School Factors Research Articles

Predicting Risk of Bullying Victimization among Primary and Secondary School Students: Based on a Machine Learning Model.

School bullying among primary and secondary school students has received increasing attention, and identifying relevant factors is a crucial way to reduce the risk of bullying victimization. Machine learning methods can help researchers predict and identify individual risk behaviors. Through a machine learning approach (i.e., the gradient boosting decision tree model, GBDT), the present longitudinal study aims to systematically examine individual, family, and school environment factors that can predict the risk of bullying victimization among primary and secondary school students a year later. A total of 2767 participants (2065 secondary school students, 702 primary school students, 55.20% female students, mean age at T1 was 12.22) completed measures of 24 predictors at the first wave, including individual factors (e.g., self-control, gender, grade), family factors (family cohesion, parental control, parenting style), peer factor (peer relationship), and school factors (teacher-student relationship, learning capacity). A year later (i.e., T2), they completed the Olweus Bullying Questionnaire. The GBDT model predicted whether primary and secondary school students would be exposed to school bullying after one year by training a series of base learners and outputting the importance ranking of predictors. The GBDT model performed well. The GBDT model yielded the top 6 predictors: teacher-student relationship, peer relationship, family cohesion, negative affect, anxiety, and denying parenting style. The protective factors (i.e., teacher-student relationship, peer relationship, and family cohesion) and risk factors (i.e., negative affect, anxiety, and denying parenting style) associated with the risk of bullying victimization a year later among primary and secondary school students are identified by using a machine learning approach. The GBDT model can be used as a tool to predict the future risk of bullying victimization for children and adolescents and to help improve the effectiveness of school bullying interventions.

Impact of curricular and institutional factors on Pharm.D. students' NAPLEX success: A comprehensive analysis of US pharmacy programmes

Background: Curricula and institutional factors in pharmacy schools play a pivotal role in shaping students' readiness for the North American Pharmacist Licensure Examination (NAPLEX). The factors that influence student success remain uncertain. This research explores the association between various aspects of pharmacy school curricula and NAPLEX pass rates. Methods: Data on various aspects of pharmacy programs across the United States were collected, including curricular structure and content. Multiple linear regression analysis was conducted to investigate the correlation of factors with NAPLEX pass rates. Results: The four-year programmes and research-focused institutions, with a curricular emphasis on practice management, pharmacology, pharmacotherapy, and APPE, had a positive relationship with NAPLEX pass rates. Focus on Pharmaceutical Calculations had a negative relationship with NAPLEX performance. All other factors were non-significant. Conclusion: This study provides valuable insights into the determinants of NAPLEX pass rates. It underscores the importance of a well-rounded curriculum and a balanced course selection to enhance student performance.

Facilitating Youth's Curiosity in Learning: Needs-based Ecological Examinations.

The decline of curiosity during adolescence has received increasing concerns in education. The present study aimed to identify the key factors in the environment that promote young people's curiosity from a needs-based ecological perspective, focusing on family and school. To enable a better understanding of the developmental effects, this study compared two age groups: 10-year-olds and 15-year-olds. A total of 5482 Finnish students (3034 aged 10 and 2448 aged 15; 48% female and 51% male) from the OECD Survey on Social-emotional Skills participated in the study, and their family and school factors related to basic psychological needs (autonomy, competence, relatedness) were assessed through surveys. Hierarchical Linear Modeling results revealed that: (1) contrary to the expectations, factors that support competence and relatedness facilitated youth curiosity to a greater extent than factors that support autonomy; (2) positive relationships with teachers were more beneficial for curiosity among older youth than younger youth; whereas, a sense of belonging at school was the most important factor for younger youth's curiosity. These findings have significant implications for promoting curiosity in general as well as during different age periods.

Family and school factors related to internalizing and externalizing problems in adolescence

ABSTRACT Family and school factors are among the most important determinants of internalizing and externalizing problem behavior in adolescents. The aim of this study is to explore how certain family and school factors explain internalizing and externalizing problems after one year. In addition to individual-level variables, school level variables are taken into account. This multilevel study was conducted among 507 adolescents (mean age 13.44; 52.3% girls) who reported their internalizing problems (anxiety, depressive symptoms), externalizing problems (aggressive and norm-breaking behavior), parental knowledge of their whereabouts, parental rule setting, school connectedness and teacher support. At the school level, the aggregated scores for school connectedness and teacher support were calculated. The results show that the differences between schools explained 13.4% of the variance in externalizing problem behavior although it did not account for internalizing behavior. Parental knowledge and school connectedness were significant predictors of both internalizing and externalizing problems. At the school level, aggregated teacher support predicted fewer externalizing problems. While some of the results are partially in line with previous findings, others were found to be contradictory. The implications for practice are provided.

Predictors of Licensure Examination Performance of Bachelor’s in Education Graduates of a Community College in Bukidnon, Philippines

This study investigated the factors affecting the licensure examination performance of graduates from the College of Teacher Education at Don Carlos Polytechnic College. The alarming decline in takers’ performance across various licensure examinations has compelled researchers to investigate a range of potential factors that may influence their success or failure in these critical assessments. This study aimed to determine the level of perceptions on the following factors: student factors, Home and family factors, School factors, Review center factors, and Personal factors; ascertain the relationship between respondents’ perceptions of factors affecting the licensure examination performance and the LET rating of respondents; and identify the factor/s singly or in combination best predict/s the LET rating of the respondents. The study utilized a descriptive-correlational ex post facto research design and employed purposive sampling to get the 175 College of Teacher Education graduates who undertook the licensure examination during the academic years 2021-2022. The study used a questionnaire adapted from the study of Herrero (2015). The study employed statistical methods, including correlation analysis and regression modeling, to identify the factors influencing LET performance The results of the study showed that the student factor has a low influence, the home and family factor have a moderate influence, the school factor has a moderate influence, the review center factor has also a moderate influence, and the personal factor has a moderate influence. There is a statistically significant positive relationship between respondents’ perceptions of the student factor, home and family factor, review center factor, personal factor, and their LET rating. The student, review center, and personal factors collectively contribute significantly to predicting LET performance. Overall, the study provides valuable insights into the factors that influence academic success and the efficacy of the educational programs at Don Carlos Polytechnic College.

Domain-Specific Self-Efficacy Scales for Elementary and Middle School Students

Background. Self-efficacy refers to students’ perceived confidence in their ability to tackle learning tasks. Research shows that self-efficacy serves as an important predictor of academic achievement and relates to students’ academic success, self-regulated learning, and motivation. It is therefore important to understand how self-efficacy develops and manifests itself in Russian schoolchildren and relates to their academic achievement. Objective. To establish evidence of the validity and reliability of domain-specific self-efficacy scales developed for elementary and middle school students. Design. Messick’s unified framework was used to establish validity. The surveys were administered to elementary and middle school students in two regions of Russia. Results. The pilot testing of the self-efficacy scales for elementary school, using exploratory (n = 972) and confirmatory (n = 972) factor analyses, resulted in a four-factor model, which was later confirmed with a different sample of elementary students (n = 1,392) with good reliability estimates (α = 0.75–0.82). The pilot testing of self-efficacy scales for middle school, using exploratory (n = 583) and confirmatory (n = 584) factor analyses, resulted in a three-factor model, showing excellent reliability estimates (α = 0.88–0.93). Conclusion. The evidence of construct validity suggests that the domain-specific self-efficacy scales for elementary and middle school students can be recommended for use by researchers and practitioners. The article presents ideas for additional validation studies and future research using domain-specific self-efficacy scales.

School Factors as Determinant of Reading Achievement of Senior Secondary School Students in Ogun State, Nigeria

School Factors as Determinant of Reading Achievement of Senior Secondary School Students in Ogun State, Nigeria

Co-creation in healthcare and research to improve service delivery for young people with chronic pain.

The process of co-creation can enable more effective, agile and integrated healthcare solutions achieving outcomes that effectively translate to healthcare delivery. Collaborative knowledge generation is particularly important in fields such as pediatric chronic pain where there is a complex interplay between biological, social, environmental, emotional, familial and school factors. The co-creation initiative described here was designed to amplify the voices of youth with chronic pain and their families and a variety of key stakeholders and generate novel approaches to the management of chronic pediatric pain in the setting of the South Australian Pediatric Chronic Pain Service. Stakeholders who were identified as influential in this ecosystem were allocated to 6 groups. A skilled facilitator co-prepared and delivered the workshop, engaging participants in three structured activities. Firstly, the challenges to service delivery were outlined, followed by the groups discussing what is currently working. The second activity involved lateral thinking without restrictions on time, resources or system to generate solutions to the key challenges presented. Finally, stakeholders were asked to agree on a generated solution from Activity 2 and build a case for actionable implementation of this solution. Data were summarised by the workshop facilitator and reflexive thematic analysis was used for coding and generating themes. From Activity 1, six themes collectively demonstrated that stakeholders valued many of the existing strengths of the service delivery, but some areas such as pain education was undervalued. Activity 2 generated solutions from high-level ideas to more day-to- day management strategies. Each of six groups generated unique solutions to an identified challenge for Activity 3. Engaging a wide variety of stakeholders in collaborative knowledge generation successfully provided the South Australian Pediatric Chronic Pain Service with a variety of novel, scalable solution across the healthcare continuum. Equally important is that this initiative helped to raise awareness about the complex issues faced in pediatric chronic pain care and helped to establish new partnerships that have led to enhanced service delivery.

Динамика состояния здоровья детей, успешно и неуспешно обучающихся по школьным программам

The purpose — to trace the dynamics of children’s health during eight years of schooling and to compare it with the success in adapting to the main school factors – academic loads and peer groups. Material and methods. Correlation between successful adaptation to school factors and health status dynamics in 119 schoolchildren during eight years of study is analyzed. An integral medical and pedagogical assessment of students’ adaptation is carried out. Results. The overwhelming majority of students having «good» and «excellent» scores and accepted by peers «pay» for their school success with negative health dynamics. From the first to the eighth grade, the number of such schoolchildren increases. Health problems are preceded by a pronounced disturbance in the emotional state and consistently low levels of mental performance. In this regard, in grades 1, 5 and 8, it is necessary to monitor the students’ emotional state to prevent health disorders of maladaptation genesis.

Analysis of the Influence Path of Civic Education on Students’ Comprehensive Quality Enhancement in Colleges and Universities under the Perspective of Three-Whole Parenting

Abstract The concept of “three whole education” has become the focus of the reform of ideological and political education, and the collaborative education of ideological and political education has become an inevitable trend in the development of ideological and political education in colleges and universities in the new era. This study starts from the ideological and political education in colleges and universities, analyzes the influence path of the improvement of students’ comprehensive quality under the perspective of three-whole-parenting, and constructs a system of ideological and political education based on three-whole-parenting. On this basis, in order to further analyze the effectiveness of comprehensive quality improvement, the quantile trace regression model is constructed, and a prediction model for the learning effectiveness of Civic and Political Education is established by combining the dynamic data of students’ status and characteristics. The results show that the error of the achievement prediction model is within ±2 points, and the correlation coefficients of the dimensions of social factors and social factors are greater than 0.426 and 0.51, respectively, which have a more significant effect on the improvement of comprehensive quality. School factors, family factors, and social factors are able to significantly positively affect the dimensions. P is less than 0.001, the college Civic Education on students’ comprehensive quality of the score of the average increase of about 27 points. This study proposes a solution path for exploring the influence factors of Civic and Political Education based on Three-Whole Parenting.

State and Development Guidelines in Subjective Well-being of students in Guangxi Vocational University of Agriculture

With the continuous development of the global economy, the transformation of social structure continues to accelerate, people’s living conditions gradually improve, and the demand level of college students continues to increase. However, due to the relative shortage of resources and the intensification of social competition, the pressure of college students has greatly increased. All of this All have a great impact on the happiness of college students.This article uses questionnaires and interviews to study the current situation of subjective well-being among students at Guangxi Agricultural Vocational University, and to provide guidelines for the development of subjective well-being among students at Guangxi Agricultural Vocational University.The research results show that the subjective well-being of students at Guangxi Agricultural Vocational University is generally at a high level. From the three dimensions that affect subjective well-being, self-health factors have the greatest impact, followed by family factors, and school factors have the least impact.The development guidelines proposed based on the above results are as follows: 1. Schools can help students by establishing mental health consulting agencies for college students, providing relevant mental health courses and face-to-face communication between teachers and students, thereby improving students’ subjective well-being. 2. Institutionalized guarantees are needed: A clear system should be established to ensure the improvement of students’ happiness and mental health education. 3. Disadvantages of improving students’ subjective well-being: First, the school’s hardware facilities can better help students build satisfaction with the school, thereby improving their sense of well-being. Secondly, there is room for improvement in helping students solve practical difficulties, such as timely intervention in students’ employment pressure and teachers’ timely intervention in students’ psychological problems. 4. Schools should organize relevant extracurricular activities to improve students’ subjective well-being. 5. Establishing positions dedicated to managing students, such as counselor positions, will help understand and solve students’ psychological problems. 6. Regular visits to students’ parents can help to gain an in-depth understanding of students’ family life and discover some hidden psychological conditions.

School climate as a safety factor in secondary schools

School climate as a safety factor in secondary schools

Research on Entrepreneurial Competency Cultivation of College Students Toward Common Wealth

Abstract In modern society, innovation and entrepreneurship education have gradually transcended the traditional paradigm, intertwined with the concept of commonwealth, and constructed a new picture of vitality and social sentiment. In terms of research ideas, this paper extracts value-shaping elements, service learning elements, social creation faculty elements, social creation curriculum elements, organizational leadership elements, interest group elements, and social creation practical elements as the elements of entrepreneurial competence cultivation of college students according to their growth pattern, the entrepreneurial environment they have, and entrepreneurial resources they possess. We obtained the four crucial factors for individual, group, school, and social levels through micro-level analysis. We constructed the model for cultivating entrepreneurial competence in college students with the support of seven elements and four hierarchical factors. In the end, the cultivation model was analyzed using the PLS-SEM model. It has been verified that 11 out of the 13 hypotheses proposed in this paper were supported through testing. 11 cultivation paths that passed the significance test were found after further analysis. The most significant path is the SF->IE->PO path under the policy anchoring force, with effect sizes and t-statistics of 0.325 and 7.494, respectively. In this way, we have refined the methodology of cultivating co-enrichment and entrepreneurship skills among university students.

Misconceptions and Countermeasures in the Training and Management of Young Teachers in Colleges and Universities in the Context of Deep Learning

Abstract This paper uses the method of statistical analysis to study the interpersonal relationship feelings, teaching ability, teacher responsibility, professional ethics, work commitment, and work values of young teachers and to explore the impact of different gender, education, school, and other factors on the professional quality of young teachers. Through the analysis of the current situation of young teachers’ professional quality, we summarize the problems in the training and management of teachers and put forward targeted improvement suggestions to construct a new path for the training and management of young teachers. The study shows that young teachers in the age group of 28-35 have a lower work commitment score. The mean values of the teacher-student relationship and relationship with parents of young teachers are 3.375 and 2.685, respectively, and there are problems in the teacher-student relationship and relationship with parents. This study has practical value and guides training young teachers and managing colleges and universities.

Personal and environmental factors and household assistance in Down syndrome: cross-sectional study.

According to a biopsychosocial framework, personal and environmental factors might be mediators or facilitators/barriers, respectively, to functioning. However, it is not known how these factors can impact independence in household chores in children/adolescents with Down syndrome (DS). This study explored whether and how personal/environmental factors are associated with the independence level in household chores of children/adolescents with DS in Brazil. Caregivers of twenty-eight children/adolescents with DS were interviewed using the CHORES and a standardized questionnaire about personal (child's age and sex) and environmental (socioeconomic level and maternal schooling) factors. Multiple linear regression analysis identified if/how these factors are associated with level of independence. For CHORES self-care and CHORES total, sex was a significant variable explaining 21.8% and 15.8%, respectively, of the variation in the outcomes. For the outcome CHORES family care none of the variables was significant. Female sex was associated with a lower need for assistance. We conclude that only the personal factor assessed related to female sex in children with DS was associated with the independence level in household chores. This finding highlights the importance of health care providers and families to encourage the independence in chores regardless of sex and promote opportunities for both boys and girls.

Research on school social work methodology based on predictive control and architectural innovations

Abstract This study focuses on innovations in school social work methods and explores applying predictive control-based models to effectively support and improve students’ mental health and behavioral development. The XGBoost algorithm and support vector machine were employed to predict students’ mental health. The study was influenced by physiological, self, family, school, social, and network factors, and a questionnaire was developed based on the SCL-90 Symptom Self-Rating Scale. A validity rate of 94.32% was achieved by collecting 432 valid questionnaires. The results indicated a significant positive correlation between the influencing factors and students’ mental health, with physiological and family factors being the most influential. An AUC value of 93.6% and an accuracy rate of 93.9% were achieved by the XGBoost-SVM model when predicting students’ mental health. The prediction model can update students’ mental health status in real-time and provide an effective predictive control tool for school social work.

Perfect storm: emotionally based school avoidance in the post-COVID-19 pandemic context

School absences have risen following the COVID-19 pandemic and persistent absenteeism remains high in primary and secondary schools in England compared with pre-pandemic levels. This coincides with an upward trend...

External environmental factors of schools and teachers job performance in Bayelsa state

External environmental factors of schools and teachers job performance in Bayelsa state

An Empirical Study on English Learning Burnout among Chinese English Majors—Taking English Major Undergraduates at X University as an Example

Burnout has a great impact on students’ learning achievement and motivation. This paper investigates the English Learning Burnout (ELB) of 122 English Major undergraduates from one first-rate university in Xi’an by questionnaire. After the quantitative analysis, it finds that participants show a high level of burnout from English learning (M = 3.28, SD = 0.96). Among three dimensions of English learning burnout, cynicism occupies the first (Mean = 3.31, SD = 0.94) and emotional exhaustion ranks the second (Mean = 3.28, SD = 0.97), followed by reduced personal accomplishment (Mean = 3.27, SD = 0.88). To deeply explore the factors influencing the ELB, linear regression analysis is conducted. Results of linear regression analysis show that four kinds of factors influencing learning burnout proposed in previous studies including school factor, disciplinary factor, personal factor and social factor contribute to the ELB. Based on the research finding, it proposes suggestions for teachers to pay more attention to students’ psychology for learning. Meanwhile, it is also suggested that the curriculum be optimized to meet the need of the talent market and students’ prospects.

An Investigation into the Causes of Violence and Riotous Behaviour among Secondary School Pupils in Zambia

Aim: The objectives of the Study were to (i) Investigate the causes of violence and riotous behaviours among secondary school pupils in Zambia, (ii) Establish the common violent and riotous behaviours among Secondary School pupils, (iii) Evaluate methods schools use to discipline their pupils in Secondary Schools in Choma District, (iv) Identify sustainable methods of improving pupils’ discipline in Secondary schools in Zambia. Study Design: The research was a combination of qualitative and quantitative approach which used questionnaires for data gathering. Questions in the questionnaires included the sources of violent and riotous behaviours schools were experiencing and the methods used to control the vices. The emphasis was on analyzing the factors associated with violence and riotous behavior, establishing the relationship between the variables and identify sustainable methods of improving pupil discipline. Place and duration of study: The study was undertaken in Choma district, southern province, Zambia in term 2/3 of 2018 academic year. Methodology: Respondents targeted included: Secondary school pupils from grades 8 to 12, deputies and head teachers from boarding and day schools which had at least ten-year experience in offering secondary education. Six (6) out of fourteen (14) secondary schools in Choma district were randomly sampled. Six (6) Head teachers and six (6) Deputy Head teachers were purposefully sampled in the selected schools. Six classes with twenty (20) pupils each (one class per school) were selected per class using random sampling. The total of 120 pupils were targeted. Pupils that were selected were ranging from 10 to 20 years and above of age. A randomization procedure was used to select one class per class and per grade at each school. Analysis: The associations between independent variables and violent and riotous behaviours (dependent variables) were statistically tested using the chi square and the Fisher’s Exact tests. The analysis showed that there was a positive association between the variables measured at level of significance of 95 percent. The independent variables tested in the analysis above were; (1). Insufficient diet; (2). Poor sanitation; (3). Group influence and peer pressure; (4). Pupil indiscipline; (5) Abuse by teachers. The dependent variables in the research were violent and riotous Behaviour. Results: The analysis to test the association between the identified factors (independent variables) that contribute to violent and riotous Behaviour were tested at the level of significance of 95 percent with probability (p) =0.05. The test results show that the calculated values are less than p = 0.05. The chi-square value (X2 ) was 0.029 while the Fisher’s Exact value was 0.033. The rule of thumb or the decision rule guides that when the calculated values of chi-square and fisher’s exact tests are less than p =0.05, the null hypothesis should be rejected while the alternative hypothesis should be accepted. Null hypotheses: H01- There is no association between poor diet and riotous behaviour, H02- There is no association between poor sanitation and riotous behaviour, H03- There is no association between group influence and peer pressure and riotous behaviour, H04- There is no association between pupil indiscipline and riotous behaviour. Research Questions: 1). What causes violence and riotous behaviour among Secondary School pupils in Choma District? 2). What are the most common violent and riotous behaviours among Secondary School pupils in Choma District? 3). What methods do schools use to discipline their pupils in Secondary Schools in Choma District? 4). What are the sustainable methods that could significantly improve pupil discipline in Secondary Schools in Zambia? Conclusion: The aforementioned findings of the study have led to the following conclusion: Poor diet, poor sanitation, shortage of enough clean water, group influence and peer pressure, lack of adequate learning and teaching facilities such as, text books, furniture, classrooms, banker beds and hostels were associated with the causes of riotous behaviour in schools. Lack of commitment to duty by teachers and not attending adequately to pupils’ grievances were also responsible for causing riotous behaviours. Internal school factors such as ineffective communication between pupils and the staff also contribute to the causes of violence and riotous behavior. It is therefore, recommended that student councils be set and involved in planning menus for their meals, school policy formulation and decision making. Open days should be planned in each term where parents are invited to school to have a say on the general welfare of their children. Platforms where pupils can bring out their grievances freely without any fear or intimidation should be created. Programs that encourage self-esteem and respect for others such as clubs, quizzes and sporting activities should be emphasized. It is recommended that teachers should work hard, use variety of teaching approaches by exploiting all the available learning and teaching resources so that the required academic need of learners is met.