Different Subgroups Of Students Research Articles

Exploring the Association Of Emotional Intelligence, Coping Strategies And Suicidal Ideation Among Chinese University Students

duction: With the expansion of university students in China and the increase in the number of students, students with suicidal ideation (SI) is also increasing. Emotional intelligence (EI) and coping strategies (CS) are two important factors influencing suicidal ideation among university students. Objectives: This paper explores the levels of EI, CS, and SI among Chinese university students. This paper also explores the relationship between the factors and determines if and how CS can influence suicidal ideation. Methods: A convenience sampling method was chosen to collect data through questionnaires from 300 students at a university in Hebei Province, China, resulting in 262 valid responses. The questionnaire included measures of EI, CS, and SI. Descriptive statistics, correlation analysis, and mediation analysis using Hayes’ PROCESS macro with bootstrap methods were conducted Results: 74 students (28.24%) reported experiencing SI, with 24 students (9.16%) exhibiting higher levels of such ideation. The mean score for CS was 86.23±21.75, while the mean score for EI was 4.19±1.30. EI was significantly correlated with both CS and SI. Additionally, EI has a negative correlation with SI and a positive correlation with CS. In contrast, CS had a negative relationship with SI. In addition, CS mediated the relationship between EI and SI. Conclusions: CS are significant mediators of SI. For university students experiencing SI, adopting appropriate CS can help reduce these thoughts to some extent. Therefore, schools and society should consider these factors when planning interventions and providing mental health support to students. Further research could explore the effectiveness of specific CS in reducing suicidal ideation among different subgroups of students.

Closing Reporting Gaps: A Comparison of Methods for Estimating Unreported Subgroup Achievement on NAEP

ABSTRACT The National Assessment of Educational Progress (NAEP) program only reports state-level subgroup results if it samples at least 62 students identifying with the subgroup. Since some subgroups constitute small proportions of many states’ general student populations, these minority subgroups are seldom sufficiently sampled to meet this sample size requirement. Consequently, education researchers and policymakers are regularly left without a comprehensive understanding of how states are supporting the learning and achievement of different subgroups of students, including underserved subgroups. Using grade 8 mathematics results in 2015, this study compares the performance of two separate techniques in predicting mean subgroup achievement on NAEP. Results demonstrate that a small area estimation technique, known as the Fay-Herriot (FH) model, represents a promising approach. Follow-up research should employ the FH technique with math achievement data from other testing years, as well as data from NAEP reading to evaluate the technique’s generalizability.

Internal migration, stepping into the academic field, and talking to Pierre Bourdieu: a critical autoethnography

This critical autoethnography interprets my internal migration experience in China. Using Bourdieu’s capital, field and habitus toolkit, I investigated my cultural capital transformation and habitus formulation when being educated in secondary schools and universities after internal migration to the city. Taking my lived experience as an example, the article illustrates the challenges of disadvantaged social groups in cultural capital exchange and the challenges of developing and re-­assembling habitus influenced by the doxa in the education field. The study highlights that the reproduction of the cultural capital of rural-to-urban migrant students is restricted by the rule of the urban education field. The article also suggests further research on the educational experience of different sub-groups of students with internal migration backgrounds.

The Relationship Between Academic Performance and Anxiety: A Multi-Angle Review

Academic pressure has always been a tremendous topic. With the world marching into the second decade of the 21st century, one cannot identify a single element that is affecting peoples pressure and mood. The bond between students mental health and academic performance has caused many researches which explore the potential negative outcome of unproductive and damaging relational circulation. This paper strives to discover the relationship between academic performance and anxiety from a multi-level analysis, including but not limited to Social-Emotional Competency (SEC), family conditions and the current COVID-19 pandemic. Through collecting data from different sources that examined students mental health status and academic performance under various circumstances and cultural backgrounds, this paper finds that stress and anxiety are negatively correlated with academic performance if they are not properly coped with; different factors like language barriers and current COVID-19 pandemic, for example, can exaggerate the effect of anxiety on academic performance in different subgroups of students from different cultures. This paper calls for more attention to students mental health under current COVID-19 pandemic, as well as those who are under high-intensity studying environment with limited psychological and social resources.

What Works for Whom? Evaluating Patterns and Mechanisms of Change Among Bullies, Victims, and Bully-Victims Participating in a School-Based Prevention Program

The effectiveness and program mechanisms of a whole-school anti-bullying program that builds on the socio-ecological framework were investigated by applying person-oriented methods of data analyses. A longitudinal cluster randomized control study was utilized comprising 1377 adolescents (48.5% girls, Mage = 11.7) who participated in a 1-year whole school anti-bullying program that was implemented in 13 schools and 665 adolescents (45.2% girls, Mage = 11.6) who attended 5 control schools. Student reports were collected at pre- and post-test within a 1-year interval. Applying latent profile analyses (LPA), students who were actively involved in bullying as perpetrators (e.g., bullies), who were the target of bullying (e.g., victims), who were both (e.g., bully-victims), and who were not involved either as perpetrators or victims (e.g., uninvolved) were identified. Latent transition analyses (LTA) investigated transition patterns between bully, victim, bully-victim, and uninvolved subgroups in the control and intervention group before and after the 1-year program implementation. Program effectiveness (e.g., a higher transition probability in the intervention compared to the control group) were found for victims and bully-victims. It was explored whether changes in program mechanisms were differently related to changes in these sub-group memberships in the intervention group. Victims transiting to the uninvolved sub-group increased in help-seeking and anti-bullying norms, while bully-victims transiting to the uninvolved sub-group increased help-seeking, perceived teacher intervention, and anti-bullying norms. It can be concluded that this program works differently for different sub-groups of students and that different mechanisms of change drive changes in different sub-groups of students.

Food Insecurity and Suicidal Behaviors Among US High School Students.

BACKGROUNDFood insecurity (FI) rates in the United States are particularly high among households with children. This research set aims to analyze if high school students experiencing FI had higher risk for mental health and suicidal behaviors.METHODSUsing combined data from 11 states that conducted the 2017 Youth Risk Behavior Survey, a total of 26,962 and 24,051 high school students were used to estimate race/ethnicity and sex‐stratified prevalence ratios (PRs) from Poisson regression models. A single‐question was used to measure the exposure of FI and outcomes of mental health and suicidal behaviors.RESULTSOverall, 10.8% of students reported FI. Students experiencing FI had increased risk for all mental health and suicide behavior outcomes, regardless of their race/ethnicity or sex. PRs ranged from 1.9 (95% confidence interval [CI]:1.8, 2.0) to 3.1 (CI: 2.7, 3.6). Among males, PRs for the association between FI and all outcomes were highest among non‐Hispanic black students (PRs ranged from 2.4 [CI: 1.7, 3.2] to 5.5 [CI: 2.3, 13.3]). Among females, PRs were highest among non‐Hispanic white students (PRs ranged from 1.9 [CI:1.7, 2.1] to 3.6 [CI:2.9, 4.5]).CONCLUSIONSFI is consistently associated with mental health and suicidal behaviors among different subgroups of students.

What do exchange students value when choosing a destination for their study period abroad? A conjoint experiment

ABSTRACT Referring to rational choice theory, this paper aims to better understand the factors that drive exchange students to a particular destination. A conjoint experiment conducted among students at a Spanish public university allows estimating in an unbiased way the isolated effect of different destination attributes on the destination choice, as well as evaluating their relative importance and comparing different subgroups of students. The results show that the leisure dimension plays a crucial role. University reputation also matters, particularly in the case of academically high-performing students. Recommendations received by networks are more important for those who have never lived abroad or attended an international or foreign school.

The association between science achievement measures in schools and TIMSS science achievements in Sweden

ABSTRACTThe aim of this study was to examine the association between students’ TIMSS (Trends in Mathematics and Science Study) science achievement, and students’ school achievements, in terms of national tests and grades from school years 6 and 9. Further to examine the association with TIMSS science achievement and different subgroups of students based on their home background. The study is based on a unique possibility to analyse TIMSS 2015 data together with register data of the Swedish students’ national test results from school years 6 and 9 and their science subject grades from school years 6 and 9. The overall results show that there were moderate associations between TIMSS science achievement and school achievement measures. The association between grades and the high-stakes national tests were stronger than between grades and TIMSS. The students’ home background had a clear impact on the results as students with highly educated mothers, who comes from homes with many books and are nonimmigrants had on average higher TIMSS science achievements.

A Statewide Study of School-Based Victimization, Discriminatory Bullying, and Weapon Victimization by Student Homelessness Status

Abstract Youths who experience homelessness are at high risk of victimization, yet little is known about school violence in the context of students experiencing homelessness. Specifically, limited research has considered different subgroups of students experiencing homelessness according to the McKinney–Vento Homeless Assistance Act (nonsheltered, sheltered, doubled up) in comparison with nonhomeless students. Using a representative sample ofCalifornia public high school students (N = 390,028), authors applied bivariate and multivariate analyses to examine differences among nonsheltered, sheltered, and doubled-up students experiencing homelessness regarding levels of discriminatory bullying, behavioral victimization, and weapon victimization at school. Findings show that students experiencing homelessness across all subgroups are at high risk of experiencing school violence. The severity of findings and differences among subgroups emphasize the need to develop school-based responses for each subgroup. Providers serving youths experiencing homelessness are encouraged to consider schools as a site for prevention and intervention for this population.

Factors influencing to study medicine: a survey of first-year medical students from India.

PurposeStudents joining medical studies may be motivated by many factors. However, there may also be some factors which may concern them. Although, it can be assumed that those joining medical studies would have largely been influenced positively, how the factors interact in different groups of students has not been studied adequately.MethodsWe conducted a questionnaire-based survey in first-year medical students. Besides the demographics and intentions about their future career plans, students rated a list of positively influencing items and a list of negatively affecting items relevant to our context that influenced their decision. We performed factor analysis followed by clustering of study participants.ResultsNinety-seven students participated in the survey which comprised of 59% females with mean age of 18.6 years. The factors extracted were named as ‘personal growth factor,’ ‘professional calling factor,’ ‘personal concerns factor,’ and ‘professional concerns factor.’ Four distinct clusters of participants differing in their average ratings to each of the above factors were identified.ConclusionThis study provides information on the factors that influence students to join medical studies from an Indian context. The motivational patterns were varied in different sub-groups of students. The data obtained from this study may provide pointers to educators to plan training of students, changes in curricular structure that takes into account the expansion of medical education into specialties and beyond.

The relationship between TIMSS mathematics achievements, grades, and national test scores

ABSTRACTThe aim of this paper was to examine the relationship between Trends in Mathematics and Science Study (TIMSS) mathematics achievement and the two school achievement measures of grades and national test results in Sweden. A further aim was to examine the association of TIMSS mathematics achievement with different subgroups of students. The results show that there is a strong positive relationship between TIMSS mathematics achievement and national tests and obtained grades from both grade 6 and grade 9. Students from more educated homes performed better overall on TIMSS than those from less-educated homes, and the relationships between TIMSS and the school achievement measures were stronger for students from more educated home backgrounds. The school context and the students’ background had an impact on the students’ TIMSS result. The results have implications for how one should view the results from TIMSS as a measure of student mathematics achievement and thus how TIMSS results can be used in a national context.

A Signal Detection Approach in a Multiple Cohort Study: Different Admission Tools Uniquely Select Different Successful Students

Using multiple admission tools in university admission procedures is common practice. This is particularly useful if different admission tools uniquely select different subgroups of students who will be successful in university programs. A signal-detection approach was used to investigate the accuracy of Secondary School grade point average (SSGPA), an admission test score (ACS) and a non-cognitive score (NCS) in uniquely selecting successful students. This was done for three consecutive first year cohorts of a broad psychology program. Each applicant’s score on SSGPA, ACS or NCS alone - and on seven combinations of these scores, all considered separate ‘admission tools’ - was compared at two different (medium and high) cut-off scores (criterion levels). Each of the tools selected successful students who were not selected by any of the other tools. Both sensitivity and specificity were enhanced by implementing multiple tools. The signal-detection approach distinctively provided useful information for decisions on admission instruments and cut-off scores.

Cultura científica desde la universidad. Evaluación de la competencia investigativa en estudiantes de Verano Científico

La formación de jóvenes investigadores desde la educación terciaria, representa una preocupación latente en los centros educativos a nivel global. En ese sentido existen iniciativas, tanto públicas como privadas, que incentivan la cultura científica dentro y fuera del currículum escolar; en México se encuentran los Veranos Científicos (VC). Estos programas de promoción de la ciencia, buscan dotar a los universitarios de competencias para la investigación con el afán de su inserción a la producción, generación y transferencia del conocimiento mediante diversas vías: formación científica, estudios de posgrado, colaboración con equipos consolidados de investigación, entre otras, y contribuir al desarrollo social, económico y tecnológico de su región. En tal, esta investigación indaga los niveles de competencia investigativa mostrados en ocho generaciones de egresados de VC de una institución de educación pública del estado de Sinaloa, México.En el trabajo de campo participaron un total de 227 veraniegos divididos en cuatro áreas del conocimiento: 1) ciencias económico administrativas, 2) ciencias sociales y humanidades, 3) ingeniería y tecnología y 4) ciencias biológicas. El instrumento para la recolección de datos fue un cuestionario estructurado compuesto por 34 ítems; para su análisis, se recurrió a la estadística no paramétrica a fin de contrastar los niveles de la competencia entre los distintos subgrupos de veraniegos. Los resultados tienen un alcance descriptivo, pero permiten visualizar un espectro teórico y empírico de las necesidades y fortalezas de programas de formación de jóvenes investigadores.

Photoaging Mobile Apps in School-Based Melanoma Prevention: Pilot Study.

BackgroundAround 90% of melanomas are caused by exposure to ultraviolet (UV) radiation and are therefore eminently preventable. Tanning behavior is mostly initiated in early adolescence, often with the belief that it increases attractiveness; the problems related to malignant melanoma and other skin cancers are too far in the future to fathom. Given the substantial amount of time children and adolescents spend in schools, as well as with their mobile phones, addressing melanoma prevention via both of these ways is crucial. However, no school-based intervention using mobile apps has been evaluated to date. We recently released a photoaging mobile app, in which a selfie is altered to predict future appearance dependent on UV protection behavior and skin type.ObjectiveIn this pilot study, we aimed to use mobile phone technology to improve school-based melanoma prevention and measure its preliminary success in different subgroups of students with regard to their UV protection behavior, Fitzpatrick skin type and age.MethodsWe implemented a free photoaging mobile phone app (Sunface) in 2 German secondary schools via a method called mirroring. We “mirrored” the students’ altered 3-dimensional (3D) selfies reacting to touch on mobile phones or tablets via a projector in front of their whole grade. Using an anonymous questionnaire capturing sociodemographic data as well as risk factors for melanoma we then measured their perceptions of the intervention on a 5-point Likert scale among 205 students of both sexes aged 13-19 years (median 15 years).ResultsWe measured more than 60% agreement in both items that measured motivation to reduce UV exposure and only 12.5% disagreement: 126 (63.0%) agreed or strongly agreed that their 3D selfie motivated them to avoid using a tanning bed, and 124 (61.7%) to increase use of sun protection. However, only 25 (12.5%) disagreed with both items. The perceived effect on motivation was increased in participants with Fitzpatrick skin types 1-2 in both tanning bed avoidance (n=74, 71.8% agreement in skin types 1-2 vs n=50, 53.8% agreement in skin types 3-6) and increased use of sun protection (n=70, 68.0% agreement in skin types 1-2 vs n=52, 55.3% agreement in skin types 3-6), and also positively correlated with higher age.ConclusionsWe present a novel way of integrating photoaging in school-based melanoma prevention that affects the students’ peer group, considers the predictors of UV exposure in accordance with the theory of planned behavior, and is particularly effective in changing behavioral predictors in fair-skinned adolescents (Fitzpatrick skin types 1-2). Further research is required to evaluate the intervention’s prospective effects on adolescents of various cultural backgrounds.

Dynamic Assessment of Reading Difficulties: Predictive and Incremental Validity on Attitude toward Reading and the Use of Dialogue/Participation Strategies in Classroom Activities.

Dynamic Assessment (DA) has been shown to have more predictive value than conventional tests for academic performance. However, in relation to reading difficulties, further research is needed to determine the predictive validity of DA for specific aspects of the different processes involved in reading and the differential validity of DA for different subgroups of students with an academic disadvantage. This paper analyzes the implementation of a DA device that evaluates processes involved in reading (EDPL) among 60 students with reading comprehension difficulties between 9 and 16 years of age, of whom 20 have intellectual disabilities, 24 have reading-related learning disabilities, and 16 have socio-cultural disadvantages. We specifically analyze the predictive validity of the EDPL device over attitude toward reading, and the use of dialogue/participation strategies in reading activities in the classroom during the implementation stage. We also analyze if the EDPL device provides additional information to that obtained with a conventionally applied personal-social adjustment scale (APSL). Results showed that dynamic scores, obtained from the implementation of the EDPL device, significantly predict the studied variables. Moreover, dynamic scores showed a significant incremental validity in relation to predictions based on an APSL scale. In relation to differential validity, the results indicated the superior predictive validity for DA for students with intellectual disabilities and reading disabilities than for students with socio-cultural disadvantages. Furthermore, the role of metacognition and its relation to the processes of personal-social adjustment in explaining the results is discussed.

Demographic determinants of usefulness of e-learning tools among students of public administration

Purpose In higher education, blended learning is already strongly established. The e-courses vary in their structure, assignments, prompt examinations, interaction between students and teachers, etc. Such aspects may influence the students’ perception of usefulness of blended learning. The purpose of this paper is to identify the factors which influence that feeling and to look for possible differences in perception by different subgroups of students. Design/methodology/approach Students in the survey evaluated 13 aspects of e-courses in which they were enrolled. From enrolment documents, additional demographic data were collected (gender, high-school grade, study programme, etc.). A multiple linear regression was used with perceived usefulness as the response variable and the 12 other e-course aspects as predictors. Further, the same regression analysis was performed on different subgroups of students based on demographical data. Findings The empirical results showed that the general impression regarding the e-courses, their consistency with the face-to-face teaching and the teachers’ responsiveness had a significant influence on the students’ perception of the usefulness of e-courses. Further analysis based on demographic data revealed several subgroups of students where the perception of usefulness was influenced by different aspects. The teachers’ feedback and supplementing the tutorial play an important role in higher years of study, while the general impression loses its influence. Originality/value The paper is the first to explore the importance of demographic determinants of perceived usefulness of e-learning tools in EAPAA (European Association of Public Administration Accreditation)-accredited undergraduate public administration programmes.

The Effects of Presenting Multidigit Mathematics Problems in a Realistic Context on Sixth Graders' Problem Solving

Mathematics education and assessments increasingly involve arithmetic problems presented in context: a realistic situation that requires mathematical modeling. This study assessed the effects of such typical school mathematics contexts on two aspects of problem solving: performance and strategy use. Multidigit arithmetic problems presented in two conditions—with and without a realistic context—were solved by 685 sixth graders from The Netherlands. Regarding performance, the same (latent) ability dimension was involved in solving both types of problems, and the presence of a context increased the difficulty level of the division problems but not of other operations. Regarding strategy use, strategy choice and strategy accuracy were not affected by the presence of a problem context. In sum, the presence of a typical context in multidigit arithmetic problems had no marked effects on students' problem-solving behavior, which held for different subgroups of students with respect to language ability and gender.

Closing Achievement Gaps: Revisiting Benjamin S. Bloom's “Learning for Mastery”

The problem of achievement gaps among different subgroups of students has been evident in education for many years. This manuscript revisits the work of renowned educator Benjamin S. Bloom, who saw reducing gaps in the achievement of various groups of students as a simple problem of reducing variation in student learning outcomes. Bloom observed that teaching all students in the same way and giving all the same time to learn—that is, providing little variation in the instruction—typically results in great variation in student learning. Students for whom the instructional methods and amount of time are appropriate learn well, and those for whom the methods and time are less appropriate learn less well. Bloom believed that all students could be helped to reach a high criterion of learning if both the instructional methods and time were varied to better match students' individual learning needs. In other words, to reduce variation in the achievement of diverse groups of students and have all students learn well, Bloom argued that educators and teachers must increase variation in instructional approaches and learning time. Bloom labeled the strategy to accomplish this instructional variation and differentiation mastery learning. Research evidence shows that the positive effects of mastery learning are not limited to cognitive or achievement outcomes. The process also yields improvements in students' confidence in learning situations, school attendance rates, involvement in class sessions, attitudes toward learning, and a variety of other affective measures.

Typology of students at risk of dropping out of school: Description by personal, family and school factors

The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups: (1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report many family organisational problems and that they obtain little emotional support from their parents. They also perceive little order or organisation in the classroom.

Integrating Process with Outcome Data in a Randomized Controlled Trial of Sex Education

Integration of process with outcome evaluations has been recommended as a way of addressing some of the criticisms of Randomized Controlled Trials (RCTs) for evaluating social interventions. This is the second of two articles (the first was published in issue 10(4) of this journal) discussing the design, implementation and analysis of a process evaluation as an integral part of the RIPPLE (Randomized Intervention of Pupil Peer-Led sex Education) Study. The methods for integrating process and outcome data are outlined and findings are presented to illustrate how integration of process and outcome data enabled exploration of: 1) variation between schools in the extent and quality of the intervention implemented, and any impact of this on outcomes; 2) the processes by which the intervention might affect outcomes; and 3) the extent to which different subgroups of students or schools may have responded differently to the intervention. The article concludes with a discussion of the methodological issues arising from this attempt at integrating process and outcome evaluations within the design of an RCT.