Pupil Behaviour Research Articles

Association of classroom-level stressors with psychological distress in teachers.

Poor mental health is highly prevalent among schoolteachers. Different occupational, contextual and personal factors have been identified as sources of their psychological distress. To explore the association of classroom-level variables with teachers' mental health over the course of an academic year. This study included 80 primary schoolteachers and 2075 pupils from the STARS trial conducted in England, which explored the impact of the Incredible Years Teacher Classroom Management programme. Linear regression models examined the relationships between classroom-level predictor variables and teachers' psychological distress, as measured by the Everyday Feeling Questionnaire, at 1 and 9 months into the school year. Predictor variables included classroom size and demographic composition, amount of teaching assistant support, and pupils' mental health, as measured by the Strengths and Difficulties Questionnaire and the Pupil Behaviour Questionnaire. Analyses were adjusted for teacher length of service and trial arm status. One month into the school year, fully adjusted analyses showed that having a classroom with a higher proportion of male pupils was associated with worse teacher mental health. None of the classroom-level stressors were associated with teacher mental health at 9 months. Classroom gender balance was associated with teacher's mental health at the beginning but not at the end of the academic year. It is important to consider classroom-level variables when developing interventions and policies for teacher mental health.

Main Sequence of Human Luminance-evoked Pupil Dynamics.

Pupil responses are commonly used to provide insight into visual perception, autonomic control, cognition, and various brain disorders. However, making inferences from pupil data can be complicated by nonlinearities in pupil dynamics and variability within and across individuals, which challenge the assumptions of linearity or group-level homogeneity required for common analysis methods. In this study, we evaluated luminance evoked pupil dynamics in young healthy adults (n = 10, M:F = 5:5, ages 19-25 years) by identifying nonlinearities, variability, and conserved relationships across individuals to improve the ability to make inferences from pupil data. We found a nonlinear relationship between final pupil diameter and luminance, linearized by considering the logarithm of luminance. Peak diameter change and peak velocity were nonlinear functions of log-luminance for constriction but not dilation responses. Across participants, curve fit parameters characterizing pupil responses as a function of luminance were highly variable, yet there was an across-participant linear correlation between overall pupil size and pupil gain (i.e., diameter change per unit log-luminance change). In terms of within-participant trial-by-trial variability, participants showed greater variability in final pupil size compared with constriction peak diameter change as a function of log-luminance. Despite the variability in stimulus-response metrics within and across participants, we found that all participants showed a highly stereotyped "main sequence" relationship between peak diameter change and peak velocity (independent of luminance). The main sequence relationship can be used to inform models of the neural control of pupil dynamics and as an empirical analysis tool to evaluate variability and abnormalities in pupil behavior.

Психологические предикторы девиантного поведения несовершеннолетних. Часть 1. Портрет воспитанника СУВУ

<p style="text-align: justify;">This study aims at identifying psychological predictors of deviant behavior of pupils in special educational institutions (hereinafter - SEI). Based on the selected methodological and diagnostic life position of a minor with deviant behavior model, the individual psychological characteristics of adolescents were described, and a personality profile of SEI pupil was compiled. The study involved respondents (N=465) from 15 SEIs located in different regions of the Russian Federation aged 12 to 17 years (M=15.4; SD=1.2), 402 (86.5%) - male. The results obtained, in particular, revealed formed group cohesion; a slight violation of the needs for control and meaningful existence; a tendency to conventional coercion and justification of aggression; an insufficient level of development of self-regulation processes in stressful, difficult life situations. Attention is drawn to a fairly high level of awareness and interconnectedness in the overall structure of individual regulation of adolescents.</p>

The Relationship Between Skit Programmes And Moral Behaviour Of Pupils In Public Primary Schools In Calabar Metropolis Of Cross River State, Nigeria

The study examined the relationship between skit programmes and moral behaviour of pupils in public primary schools in Calabar Metropolis, Cross River State- Nigeria. Three research questions were posed which were converted to three statements of hypotheses. Literature review was carried out based on the variables under study. Survey research design was used for the study. A purposive sampling technique was used in selecting the 198 primary school pupils from 5 public primary schools. A validated 20 items four-point modified Likert scale questionnaire was the instrument used for data collection. Pearson’s Product Moment Correlation was used to test the hypotheses at 0.5 level of significance. The result revealed that there is a significant relationship between dramatic skits, comedy skits and religious skits and moral behaviour of pupils in public primary schools in Calabar Metropolis. It is recommended that, Parents and guardians should endeavour to control and increase access to positive dramatic comedies by their children. This will enable them to be mindful of the level of attention their children give to unnecessary comedies. National film and Video Censor Board should ensure strict rules and regulations on skit programmes that contain violence, nudity,dishonesty, illicit acts and drug abuse. Hence, bans and penalties should be strictly levied on any television stations and skit channels that deviate from the broadcasting down rules and regulations.

Health-promoting school. Mediation effects on health behaviors and the socio-economic level of pupils

Abstract Pupils health indicators and behaviors are marked by social and territorial inequalities which develop early (DREES, 2015, 2019). In order to combat these inequalities and improve the health behaviors and well-being of pupils, the “health-promoting school” approach is recognized as convincing. It is endorsed by the World Health Organization (Langford, 2015; WHO, 2021). The health policy currently implemented in French schools is convergent (MEN, 2018, 2021). In order to disseminate this policy, since 2019, the Alliance project has been implemented in 101 French schools (9 - 12 years old) and 97 municipalities in the AURA region. Each school and community are trained and supported to promote the development of professional practices and a health promotion project to improve the health behaviors of pupils. The question arises as to the extent to which the development of health-promoting teaching projects and practices participating in the strengthening of health protective factors - life skills and health literacy - of pupils would have a mediating effect from the point of view of socio-economic level and health behaviors of pupils? Each year, data are collected from pupils by questionnaire, mesuring their well-being, health habits, psychosocial competencies and their families’ socio-economic level. 11500 questionnaires collected during 3 years have been analyzed. Descriptive and bivariate analysis indicate sevreral improvements between years in their health habits like for example daily physical activities (6% for T0 and 16% for T2) or daily consumption of sweets (17% for T0 and 13% for T2). They confirm negative influence of risk factors as low socio-economic level on health habits. But mediation analysis show that psychosocial competencies, especially emotionnal and social competencies, mediate significatively this influence (mediation effect range from 5% to 21%). Key messages • The health indicators and behaviors of young people are marked very early on by social and territorial health inequalities. • Health-promoting school approach and particularly – life skills and health literacy – would have a mediation effect on health behaviors and the socio-economic level of students.

A qualitative evaluation study of introducing game-based learning methods during pre-service teachers’ Internship

This study presents the results of a qualitative evaluation of how pre-service teachers incorporate games into their classroom practices during internships. Two Game-Based Learning (GBL) methods, namely the PCaRD model and the GameChangers approach, were introduced to assist pre-service teachers in delivering game-based learning activities effectively within disciplines such as English and Sports, as part of their university course requirements. Data was collected from 48 pre-service teachers, highlighting the perceived benefits of both methods in teaching with games and emphasizing their complementarity. Essential competencies identified included prior gaming experience, training in game creation, digital skills, and understanding of student behavior and reactions. Main challenges encountered included time constraints, classroom equipment deficiencies, class management issues, pupil behavior, and aligning games with the curriculum.

Pain perception, aqueous humour cytokines, and miosis response following first and second eye femtosecond laser-assisted cataract surgery: A randomised, prospective, intraindividual study.

To compare pain perception, pupil behaviours, and cytokine levels during first-eye and second-eye femtosecond laser-assisted cataract surgery (FLACS) and determine which is better regarding a short or long interval for bilateral FLACS. Notably, 96 eyes of 48 patients with bilateral cataracts underwent the first surgeries in the left or right eye, according to a random sequence. They were further randomised into 2- and 6-week subgroups based on surgery intervals. Pupil size was measured from captured images, and pain perception was assessed using a visual analog scale (VAS). Aqueous humour prostaglandin E2 (PGE2), monocyte chemoattractant protein-1 (MCP-1), interleukin (IL)-6, and IL-8 levels were also quantitatively analysed. All patients were followed for 1 week to evaluate changes in endothelial cell density (ECD), central corneal thickness (CCT), and macular central subfield thickness (CST). Ocular pain was significantly higher in patients who underwent second-eye FLACS. First tear break-up time was negatively correlated with VAS score. MCP-1 levels were significantly higher in patients who underwent second-eye FLACS, and VAS scores were positively correlated with MCP-1 levels across all patients. There were no differences between sequential FLACS in miosis, PGE2, IL-6, IL-8 levels and changes in postoperative ECD, CCT, and CST. Patients who underwent second-eye FLACS after 6 weeks showed more CCT, CST, and MCP-1 changes than baseline. Second-eye FLACS causes more pain and upregulated MCP-1. There was no difference between sequential FLACS in PGE2 levels, miosis, and postoperative inflammation. Furthermore, first-eye FLACS triggered a sympathetic irritation, particularly after a 6-week interval.

The Effect of a Nature-Based Environmental Education of Children: The Importance of Environmental Knowledge and the Connectedness to Nature, Together, are Related to Ecological Behavior and Environmental Attitude

There is a lack of rigorous research studies investigating the impact of nature-based training on environmental activism, so the outcomes remain uncertain. As a consequence, making statements regarding causation and providing suggestions for actions becomes more difficult. The authors of the paper provide a comprehensive analysis of the results obtained from an experiment that examined the influence of a nature-based environmental education (NBEE) curriculum on the environmental attitudes (EA) and behaviours (EB) of pupils. The control group included the children who participated in the course while continuing their attendance at conventional schools. The venture included seven primary schools in Spain. Classes were randomly allocated to either the NBEE programme or the regular environmental education (EE) curriculum at each school. Our study revealed that the group of youngsters who received NBEE showed a substantial increase in EA growth compared with the control group. The average incidence of EB in both groups of kids remained rather stable throughout time. The results of our research support the notion that including a nature-centered teaching approach within formal educational programmes might be advantageous in cultivating students' awareness and concern for the environment.

Academic Students' Awareness, Attitudes, and Preventative Measures Regarding COVID-19 in Riyadh, Saudi Arabia

Background: Coronavirus is exceedingly contagious, and an effective treatment has yet to be identified. However, its transmission can be halted or slowed by employing preventative measures and remaining informed about the disease and its mode of transmission. Objectives: This study investigates the knowledge, attitudes, and behaviors of Riyadh schoolchildren regarding COVID-19. Method: From April to June of 2022, this cross-sectional research involved students between the ages of 12 and 18 from various schools in Riyadh. The information was gathered via an internet-based survey employing a pre-validated Arabic survey questionnaire. Results: A significant majority of 253 students (91.3%) exhibited a profound comprehension of the transmission of COVID-19. In addition, headache 87.7%, loss of taste and smell 92.5%, and fever 94.5% were the most frequently reported symptoms by students. The high knowledge score was predicted by secondary school students versus intermediate school students (OR=0.243, 95%CI: (0.072-0.819), p<0.05) and elder versus younger students (OR=0.306, 95%CI: (0.092-1.024), p<0.05). A majority of students (69.2%) express support for notifying health authorities of any symptoms they experience, while 71.9% consent to isolation should they come into contact with an infected individual. Preventive measures were practiced with greater zeal by female students compared to male students (P-value <0.0001). Information was obtained primarily through social media. Conclusion: The majority of respondents were informed, held logical views, and took preventative measures against COVID-19. The fact that respondents became aware of COVID-19 through social media demonstrates the positive impact it has had on public health consciousness. Our research may not reflect the knowledge, attitudes, and preventative behaviors of Riyadh pupils regarding COVID-19. It furnishes vital data to aid health organizations in the development and execution of preventive initiatives.

Strategi Penerapan Nilai-Nilai Qur’ani dalam Pendidikan Akhlaq dan Adab Santri

Education is the educator's conscious guidance towards the physical and spiritual development of the educated towards the formation of the primary personality. The formation of a noble personality is proof of success in Islamic education. This research is aimed at digging out the various strategies that can be done in the education of akhlaq and adab for pupils as well as any factors that affect the development of akhlak and the behavior of pupils. This research uses the library research method, which means the collection of data and information is carried out through the study of literature from various written sources. The results of the research show that many strategies can be done in the process of education akhlaq and adab either the strategy is done directly or indirectly. As well as found some influential factors so that there needs to be attention to such factors in the educational process of akhlak and adab.

Disciplinary behaviour management strategies in schools and their impact on student psychosocial outcomes: A systematic review.

Disciplinary behaviour management strategies are implemented in schools to manage pupil behaviour. There is limited evidence of their intended impact on behaviour but there is growing concern around the potential negative impacts on pupil wellbeing. We carried out a systematic review to examine the impact of these strategies on psychosocial outcomes in pupils (PROSPERO Registration: CRD42021285427). We searched multiple sources and double-screened titles, abstracts, and full texts. Data extraction and risk of bias assessment were done by one reviewer and checked by another. Results were narratively synthesised. We included 14 studies, from 5375 citations, assessing temporary suspension (n=10), verbal reprimand (n=2), and mixed strategies (n=2). Depression was the most common outcome (n=7), followed by academic grades (n=4) and behaviour in class (n=4). All except one study were at high risk of bias. We found a recurring pattern in the evidence of disciplinary strategies associated with poor mental wellbeing and behaviour in pupils. The effect on academic attainment was unclear. Disciplinary behaviour management strategies may have negative impact on pupil mental wellbeing and class behaviour. These important consequences should be assessed in better designed studies before these strategies are implemented.

VICTIMISATION OF TEACHERS AS A FACTOR THREATENING THEIR WELLBEING (WITH SPECIAL REFERENCE TO THE SLOVAK AND CZECH REPUBLICS)

The study focuses on the issue of aggressive behaviour of pupils towards teachers in Slovakia and the Czech Republic. Its occurrence is confirmed by the results of objective research. Aggressive behaviour of pupils towards teachers is a serious educational problem. Such behaviour seriously undermines the well-being of teachers. The satisfaction and wellbeing of teachers and other school staff is not only important for their mental health, but also for the wellbeing of their pupils.

Unveiling Deceptive Intentions: Insights from Eye Movements and Pupil Size

Recognition of deceptive intentions from the eyes has been of appealing interest in the last decades but is still unresolved. Here, we report the development of a paradigm based on the Concealed Information Test enabling the study of various kinds of deception, that is, faking and concealing. Based on a card game, we compared fixation as well as pupil behaviour while participants were instructed to fake, conceal, or tell the truth. We realized two different layouts of stimulus presentation. Fixations differed between concealing versus faking and telling the truth; pupil size additionally unveiled the object of deception. We infer that various kinds of deceptive behaviour must be carefully distinguished, and contribute to how to use gaze measures as indicators of deceptive intentions.

A protocol for a critical realist systematic synthesis of interventions to promote pupils' wellbeing by improving the school climate in low- and middle-income countries.

The review described in this protocol will be the first critical realist review of the literature reporting on the impact of interventions to promote pupils' wellbeing by improving the school climate in Low- and Middle-Income Countries. The review is being carried out to inform the programme theory for a critical realist evaluation of a whole school mindfulness intervention in Ethiopia and Rwanda to improve pupils' mental wellbeing. Our initial programme theory hypothesises that pupils' (and teachers') responses to the mindfulness intervention as well as changing the behaviour and attitudes of individual pupils and teachers, will change the 'school climate' in ways that have a positive impact on mental wellbeing. This literature review will facilitate the identification of mechanisms for change working at the level of the whole school climate, something which is only infrequently discussed in evaluations of mindfulness interventions. A critical realist review methodology will be used to provide a causal interdisciplinary understanding of how school climate can promote the wellbeing of pupils. This will be done through a systematic literature review and extrapolating context, agency, intervention, mechanisms, and outcome configurations and synthesising these to provide a conceptual understanding of the impact of interventions to improve school climate. The review findings will inform a critical realist evaluation of a mindfulness intervention in schools that we will be carrying out. The findings from the review will enable us to focus more precisely and transparently on what policymakers and other stakeholders need to know about how school climate changes due to introducing mindfulness to the curriculum and how this impacts pupils' wellbeing [and for which pupils]. We will publish the findings from the review in academic and professional publications, policy briefs, workshops, conferences, and social media. PROSPERO registration number: CRD42023417735.

SCHOOL COUNSELORS’ SELF-EFFICACY IN ADDRESSING ADOLESCENTS’ MENTAL ISSUES IN THE AFTER-COVID-19 ERA

The unanticipated arrival of the COVID-19 pandemic has upset thousands of adolescents worldwide, whereas shifts to remote schooling have minimized their access to school-based support. This study focused on three research questions: How do School Counselors (a) evaluate the impact of COVID-19 restrictive measures on adolescents' mental health? (b) appraise their self-efficacy to help adolescents cope with the challenges? (c) Assess post-pandemic pupil behavior and their self-efficacy beliefs. It aimed to resource creative school-counseling approaches to improve youth resilience. Findings showed that counselors regarded generalized worry, concern about academic studies and job development, and increasing internet use as adolescents' most important psychological/behavioral issues. Most counselors felt efficient in their professional development, teamwork, cross-cultural sensitivity, leadership, assessment, personal and social growth, and development. Counselors who evaluated pupils as high/medium in generalized anxiety, depressive symptoms, academic/career development, and excessive internet time evaluated themselves significantly higher on all factors of the self-efficacy scale compared to those who assessed students as medium/low on the aforementioned factors, who scored significantly lower in self-efficacy.

Student’s acceptance of the Nearpod application: an investigation in elementary school

<span lang="EN-US">The use of technology can increase teacher innovation in carrying out mass learning. Innovations that can standardize in terms of media use or digital supporting devices that reduce the learning barrier and help students succeed. One of the components of multimedia-based learning media is the Nearpod application. This research aims to ascertain the purpose and behavior of primary school pupils utilizing the Nearpod application via an extension of the unified theory of acceptance and use of technology 2 (UTAUT 2) model. The researchers employed a quantitative research method by distributing questionnaires to 217 students at Public Elementary School (SDN) 004 Tanjung Redeb, Berau Regency, East Kalimantan, Indonesia. Data from this study were analyzed using partial least square structural equation modeling (PLS-SEM). The findings revealed that behavioral intention (BI) is significantly positively influenced by hedonic motivation (HM), habit (H), and habitual behavior (HB). In addition, habit (H) also has a significant positive effect on use behavior (UB). It can conclude this study can explain that the adoption of technology in the elementary school environment has different causal factors.</span>

Disciplinary behaviour management strategies in schools and their impact on student psychosocial outcomes: A systematic review

Background Disciplinary behaviour management strategies are implemented in schools to manage pupil behaviour. There is limited evidence of their intended impact on behaviour but there is growing concern around the potential negative impacts on pupil wellbeing. Methods We carried out a systematic review to examine the impact of these strategies on psychosocial outcomes in pupils (PROSPERO Registration: CRD42021285427). We searched multiple sources and double-screened titles, abstracts, and full texts. Data extraction and risk of bias assessment were done by one reviewer and checked by another. Results were narratively synthesised. Results We included 14 studies, from 5375 citations, assessing temporary suspension (n=10), verbal reprimand (n=2), and mixed strategies (n=2). Depression was the most common outcome (n=7), followed by academic grades (n=4) and behaviour in class (n=4). All except one study were at high risk of bias. We found a recurring pattern in the evidence of disciplinary strategies associated with poor mental wellbeing and behaviour in pupils. The effect on academic attainment was unclear. Conclusions Disciplinary behaviour management strategies may have negative impact on pupil mental wellbeing and class behaviour. These important consequences should be assessed in better designed studies before these strategies are implemented.

LEVEL OF ACCEPTANCE OF MAINSTREAM PUPILS TOWARDS SPECIAL EDUCATION NEEDS PUPILS (MBPK)

Primary schools that have recently implemented Integrated Special Education Programme (PPKI) are experiencing an adverse perception and lack of acceptance of mainstream pupils towards special education needs pupils (MBPK). The aim of this study is to identify the level of knowledge, affective and behaviour of mainstream pupils towards acceptance of MBPK. This study employs a quantitative approach to conduct a descriptive survey. A random sampling technique was used to obtain 60 respondents who consisted of the population of second level mainstream pupils in SJK (C) Port Dickson district. To collect feedback from respondents, this study used a questionnaire instrument. The findings indicate that the level of acceptance is high, with a mean score of 3.52 based on knowledge, affective and behaviour factors. The mean scores for knowledge, affective and behavior are comparatively high at 3.64, 3.64, and 3.27, respectively. Therefore, the school should aim to strive for an integration programme to promote mainstream pupils acceptance of MBPK.

Does Using Core Quadrants Lead to More Teacher Self-Efficacy and Less Perceived Problem Behaviour?

PURPOSE. The number of childhood psychiatric classifications and treatments have risen rapidly in Western countries over recent decades. Since child behaviour often arises as a problem in schools, it seems important to find ways to help teachers successfully engage with pupils whose behaviours they experience as challenging. The present study attempts to shift special education teachers’ focus from challenging pupil behaviour, or pupil mental disorder, to teachers’ self-efficacy and less negative perception of pupil behaviour. METHODS. Ofman’s core quadrant model was used to engage teachers in reflecting on their own key competences, and relate them to possible pitfalls, challenges and aversions in their teaching. The professional development intervention entailed three subsequent team meetings, each lasting two and a half hours. Forty-seven teachers undertook the training, of which half (the control group) were initially put on a waiting list. Via quantitative questionnaires at three different time-points and qualitative post-intervention interviews with teachers involved, we analysed the influence of the intervention on teachers’ perceptions of problem behaviour and the grip they experienced on pupil behaviour (via a measure of self-efficacy). In the interviews, room was also made for reporting other outcomes of the training intervention. RESULTS. Neither quantitative nor qualitative data analysis revealed an effect of the intervention on self-efficacy or perceived pupil behaviour. The interview data suggest that teachers ascribe pupil behaviour they cannot control to factors outside themselves, primarily child mental disorder. CONCLUSION. Core quadrant training does not seem to alter how teachers engage with challenging pupil behaviour, nor does it help to reduce disorder thinking in special education. Our findings flag up the importance of better educating teachers about disorder thinking on the one hand, while on the other hand seeking ways to reduce the likelihood that teachers run out of pedagogical options, and instead further build up a sense of self-efficacy. Points of Interest: Childhood diagnostic classifications are on the rise in recent decades. Teachers often suggest diagnostic investigations of pupils, because they believe this will explain difficult behaviour or academic underperformance. A training aimed to shift the focus from disorder within a child to teacher’s own key competences, pitfalls, challenges and aversions, failed to change self-efficacy, behaviour perception and disorder thinking in teachers. To reduce disorder thinking in schools, simply educating teachers about what disorders are not and cannot explain, might be more effective than training programs, like studied in the present research.

The impact of winter feeding of birds on pro-environmental attitudes and knowledge of pupils in elementary schools

Feeding wild birds is one of the most popular forms of interaction between wild animals and humans. This relatively simple method can be applied in the educational process in primary schools through active learning in the field, which serves to improve the pro-environmental attitudes of pupils. The aim of the research was to verify the effect of winter bird feeding on the behavior and knowledge of pupils in selected primary schools. We were interested in whether there are differences between respondents who feed birds in winter and those who do not in terms of their gender, grade, place of residence (apartment, house), and school location. We were also interested in the motivation to feed birds and its origin. The results of our research confirmed that winter bird feeding has a positive effect on respondents’ knowledge (p = 0.0101). Pupils attending schools in village areas had a higher tendency to feed birds (p = 0.0005). This was similar for housing type, as respondents living in houses were more likely to feed birds (p = 0.0011). The effect of gender was negligible in our research (p = 0.2965).