Behavior Of Middle School Students Research Articles

Study on the detection rate and risk factors regarding non-suicidal self-injurious behavior in middle school students

To understand the prevalence and risk factors of non-suicidal self-injury in middle school students. 1312 middle school students of Pengzhou and Santai were selected to fill in a Risky Behavior Questionnaire for Adolescence (RBQ-A), Family Environment Scale (FES), Center for Epidemiological Survey, Depression Scale (CES-D), Adolescent Self-Rating Life Events Check List (ASLEC), Social Support Scale for Adolescents (SSSA) and self-administered questionnaire. In all the research subjects, 1288 were qualified for the study in April 2011 before the risk factors for non-suicidal self-injury were identified by logistic regression. In 1288 middle school students, 22.67% had a history of non-suicidal self-injury, with 22.70% in boys and 22.64% in girls. 63.36% of students had injured themselves through variously ways, more seen in boys (26.88%) than in girls (11.36%) who cut or burnt themselves. The scores of ASLEC and CES-D in non-suicidal self-injury group appeared higher than that in the control group and the score of SSSA was found higher in the control group. The main risk factors for non-suicidal self-injuries were family conflict, depressive emotion, negative life events and receiving less social support. The prevalence of non-suicidal self-injury among middle school students in Pengzhou was high, which called for more attention.

An Evaluation of a Classwide Intervention Package Involving Self-Management and a Group Contingency on Classroom Behavior of Middle School Students

The effectiveness of an intervention package involving self-management and a group contingency at increasing appropriate classroom behaviors was evaluated in a sample of middle school students. Participants included all students in each of the 3 eighth-grade general education classrooms and their teachers. The intervention package included strategies recommended as part of best practice in classroom management to involve both building skill (self-management) and reinforcing appropriate behavior (group contingency). Data sources involved assessment of targeted behaviors using Direct Behavior Rating—single item scales completed by students and systematic direct observations completed by external observers. Outcomes suggested that, on average, student behavior moderately improved during intervention as compared to baseline when examining observational data for off-task behavior. Results for Direct Behavior Rating data were not as pronounced across all targets and classrooms in suggesting improvement for students. Limitations and future directions, along with implications for school-based practitioners working in middle school general education settings, are discussed.

Analysis of Factors Influencing Risk-taking Behavior in Middle School Students

Purpose: The purpose of this study was to explore the factors that influence risk-taking behavior in middle school students. Methods: The participants in this study were 544 students from 4 middle schools in Seoul or Gyeonggi Province. From July 16, to September 9, 2008, data were collected using self-report questionnaires. Demo- graphic, individual, socio-economic characteristics of risk-taking behavior were examined. Descriptive statistics, t-test, ANOVA, Pearson correlation coefficients, zero-inflated negative binomial regression as count model using SAS 9.1 and Stata 10.0 program were used for the analysis. Results: The score for risk-taking behavior of the middle school students tended to be low with thrill-seeking behavior being the highest. Risk-taking behavior was higher for boys and for students not living with parents. Stress coping ability, family risk factors, family functioning, peer's risk-taking behavior, and harmful environment were correlated with risk-taking behavior. On zero-inflated negative binomial regression analysis, the factor significantly influencing risk-taking behavior were self-esteem and for increased risk-taking behavior, family functioning, and peer's risk-taking behavior. Conclusion: A risk-taking behavior approach that considers developmental needs is useful in understanding the behavior of early adolescents. Development of effective guidance and interventions considering factors influencing risk-taking behavior as identified in this study is recommended.

The relationships among Perceived Interparental Conflict and Self-Control, School Mal-adjustment Behaviors in Middle School Students

The relationships among Perceived Interparental Conflict and Self-Control, School Mal-adjustment Behaviors in Middle School Students

An investigation of the generalizability and dependability of Direct Behavior Rating Single Item Scales (DBR-SIS) to measure academic engagement and disruptive behavior of middle school students

A total of 4 raters, including 2 teachers and 2 research assistants, used Direct Behavior Rating Single Item Scales (DBR-SIS) to measure the academic engagement and disruptive behavior of 7 middle school students across multiple occasions. Generalizability study results for the full model revealed modest to large magnitudes of variance associated with persons (students), occasions of measurement (day), and associated interactions. However, an unexpectedly low proportion of the variance in DBR data was attributable to the facet of rater, as well as a negligible variance component for the facet of rating occasion nested within day (10-min interval within a class period). Results of a reduced model and subsequent decision studies specific to individual rater and rater type (research assistant and teacher) suggested degree of reliability-like estimates differed substantially depending on rater. Overall, findings supported previous recommendations that in the absence of estimates of rater reliability and firm recommendations regarding rater training, ratings obtained from DBR-SIS, and subsequent analyses, be conducted within rater. Additionally, results suggested that when selecting a teacher rater, the person most likely to substantially interact with target students during the specified observation period may be the best choice.

Clustering of Internet Risk Behaviors in a Middle School Student Population

Internet safety is a growing public concern especially among adults and youth who live in an "instant messaging" world of technological communication. To better understand how early adolescents are using the Internet, a study was undertaken to more clearly identify the online general use, safety knowledge, and risk behaviors of middle school students. This exploratory study adapted from Finkelhor et al's (2000) Youth Internet Safety Survey to identify the usage and characteristics of online youth, solicitation of youth, and searching for pornography or delinquent behaviors. The 404 students who were recruited from public and parochial schools consisted of both boys and girls with a mean age 12 years. These students reported the beginnings of high-risk Internet behavior, specifically, giving out personal information, using the Internet to harass or embarrass another person, and for a small number of students, chatting with strangers and starting relationships. The students who posted their picture online were more likely to have sent their picture to someone, made rude comments to others, played online jokes, harassed or embarrassed someone, and sought out pornographic sites. Findings suggest that middle school students who are early adolescents are beginning risky behaviors on the Internet. Risk-taking behavior is not unique to adolescents, but the consequences can be detrimental to their development. Educators, clinicians, health care providers, and other professionals need to be informed of Internet behaviors in order to assess for children at risk, to make referrals, intervene, and to educate parents.

Patterns in Office Referral Data by Grade, Race/Ethnicity and Gender.

Research supports that office referral data is useful in informing programmatic decisions and in planning interventions such as Positive Behavior Interventions and Supports (PBIS). Knowledge of the different patterns of office referrals may facilitate the development of interventions that are targeted to specific groups of students. This study examines patterns in office referrals within an urban district by gender, race/ethnicity and grade. Findings reveal that there are clear differences by grade that appear to be related to developmental level, with greater numbers of referrals for aggression in younger students (grades K-8), greater numbers of referrals for disrespectful behavior in middle school students (grades 7-8), and greater numbers of referrals for attendance problems in high school students. There were also gender differences in the rate and type of referrals, with significantly more referrals for boys' delinquent and aggressive behavior than girls, which may relate to how schools define unacceptable behavior and the method used to collect this data. Finally, there were differences by race/ethnicity, in that there were significantly more referrals for African American/black students than Hispanic students, which suggest that schools need to consider students' racial/ethnic background in the development of behavioral expectations.

Self-Management of Classroom Preparedness and Homework: Effects on School Functioning of Adolescents With Attention Deficit Hyperactivity Disorder

Self-management procedures have been used in school settings to successfully reduce problem behaviors and increase appropriate behavior. Two multiple-baseline across-participants designs were applied to evaluate the effects of self-management procedures to enhance classroom preparation skills and homework completion behaviors of middle school students with attention deficit hyperactivity disorder. Six male students with attention deficit hyperactivity disorder enrolled in a public middle school received training in self-management procedures that focused on the improvement of classroom preparation skills and homework completion behaviors. The percentage of classroom preparation skills and homework behaviors increased as a function of self-monitoring for all participants. Improvements were maintained after written self-monitoring was faded. In addition, student, teacher, and parent acceptance of the self-management intervention were assessed to be high. Strengths and limitations of this intervention strategy as well as future research directions are discussed.

Examination of Weight Status and Dietary Behaviors of Middle School Students in Kentucky

Objective There is growing interest in understanding the roles that fruit, vegetable, milk, breakfast, and soft drink consumption play in relation to adolescents’ weight status. This study examines the relationship between weight status and dietary practices of middle school students. Design This study consists of secondary analysis of a cross-sectional survey given to 4,049 middle school students in central Kentucky. Methods Students’ self-reported height and weight data, as well as 7-day recall of fruits, vegetables, milk, soft drinks, and breakfast consumption prior to completion of the survey, were collected. Self-reported height and weight were converted to body mass index (BMI) percentile according to Centers for Disease Control and Prevention’s classification criteria. Outcome measures Measures included dietary consumption of fruits, vegetables, milk, soft drinks, and breakfast in relation to students’ BMI percentile. Statistical analyses performed Descriptive statistics were extracted on demographics, BMI percentile, and food consumption. Bivariate analyses included χ 2 tests of association and Spearman rank correlation. Results Healthy weight was associated with consuming fruits, vegetables, breakfast, and milk. Underweight and healthy-weight students consumed more fruits than students who were at risk of being overweight and overweight. Healthy-weight students consumed more “other vegetables” than students who were at risk of being overweight and more “other vegetables” and carrots than overweight students. Underweight students consumed breakfast more often than all other students, and healthy-weight students consumed breakfast significantly more frequently than students at risk of being overweight and overweight. Finally, overweight students had a significantly lower consumption of milk than all other students. Conclusions Parents and school foodservice personnel should take these factors into consideration by developing menu strategies and tactics to encourage more healthful eating behaviors in children.

Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders

The purpose of this study was to examine the effects of an intervention involving reciprocal peer tutoring and self-graphing of reading data on the disruptive behavior, active responding, and reading fluency of students with emotional or behavioral disorders (EBD). Four middle school students with EBD participated in this research. Results indicated that during the intervention phase students' disruptive behavior decreased and active responding increased. Furthermore, during the intervention phase each student made progress on words read correctly per minute. This is represented by each student attaining the goal of typical reading growth, compared with only one student achieving this goal during the baseline phase. Limitations of the study and implications for practice and future research are discussed.

Comparison of L2 Listening and Reading Comprehension Strategies: A Case Study of Three Middle School Students

This study is a comparison study of the listening and reading strategic behaviors of middle school students involved in a case study. Three middle school students participated in this study. Several group interviews were used to collect verbal data on listening and reading processes as well as listening and reading strategies. In addition to the group interviews, listening and reading questionnaires were used to collect additional data on strategic behaviors in the two different modes. Strategies were coded and tabulated, and the mean and percentage of frequency were used to render a strategy profile of each mode for each participant. The results of this study support the view of a dual process. There were similarities and dissimilarities in the use of strategies as the mode varied. The level of a participant

Effects of Corrective Reading on the Reading Abilities and Classroom Behaviors of Middle School Students with Reading Deficits and Challenging Behavior

A multiple probe design was employed for this study to assess the effectiveness of the Corrective Reading program (Engelmann et al., 1999) on students' reading fluency and behavior during reading-related instruction. Direct observations assessed the effect on students' behavior in both general and special education classrooms. Reading fluency measures were included on within-program passages and grade-level text oral readings. The study revealed reading gains for within-program and generalization passages. Both students and teachers indicated positive perceptions of the Corrective Reading program.

A study on health-risk behaviors of middle school students in Chengdu City

目的 了解中学生危害健康行为的流行病学分布情况,为干预提供依据. 方法对随机抽取的1 421名中学生使用自编危害健康行为调查问卷进行横断面现场调查,回收问卷1 393份. 结果自杀意念、自杀计划、自杀未遂检出率分别为23.55%、8.11%、2.58%,女性均高于男性(P<0.01);吸烟、饮酒中学生分别为14.00%及51.61%,且男性高于女性(P<0.01);有药物成瘾史者2.23%;攻击及违纪行为中,骂人、打架、在家里偷东西、在外面偷东西行为检出率分别为52.26%、14.93%、7.32%、3.88%,且男性高于女性(P<0.05);离家出走8.97%,逃学或旷课14.86%;频率较高的可疑精神症状有:喜欢咬指甲(9.19%)、头脑中有荒诞想法(6.03%)、希望自己成为异性(4.74%). 结论危害健康行为在中学生中有较高检出率,家长和教育工作者应及时了解并积极干预。

Bully Busters: A Psychoeducational Intervention for Reducing Bullying Behavior in Middle School Students

The present study examined the effectiveness of a bully prevention program counselors may use to modify teachers' knowledge/use of bullying intervention skills, teachers' self‐efficacy, and students' classroom bullying behaviors. Participants attended 3 training sessions and participated on a support team. The findings indicated that the treatment program effectively increased teachers' knowledge/use of intervention skills, teachers' personal self‐efficacy, and self‐efficacy related to working with specific types of children and reduced classroom bullying as measured by disciplinary referrals.

Aggressive Attitudes Predict Aggressive Behavior in Middle School Students

This prospective study found that self-reported attitudes toward peer aggression among 403 middle school students were both internally consistent (Cronbach's alphas = .81 and .82) and stable over time (7-month test—retest r = .66). Most notably, aggressive attitudes were correlated with 4 outcome criteria for aggressive behavior: student self-report of peer aggression, peer and teacher nominations of bullying, and school discipline referrals. Significant correlations ranged from .09 to .37. Receiver operating characteristic analyses resulted in effect sizes ranging from .59 to .75. Overall, this study demonstrates that assessment of student attitudes toward aggression yields concurrent and predictive information related to a range of aggressive and disruptive behaviors in middle school.

The influence of nutrition knowledge on eating behavior – the role of grade level

Eating behaviors of children and adolescents are important in establishing adults’ preferences and behaviors. Nutrition knowledge is one of the factors that could influence an adolescent’s eating behavior. Therefore the relationship between nutrition knowledge and eating behaviors of adolescents was examined in this research project. The participants were students from a middle school in Ohio. The students were asked to answer a questionnaire CANKAP (Comprehensive Assessment of Nutrition Knowledge, Attitudes, and Practices), which measured nutrition knowledge and eating behavior. The results indicated that the relationship between nutrition knowledge and eating behavior was insignificant for sixth grade students, but significant for seventh and eighth grade students. The students were not able to identify the food sources of nutrients or nutrient functions, and they did not use a daily food guide to choose foods, although they were aware of the importance of milk and vegetable consumption. The findings in this study will add to the limited research data currently defining the relationship between nutrition knowledge and the eating behaviors of middle school students.

Prevention of smoking behaviors in middle school students: student nurse interventions.

This article examines the use of the Tar Wars curriculum with the public health problem of preteen smoking and outlines interventions with a middle school population by community health student nurses from a state university. Smoking is the single most preventable cause of death and disability. Three million people die worldwide each year as a result of smoking. Cigarette smoking has now been labeled a pediatric disease. Estimates are that 3,000 children will begin a lifelong addiction to cigarettes every day. They will face a life of poor quality based on the medical consequences of smoking cigarettes. Mortality from tobacco use is annually greater than that from drug abuse, AIDS, suicide, homicide, and motor vehicle accidents combined. Preteen and teenage smoking is now a public health problem, therefore implications for service learning, nursing advocacy, and interventions with this health problem are discussed.

Children's use of the Yahooligans! Web search engine: II. Cognitive and physical behaviors on research tasks

This study reports the results of Part II of a research project that investigated the cognitive and physical behaviors of middle school students in using Yahooligans! Seventeen students in the seventh grade searched Yahooligans! to locate relevant information for an assigned research task. Sixty-nine percent partially succeeded, while 31% failed. Children had difficulty completing the task mainly because they lacked adequate level of research skills and approached the task by seeking specific answers. Children's cognitive and physical behaviors varied by success levels. Similarities and differences in children's cognitive and physical behaviors were found between the research task and the fact-based task they performed in the previous study. The present study considers the impact of prior experience in using the Web, domain knowledge, topic knowledge, and reading ability on children's success. It reports the overall patterns of children's behaviors, including searching and browsing moves, backtracking and looping moves, and navigational styles, as well as the time taken to complete the research task. Children expressed their information needs and provided recommendations for improving the interface design of Yahooligans! Implications for formal Web training and system design improvements are discussed.

Factors Associated with Bullying Behavior in Middle School Students

In this study, bullying was examined as a continuum of mild-to-extreme behaviors, and the potential correlates of bullying others were delineated. To improve identification and targeting of those youth at risk for bullying, demographic, behavioral, and psychosocial correlates were tested on a continuous measure of bullying behavior rated according to the number and frequency of behaviors. Among 558 middle school students surveyed in 1995, only 20% reported no bullying behavior. In multiple regression analysis, misconduct, anger, beliefs supportive of violence, confidence in using nonviolent strategies, and intentions to use nonviolent strategies were associated with levels of bullying behavior. Although boys reported more bullying behavior than did girls, gender was not a significant predictor in the multiple regression analysis. These study results were inconsistent with the perspective that early adolescents were either bullies or nonbullies and indicated the need for a comprehensive approach to preventing bullying behavior.

Assessment of Eating Disordered Behaviors in Middle School Students Using the Kids’ Eating Disorders Survey (KEDS)

Eating disorders commonly develop during adolescence. In order to devise a prevention/education program, it is necessary to assess the presence of eating disordered behaviors in this population. The Kids’ Eating Disorders Survey (KEDS) was used to gather data on body dissatisfaction, exercise and eating habits and restricting/purging behaviors. School and health professionals administered the self-report questionnaire to eighth grade students as part of a nutrition education and training program (n=123). Written/informed consent was received from all parents of the study participants. The sample was predominately Caucasian and composed of 48% females and 46.3% males; mean age was 13.5 years. Using SAS software, chi-square analyses were performed to compare differences between sexes on individual items. Females scored significantly higher on all individual responses that measured weight dissatisfaction and restricting/purging behaviors as compared to males. More specifically, approximately 53% (33/58) of the females reported a desire to lose weight as compared to 23% (13/57) of the males. Sixty-three percent of the females and 26.3% of the males felt they looked fat to others. In addition, 38% of the females reported previous dieting as compared to 14% of the males. These findings demonstrate the need for teachers to be educated on the identification of those adolescents at risk so that curriculum and intervention programs could be designed to prevent clinical and subclinical eating disorders in this population.