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3370 Articles

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Sexual decision-making: an exploratory interview study of Cambodian adolescents

IntroductionThe rate of sexual activity among adolescents is very high, with serious repercussions such as human immunodeficiency virus (HIV) and sexually transmitted diseases. Understanding the factors that influence adolescents’ engagement in sexual activity is crucial for promoting healthy sexual attitudes and behaviors in schools, sex education programs, communities, and families. This study aimed to examine the factors influencing sexual decision-making among Cambodian adolescents.MethodsIn accordance with the Standards for Reporting Qualitative Research (SRQR), this study used a descriptive qualitative methodology with individual interviews. The participants in the study were 30 Cambodian adolescents (15 males and 15 females) who were all unmarried and sexually active. They were recruited using various methods, including social networking services, and interviewed to explore their sexual decision-making processes.ResultsThe analysis revealed that the decision-making process was influenced by both internal and external factors. Internal factors included sexually explicit Internet material and arousal from sexy outfits, while external factors included foreign vs. Khmer culture, the surrounding environment including community, peers, and family, and educational advice received at school. Gender differences were noted in responses to stimuli like sexy outfits and perceptions of cultural norms.ConclusionsThis study underscores the complexity of adolescent sexual decision-making in Cambodia. It highlights the need for sex education that is not only comprehensive but also culturally sensitive, addressing the diverse influences on these adolescents. Future research should include a broader demographic group, including rural adolescents, to gain more comprehensive insights.Implications for practiceThis study uncovers how cultural norms, peers, and the media impact sexual behaviors, emphasizing the significant gender differences in these aspects. The findings shed light on the necessity of culturally sensitive and comprehensive sex education and the urgent need for tailored approaches to health promotion and education.

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  • Frontiers in Reproductive Health
  • Dec 2, 2024
  • Gloria Park + 1
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Islamic Boarding School Education Cultivates Moderate Character in Poso Central Sulawesi

This study is oriented to describe and interpret the phenomenon of plural life in Islamic boarding schools and their environments. This study is based on empirical data obtained through the concept and internalization of religious moderation values ​​in three locations directly related to the Poso conflict, namely Walisongo 1 Poso Islamic Boarding School, Amanah Putera Islamic Boarding School, and Gontor Poso Islamic Boarding School. This study uses a qualitative approach and phenomenological types and case studies. Data collection techniques used are observation, interviews, and documentation. Data analysis techniques are interpretative phenomenological analysis and multisite analysis because there is more than one locus. The validity of the data uses triangulation techniques of source data, theory, and methods. The study results indicate that the values ​​of religious moderation applied are conceptualized through the curriculum's vision, mission, and role in Islamic boarding schools. Moderate character education of students through internalization techniques can be reviewed in three dimensions; a) the process of developing, renewing and adjusting paradigms by the times, implementing moderate curriculum and learning; b) the process of integrating the values ​​of moderation with a set of subjects in Islamic boarding schools; c) a more profound process using verbal communication in embodying the values ​​of moderation in daily behavior in Islamic boarding schools and social environments. This research is only in the corridor of the Islamic boarding school environment, where all educational processes are coordinated directly by the head of the boarding school, so further study is needed in different models and environments. The results of this study emphasize the importance of education in instilling and helping to foster moderate character in students.

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  • Al-Hayat: Journal of Islamic Education
  • Nov 24, 2024
  • Moh Arief Sah + 1
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Family or school: What matters for economically disadvantaged adolescents’ problem behaviors? The mediating role of self-esteem

Most prior research on the relationship between family, school, and problem behaviors in economically disadvantaged adolescents has concentrated on the direct influence, with little attention given to clarifying indirect and longitudinal effect. Therefore, this longitudinal study aimed to test the potential effects of family functioning and school connectedness on problem behaviors in economically disadvantaged adolescents and the mediating role of self-esteem. In total, 466 Chinese adolescents (176 boys) living in economically disadvantaged families certified by local governments participated in this study. The adolescents completed self-report measures of family functioning, school connectedness, self-esteem, and problem behaviors. Results showed that school connectedness could indirectly influence economically disadvantaged adolescents’ problem behaviors via self-esteem, however, family functioning had only an immediate effect. This result has positive implications for interventions targeting economically disadvantaged youth. In the future, intervention programs can be designed at both the individual and school levels to promote the mental health of economically disadvantaged adolescents.

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  • Children and Youth Services Review
  • Nov 19, 2024
  • Yanan Xu + 6
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“Whenever I help her, I am also expecting her vagina in return”: a qualitative analysis to explore men’s and adolescent girls’ perceptions of the impact of the COVID-19 pandemic on the sexual behaviour and health of adolescent girls in rural western Kenya

IntroductionThe COVID-19 pandemic caused school closures, which intensified the negative sexual and reproductive health (SRH) of adolescent girls in sub-Saharan Africa (SSA), including increases in transactional sexual partnerships, gender-based violence,...

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  • BMJ Public Health
  • Nov 14, 2024
  • Enid Awiti + 7
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Swarm Intelligence and Unmanned Systems: The Potentıal Impact of The Principles of Swarm Intelligence and Collective Behaviour in Nature On Unmanned Systems and Autonomous Organizational Structures

This paper examines the potential implications of the principles of swarm intelligence and collective behavior in nature for unmanned systems and autonomous organizational structures. Swarm intelligence is inspired by natural systems in which individual units interact according to simple rules to form a complex and organized whole. These principles can be observed in a wide range of situations, from the synchronized flight of flocks of birds to the harmonized swimming behavior of schools of fish. The study emphasizes that swarm intelligence principles have the potential to create more flexible, resilient and efficient systems with decentralized control mechanisms and autonomous decision-making processes. Furthermore, it is suggested that these approaches can find applications in many fields, from military operations to agricultural and environmental monitoring, from disaster response to urban planning. The study provides a detailed analysis of swarm behavior in nature and discusses how these behaviors can be emulated and optimized in unmanned systems. In this context, the potential impacts of swarm intelligence and collective behavior principles on unmanned systems are evaluated in terms of increasing their adaptability, optimizing energy efficiency and maximizing mission success. It is also argued that these principles can contribute to making unmanned systems more resilient to contingencies and changing environmental conditions. This theoretical study suggests that swarm intelligence principles can provide innovative solutions for future unmanned systems and autonomous organizational structures.

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  • Sosyal Mucit Academic Review
  • Nov 14, 2024
  • Ayşe Meriç Yazıcı + 2
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Characterization of electronic device use among children and adolescents aged 6 to 14

Introduction: Children and adolescents use computers, cell phones, and tablets, among other electronic devices, daily in non-aca- demic activities. It is essential to characterize the impact these devices have on the socialization, interaction, and learning processes in this population segment. We should also investigate possible harmful effects that may be related to their use. The objective was to characterize how these devices are used and their impact on school performance, behavior, and physical activity in children and adolescents from 6 to 14 years of age. Materials and methods: This is a cross-sectional analytic study of 510 schoolchildren ages 6 to 9 and 10 to 14 from Bogotá and Cun- dinamarca, Colombia. They were surveyed with a 38-question survey characterizing the use of the devices and the symptoms of anxiety and depression, conflict resolution, sleep, and school performance. Results: The average age for initiation on the use of devices was four years. Cell phones were the most used in both groups (56.3% and 78.04%). Parents monitor the use of the device in 80% of cases. 40% of the time, device usage was greater than 90 minutes per day. About 16% reported sleep disturbance, frustration (48%), emotional lability (20%), and suicidal ideations (11%) also were reported. 19% did not play with their peers, and 7% did not report having close friends. Conclusions: This study shows the high exposure to electronic devices from an early age and their relation to behavioral factors. Fu- ture studies should explore the relationship between these factors and electronic devices in depth.

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  • Paediatria Croatica
  • Nov 11, 2024
  • Nancy Soraya Martinez Estevez + 5
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Employing Active Learning in Physics Classroom: Enhancing Student’s Behaviour and Cognitive Aspect in Lower Secondary Schools in the Rwamagana, Rwanda

Employing Active Learning in Physics Classroom: Enhancing Student’s Behaviour and Cognitive Aspect in Lower Secondary Schools in the Rwamagana, Rwanda

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  • Journal of Research Innovation and Implications in Education
  • Nov 10, 2024
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Deviant Behaviors in School Among Adolescents: Managing Disruptive Behavior in English as a Second Language (ESL) Reading Class Case Study: Schools in Durrës, Albania

The deviant behavior of students in the classroom is a highly intriguing subject to investigate due to the fact that it is a multifaceted issue that encompasses a variety of factors, including the family, society, the teacher, and primarily the individual and the school. The focus of this investigation will be solely on the adolescent and the deviant behaviors that are demonstrated during the learning process. Additionally, we will propose strategies for managing this behavior in English as a Second Language (ESL) Reading Classrooms. In this paper, the term "deviant behavior" will be used interchangeably to refer to deviant behaviors that involve students violating rules during lessons. The primary objective of this investigation is to determine the most prevalent forms of deviant behavior in Albanian schools and to conduct a comparison between industrial and non-industrial regions in order to gain a more comprehensive understanding of this expanding phenomenon. Nevertheless, this will be further investigated in the course of the investigation. The study included 80 pupils, 40 of whom were enrolled in the "Gjergj Kastrioti" gymnasium in Durrës and another 40 in the "Besnik Hidri" gymnasium in Shenavlash, Durrës. A questionnaire was utilized as the research instrument to verify one of the study hypotheses: Students residing in non-industrial areas are more likely to engage in deviant behavior. Graphs and tables were employed to illustrate the data using Microsoft Excel. The results of the study did not indicate any significant disparities between pupils in industrial and non-industrial areas in terms of their attitudes toward the situation or their recommendations for preventive school methods. Nevertheless, it is intriguing to observe alternative manifestations of these behaviors in one of these educational institutions. Several recommendations are provided at the conclusion of the study for the prevention and management of deviant or deviant behaviors in students. Received: 12 July 2024 / Accepted: 21 October 2024 / Published: 05 November 2024

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  • Journal of Educational and Social Research
  • Nov 5, 2024
  • Doreta Tartari + 1
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Teachers’ Perspectives on the Effectiveness of Moral Strategies for Character Formation in Public Secondary Schools in Kakamega County, Kenya

Philosophers and educationists contend that education plays a critical role in inculcating learners with moral values for character formation. Moral education for character formation is not an issue of personal choice but fundamental to society in promoting economic growth, prosperity, and order. However, there are a number of problems that hinder the process of reaching the identified ideal of character formation. Some of the challenges are associated curriculum content and the strategies applied by teachers. In school moral education for character formation is promoted through the teaching of subjects such as Christian Religious Education, Hindu Religious Education, or Islamic Religious Education, however they are exam or Cognitive oriented. This is manifested in unacceptable behaviors that are exhibited by students such as school arson, drugs and substance abuse, obscene behavior, and exploitation of school and other public resources. Therefore, this article sought to investigate teachers’ perspectives on the effectiveness of moral strategies for character formation in public secondary schools in Kakamega County, Kenya. Phenomenological theory guided this study. On the other hand, phenomenological hermeneutical method was applied in the study. The study employed a descriptive phenomenological research design to explore teachers' perceptions of moral education strategies for character formation in public secondary schools in Kakamega County, Kenya. This design was chosen because it enables the researcher gain insight into participants' lived experiences of a phenomenon without prejudices and preconceptions. It utilized an interpretive paradigm to understand teachers' perceptions of their social realities, focusing on subjective experiences and perspectives related to moral education. Purposive sampling was used to recruit 15 participants from seven public secondary schools. Unstructured interviews were employed to collect the data. The data collected was analyzed thematically using Braun and Clarke's six steps. The study established that there was mixed reaction on the effectiveness of strategies used in moral education for character formation. The minority of the participants observed that all the strategies were ineffective, while the majority indicated that guidance and counseling although less proactive, is the best strategy for moral education for character formation. The few who mentioned punishment indicated that it was the best method, although illegal and illicit in the current Kenyan schooling context. The study concluded that moral education strategies in public secondary schools in Kakakmega county, Kenya are largely ineffective, with only a few approaches like class meetings, student leadership, and clubs fostering deeper student engagement. Most strategies are implemented reactively and lack consistent emphasis, limiting their impact on character formation. To improve effectiveness, a more proactive approach and better implementation mechanisms are needed. The study recommends that teachers in Kakamega County be trained to use multiple moral strategies that require extensive student participation and include practical and reflective methods to promote character education. Moreover, moral education should be an integrated approach to ensure that students receive ethical education in many areas of learning to strengthen their morality in applying moral education in many facets of their learning.

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  • African Journal of Empirical Research
  • Nov 5, 2024
  • John K Nyangaresi + 2
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The impact of trauma on students' emotions and behaviors in school

To say teachers and other school staff are overworked and underpaid is an understatement. Teachers play the role of counselors, mentors, comforters, disciplinarians, security, and educators to large groups of children, sometimes up to 20 or more in a single class. It is also an understatement to say that teachers want their classrooms to run smoothly, with minimal emotional or behavioral challenges to disrupt an already busy school day. When students act out, it can be easy to see the child as the behavior and judge them accordingly without considering the function or root cause of that behavior.

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  • The Brown University Child and Adolescent Behavior Letter
  • Nov 4, 2024
  • Kira Alexander
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Does relational context matter? Trust in principal as a moderator between distributed leadership and organisational citizenship behaviours in Turkish schools

This study investigates how and under what conditions distributed leadership influences teachers’ organisational citizenship behaviours. Using survey data from a sample of 419 teachers working in primary and secondary schools across six provinces in Türkiye, the current study tested a moderation model of distributed leadership’s impacts on teachers’ organisational citizenship behaviours, with trust in principal as the moderator. A regression-based moderation analysis was performed to examine the relationships between the study variables. The results demonstrated that distributed leadership is significantly associated with organisational citizenship behaviours, and trust in principal significantly moderates this link. Furthermore, distributed leadership fails to exert a significant influence on organisational citizenship behaviours when trust in principal is relatively low, indicating the pivotal role of trust as a relational context factor in elucidating the leadership’s impact on organisational citizenship behaviours. The results contribute to a deeper understanding of how the relational aspects of the workplace influence the impact of distributed leadership practices on positive teacher behaviours. The study has several implications for theory, policy and practice.

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  • Educational Management Administration & Leadership
  • Nov 4, 2024
  • Hasan Kavgacı
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Single Parental Status: Effects on Learners’ Emotional Behaviour in Public Primary Schools in Kanduyi Sub County, Kenya

The family is the stimulus behind the growth and development of an individual. Children emerge from different parental status, this include intact and single parental status. However in schools, learners from single parenthood display different emotional behaviour compared to those from intact parenthood. The objective of the study was to establish the effects of single parental status on learners’ emotional behaviour. The study was guided by family systems theory and adopted comparative research design. The study targeted a total of 458 participants, including 440 standard eight learners (212 boys and 228 girls), 9 class teachers, and 9 guidance and counseling teachers from 9 public primary schools in Kanduyi Sub County, Bungoma County. The standard eight learners were selected due to their unique experiences and maturation, as well as their physical, mental, and emotional development, which enabled them to express themselves in a manner that was comparable to that of their peers in other classes. Stratified random sampling was used to obtain participants according to their gender; simple random sampling was used to give equal chance to all learners to participate in the study. Purposive sampling was employed to select class teachers and Guidance and Counselling teachers as key informants on matters concerning learners. Questionnaires and interviews were used to collect data. The study utilised content validity while reliability of the instruments was established by cronbach’s alpha coefficient of 0.697. Simple linear regression was used to analyse data. Data analysis revealed a statistically significant effect of single parenting on learners emotional behaviour F (1,198=4.731, p<0.05. The findings revealed that single parenting negatively affected learner emotional behaviour since the p-value<0.05 hence the null hypothesis rejected. The study recommended for effective guidance and counselling services for learners from single parental status to help them improve on their emotional behaviour such as low self-esteem, aggression and anxiety while in school.

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  • African Journal of Empirical Research
  • Nov 1, 2024
  • Lilian Apiyo + 2
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Parenting behaviour and student discipline in public boarding secondary schools in Western region of Kenya

Discipline in schools is an issue that especially concerns educators, parents, and other stakeholders. In an environment that lacks order and discipline, it is impossible for students to learn effectively. Thus, order and discipline are indispensable for achieving positive educational results. The family assumes a pivotal role in shaping the early years of an individual. The purpose of this research was to investigate the influence of parenting behaviour on student discipline in public boarding secondary schools in Western region of Kenya. Family composition and structural-functionalism theories served as guiding principles for the research. The investigation was conducted using an ex post facto design. The study's target population consisted of 5583 class teachers and 369 deputy principals (administrators-in-charge) from 369 public boarding secondary institutions. The sample included 123 deputy Principals and 558 class teachers from the 123 randomly selected schools. Simple random sampling was used to select 558 class teachers while purposive sampling was used to select 123 deputy Principals. For the purpose of data collection from the participants, a questionnaire and an interview schedule were employed. The assessment of the instruments' reliability was conducted using the test-retest method, results of the pilot study reveal that all scales were trustworthy because their reliability values were more than the required threshold of 0.7. Data was analyzed using frequency, percentages, weighted averages, correlations and multi-regression analysis. The study concluded that parenting behavior influence the discipline of students in public secondary schools. Therefore, it was recommended that school management boards should organize for the sensitization meetings on effective parenting behaviour, this will enable curb indiscipline among students.

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  • International Journal of Science and Research Archive
  • Oct 30, 2024
  • Ismael Mabunde + 2
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Behavior-specific praise: Enhancing on-task behavior in a rural elementary school

Behavior-specific praise (BSP) is a low-intensity strategy used to reinforce positive student behaviors in school settings. BSP is currently a potentially evidence-based practice, with more studies with three or more participants needed to contribute to the literature base. This study investigated the impact of teacher-delivered BSP on student on-task behavior in an inclusive second grade classroom taught by a general and special education coteacher dyad in a rural Southeast school. Using an A-B-A-B withdrawal design, we observed the on-task behavior of four students with emotional and/or behavioral disorders (EBD) when the coteaching pair increased their rates of BSP after a brief training. All four students increased on-task behavior during BSP intervention conditions. Social validity questionnaires identified a positive impression from three out of four students and both teachers about the implementation of BSP in the classroom. Limitations and future directions are discussed.

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  • Frontiers in Education
  • Oct 23, 2024
  • Nicholas A Newton + 3
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Body orientation change of neighbors leads to scale-free correlation in collective motion

Collective motion, such as milling, flocking, and collective turning, is a common and captivating phenomenon in nature, which arises in a group of many self-propelled individuals using local interaction mechanisms. Recently, vision-based mechanisms, which establish the relationship between visual inputs and motion decisions, have been applied to model and better understand the emergence of collective motion. However, previous studies often characterize the visual input as a transient Boolean-like sensory stream, which makes it challenging to capture the salient movements of neighbors. This further hinders the onset of the collective response in vision-based mechanisms and increases demands on visual sensing devices in robotic swarms. An explicit and context-related visual cue serving as the sensory input for decision-making in vision-based mechanisms is still lacking. Here, we hypothesize that body orientation change (BOC) is a significant visual cue characterizing the motion salience of neighbors, facilitating the emergence of the collective response. To test our hypothesis, we reveal the significant role of BOC during collective U-turn behaviors in fish schools by reconstructing scenes from the view of individual fish. We find that an individual with the larger BOC often takes on the leading role during U-turns. To further explore this empirical finding, we build a pairwise interaction mechanism on the basis of the BOC. Then, we conduct experiments of collective spin and collective turn with a real-time physics simulator to investigate the dynamics of information transfer in BOC-based interaction and further validate its effectiveness on 50 real miniature swarm robots. The experimental results show that BOC-based interaction not only facilitates the directional information transfer within the group but also leads to scale-free correlation within the swarm. Our study highlights the practicability of interaction governed by the neighbor’s body orientation change in swarm robotics and the effect of scale-free correlation in enhancing collective response.

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  • Nature Communications
  • Oct 17, 2024
  • Zhicheng Zheng + 4
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Subtypes of childhood social withdrawal and adult relationship and parenting outcomes

The aims of the current 30 year prospective study were to determine: (1) whether socially withdrawn kindergarten children are less likely than others to enter serious romantic relationships or become parents by age 34, (2) whether socially withdrawn children parent differently than non-withdrawn individuals when they grow up, and (3) whether subtypes of withdrawal are associated with different adult outcomes. Following Harrist et al. (1997), 558 kindergarten children (81% White, 17% Black) were categorized into one of the five groups: four clusters of social withdrawal ( n = 95 unsociable, 23 passive-anxious, 18 active-isolate, and 25 sad/depressed) or non-withdrawal ( n = 397), using directly observed school behavior and teacher ratings. About 30 years later ( Mage = 34.45 years, SD = 0.62 years), participants self-reported on their romantic relationship and parent status and parenting warmth and harshness. Overall, the group of socially withdrawn children was no more or less likely than the non-withdrawn group to be in a current relationship or a parent, nor did they report any differences in parenting. However, the active-isolate subtype of social withdrawal, characterized by impulsivity and anger, was less likely than the non-withdrawn group to be in a current relationship ( B = −1.24, p < 0.05). This study suggests socially withdrawn children in the United States fare similarly to non-withdrawn peers in adulthood in their romantic relationships and parenting, but a subgroup of active-isolate children may be at risk of not entering adult relationships.

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  • International Journal of Behavioral Development
  • Oct 14, 2024
  • Emily B Reilly + 5
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Teachers’ Stress Level as a Correlate of Deviant Behaviours among Form Two Students in Machakos County, Kenya

Deviant behaviors among secondary school learners have continued to be a global issue and Machakos County is not exceptional. There are limited Studies showing the relationship between teacher level of stress and students’ deviant behaviors. This study was designed with the aim of exploring whether students’ tendency to engage in deviant behaviors is related to teacher levels of stress. The Cultural Deviance theory by Shaw and Mckay which views deviant behavior as a result of escape from freedom was used. The researcher used a correlational research design. The target population was 53 public secondary schools with 280 teachers. The study’s locale as well as the targeted schools were purposively selected. The sample from which data was gathered comprised of 160 teachers. The number of participants in each school was sampled proportionately. Stratified sampling technique helped in grouping the schools into distinct categories from which sample size was drawn from. The questionnaire which the researcher adapted from an existing instrument was filled to yield the data for the research. Piloting was done before the main data collection exercise to ascertain the validity of the adapted tool and enable testing the appropriateness of the data analysis technique. Quantitative data was analyzed through Statistical Package for Social Sciences (SPSS) (Version26). Pearson product moment correlation was applied to test the null hypothesis. The study found out that the higher the levels of teacher’s stress the higher the student’s deviant behavior and the lower the levels of the teacher stress the lower the student’s deviant behavior (152) =.49, p=00. The study concluded that teachers’ gender and working experiences were not significant predictors of students’ deviant behavior. The R Square value indicated that the predictor variable (teacher level of stress) accounted for about 53% of the total variance in students’ deviant behavior. The study recommended that there was need to effectively implement teacher performance, appraisal, and development fully and facilitate capacity building to ensure that the teachers’ efficacy skills were improved to reduce students’ deviant behavior in secondary schools.

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  • African Journal of Empirical Research
  • Oct 12, 2024
  • Rose Mwanza
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Adolescent Students’ Sexual Behaviors: Experiences from the Eastern Ghana Special Schools for the Deaf

This study assessed adolescent students’ sexual behaviors in eastern region schools for the deaf in Eastern Ghana. The study used the descriptive survey design, which describes, analyzes and interprets conditions that exist. The population of the study was 125 adolescent students from three selected Junior High Schools (JHS) for the deaf in the Eastern region of Ghana. The study sampled 95 (52 Boys and 43 girls) students to participate through a questionnaire. Data was analyzed using frequencies and percentages. The study established that the majority of the adolescent students with deafness were sexually active as they had had sexual intercourse before the study took place. They engaged in risky sexual behaviors in various ways, such as having sex with more than one regular partner. The study’s recommendations include that the school leadership should encourage teachers to sensitize the adolescent students on safer practices to avoid the risk of acquiring sexually transmitted diseases.

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  • EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES
  • Oct 7, 2024
  • Frank Wisdom Kwasi Kloh + 1
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“They’re Going Through Something, Too”: The Challenges and Opportunities of Empathy and Prosocial Behavior in Middle School

Despite the volume of research on empathy and prosocial behavior, there is a dearth of studies exploring early adolescents’ experiences of practicing cognitive empathy and prosocial behavior. Without understanding both the challenges and opportunities of these two skills, we cannot effectively support their growth during this critical developmental period. This study aims to fill this gap. Sixteen sixth-grade students from two middle schools in a small Northeastern city in the United States participated in semi-structured interviews about their experiences of practicing cognitive empathy. Three themes appeared in student responses: preparing, cognitively empathizing, and responding. Youth experienced unique challenges in each of these components, including masking, relational distance, emotional awareness and regulation, capacity, misunderstanding, and negative peer pressure. The authors suggest a three-pronged approach—focusing on skills, relationships, and the social environment—to address these challenges and bolster adolescents’ unique strengths to promote cognitive empathy and prosocial behavior in middle schools.

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  • The Journal of Early Adolescence
  • Oct 5, 2024
  • Theresa A Pfister + 3
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Restorative Justice Practices in Social Work Focus on Repairing Harm and Restoring Relationships Rather than Just Punishing Offenders

This study investigates the role of restorative circles in promoting a positive school climate, fostering student and parent engagement, and building trust and empathy within school communities. Employing a descriptive research design, the research explores correlations between restorative justice practices and student behavior in schools, using a sample size of 185 participants drawn from students, teachers, and parents. Non-probability sampling methods and random selection ensured representation, while ethical standards were upheld throughout the study. The findings indicate a broadly positive perception of restorative circles. For promoting a positive school climate and resolving conflicts, the overall mean score was 4.30 with a standard deviation of 0.78, reflecting favorable and consistent views on the circles' contributions to improving school environments and reducing disciplinary incidents. In fostering student and parent engagement, the mean score was 4.22 with a standard deviation of 0.80, indicating strong agreement that restorative circles foster respect among students and strengthen community ties, though parental involvement was rated more neutrally. The impact of restorative circles on building trust and empathy yielded a mean of 4.15 with a standard deviation of 0.80, with strong agreement on the role of these practices in fostering empathy among students and creating a supportive school environment. The study concludes that restorative circles are viewed as effective in promoting positive school climates, improving conflict resolution, and enhancing relationships within the school community. However, areas for improvement include increasing parental involvement and deepening students' understanding of others' perspectives. Overall, the consistency of responses, as evidenced by the relatively low standard deviations, suggests strong support for restorative circles in school settings.

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  • International Journal of Innovative Science and Research Technology (IJISRT)
  • Oct 3, 2024
  • Ridwan Ali Mahamoud + 1
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