School Behavior Research Articles

Schooling Fish from a New, Multimodal Sensory Perspective.

The acoustic hypothesis suggests that schooling can result in several benefits. (1) The acoustic pattern (AP) (pressure waves and other water movements) produced by swimming are likely to serve as signals within fish shoals, communicating useful spatial and temporal information between school members, enabling synchronized locomotion and influencing join, stay or leave decisions and shoal assortment. (2) Schooling is likely to reduce the masking of environmental signals, e.g., by auditory grouping, and fish may achieve windows of silence by simultaneously stopping their movements. (3) A solitary swimming fish produces an uncomplicated AP that will give a nearby predator's lateral line organ (LLO) excellent information, but, if extra fish join, they will produce increasingly complex and indecipherable APs. (4) Fishes swimming close to one another will also blur the electrosensory system (ESS) of predators. Since predators use multimodal information, and since information from the LLO and the ESS is more important than vision in many situations, schooling fish may acquire increased survival by confusing these sensory systems. The combined effects of such predator confusion and other acoustical benefits may contribute to why schooling became an adaptive success. A model encompassing the complex effects of synchronized group locomotion on LLO and ESS perception might increase the understanding of schooling behavior.

Weakly supervised classification of acoustic echo-traces in a multispecific pelagic environment

Abstract In trawl-acoustic methods, machine learning can objectively assign species composition to echo-traces, providing a reproducible approach for improving biomass assessments and the study of schooling behaviour. However, the automatic classification of schools in multispecies environments is challenging due to the difficulty of obtaining ground truth information for training. We propose a weakly supervised approach to classify schools into seven classes using catch proportions as probabilities. A balancing strategy was used to address high dominance of some species while preserving species mixtures. As the composition of schools from multispecific catches was unknown, model performance was evaluated at the school and haul level. Accuracy was 63.5% for schools from single-species catches or those identified by experts, and a 20.1% error was observed when comparing predicted and actual species proportions at the haul level. Positional and energetic descriptors were highly relevant, while morphological characteristics showed low discriminative power. The highest accuracies were obtained for juvenile anchovy and Muller’s pearslide, while sardine was the most challenging to classify. Our multioutput approach allowed the introduction of a metric to assess the confidence of the model in classifying each school. As a result, we introduced a method to classify echo-traces considering prediction reliability.

Predictive analysis of college students’ academic procrastination behavior based on a decision tree model

Predicting academic procrastination among college students in the context of a public crisis could provide essential academic support and decision-making strategies for higher education institutions to promote student psychological health. Notably, research focusing on predicting academic procrastination behavior among college students in the context of a global crisis is still limited. The purpose of this study is to address this gap by constructing a predictive model based on the decision tree algorithm to predict academic procrastination behavior among college students. A total of 776 college students from the Guangxi Zhuang Autonomous Region of China participated in this study. The study gathered data from multiple aspects relevant to academic procrastination behavior, including demographic information, academic achievements, subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic achievement, and sense of school belonging. Descriptive statistical analysis was conducted utilizing SPSS version 26.0, and decision tree model analysis was performed with Modeler 18.0. The findings of this study identified eight predictive factors of college students’ academic procrastination in order of importance: subjective well-being, smartphone addiction, negative emotions, self-esteem, life autonomy, pro-environmental behavior, academic performance, and sense of school belonging. The model accuracy was 85.78%, and indicating a relatively high level of prediction. The findings of this study not only provided a new perspective for understanding academic procrastination but also offered practical guidance for educators on how to mitigate this behavior.

Legal Analysis of Crimes Against Children as Perpetrators of Bullying which Have Fatal Consequences on Victims

The criminal act of bullying or harassment is identically known as an act of violence against children that occurs at school. In the event that bullying occurs at school, bullying is aggressive behavior carried out repeatedly by a person/group of students who have power, against other students/girls who are weaker, with the aim of hurting that person. Bullying is a negative social behavior where this behavior aims to hurt other people continuously. According to social norms, hurting other people is a violation, because everyone has the right to feel safe from other people's negative behavior. Bullying behavior in the school environment still continues to occur and is increasingly disturbing and the impact it will have on the victim will have a very negative impact on the victim. The phenomenon of bullying behavior in schools is increasingly emerging. This is reinforced by data from the Indonesian Child Protection Commission (KPAI) and the Federation of Indonesian Teachers' Unions (FSGI), bullying cases are still a terror for children in the school environment. From this data, it is known that cases of bullying in schools will increase during 2023. January-August 2023, there were 2,355 cases of violations of child protection. Of the reports received, 837 cases occurred within educational units, with 226 cases of bullying recorded in 2022. Then in 2021 there were 53 cases, and in 2020 there were 119 cases. Meanwhile, the types of bullying that victims often experience are physical bullying (55.5%), verbal bullying (29.3%), and psychological bullying (15.2%). For educational level, elementary school students were the most victims of bullying (26%), followed by middle school students (25%), and high school students (18.75%). The formulation of the problem in this study is how The Analysis of legal aspects related to criminal acts against children as perpetrators of bullying, and What are the negative impacts of criminal acts of bullying on the psychology of perpetrators and victims. The research method used by the author is normative juridical method carried out through a literature study that examines secondary data in the form of laws and regulations relating to criminal acts related to child abuse, and laws related to the analysis of criminal acts involving child perpetrators as well as research results and other references. The results of this study are in the Bullying is an act of violence against children, so based on the provisions in the Child Protection Law and its amendments, bullying is included as a criminal act. Basically, physical and verbal oppression is regulated in Article 76C of Law 35/2014 which reads as follows: Every person is prohibited from placing, allowing, carrying out, ordering to carry out, or participating in committing violence against children. Furthermore, if the above prohibition is violated, the perpetrator can be charged under Article 80 of Law 35/2014, namely: Every person who violates the provisions of Article 76C of Law 35/2014, will be sentenced to imprisonment for a maximum of 3 years and 6 months and/or a fine of a maximum of IDR 72 million. If a child suffers serious injuries, the perpetrator will be sentenced to imprisonment for a maximum of 5 years and/or a fine of a maximum of IDR 100 million. If a child dies, the perpetrator will be sentenced to imprisonment for a maximum of 15 years and/or a fine of a maximum of IDR 3 billion. Then oppression, harassment or bullying becomes bad behavior that can have a negative impact. The bad news is, anyone can become a victim of bullying. There are various forms of bullying behavior, ranging from verbal, non-verbal, to physical actions. Of course, all of this can have an impact on the victim's life. Even without realizing it, bullying behavior can also influence the perpetrator's behavior. The impact of bullying on victims is very diverse. The following include: Susceptible to Feeling Emotions, Difficulty Forming Relationships, Triggers Mental Disorders. Then. The following are some of the impacts of bullying for the perpetrator: Habitually carrying out impulsive activities, increasingly dull empathy, increased aggressive behavior, increasingly severe antisocial behavior, getting a negative label.

Parent experiences of school distress or school refusal in their autistic child

Aims:School distress or school refusal is the most common reason autistic children miss school. Qualitative investigation of school distress and school refusal in autistic children is limited in the literature. This study aimed to identify school refusal behaviours in autistic children and explore parent experiences supporting their children.Method:Fifteen parents of school-aged autistic children completed semi-structured interviews. Directed content analysis was used to identify school refusal behaviours and inductive content analysis to explore impact on family systems.Findings:Parents reported a range of school refusal behaviours, many of which occurred before school or outside of school settings on days when their child attends school. This may mean many indicators of school refusal are missed by school attendance or behaviour data.Limitations:All participants were Australian and responded to an advertisement about autism and school refusal so had previously identified school refusal behaviours in their child.Conclusion:School refusal impacts upon the child, their attendance and their outcomes, but also upon family systems and supports. Implications of these findings for supporting autistic children, schools, and families are discussed.

Exploring the relevance of an attachment theory perspective to the behaviour management of challenging students: perceptions of education professionals advocate an attachment theory perspective

ABSTRACT Studies conducted on student profiles in academic settings reveal that a significant proportion of students, ranging from 10% to 20% , encounter various forms of stressors that include poverty, trauma, abuse, neglect, and domestic violence . Such stressors will likely manifest as disruptive behaviours within the school environment. This paper focuses on identifying the perceptions of professionals regarding effective behaviour management by considering the relevance of an Attachment Theory perspective (ATP) for students with social, emotional, and behavioural difficulties. This research is a qualitative study, and the data were collected by conducting key informant interviews with 13 participants who advocate an ATP in understanding and supporting students with challenging behaviours, who were selected purposefully. The participants are professionals who hold various positions related to research, policy, and practice, and the data gathered from them were analysed thematically. The professionals highlighted the need for a greater understanding of the relevance of an ATP in managing challenging behaviour in schools. The main finding to emerge from the interviews is that awareness of an ATP potentially leads to a better understanding of underlying reasons for challenging behaviours in the classrooms, and this awareness helps educators look for the best ways to support students in providing not only an optimum and sustainable classroom environment but also an enjoyable school experience. Moreover, with the help of extra targeted support for students, the school behaviour management system will be more inclusion-oriented rather than exclusion-oriented.

Socio-emotional behavior, learning, and the distinct contributions of Executive Functions in primary graders

Socio-emotional school behavior and learning are both fundamental aspects of children’s development influenced by cognitive control processes named Executive Functions (EF). Yet, research on school-age children has often focused on the relationship between EF and learning skills overlooking that of EF and school behavior, which has usually been examined among preschoolers. The current study investigated the contribution of EF in both school behavior and learning in school-age children. One hundred forty-six III–V graders were assessed using text comprehension and EF tasks and evaluated by teachers-rated inventories on behavioral difficulties and EF within the school context. The results suggested a different involvement of direct and indirect EF measures in the two domains considered: controlling for socioeconomic level and age, an EF direct measure, predicted reading comprehension whereas teacher-reported EF related to both behavior and text comprehension. The results contribute to defining the role of cognitive control processes on school behavior and learning in school-age children.

A Chemical Mechanism for the Bistable‐to‐Oscillatory Transition in Colloidal Aggregates of Silver Phosphate

We previously reported collective behavior in colloidal aggregates of silver phosphate in H2O2 and under UV light. Diffusiophoretic interactions between aggregates lead to non‐linear behavior such as oscillations and synchronization, in which oscillation frequencies increase with H2O2 concentration. The aggregates transition between schooling and dispersed behaviors with incipient spatiotemporal correlations. We identified a kinetic model that maps the chemical species that are thought to underlie non‐linear phenomena in the colloidal aggregates, i.e. adsorbed oxygen species *OOH and ∗O. We investigate the emergent dynamics for the simplest case, the coupling of two otherwise bistable clusters. Two coupling schemes are proposed and we find that – depending on whether the coupling is excitatory or inhibitory – the clusters may oscillate with zero or π phase shift.

Positive Discipline Approaches and Students’ Behaviour in Government-Aided Secondary Schools in Sheema Municipality, Uganda

Positive Discipline Approaches and Students’ Behaviour in Government-Aided Secondary Schools in Sheema Municipality, Uganda

Analysis of Waste Management and Greenhouse Gas Emission Reduction (Case Study: Adiwiyata School SMPN 18 Surabaya and Non-Adiwiyata School SMPN 31 Surabaya)

In Surabaya, a city program named "Perilaku dan Berbudaya Lingkungan Hidup di Sekolah" (PBLHS), or Environmental Behavior and Culture in Schools, specifically targets Adiwiyata schools to promote sustainable practices. However, not all schools participate in this initiative. Non-Adiwiyata schools typically send their waste to the Final Waste Processing Site (TPA), which exacerbates the load on these facilities and contributes to increased greenhouse gas (GHG) emissions. This study aims to compare waste management and GHG reduction efforts between Adiwiyata and non-Adiwiyata schools in Surabaya. We conducted sampling at one Adiwiyata school and one non-Adiwiyata school, analyzing waste generation and management strategies using the SNI 19-3964-1994 method. Our findings reveal that Adiwiyata schools generate less waste, with an average of 0.0103 kg/person/day, compared to 0.0155 kg/person/day at non-Adiwiyata schools. Furthermore, the organic waste composition was significantly lower in Adiwiyata schools at 2.08%, versus 33% in non-Adiwiyata schools. Methane (CH4) emissions from Adiwiyata schools were also lower, measuring 0.123 Gg/year, as opposed to 0.405 Gg/year from non-Adiwiyata schools. These disparities in waste output, organic waste composition, and GHG emissions are significantly influenced by the environmental knowledge, attitudes, and practices within the school communities.

Penyuluhan dan Pelatihan Mengenai Kesehatan Gigi dan Mulut Kepada Siswa/i SDN Tanjung Duren Selatan 01 Pagi

Oral health needs to be considered from an early age. The behavior of maintaining dental and oral health is supported by knowledge. Dental and oral health education is one of the efforts made to increase elementary school age children's knowledge and behavior about dental and oral health. The aim of this program is to determine the knowledge of students in grades 4 and 6 at SDN Tanjung Duren Selatan 01 Pagi after dental and oral health education. This study used a descriptive observational method with a cross sectional design. The sampling technique is purposive sampling. The sample for describing knowledge was 139 students in grades 4 and 6 of SDN Tanjung Duren Selatan 01 Pagi. The knowledge of grade 4 and 6 students at SDN Tanjung Duren Selatan 01 Morning before dental and oral health education was in the poor category. After the education was carried out, the understanding and knowledge of grade 4 and 6 students at SDN Tanjung Duren Selatan 01 Pagi increased. Student knowledge regarding the frequency of brushing their teeth, the use of toothpaste containing fluoride and the consumption of cariogenic foods has increased after the dental and oral health education.

Facilitators and barriers for implementing the PALS school-wide positive behavior support model in a Swedish municipality: A focus group study.

A research-supported model to support schools' prevention of behavior problems and promotion of a positive school climate is school-wide positive behavior support (SW-PBS), in Scandinavia adapted into "positive behavior, interactions and learning environment in school" (PALS). Facilitators and barriers for achieving and sustaining a full implementation of PALS in a Swedish primary school context have not previously been studied. The purpose of this study was to explore school staff and administrators' experiences of implementing PALS in a municipal school district in the western region of Sweden. Using a qualitative focus group design, staff with roles in the implementation and school administrators (N = 22) representing 12 schools were asked about their experiences regarding facilitators and barriers for implementing PALS. Data were analyzed using qualitative content analyses involving a combination of inductive (data-driven) and deductive (theory-driven) approaches. In the deductive, final step, the inductively derived categories were associated with the Normalization process theory core constructs coherence, cognitive participation, collective action and reflexive monitoring. The analysis resulted in nine categories in which both facilitators and barriers were identified: alignment with school mission and values; building and strengthening relationships; shared staff engagement; administrators' commitment and leadership; support and resources for adopting PALS; changed experiences of PALS work over time; positive feedback sustains motivation; learning for quality improvement; and staff continuity throughout implementation. Findings indicate that staff and administrators experienced the implementation as predominantly positive, that PALS provides a structure for relationship-based work, and fits particularly well in primary school contexts. The facilitators and barriers identified provide valuable knowledge that can inform sustainable implementations of PALS in similar contexts.

Integrating a Self-Regulation Intervention Within a Tier-2 Academic Intervention

Behavior and academic outcomes in school are interrelated; students who struggle with academics are likelier to exhibit troublesome behavior and students who struggle with behavior tend to fall behind academically. Multitiered systems of support (MTSS) offer frameworks for providing increasingly intensive support for students with academic and behavioral difficulties, but it can be challenging to efficiently integrate academic and behavioral supports rather than implementing separate resource-intensive systems. This article describes how behavior support can be integrated within Tier-2 interventions for reading and mathematics. A strategy that included four evidence-based elements—teaching expectations, self-monitoring, self-evaluation, and mystery match—was embedded within academic intervention lessons to target students’ academic engagement, respectful behavior, and effort. In this article, we describe our approach as one way that academic and behavioral supports might be integrated within a tiered intervention system.

The philosophy of Ubuntu and academic achievement among secondary school learners: A case study in the Gweru district of Zimbabwe

In the study reported on here we investigated the impact of Ubuntu on learner behaviour and academic achievement in secondary schools in the Gweru district of Zimbabwe. The study participants comprised 38 learners and 7 teachers from 4 secondary schools in the Gweru district. Data were collected through focus-group discussions, semi-structured interviews, participant observations and document analysis. We established that teachers and learners had a satisfactory understanding of how upholding values of Ubuntu contributed to academic achievement among learners. The findings reveal that in addition to other factors affecting academic achievement, like the school and home environment, learners who upheld the values of Ubuntu were disciplined, focused on their studies, and thus attained higher levels of academic achievement compared to learners who lacked Ubuntu and engaged in substance abuse, pre-marital sex, and lacked focus on their schoolwork. Based on the study we recommend that a course on Ubuntu be introduced in teacher training complemented by professional development workshops for teachers in the field to equip them with skills of integrating values of Ubuntu into the curriculum and thus foster the same among learners.

Prevalence of phubbing behaviour in school and university students in Spain.

This study examined the prevalence of phubbing behavior among school and university students in Spain and analyzed the correlation of phubbing with other indicators of psychological well-being and mental health. The study sample comprised a total of 1,351 school and university students, with ages ranging from 12 to 21 years. The study used the Phubbing Scale (PS), the Compulsive Internet Use Scale (CIUS), the Rosenberg Self-Esteem Scale (RSE), and the Interpersonal Emotion Regulation Questionnaire (IERQ) for data collection. The results showed evidence of phubbing among approximately half of the students. Statistically significant differences were found based on gender and educational level in the Phone Obsession subscale and the PS total score, with male students and university students scoring higher in their respective parameters. In addition, phubbing was positively correlated with problematic internet use and negatively correlated with self-esteem. Phubbing behavior is highly prevalent among adolescents aged 12-21 years and is positively correlated with low self-esteem and problematic internet use. Developing strategies for addressing this widespread issue at early ages, particularly within the educational context, such as schools, is crucial for implementing preventive measures. The inappropriate use of technological devices, including smartphones, in schools has the potential to negatively affect students' well-being and ability to adapt to school.

The Mediating Effect of Optimism and Resourcefulness on the Relationship between Hardiness and Cyber Delinquent Among Adolescent Students

Abstract There is growing interested in the role of psychological resilience in shaping adolescent students’ delinquent behaviours in secondary schools. In this article, using locus of control theory, we examine the role of psychological resilience in terms of hardiness, resourcefulness, and optimism in minimizing the occurrence of cyber delinquent behaviours of secondary school students in Saudi Arabia. We introduce optimism and resourcefulness as protective factors critical for adolescents engaging in cyber delinquent behaviour and conceptualize them as characteristics of individuals with an internal locus of control. This study examines the multiple mediation effects of optimism and resourcefulness in the relationship between hardiness and cyber delinquent behaviours. The structural equation modelling results confirm eight hypotheses and that optimism and resourcefulness mediate the relationship between hardiness and cyber delinquent behaviours. These findings demonstrate the multiple mediation effects of optimism and resourcefulness and the important role of hardiness, resourcefulness, and optimism in predicting cyber delinquent behaviour. We draw implications for theory, secondary schools, and policymakers.

Optimization of the concentration of ozone generated by DBD using PSO algorithm for water treatment process

The water treatment process with ozone is influenced by various operating parameters and environmental factors that can impact its efficiency. In this study, experiments were conducted using a Venturi pumping frame to investigate the effects of three controllable variables: oxygen flow height, applied voltage level, and water flow rate. The tests aimed to develop a mathematical model that accurately represents the relationship between these input variables and the resulting ozone concentration in the treated water. The experimental data was analyzed using the MODDE 5.0 software, a specialized application for statistical modeling and design of experiments. By fitting the data to appropriate model equations, a mathematical model was obtained that quantifies the influence of each variable and their interactions on the ozone concentration response. To optimize the process performance, a particle swarm optimization (PSO) algorithm was employed to extract the best-fit parameters for the mathematical model. PSO is a computational technique inspired by the social behavior of bird flocks or fish schools, utilizing a population of candidate solutions that evolve iteratively to converge on the global optimum solution. In this case, PSO searched for the model parameter values that minimized the error between predicted and experimentally measured ozone concentrations, rapidly converging to an accurate solution. The optimized mathematical model enables predicting the ozone concentration under any combination of oxygen flow height, voltage, and water flow rate within the experimental range. This predictive capability facilitates identifying the optimum operating conditions to maximize ozone concentration, thereby enhancing the efficiency of the water treatment process. The model serves as a valuable tool for process control, monitoring, and optimization, ensuring consistent treatment quality while minimizing resource consumption and operational costs.

The role of vision and lateral line sensing for schooling in giant danios (Devario aequipinnatus).

Schooling is a collective behavior that relies on a fish's ability to sense and respond to the other fish around it. Previous work has identified 'rules' of schooling - attraction to neighbors that are far away, repulsion from neighbors that are too close and alignment with neighbors at the correct distance - but we do not understand well how these rules emerge from the sensory physiology and behavior of individual fish. In particular, fish use both vision and their lateral lines to sense each other, but it is unclear how much they rely on information from these sensory modalities to coordinate schooling behavior. To address this question, we studied how the schooling of giant danios (Devario aequipinnatus) changes when they are unable to see or use their lateral lines. We found that giant danios were able to school without their lateral lines but did not school in darkness. Surprisingly, giant danios in darkness had the same attraction properties as fish in light when they were in close proximity, indicating that they could sense nearby fish with their lateral lines. However, they were not attracted to more distant fish, suggesting that long-distance attraction through vision is important for maintaining a cohesive school. These results help us expand our understanding of the roles that vision and the lateral line play in the schooling of some fish species.

Exploring Aggressive Behaviors in Greek Secondary Schools: Prevalence, Sociodemographic Factors, and Comparative Analysis with Elementary School Students.

The main objectives of this study are to determine the prevalence of bullying in Greek secondary schools and detect the possible characteristics of bullies' profiles in Greek school settings. A structured questionnaire was given to one hundred ninety-two (n = 192) educators at Greek junior high schools in urban and rural areas. The educators were asked to report the frequencies and forms of aggressive behavior observed during the 2022-2023 school year, the bullies' sociodemographic characteristics, and ways of dealing with bullying episodes. The data are presented, after conducting statistical analyses, in comparison with data for elementary school students. The results revealed that higher rates of bullying were reported compared with elementary school children. Moreover, according to teachers' observations, aggressive behavior is independent of a pupil's diagnosis, but specific types are correlated significantly with a pupil's gender, nationality, low academic performance, and popularity. Factor analysis showed two main factors of aggression types, where common points and differences with elementary school students are mentioned. Implementations for the prevention of school bullying are discussed.

Role of maternal non-transport pro-environmental behaviors in adolescents’ travel-to-school mode choices

This study investigates in UK context the relationship between adolescents’ choice of sustainable transport modes (e.g. active transport like walking or cycling and public transport like buses or subways) for their journey to school and maternal non-transport pro-environmental behaviors, such as energy conservation and environmentally friendly purchases, as well as its temporal changes. Data from waves 4 and 10 of the UK Understanding Society survey were separately analyzed using multinomial logistic regression to explore the relationship between frequency of mothers’ non-transport pro-environmental behaviors and adolescents’ sustainable transport to school. Additionally, to understand changes in the strength of this relationship over time, a regression analysis was conducted examining the interaction of mothers’ non-transport pro-environmental behaviors with the survey year. Findings indicate substantial correlations between an array of variables including adolescents’ age, ethnicity, mothers’ occupational and transport behaviors, the number of cars owned by the household, and the nature of residence (urban vs rural), with the adolescents’ active or public transport choice to school, consistently across both waves. As the primary focus of the study, a positive relationship between mothers’ non-transport pro-environmental behaviors and adolescents’ public transport to school is found, although the strength of this relationship declined over time. Importantly, more easily observable mothers’ non-transport pro-environmental behaviors holds a stronger strength of correlation with adolescents’ use of public transport to school, compared to maternal psychological factors like pro-environmental attitudes. Hence, encouraging a range of sustainable behaviors among mothers is crucial to promote adolescents’ public transport to school.