8th Grade Girls Research Articles

Changes in developmental assets and physical activity frequency among 3rd–5th grade girls participating in a girl-focused sport-based positive youth development program

Despite the numerous benefits of physical activity on mental, cognitive, social, and physical health, females are less active than males. Sport-based positive youth development (PYD) programs designed for girls may offer the unique blend of sport and life skills that address girl-specific physical activity determinants. The purpose of this study was to assess the short-term outcomes of a girl-focused sport-based PYD among 3rd–5th grade girls. A secondary analysis of pre- and post-intervention evaluation data was conducted to assess developmental assets, overall PYD, and physical activity among intervention participants (n = 384). Data analyses included descriptive statistics and paired sample t-tests to determine pre- to post-intervention changes. Results revealed statistically significant improvements in competence (p = .001), confidence (p < .001), and connectedness (p = .001) developmental assets, as well as overall PYD (p < .001) and physical activity frequency (p < .001). Findings suggest that a girl-focused sport-based PYD program may produce improvements in targeted development assets and physical activity frequency. This study provides preliminary data to support future studies examining the short-term effectives of sport-based PYD programs for addressing physical activity determinants among preadolescent girls.

When “separate” may be better: Exploring single-sex learning as a remedy for social anxieties in female middle school students

Research on the overall effectiveness of single-sex education remains inconclusive; however, some research does indicate that benefits other than academic achievement may be possible with a single-sex format. Advocates argue that when single-sex environments are structured by not only separating boys and girls but also by leveraging gender-specific learning strategies, positive outcomes are more likely. This may be of particular significance for middle-school girls, who often struggle with social anxieties related to adolescence that create barriers in transitioning to and navigating the middle school environment. As issues for middle-school girls are often unique to their gender, single-sex education emerges as a possible remedy to these problems. This study used qualitative data collected over a three-year period at a single-school site. Participant responses consistently showed that 6th grade girls placed in a single-sex classroom found the setting to be more supportive than a traditional mixed-sex classroom. Emerging themes included perceived improvement of academic performance and increased focus and engagement. Overall results indicated that for middle school females, participation in single-sex programs can help in easing social anxieties girls may experience while in middle school.

Ankle Accelerometry for Assessing Physical Activity Among Adolescent Girls: Threshold Determination, Validity, Reliability, and Feasibility

Purpose: Ankle accelerometry allows for 24-hr data collection and improves data volume/integrity versus hip accelerometry. Using Actical ankle accelerometry, the purpose of this study was to (a) develop sensitive/specific thresholds, (b) examine validity/reliability, (c) compare new thresholds with those of the manufacturer, and (d) examine feasibility in a community sample (low-income, urban adolescent girls). Method: Two studies were conducted with 6th- through 7th-grade girls (aged 10–14 years old): First was a laboratory study (n = 24), in which 2 Actical accelerometers were placed on the ankle and worn while measuring energy expenditure (Cosmed K4b2, metabolic equivalents [METs]) during 10 prescribed activities. Analyses included device equivalence reliability (intraclass correlation coefficient [ICC], activity counts of 2 Acticals), criterion-related validity (correlation, activity counts and METs), and calculations of sensitivity, specificity, kappa, and receiver-operating characteristic curves for thresholds. The second was a free-living study (n = 459), in which an Actical was worn for more than 7 days on the ankle (full 24-hr days retained). Analyses included feasibility (frequencies, missing data) and paired t tests (new thresholds vs. those of the manufacturer). Results: In the laboratory study, the Actical demonstrated reliability (ICC = .92) and validity (r = .81). Thresholds demonstrated sensitivity (91%), specificity (84%), kappa = .73 (p = .043), area under curve range = .81–.97. In the free-living study, 99.6% of participants wore the accelerometer; 84.1% had complete/valid data (mean = 5.7 days). Primary reasons for missing/invalid data included: improper programming/documentation (5.2%), failure to return device (5.0%), and wear-time ≤ 2 days (2.8%). The moderate-to-vigorous physical activity threshold (> 3,200 counts/minute) yielded 37.2 min/day, 2 to 4.5 times lower than that of the manufacturer's software (effect size = 0.74–4.05). Conclusions: Validity, reliability, and feasibility evidences support Actical ankle accelerometry to assess physical activity in community studies of adolescent girls. When comparing manufacturers' software versus new thresholds, a major difference was observed.

Time to Talk: A Review of Reading Girls: The Lives and Literacies of Adolescents

Hadar Dubowsky Ma’ayan regards Reading Girls: The Lives and Literacies of Adolescents as an important extension of Finder’s (1997) Just Girls: Hidden Literacies and Life in Junior High. Ma’ayan, a 5th grade teacher, conducts practitioner action research while taking a year off from teaching at Lincoln Middle School. Once a week, she met with a group of six racially and socioeconomically diverse 8th grade girls to participate in a Girls’ Literacy Discussion Group (GLDG). All of the participants actively engaged in literacy activities; however, they were not all academically successful. The purpose of her research was to “understand what role literacies play in students’ understandings of self and how we, as educators and parents, can use literacies to help girls, especially those marginalized in school, to build resiliency, self-agency, academic achievement, and personal growth” (p. 3). In addition to the GLDG, she met with the participants individually, observed them in and out of class, and collected artifacts. She utilized a multiple literacies framework “to investigate their sites, modes, and forms of literacy practices” (p. 15). Ma’ayan’s research demonstrates that using particular texts can facilitate honest discussions about subject matter helping to prepare students to meet life’s challenges and to experience academic success. In Chapter Three, Ma’ayan explores the body as a “text to communicate constructed identity” (p. 17). She describes how the participants read and performed markers such as music choices (e.g., dress, race, class and gender) to mark group affiliations. Chapter Four illustrates how the participants were influenced by mass media texts including music, movies, teen magazines, and corporate fashion. In Chapter Five, Ma’ayan explains how texts related to school, church, peers, and mothers contributed to the participants’ understandings about sexuality. In Chapter Six, Ma’ayan explores violence as text. She found that the girls received mixed messages and had a limited ability to critically question the messages they receive.

Understanding the Link Between Pubertal Timing in Girls and the Development of Depressive Symptoms: The Role of Sexual Harassment.

The link between sexual maturation, or pubertal timing, in girls and adolescent depressive symptoms is well-documented, but the underlying processes remain unclear. We examined whether sexual harassment, which has previously been linked to both pubertal timing and depressive symptoms, mediates this link, using a two-wave longitudinal study including 454 girls in 7th (M age =13.42, SD=.53) and 8th grade (M age =14.42, SD=.55). Pubertal timing was linked to depressive symptoms in both age groups, and predicted an increase in depressive symptoms among the 7th graders. Sexual harassment significantly mediated the link between pubertal timing and depressive symptoms among the 7th, but not the 8th grade girls. Together, our findings suggest that one way to prevent depressive symptoms among early-maturing girls could be to address sexual harassment in preventive intervention in early adolescence.

Thirteen years secular trends reveal a dramatic drop in recommended daily physical activity in Swedish youth – a smartphone effect?

Background: Regular physical activity (PA) provides a substantial health benefit for children. Monitoring physical activity would help in developing policies and guidelines to increase activity levels. Evaluation and comparison of physical activity across time have several underlying assumptions. Thus, it is fundamental to compare matching populations, and to use the same measurement technique, instrument and test protocol during similar test conditions. In a study of secular trends of pedometer determined physical activity in 7–9 year old Swedish children, physical activity increased during 2000–2006 and in another study of children aged 13–14 years reported no significant decrease in PA during 2000–2008. Could this positive finding hold true even over a longer time span in Sweden? To our knowledge, longer time spans of pedometer-determined PA trends have never been published. Purpose: To explore secular trends of pedometerdetermined physical activity (PA), body mass index (BMI), the percentage to meet recommendations of daily PA and the percentage of overweight/obese from 2000 to 2006 and 2013 in second graders from the very same two schools and from 2000 to 2013 in fifth graders. Methods: Trends between three cross sectional cohorts from five schools in 2000, and from two schools in 2006 and 2013 were analysed. Participating 2nd graders were n 2000 126 (57 girls), in 2006 84 (42 girls) and in 2013 (44 (23 girls), and 5th graders in 2000 105 (53 girls) and in 2013 38 (18 girls). During four consecutive weekdays, physical activity data were collected, height and weight measured, and BMI computed. Identical instruments and procedures were used on all three occasions. One-way ANOVA Post hoc Scheffe was applied for analysis. Results: In 2nd grade girls a significant increase of PA from 2000 to 2006 was observed (p< 0.01), and followed by a stable level between 2006 and 2013. No significant differences between the boy’s cohorts were seen. In 5th grade boys a significant decrease was observed between 2000 and 2013 with a drop in average daily PA from 16670 to 12704 (p< 0.01) In girls level of PAwas stable between 2000 and 2013. The percentage fulfilling upper endpoint for both boys (15,000 steps) and girls (12000 steps) to achieve the 60minutes of MVPA recommendation was higher in 2013 compared to 2000 for both genders in second grade, for fifth graders it dropped from 71% to 61% and from 76% to 20% between 2000 and 2013 in girls and boys respectively. Conclusion(s): Secular trends of PA differ between boys and girls. 2nd graders and 5th grade girls were largely stable whereas PA in 5th grade boys dropped by 24% between 2000 and 2013. Changing recess and leisure time habits such as smartphone use could be one of the causes. Implications: This study, point out the possible magnitude of unlimited smartphone use during recess or leisure time on children’s physical activity and the need to further study this phenomena.

Charge It! Translating Electric Vehicle Research Results to Engage 7th and 8th Grade Girls

Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology, engineering and mathematics (STEM) majors at the collegiate level. If girls are not engaged in STEM learning by the middle school level, studies show that they are even less likely to choose a science- or engineering-related major. This article presents results from a workshop for 7th and 8th grade girls designed to promote knowledge building in the area of sustainability and alternative energy use in transportation and to stimulate greater interest in STEM subjects. The workshop based on research conducted at University X focused on basic concepts of electric vehicles and electric vehicles’ batteries. Tests were conducted to evaluate the students’ knowledge and perceptions of electric vehicles and to determine the impact of the workshop. Early exposure to meaningful engineering experiences for these young girls may boost interest and the eventual pursuit of engineering and technology education paths.

Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence

The present study investigated the relation between self-esteem, self-efficacy and implicit theories of intelligence (entity and incremental) in a sample of 6th and 8th grade Norwegian students (N=2.062) in order to test the factor structure of these variables, how they may differ according to gender and grade level, and how they may predict academic achievement level. The results showed positive relations between self-esteem, self-efficacy and incremental theories of intelligence, and a negative relation between entity and incremental theories of intelligence, but this latter relation was significantly stronger among 8th graders. Despite better academic achievement among 8th grade girls, they had lower levels of self-esteem, self-efficacy, and incremental views of intelligence than boys. In conclusion, evaluative components of self-beliefs (self-esteem and self-efficacy) and implicit theories of intelligence constitute separate, but related factors, and there are age and gender specific differences which are of theoretical and practical importance.

Demographic, Cognitive, Affective, and Behavioral Variables Associated With Overweight and Obesity in Low-Active Girls

This study examined personal, cognitive, affective, and behavioral variables related to body mass index (BMI) among 73 6th and 7th grade girls, and differences between categories of healthy weight, overweight, and obese in the variables. BMI was correlated with barriers to physical activity, enjoyment of physical activity, light physical activity, moderate to vigorous physical activity, vigorous physical activity, and sedentary time. As compared to obese girls, those who were non-obese perceived greater enjoyment of physical activity, engaged in more light and vigorous physical activity, and had fewer minutes/hour of sedentary time. Findings can inform interventions.

Analysis of changes in traumatic symptoms and daily life activity of children affected by the 2011 Japan earthquake and tsunami over time.

BackgroundOn March 11, 2011, Japan was struck by a massive earthquake and tsunami. The tsunami caused tremendous damage and traumatized a number of people, including children. This study aimed to compare traumatic symptoms and daily life activity among children 20 months after the 2011 Great East Japan Earthquake and Tsunami with those observed after 8 months.MethodsThe study comprised two groups. The first comprised 12,524 kindergarten, elementary school, and junior high school children in Ishinomaki City, Miyagi Prefecture, Japan, who were evaluated 8 months after the disaster. The second comprised 10,597 children from the same place who were evaluated 20 months after the disaster. The Post Traumatic Stress Symptoms for Children 15 items (PTSSC-15), a self-completion questionnaire on traumatic symptoms, and a questionnaire on children's daily life were distributed to the children. An effective response was obtained from 11,639 (92.9%, 8 months after) and 10,597 (86.9%, 20 months after) children.ResultsThe PTSSC-15 score was significantly higher in junior high school girls than in boys. The PTSSC-15 score was significantly higher in 4th–6th grade girls than in boys after 8 months. Elementary and junior high school children evaluated after 20 months had a significantly lower PTSSC-15 score than those evaluated after 8 months. The number of children having breakfast was significantly higher after 8 months than that after 20 months. In both the groups, children of all grades who had breakfast had a significantly lower PTSSC-15 score than those who did not have breakfast.ConclusionsWe conclude that traumatic symptoms and daily life activity of children who survived the earthquake and tsunami improved over time.

A Randomized Controlled Trial of a Depression Prevention Curriculum for Rural Middle School Girls: Initial Findings and 6-Month Follow-up

This study describes the development and immediate effects of a school-based, cross-age (high school), peerled, targeted intervention to reduce and prevent the onset of major depression among girls ages 13-15 attending a rural middle school in Northern Florida. The intervention, Talk ‘n’ Time, is based on cognitive behavioral and positive youth development principles. This study is a single-blind randomized controlled trial of a school-based targeted intervention to reduce depressive symptoms and prevent the onset of major depression among middle school girls. Participants in the intervention arm of the study attended 12 weekly 90-minute sessions after school. Participants in the control arm of the study were placed on a monitored waitlist. Participants were recruited through an in-school special assembly for 6th, 7th, and 8th grade girls, posters with cultural diverse girls, and through mailings sent to the same group demographic. Depression symptoms and severity were assessed at baseline and again at 14 days post-intervention. Approximately 8% of participants dropped out before providing complete data, but there was no evidence of attrition bias. Mean scores from a repeated measure analysis indicated that intervention participants showed significantly greater reductions in depressive symptoms relative to controls from pre to post and 6-month follow-up. These results tentatively suggest that this school-based, peer-led, depression prevention program can improve rural middle school girls’ depression symptoms. Innovative programs are needed to reduce the risk of and prevent the acquisition of major depression among middle school girls, particularly those that are marginalized and resource poor in rural communities. This program implements several innovations to its design of depression reduction and prevention in rural middle school girls. Future directions for research and practice are discussed

A Randomized Controlled Trial of a Depression Prevention Curriculum for Rural Middle School Girls: Initial Findings and 6-Month Follow-up

This study describes the development and immediate effects of a school-based, cross-age (high school), peerled, targeted intervention to reduce and prevent the onset of major depression among girls ages 13-15 attending a rural middle school in Northern Florida. The intervention, Talk ‘n’ Time, is based on cognitive behavioral and positive youth development principles. This study is a single-blind randomized controlled trial of a school-based targeted intervention to reduce depressive symptoms and prevent the onset of major depression among middle school girls. Participants in the intervention arm of the study attended 12 weekly 90-minute sessions after school. Participants in the control arm of the study were placed on a monitored waitlist. Participants were recruited through an in-school special assembly for 6th, 7th, and 8th grade girls, posters with cultural diverse girls, and through mailings sent to the same group demographic. Depression symptoms and severity were assessed at baseline and again at 14 days post-intervention. Approximately 8% of participants dropped out before providing complete data, but there was no evidence of attrition bias. Mean scores from a repeated measure analysis indicated that intervention participants showed significantly greater reductions in depressive symptoms relative to controls from pre to post and 6-month follow-up. These results tentatively suggest that this school-based, peer-led, depression prevention program can improve rural middle school girls’ depression symptoms. Innovative programs are needed to reduce the risk of and prevent the acquisition of major depression among middle school girls, particularly those that are marginalized and resource poor in rural communities. This program implements several innovations to its design of depression reduction and prevention in rural middle school girls. Future directions for research and practice are discussed

ASSOCIATION BETWEEN SCREEN-BASED SEDENTARY BEHAVIOR AND LEISURE-TIME PHYSICAL ACTIVITY AMONG LITHUANIAN 5–7TH GRADE SCHOOLCHILDREN

Research background. The prevalence of obesity and chronic diseases among adolescents is rising rapidly in many Western European countries, including Lithuania (Zaborskis, Raskilas, 2011; Currie et al., 2012). Physical activity levels of children and adolescents have declined, whereas in contrast sedentary behavior has increased during the last few decades. In this study based on the cities and districts of Lithuanian population, leisure time physical activity and screen-based sedentary behaviors among 5–7th grade schoolchildren were assessed. The aim of the research was to evaluate association between screen-based sedentary behavior and leisure-time physical activity among Lithuanian 5–7th grade schoolchildren. Research methods and organization. Applying nested random selection / sampling method, 1117 schoolchildren of 5–7th grades from ten Lithuanian pro-gymnasiums, gymnasiums and secondary schools located in different cities and districts were selected. The study was conducted in 2013. The respondents were given a Questionnaire to identify schoolchildren’s demographic data, assess physical activity levels (recommended by the WHO) as well as the levels of time for screen-based sedentary behaviors. Results. In the survey it was established that only 23.3 % of schoolchildren were sufficiently physically active during their leisure time. The average length of TV watching was 3.30 ± 1.67 hours, playing computer 3.51 ± 1.86 hours and internet use 3.41 ± 1.85 hours on week-days. 7th grade girls engaged more frequently in TV watching as compared to 7th grade boys (p &lt; 0.01). The time of playing computer games was higher among boys compared to girls (p &lt; 0.001), but the time of internet use was higher among 6th grade girls compared to 6th grade boys (p &lt; 0.05). The main factors that led to the lack of sufficient physical activity were female gender, senior grade and the higher time of playing computer games and searching the internet. Conclusions. The association between the time of screen-based sedentary behaviors and leisure time physical activity were determined. These study results encourage research of the relations between “exergame” and physical activity among schoolchildren. Keywords: physical activity, screen-based sedentary behaviors, schoolchildren.

Association of outdoor recreation availability with physical activity and weight status in Minnesota youth

ObjectiveExamine macro-level associations of youth physical activity (PA) and weight status with availability of outdoor recreation resources (i.e., parkland, forestland, natural preserves, nonmotorized trails, and motorized trails) across counties in Minnesota. MethodsHierarchical regression models examined if availability of recreation resources significantly improved prediction of PA and weight status of 9th and 12th grade boys and girls (2010) across Minnesota counties. ResultsThe inclusion of county-level densities of recreational land variables did not produce a significant increase in R2 for any of the models predicting 9th grade outcomes, yet county-level densities of recreational trails did significantly increase R2 for both levels of PA and weight status. In contrast, the inclusion of recreational trails did not produce any significant increases in R2 for 12th grade outcomes, although the inclusion of recreational land did significantly increase the R2 for 12th grade girls achieving 30min of PA 5 or more days of the week. ConclusionFindings indicate that various recreational land and trail types may have different impacts on and associations with PA and health outcomes. As such, it is important that future studies focus not only on parks, but also on other types of recreational lands and trails as well.

Family Physical Activity and Meal Practices Associated With Disordered Weight Control Behaviors in a Multiethnic Sample of Middle-School Youth

ObjectiveFamily practices around weight-related behaviors can shape children's development of disordered weight control behaviors (DWCB), such as vomiting, taking laxatives, or taking diet pills without a prescription. This study examined family meal and physical activity (PA) practices associated with DWCB among a multiethnic sample of youth. MethodsWe assessed self-report data on frequency of family sit-down dinners, types of parental involvement in their children's PA, and DWCB are from 15,461 6th to 8th grade girls and boys in 47 middle schools participating in the Massachusetts Healthy Choices Study at baseline (2005). ResultsYouth who had family sit-down dinners every day had lower odds of DWCB (girls: odds ratio [OR] 0.3; 95% confidence interval [CI] 0.2–0.5; boys: OR 0.6; 95% CI 0.4–0.9) than youth who never had family sit-down dinners. Similar effect estimates were found for youth who had family sit-down dinners most days. Parental provision of rides to and from a PA event was also found to be protective against DWCB among girls (OR 0.7; 95% CI 0.5–0.9). In contrast, parental participation in PA with their children was associated with increased risk for DWCB (girls: OR 1.4; 95% CI 1.0–1.8; boys: OR 1.9; 95% CI 1.4–2.4). These associations did not differ by race/ethnicity or weight status. ConclusionsPrograms emphasizing the importance of family meals may be beneficial in preventing DWCB in youth of all ethnicities. Further research is needed on how various methods of parental involvement in their children's PA are associated with DWCB.

Callous-Unemotional Traits and Conduct Disorder Symptoms as Prospective Risk Factors for Adolescent Sexual Activity

Conduct disorder (CD) has been shown to increase risk for adolescent sexual activity and pregnancy. Despite increasing evidence underscoring callous-unemotional (CU) traits as a marker for youth with CD prone to especially poor outcomes, researchers have yet to explore whether CU traits confer additional risk of early sexual intercourse, unprotected sex, and pregnancy. The Developmental Pathways Project sample, including 471 ethnically diverse 6th-grade boys and girls followed into 12th grade, was used to examine whether CU traits and CD symptoms in 6th grade uniquely and/or synergistically predicted having sexual intercourse by age 13 as well as unprotected sex and pregnancy by 12th grade. Parent-rated CU traits and CD symptoms interacted to predict young adolescents having sexual intercourse, such that youth with elevated CU traits and CD symptoms in 6th grade were more likely to reporting having sex by age 13 than those with low CU traits and/or low CD symptoms. Elevated CD symptoms, but not CU traits, uniquely increased risk of pregnancy by 12th grade. Neither CU traits nor CD symptoms predicted engagement in unprotected sex in 12th grade. Our findings indicate that adolescents with conduct problems and CU traits are especially at risk for early sexual intercourse. Conversely, elevated CU traits do not appear to increase risk of unprotected sex or pregnancy among young adolescents with conduct problems. Research is needed to replicate these findings and to explore mechanisms underlying the association between CU traits, CD symptoms, and early adolescent sexual activity.

"Girls on the Move" intervention protocol for increasing physical activity among low-active underserved urban girls: a group randomized trial.

BackgroundIncreasing moderate to vigorous physical activity among urban girls of low socioeconomic status is both a challenge and a public health priority. Physical activity interventions targeting exclusively girls remain limited, and maintenance of moderate to vigorous physical activity during the post-intervention period has been difficult to maintain. The main aim of the 5-year “Girls on the Move” group randomized trial is to evaluate the efficacy of a comprehensive school-based intervention in increasing girls’ minutes of moderate to vigorous physical activity and improving cardiovascular fitness, body mass index, and percent body fat immediately post-intervention (after 17 weeks) and at 9-month post-intervention follow-up (9 months after end of intervention).Methods/DesignA total of 24 urban middle schools in the Midwestern U.S. will be randomized to either receive the intervention or serve as a control (N = 1200 girls). The intervention, based on the Health Promotion Model and Self-Determination Theory, will include: (1) two face-to-face motivational, individually tailored counseling sessions with a registered nurse, one at the beginning and the other at the end of the intervention period; (2) an interactive Internet-based session during which each girl receives individually tailored motivational and feedback messages via iPad at 11 weeks (shortly after midpoint of intervention); and (3) a 90-minute after-school physical activity club. Racially diverse, low-active, 10- to 14-year-old 5th to 8th-grade girls will complete questionnaires and physical measures at baseline and post-intervention (n = 50 per school). Minutes of moderate to vigorous physical activity will be assessed with accelerometers. Cardiovascular fitness will be assessed by estimating VO2 max with PACER (Progressive Aerobic Cardiovascular Endurance Run) scores. Height and weight will be assessed to calculate body mass index. Percent body fat will be estimated with a foot-to-foot bioelectric impedance scale. Linear mixed effects regression analyses will be performed to assess intervention effects.DiscussionThis multi-component approach is expected to improve girls’ moderate to vigorous physical activity and related physical outcomes.Trial RegistrationClinicalTrials.gov Identifier NCT01503333

Impacto de Imágenes Femeninas Presentadas por los Medios de Comunicación en Adolescentes Mujeres de la Región Metropolitana de Santiago de Chile

The purpose of this study was to explore if body image among female adolescents is affected by the images that the mass media presents. The interest was to identify any differences in media impact related to age, socioeconomic status (SES), grade, school type (female/coeducational) and school regime (religious/non-religious). The IMAMIF questionnaire (Larrain Camus, Orellana, &amp; Arrieta, 2009) was applied to a convenience sample of 923 7th, 9th, and 11th grade teenage female highschool students from 12 schools in Santiago, Chile. The Kruskal-Wallis test was used to establish possible differences in the total score and in the Body Objectification, Pathological Diet and Body Dissatisfaction dimensions. Post hoc tests were used to explore the direction of these differences. Teenagers from the lowest SES obtained higher scores on the Body Objectification dimension and 7th grade girls displayed lower scores compared to 9th and 11th grade ones. Finally, girls from single-sex religiously-oriented schools scored lower than those from coeducational religiously-oriented schools and from both single-sex and coeducational non-religious schools.

Effect of Female Only Versus Coed Physical Education Classes on Social Physique Anxiety in 7th Grade girls

It is well documented that there is a significant decrease in the enjoyment and participation of adolescent females in physical education (PE) classes. Adolescent females report a desire for single sex classes due to increased feelings of social physique anxiety (SPA). Therefore, the purpose of this pilot study was to examine changes in SPA of 7th grade females in same sex and coed PE classes. Forty-two 7th grade females from a junior high school in the Mountain West region of the United States participated in this pilot study. Group one participated in a female-only class, while group two remained in the school’s traditional coed class format. Scores from the Social Physique Anxiety Scale were used to measure change during a three week unit. A 2 x 2 ANCOVA was conducted to examine changes in SPA scores. Results revealed no significant changes between groups or within groups. However, a trend was observed with the same sex group’s SPA scores decreasing (9.75%) and coed scores increasing (8.3%). Several articles have examined same sex versus coed PE classes, but few have examined SPA within a middle school physical education setting. This study provides a starting point to further examine adolescent SPA in PE.

STEM DEVELOPMENT: PREDICTORS FOR 6TH-12TH GRADE GIRLS™INTEREST AND CONFIDENCE IN SCIENCE AND MATH

In order to increase the representation of women in the science, technology, engineering, and math (STEM) fields, it is important to understand the developmental factors that impact girls’ interest and confidence in STEM academics and extracurricular programs. Research indicates that greater confidence leads to greater interest and vice versa. This study identifies factors that impact girls’ interest and confidence in math and science, defined as girls’ STEM development. Using Bronfenbrenner’s bioecological model of human development, several factors were hypothesized as having an impact on girls’ STEM development; specifically, the macrosystems of region of residence and race/ethnicity, and the microsystems of extracurricular STEM involvement, family STEM influence, and math/science teacher influence. Hierarchical regression analysis results indicated that extracurricular STEM involvement and math teacher influence were statistically significant predictors for 6th–12th grade girls’ interest and confidence in math. Furthermore, hierarchical regression analysis results indicated that the only significant predictor for 6th–12th grade girls’ interest and confidence in science was science teacher influence. This study provides new knowledge about the factors that impact girls’ STEM development. Results can be used to inform and guide educators, administrators, and policymakers in developing programs and policy that support and encourage the STEM development of 6th–12th grade girls.