Suicidal Mortality and Motives Among Middle-School, High-School, and University Students

The purpose of this study is to carry out a survey of the oral health and maxillofacial trauma status of middle and high school students in Jeollabuk-do for establishing therapeutic and preventive measures and using as basic data on oral health care in an adolescent period. The results of this study are as follows. First, the prevalence status of oral diseases showed that male middle and female high school students have a little bit more dental caries than female middle and male high school students. And male middle and female high school students had more periodontitis than female middle and male high school students. Second, the maxillofacial trauma status of middle and high school students showed that both male middle and high school students have a little bit more experience of maxillofacial trauma than both female middle and high school students. And male middle and high school students had more experience of maxillofacial trauma than female middle and high school students, driven by unilateral hit in the fighting between male middle school students, and a car accident, fall, exercise, game, or unilateral hit in the fighting between male high school students. Third, the oral health status of middle and high school students showed that high school students have more dental caries, sealed permanent teeth, DMFT(Decay, Missing, Filling Teeth), and periodontitis than middle school students. Consequently, education for regular oral health care should be conducted through the importance of oral health care, and a systematic early diagnosis and remedy. It is urgent for adolescents to change their perception of the prevalence control, poor care prevention, and replacement reduction related to the importance of oral care.

The purpose of this study was to identify what factors of students, parents, and teachers affect school adjustment and school satisfaction of middle and high school students according to gender, school level, and time duration. The 1 st -year (T) and 2 nd -year (T+1) survey data of GEPS (Gyeonggi Education Panel Study) were analyzed by using linear regression analysis. The results were as follows: First, male middle school students' self-esteem and teacher- centered teaching methods (TCTM), female middle school students' self- concept and TCTM, male high school students' self-concept and test stress, and female high school students' self-concept had significant influence on the degree of school adjustment among friends (DSAF). Second, male middle school students' self-efficacy and learner-centered teaching methods (LCTM), female middle school students' TCTM and subject interest, and female high school students' self-concept only had significant influence on the degree of school adjustment with teachers. Third, only subject interest of male middle school students, self-concept and LCTM of female middle school students, and only self-concept of high school female students were statistically significant on school satisfaction.

The aim of this study is to compare the physical activity levels of middle school and high school students in Canakkale province. The study included 426 female and 417 male students aged 10-17 years who voluntarily participated. The PAQ survey developed by Kowalski et al. was used to determine physical activity levels of students participating in the study. The responses of students to the survey questions had mean and standard deviation calculated and the T test used for analysis with SPSS. For middle school students, the mean age of female students was 12.16±1.23 and the mean age of male students was 12.23±1.24 years. For high school, the mean age of female students was 16.31±1.17 and the mean age of male students was 16.32±1.29 years. In terms of BMI, the value for female middle school students was 18.95±3.13 and for male middle school students was 19.18±3.78, while for female high school students it was 20.92±3.31 and for male high school students it was 22.21±5.36. The physical activity scores for female and male middle school students were 2.71±0.79 and 2.93±0.77, respectively. The physical activity scores for female and male high school students were 1.88±0.61 and 2.36±0.73, respectively. For middle school students the physical activity scores were found to be high for both genders compared to high school students. Physical activity scores for female students were lower compared to males in both school types. Article visualizations:

The number of cellular phone subscribers is increasing every year and there have been reports of health disorders related to the high-frequency radio waves. This paper considers the dependence of Thai university and high school students on cellular phones. A survey form (cellular phone dependence questionnaire: CPDQ) was distributed to 181 female and 177 male Thai university students and to 240 female and 140 male Thai high school students. The surveys were collected, Cronbach alpha coefficient was calculated, and a factor analysis was performed using the principal factor method and varimax rotation. The total scores were 16.54 to 20.04 and the Cronbach's alpha coefficients were 0.808 to 0.930. According to a factor analysis of 20 scored items, 4 factors were extracted for both male and female high school students, and the cumulative correlation coefficients of the male and female groups were 64.85% and 62.70%, respectively. Five factors were extracted for male university students and 6 factors were extracted for female university students, and the cumulative correlation coefficients were 58.08% and 57.91%, respectively. The W value results of the Shapiro-Wilk W-test for male university students, female university students, male high school students and female high school students were 0.969, 0.984, 0.964, and 0.913 respectively, thus verifying the normality of the score distributions. The total scores for the Thai university students were higher than the scores for the Thai high school students. The factor analysis of female high school students confirmed a large difference compared to male university students, male high school students, and Japanese female university students. (The Japanese students were surveyed in an earlier study by Toda et al.). Also, the CPDQ total score was high, which indicated a strong tendency toward dependence.

ObjectiveIn this study, we aimed to present the epidemiological characteristics of elevated blood pressure among middle and high school students aged 12–17 years in Jiangsu Province.SettingHypertension, which is considered a...

Aim/Purpose: Educational robotics competitions are a popular way to increase students’ interest in science and engineering during their K-12 years. However, female students are typically underrepresented in these competitions. The goal of this study is to determine differences in the experiences of male and female robotics competition students in order to better support female students and increase their representation in competition leagues. Background: VEX Robotics Competitions are one of the fastest-growing educational robotics competitions available to middle school and high school students around the world. Despite growing numbers of participants, VEX programs have a notice-able lack of female participants. In order to create a more diverse and representative program, it is important to investigate why fewer female students participate in the competitions and what can be done to better support female students. Methodology: Qualitative and quantitative data were collected from VEX mentors and students through online surveys. A total sample of N=675 VEX mentors and students participated (n=47 students and n=628 mentors). The surveys asked scaled, multiple choice, and free response questions. Through these surveys, the following research questions are answered: 1) What (if any) are the differences between male and female student experiences with VEX? 2) What (if any) are the differences in male and female students’ confidence in their technical ability? and 3) What (if any) are the differences in male and female students’ performance on VEX related robotics team tasks? Contribution: This study contributes to the growing body of work on engaging female students, and other underrepresented students, in STEM fields such as programming, engineering, and robotics. Findings: Results demonstrate the male students outnumber female students and male mentors also outnumber female mentors in this sample. Male students are significantly more confident in their general technical ability and their ability to put things together (p<.05) and students of both genders generally wished to have more female students on their teams. Results also indicate that mentors generally perceive their female students as requiring more help and that they are less engaged with construction tasks as compared to male students. Recommendations for Practitioners: VEX mentors should focus on enhancing female students’ confidence with the construction and building aspects of robotics and ensuring they get the same experience with these tasks as male students. They should consider providing supplemental hands-on training sessions, within or outside of regular team sessions, for students who wish to build confidence and experience in these areas. Recommendation for Researchers: Researchers should continue to explore the experiences of female students in robotics competitions, including differences based on grade level, mentor gender, and more. Researchers should additionally look at female students who are not a part of robotics teams (or who have left a robotics team) to understand why these teams do not appeal to them. Impact on Society: Women are still underrepresented in engineering and computer science professions. In order to bridge this gap, it is critical to find effective ways to reach girls in their K-12 years to build their confidence and interest in these fields before they reach college. This study points out critical areas where robotics competition teams should focus on building female students’ confidence. Future Research: The findings in this paper present research from year 1 of a multi-year longitudinal study. Future research will continue to track the mentors and students in this study in order to gain information on retention and change over time.

Purpose The purpose of this study is to measure the daily physical activity of male and female middle school students according to the period (VD: vaction day, SNPE: school day no PE, SPE: school day with PE) by using 3-axis accelerometer, and to compare the characteristics of adolescent physical activity according to gender and period. Methods The subjects were 130 middle school students (68 male, 62 female students). Data collection was performed using a 3-axis accelerometer(GT3X model, ActiGraph). Collected data were converted into time by intensity and rate using physical activity analysis program (Actilife v6.11.9) and analyzed by statistical program (SPSS 25.0). One-way ANOVA and independent sample t-test were used for statistical analysis. Tukey's HSD was used as a post analysis. The statistical significance level was .05. Results As a result, during each periods(VD, SNPE, and SPE), except for MVPA(moderate to vigorous physical activity) time on SPE, sedentary and MVPA time were significantly higher in female students, and low intensity and total physical activity time were significantly higher in male students. For male students, total physical activity time was higher in the order of SPE, SNPE, and VD, and for female students, physical activity time during the semester(SNPE and SPE) was significantly higher than VD. For male students, MVPA time was significantly high in order of SPE, SNPE, and VD, and for female students, it was high in order of SPE, SNPE, and VD but only significant difference occurred between SPE and VD. For both male and female students, sedentary time was high in the order of VD, SNPE, and SPE, but the sedentary time during vacation was significantly higher than during the semester. Conclusions When summarizing the results, first, it was confirmed that school and physical education classes as a physical activity space play a significant role in physical activity, especially MVPA, of male and female middle school students, second, the physical activity effect of physical education class was found to be more effective in male students. Based on the results of this study, it is necessary to conduct studies on various grades and to explore various factors affecting physical activity in a complex way.

[Objective] The current study explored the correlation and contribution of critical thinking and metacognitive skills toward female and male students' retention in senior high school. [Methodology] This study used a descriptive correlational design, where critical thinking and metacognitive skills served as the predictor, during retention as the criterion. A total of 230 students participated in this study. The participants comprised 112 (48.70%) male students and 118 (51.30%) female students. An essay test and a scoring rubric were used to collect data on participants' critical thinking and metacognitive skills. The research data were analyzed using a multiple regression analysis at a 5% significance level, followed by ANOVA to examine the contribution of critical thinking and metacognitive skills toward male and female students' retention. [Results] The statistical analysis revealed that the simultaneous contribution of critical thinking and metacognitive skills toward female students' retention was higher than that toward male students' retention. The effective contribution values of critical thinking and metacognitive skills toward male students' retention were 2.44% and 10.06%, respectively. Meanwhile, critical thinking and metacognitive skills contributed 7.89% and 12.81% toward female students' retention. [Conclusions] There was a simultaneous correlation between critical thinking, metacognitive skills, and retention of male and female high school students. The effective contribution of critical thinking and metacognitive skills toward female students' retention was more significant than that toward male students' retention. The findings of this study suggest that high school teachers need to consider gender equality when implementing learning strategies to improve critical thinking and metacognitive skills.

Objectives This study analyzes the relationship between work experience in school and job values of male and female college students. In particular, it is to confirm the effect of work experience on job value according to gender. Using the 2017~2020 Graduates Occupational Mobility Survey, let's analyze the consistent effect of college student's work experience in school on job value.
 Methods Using The Graduates Occupational Mobility Survey (GOMS) 2017-2020 and subjects of this surveys were 35,217 people who four-year male and female college students(8,933 people in 2017, 9,116 people in 2018, 9,350 people in 2019, and 7,824 people in 2020). A t-test was conducted to verify the change in job value according to the work experience in school of male and female college students. And Regression analysis was conducted to analyze the impact.
 Results The study results can be summarized as follows. First, it was found that male students' work experience and work experience related to their major consistently increased intrinsic job value and had a positive (+) effect. Second, it was found that female students' work experience related to their major consistently increased the intrinsic job value and had a positive (+) effect. On the other hand, it was analyzed that female students' work presence or absence of work experience consistently increases the external job value and has a positive (+) effect. Third, the consistent effect of the number of work experiences of unversity students was not confirmed. However, it was confirmed that there was no effect except for 2020.
 Conclusions The work experience in school of a male and female college students was identified as an important factor influencing job values. First, male and female college students should have work experience related to their major in order to increase their intrinsic job values. Second, it seems necessary to differentiate the career guidance of male and female students. Third, the number of work experiences in school should be selected and focused on meaningful work experiences rather than work experiences that do not help university students' career development. This result presents the direction of work experience in school for the development of job values of university students. And I think it will be helpful for the school and the government to establish policies on the work experience of university students.

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.

Background Adolescence is one of the most challenging periods of human life. Many healthy or risky behaviors may be formed during this period and continue to the end of life. The aim of this study was to examine and compare the health promotion behaviors of male and female students in high schools. Methods In this descriptive-comparative study, 609 high school students were selected using multi-stage random sampling method. Data were collected using demographic and health-promoting lifestyle profile (HPLPII) questionnaires. Results The mean of health promotion behaviors was moderate in female (2.43 ± 0.46) and male (2.61 ± 0.45) students. The highest and lowest means in the male students were respectively the dimensions of spiritual growth and health responsibility. Also, the highest and lowest means in the female students were dimensions of interpersonal relationships as well as physical activity and exercise. The status of male health promotion behaviors was significantly more favorable than that of the female (p = 0.001, t = -4.71). The male students had a better situation than female in terms of all the six dimensions of HPLPII, so there was a significant difference between them in the four dimensions of spiritual growth, stress management, physical activity and health responsibility. There was also a significant relationship between the history of physical and mental illness in the past year and the students' health promotion behaviors (p < 0.05). Conclusion The results indicated the importance of promoting self-care and educational interventions in the aspects such as physical activity and health responsibility of young people in order to improve the health of the community.

Web-based activities have the potential to teach engineering in both formal and informal science education settings, maximizing outreach efforts. To date, many activities available on the internet teach about engineering, but few allow students to truly “do” engineering. This project utilized web animation and interaction in the design of a web-based experience focused on engineering design. In this activity, targeted toward middle school students, users played the role of engineer and engaged in the process of designing a cell phone for the older adult market. It was hoped that this web-based activity would increase participant understanding of what engineering is and the steps of the engineering design process, while also encouraging students to consider engineering-related careers. An additional aim of this study was to determine whether the web-based application and the object of design (a cell phone) would appeal to female students as much as it would to male students. To test this, 162 middle-school students participated in the web-experience. Summative measures were taken preand postactivity using an on-line web-based survey to test their knowledge of engineering design and the engineering design process. The post-survey also asked additional questions to determine students’ perceptions of engineering and also perceptions of the web activity. Data were analyzed for the central tendencies of each question, item and scale means, and cross tabulated to identify statistically significant differences between the responses of male and female students. Prior to the web-based experience female students had a higher base-line knowledge of what engineering is than male students (p = 0.026), however after participation in the activity there were no statistically significant gender-based differences. The activity did increase understanding of engineering in the group as a whole, with a mean increase from 5.12 out of 10 correct responses on the pre-test to 7.10 out of 10 (p = 0.000). Regarding the web-experience, female students tended to express better perceptions of the elements of the activity, but these differences were not statistically significant. Despite the activity, female students exhibited less positive perceptions of engineering and engineering as a career than male students. They were less likely to feel they could become an engineer if they wanted to (0.005), to see themselves in an engineering-related career (p < 0.000), and to see themselves as an engineer (p <0.000) compared to their male counterparts. These results suggest that female middle-school students have a better base knowledge of what engineering is than male students, and that a web-based engineering experience can improve understanding in both genders. Both female and male students perceived the website activity positively, which promotes future use of this educational means. Future work is needed to determine how similar activities can be altered to better address the disparity in perceptions of engineering as a career between genders.

The purpose of this study was to examine nutrition knowledge of Korean high school students for nutrition education.The subjects were 276 high school students (male 138, female 138) in Incheon metropolitan city, Korea. A cross‐sectional survey was conducted using a questionnaire and the statistical data were analyzed with SPSS 12.0 program. As for the distribution of weight by BMI, there was significant difference between male and female students (p&lt;0.001); 54.3% of the male normal, 10.9% overweight, 14.5% obese, 20.3% underweight and 47.8% of the female normal, 40.6% underweight, 12.2% obese, 9.4% overweight. As for nutrition knowledge scores, the female students (31.97/50) showed significantly higher average score compared to the male students (29.96/50) (p&lt;0.05). There was no significant difference in nutrition knowledge scores according to BMI in the male students. However, there was significant difference in nutrition knowledge scores according to BMI in the female students (p&lt;0.05); underweight (32.86/50), normal (32.50/50), overweight (27.69/50), obese (22.50/50) in order. As for source from which they got nutrition knowledge, there was no significant difference between male and female students. There was significant difference in nutrition knowledge scores according to source from which they got nutrition knowledge (p&lt;0.05); dietitian (35.75/50), nutrition education class (32.35/50), mass media (31.37/50), internet (31.00/50), family, relatives and friend (28.25/50). Therefore, nutrition education according to gender and BMI should be provided in high school in Korea.

A cross-sectional study on the analysis of the current situation of depression and anxiety among primary and secondary school students in Urumqi City in 2021: A case study of S district

It is widely known that fewer women enroll in engineering degree programs and work in engineering fields than men. In order to address this issue, a two-pronged approach is needed to simultaneously attract and retain more young women to, and in, these disciplines. In this study, student perception of STEM disciplines was assessed to determine where gaps in perception are the greatest by gender. The confounding effects of student race/ethnicity and grade level on differences in student perception by gender were also examined. More than 6,000 middle and high school students (grades 5-12) and more than 1,200 first-year college students were surveyed to determine student interest and perceptions about their abilities in 26 different STEM sub-disciplines, including 7 engineering sub-disciplines. Male middle and high school students reported a slightly higher level of confidence about their ability to succeed in a STEM major, with a widening gap in the first-year college student population. Male students in both populations were at least twice as likely to respond that they were “very interested” in engineering majors, excluding environmental engineering. Environmental engineering still had a larger reported male interest, but it was not as exaggerated. The difference between male and female student responses was present at all grade levels (5 th grade through first-year college), although some fields did exhibit a narrowing of the gap during the upper middle school years (such as environmental science, computer engineering and civil engineering). The computing fields, physics and space science were the only other STEM fields that exhibited gender gaps that approached those observed for the engineering fields. Female students, in both populations, were also much more likely than male students to respond “I don’t know what it is” to questions asking about their interest in different engineering sub-disciplines. These gender gaps were not constant, however, when race/ethnicity was factored in. Larger gender differences (with male students indicating more interest) were noted for Caucasian and Native American students as compared to Hispanic, African American and Southeast Asian students. Indeed, female African American students expressed a higher interest in Chemical Engineering than male African American students. Therefore, different strategies may need to be used to attract students as a function of student gender, grade and race/ethnicity. Additionally, interventions to attract young women and underrepresented racial/ethnic groups to engineering need to start early and continue throughout the K-12 years, in order to be truly effective. Further implications of this study, as well as in-depth analysis of the results for each engineering sub-discipline, will also be addressed in the paper.