quot; after participating in the parenting group. Third, parents of the gifted students in junior high school can continue to improve the overall parenting efficacy, &amp;quot;learning-guidance&amp;quot; and &amp;quot;life-supervision&amp;quot; after participating in the parenting group. Fourth, parents of the gifted students in junior high school could continue to improve the family atmosphere, &amp;quot;family relationship&amp;quot; and &amp;quot;family communication&amp;quot; after participating in the parenting group. Suggestions as above can be references to applications for the counseling and research in the future.&lt;/p&gt;

To investigate the relationship between violence exposure, self-control, social anxiety and school bully. In the urban and rural areas of Xinxiang between September and December, 2018, a total of 1631 students from grade 1 to grade 3 from 3 junior high schools and 3 senior high schools were selected by convenient sampling. Violence exposure scale, middle school students& apos; self-control scale, adolescents' social anxiety scale and middle school students& apos; school bully scale. Among them, there were 770 boys and 861 girls. The number of junior high school students was 891, and the number of senior high school students was 740.There were 922 urban students and 709 rural students. There recovery data was analyzed by independent sampled t-test, correlation analysis and the structural equation model was established. (1) The male in the scores of violence exposure(34.45±12.97), social anxiety(11.04±3.61), traditional bully(24.09±8.86) and cyberbully(14.94±6.25) were higher than the female [(32.07±11.09), (10.30±3.58), (21.57±7.98), (13.00±4.30)], and the difference was statistically significant(P& lt; 0.05). The junior high school students in the scores of violence exposure(35.21±13.83), social anxiety(11.24±3.58), traditional bully(26.40±8.68) and cyberbully(15.06±6.26) were higher than the senior high school students [(30.52±8.51), (9.92±3.53), (19.26±6.14), (12.55±3.73)], but the junior high school students in the scores of self-control(121.98±17.22) was lower than senior high school students(129.84±19.02) and the difference was statistically significant(P& lt; 0.05). The urban students in the scores of self-control(126.30±18.54) was lower than rural students(122.99±18.04), but the junior high school students in the scores of social anxiety(10.38±3.53) and traditional bully(22.41±8.28) were higher than senior high school students [(11.06±3.67), (23.25±10.01)] and the difference was statistically significant(P& lt; 0.05). (2) The scores of violence exposure, social anxiety, traditional bully and cyberbully were positively correlated each other(r=0.24-0.59, P& lt; 0.01), but separately negatively correlated with the scores of self-control(r=-0.36--0.19, P& lt; 0.01). (3) Social anxiety played a partial mediating role between violence exposure and school bully. The direct effect of violence exposure on school bullying was β=0.45, 95%CI 0.38-0.53, t=17.19, P& lt; 0.001.The mediating effect of social anxiety was 0.02, accounting for 4.26% of the total effect. Self-control played a moderating role in the second half of the relationship between violence exposure and school bully. Interaction between social anxiety and self-control can significantly positively predict school bully(β=0.08, 95%CI 0.03-0.12, t=3.05, P& lt; 0.01). Violence exposure positively predicts school bully. Violence exposure also plays a mediating effect on them through social anxiety and a moderating effect on them through self-control. The moderating effect of self-control is not significant in boys and junior high school students.

Predictors of insomnia onset in adolescents in Japan

The acute respiratory disease caused by the 2019 Novel Coronavirus (2019-nCoV) is officially named Severe Acute Respiratory Syndrome-Coronavirus 2 (SARS-CoV-2). SARS-CoV-2 causes the disease Coronavirus Disease 2019 (COVID-19). To overcome the spread of COVID-19, the government has imposed restrictions on residents' activities by enforcing the Large-Scale Social Restrictions (PSBB) regulations. This condition causes anxiety in the community. It is suspected that the level of knowledge will affect the level of stress and anxiety of middle and high school students. Aim. Knowing whether there is a relationship between the level of knowledge about COVID-19 with the stress and anxiety levels of junior and senior high school students during vaccination at the Poltekkes Kemenkes Tanjungpinang. Method. The method used is a cross sectional analytic approach with the use of the Slovin formula in determining the number of samples. The necessary data were obtained through a questionnaire during vaccination. This research took place from May to July 2021. Results. The research sample was obtained as many as 129 students. Based on the Spearman correlation test, the p value = 0.036, indicating a relationship between the level of knowledge and the level of perceived anxiety, as well as between the level of knowledge and the level of stress showed a relationship marked by the value of p = 0.040. Conclusion. There is a sufficient relationship between the level of knowledge about COVID-19 and the level of anxiety and stress during the PSBB period for junior high and high school students during vaccination at the Poltekes Kemenkes Tanjungpinang.The acute respiratory disease caused by the 2019 Novel Coronavirus (2019-nCoV) is officially named Severe Acute Respiratory Syndrome-Coronavirus 2 (SARS-CoV-2). SARS-CoV-2 causes the disease Coronavirus Disease 2019 (COVID-19). To overcome the spread of COVID-19, the government has imposed restrictions on residents' activities by enforcing the Large-Scale Social Restrictions (PSBB) regulations. This condition causes anxiety in the community. It is suspected that the level of knowledge will affect the level of stress and anxiety of middle and high school students. Aim. Knowing whether there is a relationship between the level of knowledge about COVID-19 with the stress and anxiety levels of junior and senior high school students during vaccination at the Poltekkes Kemenkes Tanjungpinang. Method. The method used is a cross sectional analytic approach with the use of the Slovin formula in determining the number of samples. The necessary data were obtained through a questionnaire during vaccination. This research took place from May to July 2021. Results. The research sample was obtained as many as 129 students. Based on the Spearman correlation test, the p value = 0.036, indicating a relationship between the level of knowledge and the level of perceived anxiety, as well as between the level of knowledge and the level of stress showed a relationship marked by the value of p = 0.040. Conclusion. There is a sufficient relationship between the level of knowledge about COVID-19 and the level of anxiety and stress during the PSBB period for junior high and high school students during vaccination at the Poltekes Kemenkes Tanjungpinang.

BackgroundThe emergence of the COVID-19 pandemic led to increased levels of depression among adolescents in 2019. However, the situation regarding adolescent depression in the later stages of the pandemic remains unclear. This study investigated depressive symptoms status and changing trends among middle and junior high school students from 2019 to 2023.MethodsData were collected from 9,920 middle and junior high school students between 2019 and 2023 via multistage stratified cluster sampling. Students were administered an online survey, completed the Chinese version of the Center for Epidemiologic Studies Depression Scale, and answered questions regarding basic information, such as birth date. Univariate and multivariate analyses were performed to examine the factors that influenced depressive symptoms. Furthermore, Trend X2 Test and Logistic regression was employed to analyze the changing trends of depressive symptoms among the participants.ResultsOf the students, 14.5% and 5.8% could have and had definitely experienced depressive symptoms, respectively. Junior high school students (AOR = 1.409, 95%CI = 1.164–1.706) had a higher risk of definite depressive symptoms. Males (possible depressive symptoms: AOR = 0.803, 95%CI = 0.716–0.902; definite depressive symptoms: AOR = 0.829, 95%CI = 0.695–0.988) were less likely to experience depressive symptoms. Families with parental absence (single-parent families, reconstituted families, and families where both parents are absent), less than one hour of outdoor activity and less than eight hours of sleep, increased the risk of both possible and definite depressive symptoms. Detection rate of depressive symptoms among middle school students followed an inverted U-shape trend; it rose in 2020 and 2021 and declined in 2022 and 2023. Detection rates of depressive symptoms among junior high school students in 2020, 2022, and 2023 decreased compared with 2019 (p < 0.05).ConclusionEducational stage, sex, family type, and duration of outdoor activities and sleep were factors that influenced depressive symptoms among middle and junior high school students. A proportion of middle school students with depressive symptoms exhibited an increasing and decreasing trend from 2019 to 2023. Students exposed to risk factors require additional attention, with timely early intervention to mitigate the impact of environmental stress and prevent the further development of depressive symptoms into a more severe and less manageable state.