Development Of Middle School Students Research Articles

The Influence of Short Video Music on the Development of Middle School Students' Mental Health: Exploring the New Music Classroom from the Perspective of Music Psychology

Short video music has a greater and deeper impact on the daily life of junior high school students. In order to explore the causes of its formation, from the perspective of music psychology and therapy, from the characteristics of short video music and junior high school students' psychological development, this paper analyzes how short video music affects the ears of teenagers. Under the influence of mass media, whether music teachers can make use of these characteristics to better apply them to the classroom. How to use short video music as a "double-edged sword" has become one of the important research topics in music teaching.

Розвиток витривалості юних спортсменів 12-13 років у велотуризмі на початковому етапі підготовки

Мета дослідження – розробити і обгрунтувати комплексну методику розвитку витривалості школярів середніх класів засобами велотуризму. Матеріал і методи. В даному дослідженні приймали участь велотуристи 12-13 років Липкуватіської загально–освітньої школи l-lll ступенів (9 спортсменів склали експериментальну групу, 9 – контрольну). Для визначення функціональних можливостей школярів середніх класів застосовувались наступні проби і тести: Гарвардський степ-тест, проба Штанге, проба Генчі, проба Серкіна. Розроблено методику розвитку витривалості, яка передбачає застосовування комплексу засобів велотуризму. Комплекс складається з 2-х частин: комплексна дистанція «тріал і фігурне водіння велосипеда» і велопохід. Тріал являє собою дистанцію довжиною 100-200 м. з природними та штучними перешкодами (крутий схил; яр; піщані; заболочені та інші важкопрохідні дільниці; струмки; калюжі; стовбури дерев, що лежать, тощо) по вузькому коридору (до 1,5м), утвореному природними і штучними обмеженнями (стрічки між деревами або стійками тощо). Фігурне водіння велосипеда передбачає застосування наступних перешкод: «Щілина», «Змійка між стійками», «Коридор», «Колія», «Коло», «Вісімка», «Ворота», «Кільце», «Перенесення предмету», «Зигзаг», «Гойдалка», «Змійка між фішками», «Стоп-лінія. Фініш». Особливістю походу є те, що окрем розвитку витривалості, він вирішував завдання виховного та освтнього характеру шляхом ознайомлення з цікавими місцями Слобожанщини, зустрічами з цікавими людьми тощо. Результати. Показано, що авторська методика комплексного розвитку витривалості, що поєднує засоби фігурного вождіння та велопоходу, є більш ефективною у порівнянні з традиційною методикою розвитку витривалості школярів середніх класів, яка містить виключно подолання дистанцій; виявлено, що застосування комплексної методики розвитку витривалості школярів середніх класів сприяє підвищенню часу затримки дихання за пробами Штанге, Генчі, Серкіна, а також зменшенню ЧСС спокою, ЧСС після стандартного навантаження та підвищенню якості відновлення працездатності. Висновок. Розроблена методика може застосовуватись в підготовці юних велотуристів.

Classifying the Competency Development of Middle School Students in Seoul and Analyzing Determinants

본 연구는 중학생의 인지, 사회·정서, 참여자치의 측면에서 역량 실태를 다면적으로 평가하고, 중학생의 균형 있는 역량 발달을 위한 교육적 시사점을 제공하기 위해 인지·사회·정서·참여자치 역량 발달의 현황에 따른 잠재계층을 분류하고, 이에 영향을 미치는 학생 및 학교 특성을 탐색하였다. 이를 위해 『서울학생종단연구(SELSS) 2020』 1차년도 중학교 패널 자료를 활용하여, 총 97개 학교에 소속된 서울 지역 중학생 3,993명을 대상으로 다층 잠재프로파일분석을 실시하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 서울 지역 중학생의 인지·사회·정서·참여자치 역량에 따른 하위유형을 분류한 결과, ‘전 역량 부족’, ‘인지역량 부족’, ‘전 역량 우수’, ‘사회·정서역량 부족(인지역량 우수)’과 같은 4가지의 이질적인 잠재계층이 도출되었다. 둘째, 잠재계층 분류에 영향을 미치는 학생 특성을 살펴본 결과, 성별, 수업태도, 교우관계, 사회경제적지위(SES)와 같은 학생 특성이 역량에 따른 잠재계층 분류에 유의미한 영향을 미치는 것으로 나타났다. 셋째, 잠재계층 분류에 영향을 주는 학교 특성을 살펴본 결과, 교사분위기, Wee클래스 운영 여부, 비대면수업 비율 등은 인지역량 및 사회·정서역량 측면에서 정적인 영향을 미치는 것으로 나타났다. 본 연구의 결과를 바탕으로, 중학생의 인지·사회·정서·참여자치 역량의 균형 있는 발달을 위한 교육적 시사점을 제시하였다.This study classified the latent classes of cognitive, social-emotional, and autonomy competencies and analyzed the effects of student and school factors in order to provide educational implications for balanced competencies development of middle school students. For this purpose, 3,993 middle school students data from the first-year middle school panel of the Seoul Educational Longitudinal Study of Students 2020 were used and multilevel latent profile model analysis was conducted. The main analysis results are as follows. First, four latent classes were classified according to competencies. Second, the student factors such as gender, class attitude, friendship and socioeconomic status affected the classification the classes. Third, the school factors such teacher atmosphere, the operation of the WeeClass, and the ratio of online class had a positive effect on cognitive and social-emotional competencies. Based on the results of this study, educational implications for the balanced development of middle school students' competencies were suggested.

Reimagining summer school: Science and engineering enrichment for middle school students in the wake of COVID-19

The COVID-19 global pandemic significantly impacted both the academic and social and emotional development of middle school students. This article describes the benefits of implementing an interdisciplinary, project-based summer school program to support middle school students as they adapted to in-person learning after school closures due to the global pandemic. Findings show that participation in the summer program contributed to students’ engagement and interest in science and engineering activities and their social-emotional growth through peer collaboration and relational mentor support.

A Structural Model for Aggression in Middle School Students in Korea: Based on Ajzen's Theory of Planned Behavior.

(1) Purpose: The purpose of this study was to construct a hypothetical model for the variables that can explain aggression in middle school students in order to promote mental health and the growth and development of middle school students in Korea. Through this model, we tried to confirm the structural relationship between the variables and their influence. (2) Methods: The subjects of this study were middle school students in the Korean city of D, and the data collection period was from July to September 2016. The data were collected from the final 310 completed copies of the questionnaire, excluding 23 copies with insufficient data. SPSS 26.0 and AMOS 26.0 were used for data analysis. (3) Results: The fit indices of the final model (GFI = 0.88, AGFI = 0.84, IFI = 0.95, CFI = 0.95, SRMR = 0.06, and RMSEA = 0.07) met the acceptable levels. The variables that affected middle school students' aggression were parenting behavior and aggression regulation intention, and together, their explanatory power for aggression was 50.5%. Perceived behavioral control was the most influential variable for aggression regulation intention. (4) Conclusions: The results of this study will be used as a basis for studying aggression and developing aggression control training programs with the aim of reducing aggression in middle school students.

Application of functional motion screening test in physical fitness test of No.14 Middle School of Kaifeng

The obesity rate of students is increasing year by year, the physical health status is declining, and the incidence of cardiovascular disease is also increasing. The physical fitness test of students involves strength, cardiorespiratory endurance, flexibility, explosive power and other aspects. The overall poor physical test results of middle school students are related to training. Functional screening is a way of physical training evaluation. Scientific evaluation methods are introduced into the physical fitness training of middle school students. Diagnostic evaluation can effectively guide students to correct bad movement patterns during training, ensure the normal performance of movement patterns, and effectively prevent sports injuries. Combining students' physical fitness training with functional screening, and scientifically arranging training plans for movement diagnosis can better promote the overall development of middle school students' physical fitness. This research takes the students of the 14th Middle School of Kaifeng City as the research objects, and adopts scientific research methods such as literature data method, expert interview method, experimental method, mathematical statistics method and so on. The study found that in the physical fitness test of the experimental group of students, the 50 meters, sitting forward bending, pull-ups/sit-ups, 1000-meter running/800-meter running were significantly improved compared to before the experiment, and the improvement was even greater than that of the control group. Significantly, after being diagnosed by the FMS test, students in the experimental group developed a targeted training plan. Not only did their physical fitness test scores improve, but also their physical fitness test scores. That is, the higher the FMS test score, the better its athletic ability and performance.

The effect of scaffolding programming games and attitudes towards programming on the development of Computational Thinking

Teaching and learning Computational Thinking (CT) is at the forefront of educational interest. In the process of teaching and learning CT, learning strategies and tools play an important role. Efforts have been made to apply several learning strategies for teaching Computational Thinking. Among them, game-based learning and scaffolding are widely adopted. However, more research is needed on how the absence and presence of scaffolding strategies in programming games could affect students' cognitive CT learning gains. This study aims to investigate the effect of scaffolding programming games on the development of middle school students’ CT. In addition, herein we aim to explore the effect of students’ programming attitudes in their CT development. To this end, students were introduced to CT under two distinct experimental conditions: a scaffolding version of a programming game and a non-scaffolding version of the same game. Results report statistically significant differences between the pre- and post-intervention CT scores for all students and statistically significant improvement in learning outcomes in favor of the scaffolding group. In addition, the study hypothesized that attitudes towards programming would have an impact on students’ CT. Although this hypothesis has not been confirmed, the results suggest that students who have a less positive attitude towards programming could particularly benefit from scaffolding aspects in programming games.

Analysis on the Effect of Wushu Project Propagation in Nonmaterial Cultural Field of Environmental Protection Based on Artificial Intelligence Analysis Technology.

Since the beginning of the new century, the party and the government have always attached great importance to youth sports work and cared about the healthy growth of youth. The CPC Central Committee and the State Council have issued the opinions on strengthening youth sports and strengthening youth physique, which has initially formed a social consensus on promoting the healthy growth of young students. With the process of school education reform and the promulgation and implementation of the Ministry of Education's opinions on implementing and ensuring the time of daily sports activities for primary and middle school students, especially the official launch of the “national sunshine sports for hundreds of millions of students” in 2021, the school sports work in China has entered a new historical stage. Under this premise, the status and importance of Wushu in the intangible cultural field of schools have been gradually improved. As an important part of school sports, Wushu in the field of intangible culture plays an important role in strengthening students' physique, improving students' health, and promoting students' intellectual development. It is also one of the basic ways to realize school sports. How to better play its role has attracted the attention of many experts and scholars. This study focuses on the current situation of Wushu projects in the field of intangible culture in Weixian Middle School of Xingtai City, trying to understand its advantages and existing problems through the current situation, and put forward targeted solutions, so as to enable Wushu projects in the field of intangible culture to play their educational and fitness functions in school sports and provide help for the comprehensive development of middle school students.

Effects of Science, Mathematics, and Informatics Convergence Education on Creative Problem-solving

The Fourth Industrial Revolution led to accelerated development and promotion of software (SW) usage in various fields. SW has been integrated into various areas to address multiple problems. As the importance of SW convergence increased, the need for SW convergence talent concomitantly increased. Korea implemented the “Science, Mathematics and Information Education Promotion Act” in 2018 to cultivate SW convergence talents. The Act includes not only the promotion of individual subjects but also science, mathematics, and information convergence education (SMICE). With the Act's enforcement, education programs for SMICE have been formulated. A study analyzed student satisfaction and perception regarding SMICE, but its effect on student education was not analyzed. Therefore, the present study analyzed the effects of SMICE on middle school students. The subjects comprised 163 middle school students who were divided into experimental and control groups. The control (n=83) received general informatics education. The experimental group (n=80) received both informatics education and SMICE. Creative problem-solving (CPS), a common competency of the three subjects, was selected as the test factor to analyze the educational effect. Changes in student CPS were examined using pre-and post-tests. The results showed no difference in the pre-test CPS between the experimental and control groups. The post-test results showed that the experimental group had higher CPS than the control. Notably, there was a significant increase in problem discovery and analysis, idea generation, persuasion, and communication metrics. These findings demonstrated that SMICE is effective in the CPS development of middle school students.

Motivation and Its Effect on Language Achievement: Sustainable Development of Chinese Middle School Students’ Second Language Learning

The spread of COVID-19 has changed the traditional education pattern, and prolonged home isolation and online learning have brought unprecedented challenges to second language teaching and learning. A sample of 1036 Chinese students from four representative middle schools participated in the research. The results indicated four motivations: intrinsic interest, learning situation, personal development, and immediate achievement. There were significant gender differences in English learning motivation. Moreover, intrinsic interest and personal development motivation had a significantly positive impact on English learning achievement, while learning situation had no significant impact, and immediate achievement motivation had a significantly negative impact. The findings highlight the cultivation of students’ learning autonomy and school-family interaction to promote the sustainable development of middle school students’ second language learning.

Interactional quality in middle schools: Latent profiles and their associations with teacher, classroom, and school compositional factors

High quality teacher-student interactions are critical for the healthy social-emotional, behavioral, and academic development of middle school students. However, few studies have explored patterns of teacher-student interactions in middle school classrooms or the relation between teacher-, classroom-, and school-level factors and patterns of interaction. The current study employed latent profile analyses (LPA) to identify patterns of teacher-student interactional quality in a sample of 334 teachers from 41 schools serving middle school students within the Mid-Atlantic region of the U.S. Three distinct profiles of teacher-student interactional quality were identified that were characteristic of higher, lower, and intermediate quality and were differentially related to teacher, classroom, and school characteristics. Compared to classrooms with lower interactional quality, classrooms with “higher” or “intermediate” profiles were more likely to be taught by early career teachers, to have higher rates of observed student cooperation, and to be in schools in rural fringe areas. Classrooms with lower interactional quality were more likely to have larger student-to-teacher ratios and higher rates of student disruptive behaviors than classrooms with intermediate interactional quality and to be in schools with a higher percentage of out-of-school suspensions than classrooms with higher interactional quality. These findings suggest that interventions at the teacher, classroom, and school levels may promote positive teacher-student interactions, such as consultation to support teachers' effective classroom management, alternatives to out-of-school suspensions, and smaller student-to-teacher ratios.

FACTORS INFLUENCING THE DEVELOPMENT OF MIDDLE SCHOOL STUDENTS’ INTEREST IN STATISTICAL LITERACY

This paper reviews factors that contribute to the development of middle school students’ interest in statistical literacy and its motivational influence on learning. To date very little research has specifically examined the influence of positive affect such as interest on learning in the middle-school statistics context. Two bodies of associated research are available: interest research in a mathematics education context and attitudinal research in a tertiary statistics context. A content analysis of this literature suggests that interest development in middle school statistics will be the result of a complex interplay of classroom influences and individual factors such as: students’ knowledge of statistics, their enjoyment of statistics and their perceptions of competency in relation to the learning of statistics. First published May 2009 at Statistics Education Research Journal: Archives

Coding with Minecraft: The Development of Middle School Students’ Computational Thinking

The purpose of this study is to examine the role of Minecraft-based coding activities on computational thinking (CT) of middle school students. In the study, CT was conceptualized so that it encapsulates not only the knowledge of computational concepts (e.g., loops and conditionals) but also the use of CT practices (e.g., testing and debugging). Data were collected using a combination of knowledge of computational concepts tests, the Minecraft-based coding artifacts, and one-on-one student interviews focusing on the processes of developing computational artifacts. The participants were 20 fifth-grade middle school students from a low-income public school with very limited (if none) formal computer programming experiences before the study. The Minecraft-based coding activities were designed and implemented as an instructional program to last 6 weeks. The results of the study showed a statistically significant increase in students’ knowledge of computational concepts. Based on the analysis of the students’ final coding artifacts, we identified that students mostly used the concepts of sequences, events, loops, and parallelism correctly, whereas variables, operators, and conditionals appeared to be the least successfully used concepts. The qualitative analysis of the artifact-based interviews showed that students employed the CT practices of testing and debugging most of the time while developing an artifact through coding. In contrast, the least resorted CT practice appeared to be reusing and remixing.

Investigating the effects of different levels of guidance in inquiry-based hands-on and virtual science laboratories

ABSTRACT Inquiry-based learning can be an effective approach when students are provided with sufficient guidance. However, there is an ongoing debate among practitioners about the nature, type, and level of such guidance. This study investigated the effects on middle school students’ (N = 116) conceptual knowledge and inquiry skills acquisition of providing two different levels of guidance (support or direct presentation of information related to the inquiry process) in hands-on and virtual science laboratories on the topic of electricity. The study was based on a 2 × 2 between-subjects factorial quasi-experimental design. The effects of two different levels of guidance combined with either a hands-on or a virtual laboratory were examined. Findings revealed that although the level of guidance was important for students’ conceptual knowledge development, it had no significant impact on their acquisition of inquiry skills. In terms of laboratory environments, it appears that a virtual laboratory and a hands-on laboratory are equally effective for the development of middle school students’ conceptual knowledge and inquiry skills.

Using 6 questions cognitive method and polya’s model to helps students solve mathematical problem

The ability to solve the mathematical equation problem is very important for the thinking development of middle school students. “How to solve it” of George Polya is famous in the world. 6 questions cognitive model proposed by Professor Zhou are monitored through metacognition, and the 6 questions are coherent, complete and sequential. This paper found that the 6 questions cognitive model can help implement “How to solve it” of George Polya and reduce students' cognitive load. At the same time, this study found that 6 questions cognitive model can help students solve the mathematical equation problem better.

The Benefits of Longitudinal Data and Multilevel Modeling to Measure Change in Adventure Education Research

Background: A common critique of adventure education research methodology is the overreliance on pre-/post-study designs to measure change. Purpose: This paper compares and contrasts two methods of data analysis on the same adventure education data set to show how these distinct approaches provide starkly different results and interpretation. Methodology/Approach: Using secondary data analysis, we employ a longitudinal data set of the social skill development of urban middle school students who participated in an adventure education program over the course of three academic years. First, change was assessed using a pre-/post-design by a traditional analysis of variance (ANOVA). Next, change was assessed with a six-wave, longitudinal design using multilevel modeling. Findings/Conclusions: Results show that the multilevel modeling approach revealed nonlinear change in the social skill development of middle school students, resulting in more accurate, nuanced estimation of change in social skill development than the ANOVA approach. Implications: The use of longitudinal data and multilevel modeling can be a useful methodological approach and statistical tool for adventure education researchers to not only address the criticisms of quantitative research in adventure education, but more importantly, provide a more thorough understanding of the impact of adventure education on human development.

Self-esteem and social development according to participation in school sports club.

The purpose of this study is to explore the meaning of the middle school sports club and to understand the impact on the self-esteem and social development of middle school students participating in the school sports club. To achieve the purpose of this study, a questionnaire survey was conducted on 450 students by selecting a middle school. Of the 420 collected questionnaires, 399 questionnaires were used as a valid sample. As a result of examining seven areas of self-esteem, self-esteem in five areas excluding domestic ego and personality ego was highest in the group that participated in the league. As a result of examining the difference in social development according to the type of participation in school sports clubs, the league participation group was higher in all five areas. As a result of examining the difference in self-esteem according to the period of participation in school sports clubs, the group participating in the league was high in six areas excluding physical ability, however, it was difficult to see a statistically significant difference. As for the factor related to physical ability, the group with the longest participation period of 13 months or longer was the highest, and there is a statistically significant difference. As a result of examining the difference in social development according to the period of participation in school sports clubs, the group under 6 months was the highest in four areas other than physical activity. Physical activity was highest in the group over 13 months.

A Probe into the Ways of Cultivating Students’ Creative Thinking in Junior Chinese Teaching

It's critical period for students in junior high school to develop creative thinking. Given the theory, we will discuss about Chinese teachers how to cultivate creative thinking in the middle school. This paper explains the connotation and importance of creative thinking, the unique advantages of Chinese classroom teaching in cultivating students' creative thinking, and the basic strategy of cultivating students' creative thinking in Chinese classroom teaching. Firstly, to clarify the basic meaning of creative thinking and its guiding role in the development of middle school students' thinking, secondly, from several basic natures of Chinese subjects to clarify the basic and important Chinese classroom for students' creative thinking training, and finally give a method to train junior high school students' creative thinking in Chinese teaching. By understanding creative thinking first, and then combining with the actual idea of cultivating creative thinking strategies, in order to seek the middle school Chinese classroom teaching to cultivate students' creative thinking effective path.

Exploration of Physical Fitness Training Path in Table Tennis Teaching in Middle School

Physical fitness training is the foundation and necessary condition for all sports. The physical fitness training in table tennis teaching has a significant impact on the physical fitness and character development of middle school students. This article briefly analyzes the important role of physical fitness training in middle school table tennis teaching through research methods of literature and logical analysis. This research proposes a reasonable design of physical fitness training teaching plans, adopting diversified physical fitness training teaching methods, and focusing on students nerve control of muscles, special physical fitness training for table tennis teaching and other strategies are set up to improve teaching level.

Practice and thinking of integrating ideological and political theory courses into middle school physical education teaching

To comprehensively promote the ideological and political construction of middle school curriculum is an important measure to implement general Secretary Xi Jinping's important discussion on education, an inevitable requirement to implement the fundamental task of fostering morality and cultivating talents, and an important task to comprehensively improve the quality of talent training. Middle school students are in a period of rapid growth and development, physical activity is particularly important to promote their physical development. While cultivating the sports habits of middle school students and exercising their healthy bodies, the integration of curriculum ideology and politics in middle school physical education can promote the coordinated development of middle school students' bodies and minds, shape the correct world outlook, outlook on life and values, and make them become the new people of the age who can take on the great responsibility of national rejuvenation.