The relation of age, gender and sex-role identity to role expectation in same-sex friends

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

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

Tobacco use is a major preventable cause of death in the world. This article describes and compares tobacco use prevalence for students attending junior high schools and senior high schools in Taiwan. This report uses data from the Global Youth Tobacco Survey (GYTS) completed among 4689 junior high school students and 4426 senior high school students in Taiwan in 2004-2005. The GYTS uses a 2-stage sampling design to produce nationally representative data for junior and senior high students in general and vocational schools. Higher smoking prevalence was observed among senior high (10.1% general schools and 15.9% vocational schools) than junior high (5.5%) school students. Smoking prevalence of girls in junior high (3.2%) and senior high schools (4.6% general and 11.1% vocational) was almost as high or higher than adult females' (4.3%) smoking rates. The pattern of smoking intensity across school years and type of school shows that the percentage of smokers who were experimenters (47.1%) was higher in junior high school and the percentage of smokers who were regular/established smokers (over 50%) was higher in senior high school. Smoking prevalence described in this report shows that there are challenges facing the tobacco prevention and control program in Taiwan. The findings suggest that schools should increase their smoking initiation prevention efforts and make available cessation programs and counseling to help students quit smoking. If effective youth tobacco control programs are not developed and implemented in Taiwan, future morbidity and mortality attributed to tobacco will surely increase, especially among women.

Objective In recent years, the long-term use of media (including the Internet, video games, and social networking services) at a young age has been regarded as a problem. It has been pointed out that prolonged media usage may have an undesirable effect on the growth of adolescents from the physical, mental, and social perspectives. Junior and senior high school students are in a particularly important period of self-management of the basic lifestyle habits acquired thus far. Additionally, they must cultivate the ability to interact appropriately with media used daily. In this study, we investigated the relationship between the time expended on media usage and lifestyle habits among junior and senior high school students.Methods A sample of 1,633 students was extracted from all junior and senior high schools in Fukushima City. Principals of the schools distributed a self-administered questionnaire to their students. In total, 1,589 responses were obtained; as surveys of 30 students were missing values for gender and grade, they were excluded from the analysis, and data from 1,559 respondents were ultimately analyzed. A binomial logistic regression analysis was performed to examine the relationship between an independent variable (media usage time) and dependent variables (subjective health, lifestyle habits, and drinking and smoking experience) while controlling for gender and grade.Results Among junior high students, media usage for more than three hours was significantly related to "no breakfast," "no exercise habits," "irregular sleep," "lack of rest," and "feeling stressed." Among high school students, media usage for three hours or more was significantly related to "poor subjective health status," "eating only one or two meals a day," "no breakfast," "low food diversity," "obesity," "no exercise habits," "irregular sleep," "late bedtime," "waking up late," "drinking," and "smoking."Conclusion Our findings indicate that three or more hours of daily media usage is related to unhealthy lifestyles in terms of sleeping, eating, physical activity, drinking, and smoking. Junior and senior high school students who responded to the survey indicated that prolonged usage was also adversely related to their subjective health. Because the overuse of media is associated with students' lifestyles and health, it is important to develop an educational system that helps junior and senior high school students use media properly.

Objective: To compare the probability of physical activity (PA) time ≥1 hour at school and influencing factors in students in China between 2010 and 2014. Methods: We used the data of 2010 and 2014 Chinese National Survey on Students' Constitution and Health (CNSSCH). The surveys covered the Han students aged 9-22 years and Tibetan students aged 9-18 years (Tibet). The participants were primary school students (9-12 years old), junior high school students (13-15 years old), senior high school students (16-18 years old) and college students (19-22 years old). The probability of PA time ≥1 hour at school was compared using χ(2) tests between 2010 and 2014 survey years. Log-binomial Regression was used to estimate the relative risk (RR) for the probability of PA time ≥1 hour at school in different age groups. Results: The overall probability of PA time ≥1 hour at school in students aged 9-22 years was 20.5% in 2010, and 23.8% in 2014. The difference between 2010 and 2014 was significant (P<0.001). On the whole, the probability of PA time ≥1 hour at school increased in the eastern, central and western areas in 2014 compared with 2010 (P<0.05), and the increase range was highest in eastern area, followed by western area and central area (P<0.05). The probability of PA time of 1 hour at school in all age groups increased in 2014 compared with 2010 (P<0.05). The increase in the probability of PA time ≥1 hour at school was larger in primary school students than that in high school students and college students (P<0.05). The probability of PA time ≥1 hour at school increased in all age groups in three areas, except in junior and senior high school students in the central area where the probability of PA time ≥1 hour at school decreased. The probability of PA time ≥1 hour at school in primary and junior/senior high school students in the eastern area had the greatest increase, but in college students it had the smallest increase in the three areas. From 2010 to 2014, the changes in the probability of PA time ≥1 hour at school in students in different provinces were quite different, especially in primary school students. The probability of PA time ≥1 hour at school in four age groups increased in only three provinces. With the probability of PA time ≥1 hour at school in primary school students as the reference, the RR in junior high students had no significant change between 2010 and 2014. The RR in senior high school increased from 0.34 (0.33-0.35) in 2010 to 0.36 (0.36-0.37) in 2014, and the RR in college students increased from 0.33 (0.32-0.34) in 2010 to 0.43 (0.42-0.44) in 2014. Conclusions: The probability of PA time ≥1 hour at school in all age groups increased in 2014 compared with 2010, but there were great differences among provinces. The findings of our study suggests that although the national policy played a certain role, the provinces should take specific measures to improve the probability of PA time ≥1 hour at school in students according to their own conditions. In addition, more attention should be paid to PA of older students.

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.

BackgroundDue to tremendous academic pressure, Chinese high school students suffer from severe depression, anxiety, and sleep disturbances. Moreover, senior high school students commonly face more serious mental health problems than junior high school students. However, the co-occurrence and internal relationships of depression, anxiety, and sleep disturbances clusters are scarcely examined among high students. Therefore, the current study inspected relationships between depression, anxiety, and sleep disturbance symptoms through network analysis and identified key symptoms bolstering the correlation and intensifying the syndromes.MethodsA total of 13,999 junior high school students (Mage = 13.42 years, SDage = 1.35, 50% females) and 12,550 senior high school students (Mage = 16.93 years, SDage = 1.67, 47% females) were recruited in Harbin. We constructed networks for all students, junior high group, and senior high group, including data from the Youth Self-rating Insomnia Scale-3 (YSIS-3), the Generalized Anxiety Disorder-2 (GAD-2), and the Patient Health Questionnaire-2 (PHQ-2). The indices of “strength” was used to identify symptoms' centrality, and “bridge strength” was used to find specific nodes that could bridge anxiety, depression, and sleep disturbance.ResultsThe networks of all students, junior high and senior high students, were stable and accurate. Among all networks, “Nervousness” (GAD1) had the highest strength, and “Nervousness”–“Excessive worry” (GAD1-GAD2) had the strongest correlation. “Nervousness” (GAD1) also functioned as the bridge symptom among junior high students, while “Sad mood” (PHQ2) among senior high students. Senior high students scored higher than junior high students on all items and had a tighter network structure.ConclusionsIn networks consisting of anxiety, depression, and sleep disturbance, anxiety plays a conspicuous role in comorbidity among junior high school students, which transforms into depression among senior high school students. Treatments or interventions should be focused on these critical symptoms.

Objective Due to the rapid development of the internet, its overuse and addiction among the younger population have increased. Several studies have reported a relationship between the prolonged usage hours of the internet and other media among junior and senior high school students and certain lifestyle habits, such as no breakfast, no exercise routine, lack of sleep, and mental health decline. There is a growing concern that the students' health could be affected due to over usage of the internet and other networking media. Therefore, we have examined the relationship between media usage time and self-rated health (SRH) of the junior and senior high school students.Methods We analyzed the data of the "Fukushima Citizens' Health and Lifestyle Survey" conducted on May 2016. The participants included in the survey were junior and senior high school students from Fukushima City. We randomly selected 1,633 students and conducted a self-administered questionnaire survey. Of the 1,589 respondents, survey data from 1,480 students (583 junior and 897 senior high school students) were used in the analysis. The analysis was performed in each junior and senior high school student, with SRH as the dependent variable, media usage time as the independent variable, and various lifestyle factors as the adjustment variables. Furthermore, the odds ratio (OR) and 95% confidence interval (CI) were estimated.Results Fifty-two junior high school students (8.9%) and 123 senior high school students (13.7%) had poor SRH. Among the junior and senior high school students, those who used media for >3 h were more likely to have poor SRH, and the significant association was noted among high school students (OR; 2.30, 95% CI; 1.36-3.90). For both junior and senior high school students, the SRH was significantly associated with obesity, no exercise routine, and stress. Additionally, for the high school students, the SRH was significantly associated with late bedtime routine.Conclusion Our findings suggest that junior and high school students who overuse media are more likely to have a poor SRH.

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

Background: The iron supplementation program is implemented in many countries for improving the iron status. However, this program is not always successfully reducing the prevalence of anemia due to the various factors.Objective: To determine the success factors of iron supplementation program at the female school students. Method: The program of iron supplementation at the school was run by the Health Office of Bekasi City. The pre-post design study was applied among junior and senior high school female students. The variables collected were age, health status, menstrual pattern, hand washing habit, body mass index, capsule compliance, and food consumption. The hemoglobin (Hb) was measured by cyanmethemoglobin method. The logistic regression was applied to analyses the determinant factors.Results: The prevalence of anemia among female students was decreased by 3.4% after four month of supplementation. However, its result was different between the junior and senior high school students, in fact the prevalence of anemia at the junior students was increased. The number of students at the junior high school who decreased in hemoglobin and became anemia were more than the senior high school. The logistic regression analyses showed that the success determinant of iron supplementation program were students not anemic before supplementation (OR = 10.81; 90% CI: 7.04-16.50) and they used to hand washing (OR = 11.22; 90% CI: 1.90-64.60).Conclusion: After the iron supplementation program, the decrease prevalence of anemia was different between the junior and senior high school students. The determinants of success program were hand washing habits and the anemia status before supplementation.

To clarify the incidence of predictive risk factors for poor mental health status in Japanese adolescents. In 2010, baseline surveys of first-year junior and senior high school students were conducted at 10 randomly selected junior high schools and 14 senior high schools in Japan. After 2 years, follow-up surveys were conducted on the same students. For both surveys, a self-administered questionnaire about mental health status and lifestyle, General Health Questionnaire-12 (GHQ-12), was provided to the students. In total, 1,304 junior and 4,383 senior high school students were enrolled at the start of the study, and 776 junior and 2,697 senior high school students responded to both surveys. The new incidence of poor mental health status (GHQ-12 ≥ 4 points), determined by changes between the baseline and follow-up surveys, was 17.1% (95% CI, 13.9% to 20.3%) of junior high school students and 22.6% (95% CI, 20.5% to 24.7%) of senior high school students. According to the multiple logistic regression analysis, in junior high school students, factors associated with the onset of poor mental health were not participating in sports activities (adjusted odds ratio, 3.13; P = .035) and spending ≥ 2 hours per day studying outside of school (2.18; P = .010). In senior high school students, factors associated with the onset of poor mental health were female sex (2.51; P < .001), difficulty initiating sleep (3.38; P < .001), poor sleep quality (1.83; P = .034), poor appetite (3.43; P = .011), spending less than 2 hours per day watching television (1.37; P = .038), being a victim of bullying (2.46; P = .011), and not having a sympathetic supporter (1.72; P = .006). The findings of this study are valuable for formulating approaches aimed at addressing adolescent mental health.

This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School, and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language. It can be seen from the percentages of it, 85, 71% in Junior High School and 85, 71% in Senior High School composition.&#x0D;

Examined the prevalence of bulimia in female junior high and high school students residing in an agricultural community within a large, rural catchment area. We conducted follow-up interviews with subgroups of clinical and control participants screened for bulimia by self-report measures. Corroborating interview data showed that the overall prevalence of bulimia was greater than 1.7%. Sole reliance on established cutoff scores from the Bulimia Test suggests estimates of about 2 % for female junior high school students and 4% for female high school students. Although bulimia appears to be somewhat more common in high school, few differences between female junior high and high school students were found in the prevalence of extreme dieting behaviors (e.g., self-induced vomiting).

Knowledge and awareness on the natural resources among elementary and high school students are important attributes for future resource conservation and management. However, the enslaving features of gadgets and technologies has shifted the focus of the students away from nature-based knowledge and has motivated the government to integrate environmental education (EE) to the basic education programs. However, its implementation has not been successful due to lack of teaching materials and limits on teachers’ capabilities. As such, it was found out that knowledge of elementary, junior high school (JHS) and senior high school (SHS) students on the native and unique natural resources of Bicol Region are almost the same, with an average score of 40%. But intervention through the use of EE teaching materials developed from the research publications and reports of Bicol University Tabaco Campus faculty-researchers showed that an increase of 31%, 21%, and 28% have been observed for elementary, JHS, and SHS students, respectively. However, a significant difference (p&amp;lt;0.05) was observed between high schoolers from urban setting as compared to the upland and island students with regards to the prior knowledge on natural resources, on the other hand, significant change was also observed in the increase of knowledge in upland (30% increase for JHS, and 42% for SHS) and island students (22% and 27% for JHS and SHS, respectively) as compared to the urban students (12% and 17% for JHS and SHS, respectively). No differences were observed for the elementary students across sites. Several factors were identified to influence knowledge and awareness of students such as, access to internet and mass media, exposure to local situations and prior knowledge, and influence of family and community.&lt;br /&gt; Overall, knowledge and awareness of elementary and high school students on the local natural resources are relatively low but existence of local and relevant EE learning materials can help increase them. It is therefore, recommended that EE through the KADUNUNG program should be institutionalized to improve knowledge and awareness of students in Tabaco City.

To address the emerging trend of language learning with Artificial Intelligence (AI), this study explored junior and senior high school students’ behavioral intentions to use AI in second language (L2) learning, and the roles of related technological, social, and motivational factors. An eight-factor survey was constructed using a 5-point Likert scale. A total of 524 valid responses were collected, including 280 responses from junior high school students and 244 from senior high school students. The reliability and validity of the scale were satisfactory. The technological and social factors include effort expectancy, performance expectancy, social influence, facilitating conditions of AI-assisted language learning (AILL), which were hypothesized to predict students’ behavioral intention to use AILL with reference to the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The motivational factors derived from L2 Motivational Self System theory (i.e. learning experience with AI, cultural interest with AI, and instrumentality-promotion with AI) were hypothesized to be intermediate variables between the technological and social factors and behavioral intention based on the extended UTAUT (UTAUT2). Therefore, UTAUT and the L2 Self System were combined according to UTAUT2 to construct the proposed model in this study, named AILL-Motivation-UTAUT model. The results of the structural equation models of AILL-Motivation-UTAUT showed that performance expectancy, cultural interest, and instrumentality-promotion could predict students’ behavioral intention to use AILL for both junior and senior high students; effort expectancy and social influence could predict behavioral intention to use AILL only for junior high students, learning experience with AI could predict behavioral intention to use AILL only for senior high students, while facilitating conditions could not predict behavioral intention to use AILL for either group. The predictive power (80% for senior high students and 74% for junior high students) of the AILL-Motivation-UTAUT model in this research is higher than or equal to that of UTAUT2 (74%). In addition, this study found that the technological and social factors perceived by students would predict the motivation in AILL. The model verified in this study may inform future studies on AI integration for English as foreign language learning.