School Behavior Research Articles

Associations of ADHD-Risk and Motor Competence With School Functioning

Objectives: This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF). Methods: Participants included early elementary school children (N = 202, Mage = 6.83, SD = 0.96, Male = 53.5%, ADHD-risk = 46.5%). Child assessments of motor competence and teacher and parent reports of school functioning were used. Results: A two-factor model of the BOT2-SF with correlated fine and gross motor factors and correlated residuals best fit the data. Fine and gross motor competence were unique positive predictors of academic performance, after accounting for the effects of ADHD-risk on academic performance. ADHD-risk was the only unique predictor of adaptive school behavior. Conclusion: Findings suggest that assessing for ADHD and motor competence in children demonstrating school functioning problems may better allow for targeted intervention in school.

Association between maternal pre-pregnancy body mass index and offspring’s outcomes at 9 to 15 years of age

ObjectiveMaternal pre-pregnancy underweight, overweight and obesity might increase the risk for worse short- and long-term outcome in the offspring. There is a need for further study into the relationship between maternal pre-pregnancy body mass index (BMI) and the combined outcome of physical development, state of health and social behavior in children. Question: Is maternal pre-pregnancy BMI associated with the child outcome in terms of physical development, state of health and social behavior (school and leisure time behavior) at the age of 9 to 15 years?MethodsIn the population-based birth cohort study Survey of Neonates in Pomerania (SNIP) children at the age 9–15 years and their families were re-examined by questionnaire-based follow-up. 5725 mother–child pairs were invited to SNiP-follow-up. This analysis is based on the recall fraction of 24.1% (n = 1379). Based on the maternal pre-pregnancy BMI (ppBMI), 4 groups were formed: underweight (ppBMI < 19 kg/m2, n = 117), normal weight (ppBMI 19–24.99 kg/m2, n = 913, reference), overweight (ppBMI 25–30 kg). /m2, n = 237) and obesity (ppBMI > 30 kg/m2, n = 109).ResultsIn the multiple regression model, the BMI-z-score for children of mothers in the underweight group was −0.50 lower, and 0.50/1.07 higher in the overweight/obese group (p < 0.001) compared to reference at median age of 12 years. No differences were found in children of underweight mothers with regard to social behavior (interaction with friends and family), school and sports performance (coded from “very good” to “poor”), other leisure activities (watching television, using mobile phones, gaming), and health (occurrence of illnesses) compared to children of normal weight mothers. In contrast, maternal pre-pregnancy overweight and obesity were associated with lower school and sports performance, and higher screen time (smart phone, gaming, television) compared to children of normal weight mothers.ConclusionMaternal pre-pregnancy overweight and obesity but not underweight was negatively associated with school performance and leisure time behavior in the offspring at 9–15 years of age.

SmrtSwarm: A Novel Swarming Model for Real-World Environments

Drone swarms have gained a lot of popularity in recent times because, as a group, drones can perform highly intelligent tasks. Drone swarms are strongly inspired by the flocking behavior of birds, insects, and schools of fish, where all the members work in a coordinated manner to achieve a common goal. Since each drone is an independent entity, automating the control of a swarm is difficult. Previous works propose various swarming models with either centralized or distributed control. With distributed control, each drone makes its own decisions based on a small set of rules to accomplish swarm behavior, whereas in centralized control, one drone acts as the leader, who knows the final destination and the path to follow; it specifies the trajectories and velocities for the rest of the drones. Almost all the work in the area of swarming models follows Reynolds’ model, which has three basic rules. For GPS-aided settings, state-of-the-art proposals are not mature enough to handle complex environments with obstacles where primarily local decisions are taken. We propose a new set of rules and a game-theoretic method to set the values of the hyperparameters to design robust swarming algorithms for such scenarios. Similarly, the area of realistic swarming in GPS-denied environments is very sparse, and no work simultaneously handles obstacles and ensures that the drones stay in a confined zone and move along with the swarm. Our proposed solution SmrtSwarm solves all of these problems. It is the first comprehensive model that enables swarming in all kinds of decentralized environments regardless of GPS signal availability and obstacles. We achieve this by using a stereo camera and a novel algorithm that quickly identifies drones in depth maps and infers their velocities and identities with reference to itself. We implement our algorithms on the Unity gaming engine and study them using exhaustive simulations. We simulate 15-node swarms and observe cohesive swarming behavior without seeing any collisions or drones drifting apart. We also implement our algorithms on a Beaglebone Black board and show that even in a GPS-denied setting, we can sustain a frame rate of 75 FPS, much more than what is required in practical settings.

Parenting Style and Child Aggressive Behavior from Preschool to Elementary School: The Mediating Effect of Emotion Dysregulation

AbstractParenting styles act as a risk or a protective factor for the development of aggressive behavior problems in children. Moreover, children with deficits in emotion regulation often show increased aggressive behaviors. Previous studies confirm that parenting style also contributes to the development of emotion dysregulation. The present longitudinal study aims to understand this complex interplay and analyzes emotion dysregulation as mediating variable for the relationship between parental warmth or strictness and aggressive behavior from preschool through elementary school. Additionally, parents’ educational level and their unity in parenting were considered as antecedent factors influencing parenting styles. The present path analyses are based on questionnaire data from 442 children and their families. The results show indirect effects for the associations between parenting style and aggressive behavior in preschool and elementary school via children’s emotion dysregulation. At the same time, a lower level of education and unity in parenting are more strongly associated with a strict parenting style. Children’s emotion dysregulation can be positively influenced by a warm and less strict parenting style, leading to a reduction in problems with aggressive behavior from preschool to elementary school.

School Behavior, School Performance, and Race as Focal Concerns in the Institutionalization of Juveniles

According to the focal concerns perspective, the concerns guiding judges’ sentencing considerations are blameworthiness and harm, community protection, and practical considerations. Regarding racial and other disparities in sentencing, focal concerns contend that various constraints, associations between defendants’ demographic characteristics, and the three focal concerns influence judicial decision-making. One association that is explored infrequently is the institutionalization decision of juveniles and how that decision is associated with race and various school-based metrics. Using a sample of adjudicated delinquent juveniles from one state over a 5-year period and merged with American Community Survey data, the present study explores how school factors alongside race serve as focal concerns for judges, impacting the decision to institutionalize juveniles.

Relationship between Parenting Styles and Socio-Emotional and Character Development among School Students

This study examines the relationship between parental styles and students' socio-emotional and character development in schools. The study also examines gender and school system effects on parenting styles and socio-emotional and character development in students. The correlational study focused on school children in Islamabad/Rawalpindi, Pakistan. The Social-emotional and character development scale (SECDS) and Parenting style Scale by Ghafoor and Kurukkan (2014) were used to assess social-emotional and character development and parenting styles. The study included 400 schoolchildren, 200 of whom were male and 200 females. Data was analyzed using SPSS 20. Results indicated that parents' attentiveness is positively correlated with pro-social conduct, honesty, self-control, self-development, school respect, and home respect. These qualities are negatively correlated with parental control. Female participants had more parental attentiveness, pro-social behavior, honesty, self-control, self-development, and respect in school and at home than male participants. Males scored higher on parental control. The study found that private school students had higher levels of parental responsiveness, pro-social conduct, honesty, self-control, self-development, school respect, and home respect than government school students. However, government school students had more parental control. Parenting methods affect children's behavior. School-aged children benefit from parental attention in socio-emotional and character development. Parental control, however, hinders such development. Female participants reported more parental attention, socio-emotional, and character development. Private school students develop socio-emotionally and character more than government school students.

MANAJEMEN USAHA KESEHATAN SEKOLAH DALAM MENINGKATKAN PERILAKU SEHAT SISWA

The non-optimal healthy behavior of junior high school (SMP) students in West Bandung Regency reflects the limited knowledge and weak attitudes of students in School Health Business Activities (UKS) through the implementation of health education, health services and the implementation of healthy education. The school environment is called TRIAS UKS. This research aims to determine and analyze the application of UKS in improving students’ healthy behavior so that middle school students’ learning effectiveness can be realized. UKS management that is not yet optimal and weak student healthy behavior has an impact on student achievement that is less effective. This research uses a qualitative approach with a case study method. The research results show that the planning of UKS activities in three junior high schools has not been based on the results of analysis of the school environment, both internal and external, as mandated in the central UKS guidelines, so that the planning results do not reflect the picture needed by the school. In organizing UKS coaching, schools try as much as possible to involve all school members, but the implementation is not yet supported by description and task mechanisms and does not refer to management indicators, resulting in overlapping activities. UKS mobilization has not been integrated with other programs so that the implementation of health education, health services and a healthy school environment is still partial. UKS control and supervision has been attempted by each school, but it is still not optimal due to weak control and supervision carried out by the District UKS Advisory Team and in accordance with UKS guidelines. The conclusion of the research generally shows that junior high schools in West Bandung Regency are still in Complete Stratification according to the TRIAS UKS indicator which describes the weak health behavior of junior high school students.

MANAJEMEN USAHA KESEHATAN SEKOLAH DALAM MENINGKATKAN PERILAKU SEHAT SISWA

The non-optimal healthy behavior of junior high school (SMP) students in West Bandung Regency reflects the limited knowledge and weak attitudes of students in School Health Business Activities (UKS) through the implementation of health education, health services and the implementation of healthy education. The school environment is called TRIAS UKS. This research aims to determine and analyze the application of UKS in improving students’ healthy behavior so that middle school students’ learning effectiveness can be realized. UKS management that is not yet optimal and weak student healthy behavior has an impact on student achievement that is less effective. This research uses a qualitative approach with a case study method. The research results show that the planning of UKS activities in three junior high schools has not been based on the results of analysis of the school environment, both internal and external, as mandated in the central UKS guidelines, so that the planning results do not reflect the picture needed by the school. In organizing UKS coaching, schools try as much as possible to involve all school members, but the implementation is not yet supported by description and task mechanisms and does not refer to management indicators, resulting in overlapping activities. UKS mobilization has not been integrated with other programs so that the implementation of health education, health services and a healthy school environment is still partial. UKS control and supervision has been attempted by each school, but it is still not optimal due to weak control and supervision carried out by the District UKS Advisory Team and in accordance with UKS guidelines. The conclusion of the research generally shows that junior high schools in West Bandung Regency are still in Complete Stratification according to the TRIAS UKS indicator which describes the weak health behavior of junior high school students.

Profiles of teachers' classroom management style: Differences in perceived school climate and professional characteristics

Teachers are tasked with not only delivering high-quality, evidence-based academic instruction, but they are also responsible for managing student behavior within the classroom and school. To manage these behaviors, teachers can use a variety of strategies that result in a range of outcomes on student and school-wide functioning. Although an overreliance on punitive strategies has been shown to worsen behavior problems, positive strategies and social-emotional learning (SEL) techniques are associated with more favorable outcomes for students' global functioning. In a sample of K–12 teachers (N = 111), we examined direct associations between teachers' use of behavior management techniques (i.e., punitive, positive, and SEL) and their self-reports of perceived school climate. Furthermore, latent profile analysis was used to identify teachers' behavior management styles and evaluate whether teachers' characteristics and perceived school climate predicted behavior management style. Findings not only replicate previous research examining direct associations between behavior management techniques and school climate, but also extend the theoretical understanding of teachers' behavior management approaches. Three profiles of teacher behavior management style emerged, including a (a) Moderate Proactive profile characterized by frequent use of positive strategies and SEL techniques and infrequent use of punitive strategies; (b) Moderate Reactive/Proactive profile characterized by moderate use of both punitive strategies and positive strategies, as well as slightly lower use of SEL techniques; and (c) High Proactive profile characterized by very frequent use of positive strategies and SEL techniques and very infrequent use of punitive strategies. Use of these profiles may enhance understanding of how school psychologists can support teachers' behavior management practices through consultation or professional development to promote effective school and classroom behavior management practices.

Implementing Pancasila Student Profiles in Elementary Schools

The profile of Pancasila students is part of the Ministry of Education and Culture's vision and mission, which is very important to do in educational institutions, to grow and develop students as Pancasila students, who show the value of faith, fear of God Almighty and have noble character, critical thinking, global diversity, mutual cooperation , independent, and creative. The role of Pancasila students here is very important to shape the personality of students, must develop their intelligence after graduation, and cultivate their attitude and intellect. Pancasila is the basic ideology of the Indonesian state, its name is composed of Sankskrit: Panca means five, and sila means principle or principles. The profile of Pancasila students is the main goal carried out by educational developers, the purpose of education is to produce a superior and intelligent generation and have noble morals. Education can drive change to be better than the previous generation. It is also through education that the Indonesian people are able to give birth to a generation that is creative, innovative, problem solving and productive to build the nation. The purpose of this research is to describe various implementations with patterns of strategies and methods applied by teachers in realizing the profile of Pancasila students. The role of the teacher here is to shape the character of students, whose role here is not only the teacher but also the family and social environment. This type of research uses the method of literature review, the theory or basis of this discussion is obtained from the results of obtaining information from many parties such as books, journals and articles. This research is to implement Pancasila values in life, namely the application of Pancasila is very important to be formed by students including elementary school children, human quality, good attitudes and behavior to improve the quality of Indonesian education.

Fish School Behaviour Classification for Optimal Feeding Using Dense Optical Flow

Fish School Behaviour Classification for Optimal Feeding Using Dense Optical Flow

The Influence of Green School and Organizational Culture on Job Satisfaction and Environmentally Friendly Behavior

In the field of education, teachers are crucial to raising the standard of instruction. They play a crucial role in making sure that school events run well and serve as role models that pupils adore. The two main challenges educational institutions face are low job satisfaction among teachers and concerns about environmental influence. This study aims to determine the direct and indirect effects of implementing green school programs and organizational culture on job satisfaction and environmentally friendly behavior of Vocational High School (SMK) teachers. This study employs quantitative research techniques. 211 teachers responded to a questionnaire that was used togather the data. The data obtained were analyzed using the Partial Least Squares (PLS) method. The results of the study found that green school did not affect job satisfaction, while organizational culture influenced job satisfaction. Job satisfaction affects environmentally friendly behavior. The green school does not affect environmentally friendly behavior either directly or through job satisfaction. Environmentally friendly behavior is not directly influenced by organizational culture, but it is indirectly influenced by job satisfaction. According to this study, job satisfaction can mediate the influence of organizational culture on employees' propensity to behave sustainably, but it cannot, as yet, do the same for the influence of green schools. This finding implies that in increasing the eco-friendly behavior of vocational teachers, school management needs to encourage an increase in teacher job satisfaction by paying attention to the organizational culture adopted by the school.

Analysis of Child Protection from Bullying at Muhammadiyah Elementary School 1 Candi Labschool UMSIDA

This The purpose of this study was to anticipate bullying act in SD Muhammadiyah 1 Candi Labschool UMSIDA. To achieve that purpose, the researcher used qualitative research in the type of phenomenological research. The data collection techniques in the form of interviews, observation and documentation. The results of this study showed that the school have several school activities to anticipate bullying act, such as anti-violence programs, discussions, full supervision, gathering with students, creed/moral approaches, academic approaches, persuasive approaches, home visits, teacher training and parenting seminars. In anticipating the occurrence of bullying, school not only focus on student activities, but also provide understanding to parents and teachers to collaborated in anticipating bullying behavior in schools. Assistance for children with special needs (ABK) to avoid undesirable things when their child is in a tantrum.

ACADEMIC PERFORMANCE AND SCHOOL BEHAVIORS OF GRADE 7 OVERSEAS FILIPINO WORKERS’ CHILDREN IN TAGUDIN NATIONAL HIGH SCHOOL

This study aimed to assess the academic performance and school behavior of the children of Overseas Filipino Worker (OFW) enrolled at Tagudin National High School during the school year, 2022-2023. Specifically, it sought to answer the following: 1. What is the profile of the learners along a. Sex; b. Medium of communicating with parents; and c. Frequency of communicating with parents? 2. What is the level of academic performance of the Overseas Filipino Workers (OFWs) children? 3. What is the level of school behavior of Grade 7 OFW children along Hyperactive, Withdrawn, Poor attention/Concentration, Aggressive, Uncooperative, Disruptive, Manipulative, and Inappropriate Social Behavior; 4. Is there a significant relationship between the profile of the OFW children and the level of academic performance? 5. Is there a significant relationship between the level of performance of the OFW parents and children's level of school behavior 6. What plan can be proposed to improve the behavior of learners? 7. What is the level of acceptability of the action plan? The researcher used a descriptive correlational research design. The Grade 7 OFW children of will be the respondents. The study was conducted among the 91 OFW children enrolled at Tagudin National High School during the school year 2022- 2023. A total enumeration of the children of OFW enrolled were used as respondents. Based from the salient findings, the following conclusions are draw: 1. The respondents have distinct profiles from one another and no two individuals are exactly alike; 2. Classroom behaviors of the OFW children differ from one another but they execute favorable and unfavorable behaviors inside the class; 3. Sex affects the disruptive and uncooperative school behaviors of the OFW children of TNHS; 4. An action plan is a helpful material that contains strategies to improve the school behaviors of the TNHS OFW children; and 5. The developed action plan is simplified and down to earth but carries solutions to gauged problems of OFW children. From the findings and conclusions drawn, the following recommendations are hereby offered: 1. It is suggested that OFW children should be given more kindness and understanding as to their unfavorable behaviors yet they should establish a closer bonding with their OFW parents through the help of the social media's chat or messenger; 2. Misdemeanors conducted inside the class should be immediately settled by the teacher or guidance counselor with the guardian but teachers should possess many strategies to address issues and concerns like poor attention and low academic performance; 3. It is suggested that male students should be given roles inside the classroom to feel their importance and to deviate from untoward behaviors; 4. The action plan developed for the purpose of helping the OFW children focus their attention to their studies should be brought to the principal's office and when found worthwhile, be endorsed to all teachers of TNHS for their benchmark of their own classroom action plan; and 5. The action plan is timely and appropriate and it is a nice material to be used as benchmark to improve the school behaviors of OFW children.

Relationship between Social Counselling Needs of Students and their Social Behaviour in Junior Secondary Schools in Taraba State

This study examined the relationship between social counselling needs and students’ social behaviour in junior secondary schools in Taraba State, Nigeria. One research question was framed while one corresponding hypothesis was formulated and tested for the study. From a population of 51,067 Junior Secondary School 2 (JSS 2) students in public secondary schools, a sample of 1129 JSS 2 students comprising of 569 male and 560 female was selected using Multi- stage sampling technique. The correlational survey design was used for the study. One instrument was utilized for data collection: a questionnaire tagged Social Behaviour Rating Scale (SBS). The reliability of the SBS was obtained using Cronbach’s Alpha which yielded coefficient alpha value of 0.83. Pearson’s product Moment Correlation and Ordinary Linear Regression were used for data analysis. The study found that there is a positive and high relationship (r = 0.62) between social counselling needs of students and their social behaviour in JSS in Taraba State. The study concludes that social counselling needs, significantly predicts students’ social behaviour. The study recommends that counsellors in Junior Secondary Schools should pay more attention to social counselling of students as this will equip them with issues relating to life and social behaviour; government should put in place effective personal social guidance and counselling and character education program in schools, so as to reduce the number of personal and social issues.

Teaching reform and innovation of vocational development and employment guidance courses in colleges and universities based on random forest model

Abstract The current employment situation of graduates is serious and complicated, and employment work is very difficult. Furthermore, the employment quality of college graduates is an important reflection of the quality of education teaching and talent cultivation in higher education. Using big data to provide all-round and multi-perspective feedback on employment quality can find the direction of efforts to improve employment quality further, provide an important reference basis for schools to adjust the layout of majors, make development plans, reform education teaching, optimize career guidance courses and optimize enrollment policies and measures, and effectively promote universities to fulfill better their historical mission of serving the society. This paper extracts features for a series of school behavior data of students and carries out feature selection through appropriate methods. Specifically, the construction problem of the traditional random forest model is analyzed, and a new model is proposed by combining it with a decision tree algorithm; then, the model is constructed and adjusted by grid parameters to ensure the accuracy of the model, and finally, the model is compared and analyzed. The research shows that the accuracy of the RF prediction model using standard features is 0.702, and the LSTM prediction model using only temporal features is only 0.683. In contrast, the prediction accuracy of the model in this paper reaches 0.805. Therefore, the prediction accuracy of the model based on the decision tree algorithm is much higher than the other two, which is effective for optimizing the teaching of career development and employment guidance courses in colleges and universities, thus can improve the education and management-related to career planning and career guidance in schools.

IMPROVED QoE IN 5G BASE STATION USING PSO BASED DSA

In the 5G era, base stations can offer multiple services in various scenarios, enhancing spectrum efficiency by utilizing idle frequency bands for low-demand services while ensuring high-priority services are prioritized. This creates a distributed architecture for spectrum allocation. The proposed dynamic spectrum allocation scheme for base stations, optimizes spectrum rearrangement based on service priority, energy consumption, and renting cost. We employ the Particle Swarm Optimization (PSO) algorithm, inspired by bird flocking or fish schooling behavior, to solve the problem. Moreover, provide detailed information on our approach, demonstrating the effectiveness of PSO in optimizing spectrum allocation. By using PSO, we find the optimal solution considering service priority, energy consumption, and renting cost, supported by mathematical proofs of PSO algorithm performance. MATLAB is used as the simulation tool to carry out these techniques. Simulation experiments validate the approach, showing the stability and efficacy of PSO-based algorithm, which aligns with the theoretical analysis. . Key Words: Spectrum efficiency; 5G; dynamic spectrum allocation; service priority; PSO.

Sosialisasi PHBS Di SDN Pohsangit Leres I Sebagai Strategi Pencegahan Stunting

Stunting is a problem in nutrition that is in the spotlight of the world, especially a priority for Indonesia. Stunting is a condition that occurs in the early period of growth and development that occurs in the early period of development that occurs due to nutritional status. stunting can cause problems in children's health so that it interferes with educational productivity. Therefore, an effort is needed to prevent stunting, one of which is by carrying out socialization activities on Clean and Healthy Behavior (PHBS). Provide an understanding related to PHBS that can be instilled early on by conducting socialization on Clean and Healthy Behavior in elementary schools. The purpose of this PHBS socialization is to provide education regarding the importance of PHBS for health so that it is hoped that it can be applied in everyday life. The method used is by giving pre-test andpost-test and provide materials related to PHBS. The material presented begins with an explanation of what is meant by clean and healthy living, the benefits of clean and healthy living, why it is necessary to practice clean and healthy living behaviors and what needs to be done for a clean and healthy life.Pre-test andpost-test which is to measure students' understanding of PHBS before and after teaching the material. The results of this socialization were an increase in understanding of Clean and Healthy Behavior at SDN Pohsangit Leres I before the socialization touched 44.83% to 88.33%.

When the context withholds girls from gender a‐typical conduct: Schools' gender role culture and disruptive school behaviour of boys and girls

AbstractOn average, boys display more disruptive school behaviour than girls. This study looks at this behaviour in the first place as gendered behaviour, investigating whether boys' and girls' disruptive behaviour is associated with their schools' student and teacher gender role culture. Multilevel analyses (HLM7) of representative Flemish data of 2706 male and 2436 female 8th grade students in resp. 57 and 49 secondary schools, and 1247 teachers gathered at the end of school‐year 2013/14, revealed that a more traditional student gender role culture is associated with less disruptive school behaviour in girls. As for boys, the positive association between traditional student gender role culture and disruptive school behaviour disappears when accounting for their individual gender role attitudes, which are significantly more traditional than those of girls. More traditional gender role attitudes coincide with more disruptive behaviour in boys and girls. Moreover, boys displaying less disruptive behaviour report a higher felt pressure for gender conformity. No impact is found of the homogeneity of teachers' gender role attitudes. The findings demonstrate that disruptive school behaviour can be looked at as gendered behaviour and can be tackled, at least partly, by discouraging gender stereotypical beliefs in students.

Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India

AbstractIn this study, we examined 535 primary classroom teachers’ causal attributions about challenging behaviour in West Bengal, India. The participants completed a questionnaire that collected information about their perceptions, causal attribution, and proposed strategies to address a range of challenging behaviours that were presented through five vignettes. The participants identified student-related and family-related factors as the main causes of challenging behaviour more frequently compared to teacher-related causes. They reported using proactive strategies more often than reactive strategies to address challenging behaviours in their classrooms. The findings provided insight into teachers’ causal attributions influencing their choice of classroom-management strategies, which helped to understand teaching practices and how they affect students. The implications of the study are presented to improve professional learning and practice for teachers and guide them to adopt strength-based strategies to address challenging behaviour in primary schools in West Bengal, India.