8th Grade Girls Research Articles

Exploring the Developmental Aspects of the Uncanny Valley Effect on Children’s Preferences for Robot Appearance

As robotic technology advances, robots are increasingly being designed and utilized for applications involving children across various fields. Since the acceptance of robots is profoundly affected by their appearance, understanding children’s preferences for the looks of robots becomes imperative. The uncanny valley effect (UVE) posits that the perceived likeability of robots increases as their appearance becomes more humanlike but then sharply drops when they approach near-perfect human similarity before rising once an extremely realistic likeness is achieved. Due to inconsistent results in the literature regarding when humans develop a sense of uncanniness toward humanlike robots, the present study aims to examine the emergence of the UVE in children. 67 1st-graders (aged six to seven years) and 95 4th-graders (aged nine to ten years) evaluated 12 robot faces on the scales of likeability, disgust, humanness, and intention to play with the robots (i.e., acceptance). The results demonstrated that the UVE was not observed in 1st-graders or 4th-grade boys. Nevertheless, a UVE-like pattern emerged among 4th-grade girls, particularly in their ratings of likeability and acceptance as a function of robots’ degree of humanness. A positive correlation between likeability and acceptance was consistently found across all age and gender groups. Additionally, negative correlations were found between likeability and disgust, as well as disgust and acceptance, specifically in the fourth graders but not in the first graders. These results suggest that the UVE may not be fully developed in 10-year-old children, with girls potentially exhibiting earlier development than boys. We conclude that age and gender differences should be considered when evaluating children’s preferences for robot appearance and their willingness to interact with robots.

Outsiders Within: How Do Black Girls Fit into Computer Science for All?

Objectives. At the K–12 level, “CS for All” initiatives across the country strive to increase equitable access to and participation in computer science (CS). However, there are many open questions about the implementation and effectiveness of these initiatives, including the extent to which exposing young people to CS early on can shape their longer-term CS interest and engagement. In this article, we examine CS participation among 6th–8th-grade Black girls and assess whether CS participation during middle school shapes CS interest and engagement during their first year of high school. We focus on Black girls in the hopes of developing a more nuanced and rigorous understanding of computing experiences at the intersection of racism and sexism in this field. Participants. The focal group of students in this study are 6th–8th-grade Black girls from New York City. We employ a comparative lens in this article, contextualizing the CS experiences and outcomes of Black girls to Latinas, Asian, and White girls, as well as Black boys. Study Method. We primarily rely on quantitative data for this article, applying a critical lens to our analyses and interpretation. More specifically, we conduct descriptive analyses of course-taking patterns as well as survey data that focus on student attitudes and beliefs about CS. We then carry out inferential analyses of students’ administrative records examining how, if at all, middle school CS participation is related to high school outcomes for Black girls. We employ a comparative lens and rely on qualitative data to make sense of our results. Findings. We find that, troublingly, Black girls in the district are disproportionately less likely to receive CS instruction in middle school. Black girls are also less likely than Black boys, Latinas, and White girls to feel that they belong in CS. However, Black girls in CS courses report similar levels of engagement, family, and peer support, as well as value for CS relative to other students in the district. Finally, we find that participation in CS courses in middle school does not increase the likelihood that Black girls will select high schools that offer CS courses or take a CS course during their first year of high school. Conclusions. Our findings suggest that to increase equitable access and participation in CS, it is not enough to simply expose students to CS coursework. We call for sustained attention to the experiences that Black girls have in their CS classes as well as broader structural barriers that might shape CS course-taking.

AN EXPLORATORY STUDY OF STRESS, ANXIETY AND DEPRESSION AMONG 10TH AND 12TH GRADE STUDENTS OF NCT OF DELHI IN REFERENCE TO THEIR ACADEMIC ANXIETY

The current study was planned as an Exploratory Study of Stress, Anxiety and Depression in grade 10 and Grade 12 Students in reference to school anxiety. The purpose of the study is to interview high school and upper secondary students who dealing with a broad range of stress factors associated with school requirements. Past research indicates that school-related stress can decrease the school performance level, reduce motivation and increase the risk of abandonment. Mental health issues are playing a vital role in the school/college student’s life. School pressure and typical stressors at the beginning and end of college can precipitate the First onset of mental health and substance abuse issues or worsening of symptoms. Long-term impacts, which include a reduction in the likelihood of lasting jobs, Governments are worth billions of rupees every year. As a result, expertise in family dynamics, developmental psychopathology, special college issues and care systems is essential for conducting clinical treatment with college students. This narrative report presents the up-to-date recent research on the impact of education-related stress, including a discussion about the impact on students’ Ability to learn and succeed at school, mental health problems such as depression and anxiety, sleep disturbances and addictions. Method: For that purpose, the current study, a total sample of 100 school students, out of which 47 were 10th grade Students and 53 were 12th grade students. The individuals selected from this sample were 15 and 20 years of age. This study sample was chosen from among Grade 10 and 12 students (Govt. Boys & Girls Sr. Sec School) Delhi. The students here refer to the students, especially the 10 and 12 year students of the Delhi government School. To measure the Stress, Anxiety and Depression among 10th and 12th Grade Students, Stress, Anxiety and Depression Scale (ADSS -BSPSA) by Pallavi Bhatnagar et. al. was used. To measure the Academic Anxiety these students, Academic Anxiety Scale (AAS) by A.K. Sen & A. Sen Gupta was used by the 10th And 12th Grade Students. Results: This study points to a high prevalence of symptoms of Academic Anxiety among male students (49.42%) and female students (56.04%). The results of the study also show that the incidence of stress, anxiety, and depression were 37.7%, 31.15%, and 33.13%, respectively. Academic Anxiety was much higher amongst females, then that stress, anxiety, and depression were significantly higher among 12th Grade students. This study found that male and female students were found to be different from stress. Finding: We have seen that male students are very stressed compared to girls. In Anxiety 10th Grade Boys Students high Anxiety than 10th Grade Girls Students. At a glance Depression of Grade 10th Boys Students score higher than Grade 10th Girls Students, Grade 12th Girls Students shows higher score than Grade 12th Boys Students. Given the importance of a high incidence of stress, anxiety and depression among these students. There is a need to detect symptoms of stress, anxiety and depression in the school students & follow through with a further recommendation to get the proper diagnosis and treatment in specialized psychiatric centers. Do not interfere with the learning/development process by doing. Moreover, other studies are recommended to remove the factors behind these mental disorders in relation to their school-related anxiety.

The impact of the Covid-19 pandemic on mental health in Danish school children in 5th to 7th grade.

We wanted to examine the impact of the Covid-19 pandemic on mental health in Danish school children in 5th to 7th grade (11 to 15 years), and whether the impact differed across age and sex. We included 793 and 391 school children from winter 2020 and winter 2021, respectively. Mental health was measured using the Short Warwick-Edinburgh Mental Well-Being Scale (SWEMWBS), Strengths and Difficulties Questionnaire (SDQ), and Brief Resilience Scale (BRS). Data were analyzed by sex using linear regression models adjusting for grade (age), cohabitation, geographical region, employment status of parents, and schools as clusters. Girls in 5th grade and boys in 6th grade during Covid-19 had statistically significant lower well-being (SWEMWBS) compared with before Covid-19. Girls in 5th and 6th grade during Covid-19 had non-statistically significant lower scores on all subscales of SDQ compared with girls before Covid-19. Girls in 7th grade during Covid-19 had statistically significant lower total difficulty score (SDQ) and fewer conduct problems (SDQ) compared with girls before Covid-19. Boys in 5th grade during Covid-19 had statistically significant fewer conduct problems (SDQ) compared with boys before Covid-19. This study indicates that the Covid-19 pandemic impacted Danish school children differently across sex and grade (age). During Covid-19, mental health tended to be better among the oldest girls and worse among the youngest girls compared with girls before Covid-19. Boys in 6th grade had poorer mental well-being, and boys in 5th grade had fewer conduct problems during Covid-19 compared with before Covid-19.

The social engineering of civility in a progressive middle school

This paper discusses the efforts of teachers at a progressive U.S. middle school to socially engineer the ontology of a group of 7th and 8th grade girls to become more inclusive in their relationships with their peers. I argue that this effort was authoritative and that the teacher-promoted civility discourse usurped students' genuine dialogic investigation of the realities faced in their relationships with each other. In response to these social engineering efforts, I discuss the need for ontological, eventful dialogue as characterised by Bakhtin's (1999) notion of internally persuasive discourse to sensitively and meaningfully address interpersonal conflict and social exclusion.

P31-037-23 Variety of Fruits and Vegetable Consumed Associated With Intention To Lose Weight Among 8th and 11th Grade Girls With Obesity in Texas

P31-037-23 Variety of Fruits and Vegetable Consumed Associated With Intention To Lose Weight Among 8th and 11th Grade Girls With Obesity in Texas

Local Errors in Written Descriptive Essays: A Comparative Study of 8th Grade Students of Sialkot, Pakistan

This study examined local errors that eighth graders at a Pasrur private school made in their descriptive essays. Also, the sorts of local errors committed by L2 learners are identified in this paper. For both native speakers and non-native speakers, writing is a difficult undertaking. It requires not only a basic knowledge of grammar but also strong writing skills. This begins to be taught from the beginning of the school year. Error analysis is the process of identifying, interpreting, and analyzing mistakes/mistakes that are considered incorrect in relation to the grammatical rules of a language, and this is usually done by people learning a second language. To this end, the researcher does a comparative study of local mistakes made by 8th-grade boys and girls. Descriptive writing presents great difficulties. This study was conducted using a mixed methodology. The topic was given to fifty pupils, whose essays were then assessed for mistakes based on the frequency with which they appeared in his sample of carefully chosen compositions. According to the findings, misspellings are more common than sentence structure and word choice. According to this study’s findings, some of these mistakes are due to a lack of cross-linguistic proficiency. In other words, one source of these errors is the learner’s native tongue. Furthermore, this study concludes that the main cause of these local errors is a lack of grammatical and linguistic knowledge of the target language, that is English.

Association between weight status and motor competence in schoolchildren from Chilean Patagonia

Background: the prevalence of overweight and obesity in the child population is a global public health problem, with measures such as the promotion of physical activity being necessary. One of the recognized factors for this is the development of motor competence, due to its dynamic interaction with physical activity, so it is necessary to understand its relationship with weight status. Objective: the aims of this study are to determine whether there are differences in the levels of motor competence of schoolchildren in Chilean Patagonia according to their nutritional status, as well as to determine the association between body mass index (BMI) and the levels of motor competence in these schoolchildren. Material and methods: we evaluated 295 boys and girls in 5th and 6th grade of primary school, from educational centres in Coyhaique and Punta Arenas. We used the MOBAK 5-6 test to assess their motor competence. Results: schoolchildren with normal weight status presented higher values of motor competence in self-movement (M = 3.1; SD = 1.84) compared to overweight (M = 2.7; SD = 1.68) and obese schoolchildren (M = 1.7; SD = 1.57), presenting significant differences between all groups (p < 0.001). In object control, no differences were found between the groups. In addition, there was an inverse association of object control with gender (β: 1.49; p < 0.001) and BMI (β: -0.05; p = 0.026), while self-movement had an inverse association with BMI (β: -0.11; 95 % CI: -0.15 -0.07; p < 0.001). Conclusion: weight status and motor competence are associated. Schoolchildren with higher BMI values tend to perform lower in self-movement. These results underline the importance of addressing motor competence in efforts to combat overweight and obesity in children.

“We actually made something and solved a problem”: Exploring relationships between middle school engineering culture and girls' engineering experiences

AbstractAs historically construed, both engineering culture and school science culture marginalize girls. With the focus on engineering in the Next Generation Science Standards (NGSS), engineering education researchers have called for a more targeted investigation of how girls at the K‐12 level engage in engineering. This study investigates, through critical participatory ethnography, how 6th grade girls engaged in an Engineering for Sustainable Communities unit (EfSC) guided by conceptual frameworks centered on Cultural Ways of Learning and Rightful Presence. Three in‐depth cases are presented that explore the kinds of engineering problem spaces girls chose to address through iterative design of functional prototypes. Findings reveal, first, how anchoring engineering in girls' embodied experiences supported new forms of participation, new roles for embodied experiences and new making present practices, thereby solidifying a more equitable culture. Second, as the girls moved and hybridized embodied community/STEM ideas and resources, they organized and put into action (through decisions made while “doing” engineering) their values, ideals and desires and that of their communities. Third, we found signifiers, themes, symbols and practices of an emergent engineering culture in which girls positioned themselves as able. These effected engineering for social‐spatial justice using a technically rich and socially specific iterative engineering process which seeded a rightful presence for girls in middle school science.

Фізичний розвиток та фізична підготовленість учнів середнього шкільного віку загальноосвітніх шкіл м. Львова

The purpose of the study was to determine the features of physical development and level of development of physical qualities of secondary school pupils. Materials and methods. The study involved pupils of Lviv secondary schools. 254 students of 5-8 grades were involved. Theoretical analysis and generalization of data from scientific and methodological literature and Internet resources was conducted in order to study the problematic issues in physical education of secondary school pupils. Pedagogical testing and anthropometric measurements were used in the study. Tests of physical fitness were conducted, namely to assess the level of speed development the test in running 60 m was used, to assess endurance we used running 1500 m and speed and strength indicators were assessed by standing long jump. Assessment of physical fitness was performed according to T. Yu. Krutsevych methods (index method). The speed index was calculated as the ratio of the schoolchildren height to the result in the 60 m run, the speed-strength index was the ratio of body length to the result in the long jump, the endurance index was the ratio of body length and 1500 m to body weight. Results and conclusion. It was found that most of the anthropometric indicators of students in grades 5-8 meet the standards of physical development of middle school children. It was found that in girls and boys of 5-6 grades significant gender differences in the indicator of physical development were not recorded. The growth rates of boys in grades 7-8 significantly outweighed those of girls. The 8th grade girls had slightly higher weights. For pupils of 5-6 grades, the speed is characterized by an average level of development (3.47-3.56 units in girls and 3.68-3.70 units in boys). Speed and power indicators correspond to the average level of development in boys and girls of the 5th grade (1.08 units, 0.94 units, respectively). The average level of speed and strength indicators (1.13 units) was found in the 6th grade boys, and higher than the average level (1.08 units) in girls. The average level of development of speed, endurance and speed-power indicators was recorded in the 7th grade pupils, except for the boys in the speed-power index, where the results correspond to a lower than average level (1.05 units). The 8th grade girls had an average level of speed development (3.40 units), speed and strength indicators (0.99 units) and a low level of endurance (0.8 units). The 8th grade boys showed an average level of development of speed and power indicators (1.15 units), the level of speed corresponds to the level above average of development (3.90 units), and endurance – below the average level (1.09 units)

The impact of an issue-centered problem-based learning curriculum on 6th grade girls’ understanding of and interest in computer science

Many stakeholders have suggested that if girls are not engaged in computer science at an early age, the field of computer science (CS) (and computing-related fields) will continue to lack gender diversity. We need more explorations of how curriculum impacts girls’ interest in computer science at the elementary level. The focus of this research project was to examine how an elementary problem-based learning (PBL) curriculum impacted girls’ understanding of and interest in CS. By utilizing a curriculum focused on a problem that emphasized social activism, we hypothesized that PBL CS could increase interest in CS for girls. This study used a mixed-method sequential explanatory research design to examine the implementation of a CS PBL curriculum with four 6th grade teachers and their 263 students. We collected student CS knowledge pre-tests and post-tests, student attitude surveys, student focus group interviews, teacher interviews, and researcher observation reflection notes. The knowledge tests were analyzed using a mixed measures ANOVA. The survey responses were analyzed using ANOVAs and effect sizes for each comparison were calculated using partial eta squared. The qualitative data was analyzed using a thematic approach that required four researchers to come to a consensus. Results suggested that although girls had less understanding of CS at the beginning, by the end of the curriculum, girls and boys performed similarly. However, there were still elements that were not successful. Girls’ attitudes towards computer science were significantly lower than the boys at the end of the curriculum. Conceptually, the curriculum needs to specifically address how CS could impact values held by girls.

Hispanic Mother-Daughter Communication About the Risks of Sex, Drugs, and Alcohol: Influences and the Strategies Mothers Use

PurposeU.S. Hispanic adolescents are at risk for negative health outcomes due to risk-taking behaviors involving sex, drugs, and alcohol. Mother-daughter communication can reduce these risk-taking behaviors and reinforce parents' expectations. The purpose of this study was to explore mothers' descriptions of their communication about risk-taking behaviors with their early adolescent Hispanic daughters. Design and methodsThis qualitative descriptive study involved focus groups with 21 Hispanic mothers of 7th grade (12–14 years old) girls. Conventional content analysis was conducted to identify the strategies they used during these conversations. ResultsStrategies mothers used included warning, focusing on negative consequences, creating opportunities to express maternal expectations, and stressing the importance of positive influences. Communication was also influenced by daughters' physical development and social media. ConclusionsThe mothers were concerned about their daughters' exposure to risk-taking behaviors but were unsure about how to talk to their daughters about how to avoid them, particularly regarding topics related to sex. Practice implicationsOur study results have implications on how to facilitate parent-child conversations about risk-taking behaviors and to equip mothers and parents to teach their children how to avoid engaging in these behaviors.

Multicultural Adaptation of Mighty Girls for Widespread Dissemination: Pilot Study, App Development and Usability Testing, and Gauging Parent Support With Focus Groups.

BackgroundTaking evidence-based interventions to scale is a challenge for prevention science. Mighty Girls is an evidence-based sexual health intervention program that combines classroom sessions with novel, cutting-edge technology (digital puppetry). The program was developed for 7th grade Latinas, but US school and community demographics rarely allow interventions targeting a single ethnic group. Additionally, digital puppetry is costly to scale up, and parent disapproval often prevents successful dissemination of adolescent sexual health programs. Intervening steps along the scaling-up pathway are needed to adapt the program prior to scaling up for dissemination.ObjectiveThe aims of this study were to create a multicultural adaptation of the Mighty Girls program using a mobile app that is less costly to disseminate and is acceptable to parents of 7th grade girls.MethodsThis study used a three-phase process to adapt Mighty Girls into Mighty Teens. All phases used purposive (nonprobability) sampling of low-income, multicultural, urban metropolitan groups (7th grade girls and their parents) within central Florida. Phase 1 involved two videotaped implementations of a multicultural adaptation of the classroom sessions, one involving focus groups (N=14) and the other serving as a single-group pretest-posttest pilot study (N=23). Phase 2 involved development of a narrative cell phone app prototype, which was subjected to usability testing (N=25). App usability and engagement were assessed qualitatively (observation, focus group, open-ended questions) and quantitatively. Phase 3 used focus groups to assess parent support for the program (N=6). Qualitative data were analyzed using descriptive content analysis. Quantitative data were analyzed using descriptive statistics and paired t tests.ResultsQualitative findings supported classroom sessions being multicultural, and identified simple changes to improve engagement and learning. Quantitative findings from the second classroom session implementation pilot study indicated a significant pre-post difference in intention to delay sexual intercourse (P=.04). App usability and appeal were supported by a System Usability Scale score of 76 (exceeding 68 per the industry standard) and 83% (20/24) of participants agreeing they would recommend the app to friends. Parents (mothers) expressed only positive regard for program goals, and classroom session and app activities.ConclusionsThis study adapted Mighty Girls into an engaging, easier-to-disseminate, multicultural program, termed Mighty Teens, that uses a narrative-generating app to support behavior change, and is likely to be accepted by parents of 7th grade girls. This study also provides evidence of the preliminary effectiveness of Mighty Teens classroom sessions. The sampling method and sample size were appropriate for adaptation, but research involving a more representative US sample is needed to confirm multicultural fit, parent receptivity, and program effectiveness. Study implications include integrating app use throughout the classroom sessions to build narrative-generating skills across the program and increasing the number of narratives produced, which should in turn increase the program’s behavior change potency.

Ethnic-racial identity, gender identity, and well-being in Cherokee early adolescents.

We examined ethnic-racial and gender identities and their relations to self-esteem and well-being among Cherokee early adolescents. We also explored gender differences in the significance to boys and girls of ethnic-racial and gender identities. The sample consisted of 212 Cherokee 6th, 7th, and 8th grade girls and boys (Mage = 12.7 years). Adolescents completed survey measures of gender and ethnic-racial centrality, gender private regard, ethnic-racial private regard, ethnic-racial public regard, self-esteem, and three measures of well-being. Both genders reported high levels of the importance of being Cherokee to their identity (i.e., centrality), and strong positive attitudes toward being Cherokee (i.e., ethnic-racial private regard). Boys perceived gender as more important and more positive than girls. Among girls, ethnic-racial identity was more central and was viewed more positively than their gender identity. Mean levels of ethnic-racial and gender centrality did not differ for boys, nor did their reports of ethnic-racial and gender private regard. Youth's perceptions that others hold Cherokees in high regard (public regard) decreased across the grade levels. For both boys and girls, gender identity dimensions had stronger relations than ethnic-racial identity to psychosocial outcomes. For this sample of Cherokee adolescents, ethnic-racial identity held more prominence for girls than for boys, although aspects of gender identity were more strongly related to well-being for both genders. Results of the study indicate the significance of considering multiple identities in understanding identity development in American Indian adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Vacuna del papilomavirus en el Perú

El cáncer de cuello uterino es un problema de salud pública. La vacuna contra el virus del papiloma humano (VPH) protege contra la infección por el VPH. Ha mostrado ser efectiva para prevenir lesiones premalignas y cáncer de cérvix, así como lesiones de la vulva, vagina, canal anal, pene y orofaringe. Forma parte del calendario nacional de vacunación, es costo efectiva en la introducción de la estrategia nacional de vacunación y es la herramienta ideal ante sistemas de salud donde la prevención secundaria no ha dado resultado a lo largo del tiempo. La implementación del programa de vacunación en Perú se inició en el 2011. Actualmente, la indicación de la vacunación es con la vacuna tetravalente a niñas del 5° grado de primaria de los colegios públicos y privados, en 2 dosis a los 0 y 6 meses. En el 2019, la cobertura fue de 87% (234 535 niñas) para la primera dosis y 78% (211 339) para la segunda dosis.

THE RATIO BETWEEN HEIGHT AND BODY MASS FOR 8TH GRADE SPECIAL NEED EDUCATION PUPILS

The aim of this research was to compare the Body Mass Index of pupils with mental disabilities enrolled in special educational institutions with the Body Mass Index of students in public educational institutions, in the purpose of adapting/perfecting the learning process in the subject of Physical Education and Sport, in special educational institutions. During this project we decided to verify if there were significant height, weight or BMI differences between the two types of students (students enrolled in special educational institutions and students in the public schools of Bucharest). The poll of the research had been composed of 60 students separated in 4 groups of 15 students each: 2 groups of girls in 8th grade (special education and the correspondent group enrolled in public schools) and 2 groups of boys in 8th grade. Therefore, comparisons have been realized between these two types of students, corresponding with their age and sex. From the point of view regarding the statistical methods used, the mathematical SPSS program had been used, applying the Man-Whitney test as a nonparametric test. The results of the comparisons stated that there were differences in height and weight between the students enrolled in special and public educational institutions. However, when judging by the Body Mass Index of the students there were no significant differences.

School-Related Barriers that might be Impeding Academic Success for African American Girls

This study explored African American girls’ perceived racial/ethnic discrimination and teachers’ perceptions to understand the unique impact of each on educational outcomes for African American girls compared to girls from other racial/ethnic groups. The sample included 2,384 7th grade girls. In this multi-informant study, girls completed a survey that included ratings of perceived teacher discrimination, teachers rated the girls on academic engagement and antisocial behavior, and end-of-the-year GPA for each girl was gathered from school records data. One-way ANOVA revealed a main effect of race/ethnicity, such that African American girls reported higher levels of racial/ethnic discrimination, had a lower GPA, and were rated by their teachers as less engaged and more anti-social compared to Asian, Latinx, and white girls. Regression analysis revealed that, compared to white and Asian girls, low teacher perceived engagement was related to lower achievement for African American girls. These results highlight the need to analyze the educational experiences that African American girls are facing.

Physical activity levels and sedentary time during school hours of 6th-grade girls in Germany

AimRegular physical activity and low levels of sedentary time have positive health effects on youth, and data are needed to base public health recommendations on. Here, findings of device-based physical activity and sedentary time in sixth graders are presented. Data below are presented as mean (SD).Subject and methodsThree hundred and eight sixth-grade girls [11.6 (0.6) years] from the CReActivity study in Germany wore accelerometers (ActiGraph GT3X) for 7 consecutive days. Moderate to vigorous physical activity (MVPA), light physical activity (LPA), and sedentary time (ST) was obtained during school days with a focus on recess times.ResultsGirls spent 79.9 (23.2) minutes in MVPA and 9.4 (1.2) hours in ST during schooldays, of which 20.5 (8.2) minutes and 3.8 (0.4) hours respectively were accumulated during school hours. On average, students had 35.4 (4.5) minutes break, of which 6.3 (3.2) minutes (17.8%) were spent in MVPA activity and 16.5 (6.2) minutes (46.6%) in ST.ConclusionSchool setting is an important factor for physical activity and sedentary time. Therefore policy, curriculums, and school environment should promote physical activity und reduce sedentary time during school hours.

Normative beliefs about cyberbullying: comparisons of Israeli and U.S. youth

We examined how normative beliefs about cyberbullying influenced the choice of electronic aggression in hypothetical peer-to-peer scenarios. Data was collected from 1097 Israeli and 1196 U.S. students in grades 5th-10th, who completed self-report surveys examining normative beliefs about cyberbullying, aggressive cyberstrategies, face-to-face verbal and relational aggression, and access to electronic devices. Israeli students had higher levels of all aggression measures than U.S. students, but access to electronic devices was similar across the two countries. Normative beliefs about cyberbullying were positively associated with verbal and relational aggression. In Israeli, normative beliefs in boys were higher than girls in 5th and 6th grade, similar in 7th and 8th grade, and then higher again in 9th and 10th grade. In the U.S., boys had higher normative beliefs about cyberbullying than girls, and older students had higher beliefs than younger students. Findings using logistic regression indicated that normative beliefs about cyberbullying were predictive of Cyber-aggression even when taking into account grade, country, gender, access to electronic devices, and face-to-face relational aggression. Cyber-aggressive strategies were more likely to be present at the highest level of normative beliefs. Ways to change student beliefs using a social cognitive perspective are discussed.

Impact of Ethics and Social Awareness Curriculum on the Engineering Identity Formation of High School Girls

A national need exists to effectively engage women and people categorized as minorities in science, technology, engineering, and mathematics (STEM) fields and career paths. Given the minimal existence of standards and accreditation boards for engineering design and holistic engineering practice in K–12 contexts, we must better understand how said engineering design and holistic engineering practice affects the learning and identity formation of K–12 students. Here, 50 rising 9th–12th grade girls are exposed to either a socio-ethics enhanced engineering curriculum or a standard engineering curriculum through a week-long STEM summer camp. Qualitative methods are used to conduct a thematic analysis on the engineering language used by students in each curriculum group. Significant differences in language and attitudes towards engineering and the practice of STEM subjects is observed through the incorporation of ethics and humanities into a standard model engineering curriculum. The study presented in this paper demonstrates that students have a tendency towards describing scientific ideas through abstract terms, while a group who participated in the social science integrated camp tended to describe scientific ideas using social-emotional terms. Lastly, students who participated in the camp with integrated social sciences displayed an expanded view and sense of responsibility for the society for which their science is developed to serve. These results could have implications on how STEM subjects are communicated to attract and sustain student interest.