First Year Of High School Research Articles

A BreakoutEDU for understanding gene expression in high school. A case study: Design, implementation, and evaluation of the emotions of its implementation.

Knowledge about genetics is essential to build a society capable of participating in socioscientific and ethical debates. However, this subject remains difficult for students, making it necessary to develop new educational strategies, such as gamification. Thus, two main objectives are established in this work: (a) to design and evaluate BreakoutEDU, a gamified activity to improve understanding of the content of gene expression; and (b) to study the emotions triggered by this activity among students. Using questionnaires and observation templates, the implementation of BreakoutEDU is evaluated in two groups of first-year high school students (15 and 10 students). The results are analyzed qualitatively and quantitatively. Bearing in mind the limitations of this study, it is concluded that the designed BreakoutEDU could support gamification as a good strategy to contextualize and approach the abstract content of gene expression. Moreover, the activity could maintain a balance between time, difficulty and students' skills, encourage teamwork and trigger mainly positive emotions.

미래 이슈에 대한 문제 해결력 함양을 위한 디자인픽션 활용 미술교육에 관한 연구

This study explores an art education program that uses design fiction to help adolescents develop problem-solving skills for future societal issues. Through a literature review, the concept of design fiction was clarified, and a design process was developed for educational settings. The process includes understanding and categorizing future issues, selecting key issues with the card sorting technique, encouraging creative thinking through “what-if” questions, and creating and presenting scenarios and prototypes. The program was tested with 42 first-year high school students, and 10 expert evaluations confirmed that the students demonstrated problem-solving skills related to future issues. This study suggests that using design fiction in education can creatively enhance students' understanding of the future and their problem-solving abilities, contributing to art education that prepares them for future challenges ultimately.

빅 히스토리를 활용한 AI 기반 융합질문 생성 교육용 서비스 ‘OASIS’ 개발

This study aims to design an AI-based educational service using Big History to enhance convergence competency in secondary school students and to evaluate the effectiveness and satisfaction of the designed service, OASIS(Online AI-based Service for Inquiry Studies). Through three stages of model improvement, the core model OASIS was developed. Convergence competency tests were conducted on 128 first-year high school students before and after using OASIS. Additionally, the effectiveness and user satisfaction were evaluated by a user satisfaction survey conducted with the same students and 15 educational experts. OASIS utilizes ChatGPT to provide multidisciplinary information on input keywords, thereby enhancing interdisciplinary understanding. The service is structured to foster convergence competency through the creation of convergence inquiries and interactive activities. The results of the convergence competency tendency test and user satisfaction survey indicated that the use of OASIS helped enhance students' convergence competency and showed high satisfaction regarding the usefulness of information. However, limitations such as the inaccuracy of information and slow loading speeds were noted. Addressing these limitations could improve the service’s applicability in secondary education for fostering convergence.

Social factors contributing to e-cigarette use in the first year of high school

ABSTRACT Background E-cigarette use among youth is a growing concern, and the transition to high school represents a period of heightened vulnerability for substance initiation. The present study examined e-cigarette use during the first year of high school and considered social influences of use in the fall and spring semesters. E-cigarette findings were compared with traditional tobacco. Method High school students reported on perceptions of peer delinquency, sibling substance use, parental attitudes about substance use, and lifetime self-use. Social factors reported in the fall were included as model predictors for both fall and spring use. Results Rates of e-cigarette and tobacco use increased from fall to spring semester. Perceived parental attitudes were related to e-cigarette and tobacco use in the fall and e-cigarette use in the spring. Sibling use was associated with e-cigarette use in the fall. Perceived peer delinquency was associated with tobacco use in the fall and e-cigarette and tobacco use in the spring. When analyses controlled for prior use, only parental attitudes were related to e-cigarette use in the spring. Conclusions Findings suggest that parental influences are important for e-cigarette use over time. Future studies should investigate other social factors (e.g., media exposure) impacting e-cigarette use among high school students.

The impact of moderate-intensity basketball intervention on the physical self-esteem and school adjustment of first-year high school students.

This study conducted an 8-week experiment with the basketball sports intervention program to explore the relationship between the basketball sports intervention program and the physical self-esteem and school adjustment of first-year high school students, providing references for first-year high school students' school adjustment and related research. Using convenient sampling,88 students in two classes of grade one in a senior high school in Changzhou were selected as the experimental research objects and were randomly divided into experimental groups (basketball) 44 people (20 male and 24 female; control group routine physical education) 44 people (23 male and 21 female). The exercise intervention lasted 8-week, 3-times-a-week with about 30 minutes of moderate-intensity exercise each time. The control group had normal sports activities, and the exercise intensity was not monitored. The Physical Self-esteem Scale and the School Adaptation Scale were used to measure the data in a group manner before and after the experiment. All data were statistically analyzed with SPSS26.0. (1) After 8 weeks of basketball intervention, the post-test level of school adaptation of first-year high school students was significantly higher than the pre-test (p<0.01), and the post-test level of physical self-esteem was significantly higher than the pre-test (p<0.01). (2) Basketball intervention can directly affect the school adaptation of first-year high school students and indirectly affect the school adaptation through physical self-esteem. The direct effect was 86.79%, and the indirect effect was 13.21%. (1) Intervention of moderate intensity basketball can improve first-year high school students' school adaptation and physical self-esteem. (2) Intervention of moderate intensity basketball can directly improve first-year high school students' and school adaptation by improving individual physical self-esteem. Physical self-esteem plays a partial intermediary role between basketball and school adaptation.

Study on the Relationship Between Parental Autonomy Support, Academic Self-Efficacy, and Career Adaptability of High School Students

This study investigates the relationship between parental autonomy support, academic self-efficacy, and career adaptability of high school students in the context of the new college entrance examination system. Using the Career Adaptability Scale, the Parental Autonomy Support Questionnaire, and the Academic Self-Efficacy Scale, this research tested 440 first-year high school students from four schools in Sichuan Province. The results reveal that (1) parental autonomy support significantly positively predicts career adaptability, indicating that more autonomy support from parents correlates with higher levels of career adaptability in students; (2) parental autonomy support not only directly predicts career adaptability but also affects it through the mediation of academic self-efficacy in students, which plays a partial mediating role.

IMPROVING STUDENTS’ VOCABULARY THROUGH WORDWALL APPLICATION

This article used the library research method to gather information by understanding and researching theories from various sources such as books, journals, and existing studies. The method used qualitative research that focuses on gathering information about the natural environment and using researchers as the main instrument. This study aims to analyze the responses and experiences of first-year high school students and how the Wordwall application helps them improve their English vocabulary during their studies. Literary research method is used. The data collection method used is the documentation method. Content analysis was used as a data analysis technique. In order to maintain the accuracy of the evaluation and avoid false information, the material was analyzed by cross-checking and re-reading the literature, and the evaluator's comments were taken into account. The result of this study is that Wordwall proves to be an effective teaching method that helps improve students' vocabulary in preparation for future assignments. Word wall apps can also be used while studying, which is very useful for developing students' vocabulary

Current status and influencing factors of test anxiety of senior one students in Yanji, China: a cross-sectional study.

Examining the current situation of test anxiety among first year senior high school students in Yanji City and investigating the factors that contribute to exam anxiety. Using cluster sampling, a survey was conducted on 1,550 first-year high school students from three high schools in Yanji City in April-May 2023. The survey utilized general information questionnaires, the Minnesota Multiphasic Personality Inventory (MMPI), and the Self-Rating Anxiety Scale (SAS). Logistic regression analysis was used to determine the influencing factors of test anxiety. A total of 1,550 first-year high school students were included in the analysis, with a test anxiety occurrence rate of 79.8%. Test anxiety exhibited statistical differences among different genders, ethnicities, family economic levels, frequency of communication with parents, and relationships with parents (with results of 53.44, 10.42, 17.31, 20.42, 31.95, all p < 0.05). Scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), psychopathic deviate (Pd), schizophrenia (Sc), and hypomania (Ma) in the 10 clinical personality scales were significantly positively correlated. Logistic regression analysis revealed that gender, ethnicity, frequency of communication with parents, and scores of hypochondriasis (Hs), depression (D), psychasthenia (Pt), paranoia (Pa), and hypomania (Ma) in the 10 clinical personality scales were the main influencing factors for test anxiety in first-year high school students (all p < 0.05). The test anxiety level of high school students in Yanji City is relatively high, with variations in test anxiety levels among students of different genders, ethnicities, parental communication styles, and deviant personality traits. It is recommended that schools and teachers should give more consideration to test anxiety among high school students, particularly targeting those with potential risk factors. Parents should also be more attentive to their children's development and advancement, and improve their family education principles.

Parental Practices and Their Impact on the Mental Health of High School Students: A Field Study on a Sample of First-Year High School Students

The current study aims at investigating the impact of parental practices on the psychological health of 1st year high school students. To test the study hypotheses, the researcher applied a Nouha Mohammed El Khatib’ Scale (2014) and psychological health scale of Zaima Abdullah Hadj Mohammed ‘2010) on a sample consisted of 100 students.

The longitudinal impact of cultural values on adaptation among ethnic minority students in mainland China: The mediating role of emotion regulation

Several studies have shown that individual-level collectivism among ethnic minority migrant students hinders their adaptation to Western societies, whereas individualism facilitates adaptation. However, it is uncertain whether these effects apply to Chinese ethnic minority students’ adaptation to nation-dominated regions in China. Additionally, most studies examining the influence of cultural values on the adaptation of minority students have generally employed cross-sectional designs, and there has been a lack of investigation into the mediating mechanisms of this influence. Therefore, this study aims to investigate the longitudinal impact of individual-level collectivism and individualism on Chinese ethnic minority students’ adaptation and the mediating role of emotion regulation. Data on individualism, collectivism, school adaptation, depression, and anxiety were collected from 447 first-year high school minority students who migrated from Xinjiang to Hangzhou at two time points (T1: September 2022; T2: March 2023). The results revealed that individual-level collectivism positively predicted school adaptation and negatively predicted depressive symptoms six months later. In contrast, individualism negatively predicted school adaptation and positively predicted anxiety symptoms after six months. Furthermore, cognitive reappraisal mediated the impact of collectivism on adaptation, whereas expressive suppression mediated the impact of individualism on adaptation. The results demonstrated that collectivism encourages Chinese ethnic minority students to employ cognitive reappraisal, thereby facilitating adaptation, whereas individualism encourages them to employ expressive suppression, hindering adaptation.

Educación Socioemocional como Herramienta del Proceso de Enseñanza-Aprendizaje en los Estudiantes de 1ro de Bachillerato

This study focuses on the implementation of social-emotional education as a pedagogical approach aimed at strengthening adolescents' mental health. The main objective is to develop a manual of socio-emotional tools designed to improve the teaching-learning process for first-year high school students. The methodology used is quantitative, including surveys and questionnaires, to gain a comprehensive understanding of how teachers use socio-emotional tools and how this influences students in the educational context. The sample, composed of 74 young people from the Guillermo Mensi Educational Unit in Cuenca, Ecuador, was intentionally chosen. During data collection, A survey was administered to educators to investigate their use of social-emotional tools, and two questionnaires, the TMMS-24 and the SDQ-Cas, were applied to students to evaluate their emotions, skills, and emotional difficulties. The results reveal that teachers recognize the importance of training in social-emotional skills. However, significant deficiencies were identified in the emotional awareness of adolescents, who also experienced emotional difficulties, behavioral problems, hyperactivity, and challenges in their interpersonal relationships. Despite these findings, positive attitudes toward socialization, empathy, and support stood out among students. The need to train teachers and implement effective socio-emotional education programs is emphasized to improve students’ quality of life and prepare them to face emotional and social challenges in their personal and academic endeavors.

청소년의 스마트폰 의존과 학업태도 관계에서정서문제의 매개효과

This study investigated the relationship between adolescents’ dependence on smartphones, emotional problems, and academic attitudes. In addition, we aimed to explorethe mediating effect of emotional problems in the relationship between adolescents'dependence on smartphones and their academic attitudes (academic enthusiasm and academiclethargy). To achieve this purpose, the 4th year of the Korean Children and Youth PanelSurvey were used. The subjects of the study were 1,390 male and 1,200 female first-year highschool students. The collected data were analyzed using SPSS 18.0 program. The researchresults are as follows. First, there was a significant positive correlation between adolescents'dependence on smartphones and emotional problems, a significant negative correlationbetween dependence on smartphones and academic enthusiasm, and a significant positivecorrelation between dependence on smartphones and academic lethargy. There was asignificant negative correlation between emotional problems and academic enthusiasm, and asignificant positive correlation between emotional problems and academic lethargy. Second,dependence on smartphones was found to be effective when the mediating variable, emotionalproblems, was controlled, and academic attitude (academic enthusiasm, academic lethargy) wasfound to have a partial mediating effect when emotional problems were controlled. Adolescents' dependence on smartphones had a direct effect on their academic attitudes,adolescents' emotional problems had an indirect effect on their academic attitudes throughpartial mediation, and adolescents' emotional problems had a direct effect on their dependenceon smartphones. Therefore, this suggests the importance of research and development ofprograms that can control emotional problems in order to reduce adolescents' dependence onsmartphones and improve their academic attitudes.

Profiles of Family and School Experiences and Adjustment of Adolescents During the Transition to High School.

Although family and school experiences play an important role in adolescents' adjustment during the transition to high school, most prior studies investigated the effects of these experiences in isolation; their joint implications for both adolescents' concurrent and long-term adjustment outcomes are less clear, and the potential role of individual characteristics within such associations remains understudied. Based on 525 10th graders (Mage = 15.48, SDage = 0.71, 43.6% boys) who participated in a longitudinal study, the present research aimed to identify distinct family and school experience profiles among first-year high school students and examine their associations with adolescents' internalizing problems and externalizing problems, both concurrently and 18 months later. Latent profile analysis revealed four distinctive profiles: thriving, low resources-moderate family risk, developmental stress-high parental conflicts, and developmental stress-high peer victimization profiles. The other three profiles (vs. the thriving profile) reported significantly higher levels of concurrent internalizing problems; while these differences diminished after 18 months. However, the enduring impacts of these profiles on internalizing problems persisted among adolescents with higher levels of environmental sensitivity. Additionally, adolescents characterized by two developmental stress profiles (vs. the thriving profile) exhibited significantly higher levels of externalizing problems both currently and longitudinally. Findings underscore the importance of identifying at-risk populations among adolescents during the transition to high school by including both family and school experiences when examining environmental influence on their adjustment, as well as the necessity to take individual environmental sensitivity into account when examining these associations.

Designing and Testing the Structural Model of Online Games Addiction Based on Brain-Behavioral Systems: The Mediating Role of Cognitive Fusion and Experiential Avoidance

Introduction: Online games addiction is a growing concern which the prevalence is estimated at 1.2 to 8.5 percent among teenagers and young adults. Aim: The present study was conducted with the aim of investigating the mediating role of cognitive fusion and experiential avoidance in the relationship between brain-behavioral systems and addiction to online games. Method: In terms of method, the research was among descriptive-correlation researches of structural equations type. The statistical population included all the students of the first year of high school in the education and training region of Hormozgan Bastak in the academic year of 2021-2022 which 350 people were selected as a sample using the multi-stage cluster random sampling method. They responded to the questionnaires of behavioral inhibition/activation systems (1994), cognitive fusion (2014), acceptance and action - second edition (2011) and online games addiction(2002). Structural modeling was used to analyze the data. Results: The results showed that the behavioral activation system and the behavioral inhibition system have a significant direct relationship with the online games addiction with coefficient values of 0.46 and 0.42, respectively (P &lt; 0.001). Also, the behavioral activation system and the behavioral inhibition system are significantly related to online game addiction indirectly with the mediation of experiential avoidance with a coefficient value of 0.17 and 0.15, respectively and the behavioral inhibition system with the mediation of cognitive fusion with a coefficient value of 0.21,. (P &lt; 0.001). Conclusion: In order to reduce online games addiction, experts should evaluate personality traits on the one hand in order to identify the sensitivity of behavioral inhibition/activator systems, and on the other hand, seek to reduce cognitive biases along with cognitive and retrospective challenges.

Outsiders Within: How Do Black Girls Fit into Computer Science for All?

Objectives. At the K–12 level, “CS for All” initiatives across the country strive to increase equitable access to and participation in computer science (CS). However, there are many open questions about the implementation and effectiveness of these initiatives, including the extent to which exposing young people to CS early on can shape their longer-term CS interest and engagement. In this article, we examine CS participation among 6th–8th-grade Black girls and assess whether CS participation during middle school shapes CS interest and engagement during their first year of high school. We focus on Black girls in the hopes of developing a more nuanced and rigorous understanding of computing experiences at the intersection of racism and sexism in this field. Participants. The focal group of students in this study are 6th–8th-grade Black girls from New York City. We employ a comparative lens in this article, contextualizing the CS experiences and outcomes of Black girls to Latinas, Asian, and White girls, as well as Black boys. Study Method. We primarily rely on quantitative data for this article, applying a critical lens to our analyses and interpretation. More specifically, we conduct descriptive analyses of course-taking patterns as well as survey data that focus on student attitudes and beliefs about CS. We then carry out inferential analyses of students’ administrative records examining how, if at all, middle school CS participation is related to high school outcomes for Black girls. We employ a comparative lens and rely on qualitative data to make sense of our results. Findings. We find that, troublingly, Black girls in the district are disproportionately less likely to receive CS instruction in middle school. Black girls are also less likely than Black boys, Latinas, and White girls to feel that they belong in CS. However, Black girls in CS courses report similar levels of engagement, family, and peer support, as well as value for CS relative to other students in the district. Finally, we find that participation in CS courses in middle school does not increase the likelihood that Black girls will select high schools that offer CS courses or take a CS course during their first year of high school. Conclusions. Our findings suggest that to increase equitable access and participation in CS, it is not enough to simply expose students to CS coursework. We call for sustained attention to the experiences that Black girls have in their CS classes as well as broader structural barriers that might shape CS course-taking.

Substance use and adolescent mental health during the COVID-19 pandemic in Brazil: a longitudinal approach

ObjectiveTo describe the changes in alcohol and drug use by Brazilian adolescents during the COVID-19 pandemic (April-August 2021), and to analyze the relationship between alcohol use changes and psychiatric symptomatology. MethodsA secondary analysis with a longitudinal approach was performed with data from a cluster-randomized controlled trial, conducted in 73 public middle schools in three Brazilian cities, to evaluate the effectiveness of a drug use prevention program. The sample included 535 students (61% girls; Mage = 15.2 years). Data were collected pre-intervention (February-March 2019), after 9 months (November-December 2019), and after 26 months (April-August 2021), when the students were in their first year of high school. The authors analyzed drug use prevalence (alcohol, binge drinking, tobacco, inhalants, marijuana, cocaine, and crack) in a lifetime, past year, and past month periods, and the association between alcohol use change subsamples with psychiatric symptoms. Logistic regressions were adjusted by sex, age, socioeconomic status, city, and group (control and intervention). ResultsThe present findings suggest that the COVID-19 pandemic led to a decrease in past-year substance use and in past-month substance use frequency, despite the gradually increased (but decelerating) prevalence of lifetime use. However, some adolescents initiated, maintained, or increased the frequency of their alcohol use. Mainly, they were more likely to present behavioral problems, as well as symptoms of inattentive hyperactivity, and peer and emotional problems. ConclusionsDespite the extensive decline in substance use during the pandemic period, these results suggest an association between previous mental health conditions and behavioral risk factors, leading to increased alcohol consumption and behavioral disorders manifestations.

Examining the relationship between life regulation, rumination and experiential avoidance with the level of symptoms and severity of depression in male students of the first year of high school

The purpose of this study was to investigate the relationship between emotion regulation rumination and experiential avoidance with the level of symptoms and severity of depression in male high school students of the first year. The method of the descriptive research was correlation type and the statistical population included all male students of the first period of secondary school in Zanjan city in 2014-01. The sampling method in this research was simple random and the sample number was 60 students. The measurement tools used in this research were emotion regulation questionnaire, attitude towards addiction and rumination and experiential avoidance. Pearson's test was used to analyze the data, and SPSS statistical software was used for this purpose. The results showed that with a confidence level of 0.05% and with a confidence level of 0.95, there is a relationship between attitude towards drugs and physical health ( r =-0.18), exercise and wellness ( r =-0.24 ), weight control and nutrition. ( r =-0.19 ), disease prevention ( r =-0.22 ), mental health ( r =-0.13 ), spiritual health ( r =-0.31 ), social health (-0.19) = r ), environmental health ( r = -0.18 ) and self-efficacy ( r = -0.34 ), there is a significant negative relationship ( p &lt; 0.05 ). Based on the results obtained, it can be concluded that emotion regulation and rumination and experiential avoidance are negative influencing factors in students' attitude towards drug use and better than drugs and rumination and experiential avoidance to students. to be given.

An analytical tool for assessing the formation of the scientific mind of students participating in inquiry activities

ABSTRACT This work reports the development and application of an analytical tool for the analysis of the formation of the scientific mind of students who took part in inquiry activities, based on the philosophy of Gaston Bachelard, in a Chemistry Club. For the construction of the analytical instrument, an extracurricular course was offered to first-year high school students in which theoretical-practical inquiry activities were carried out at level 4, where the students were required to propose a hypothesis to begin the inquiry activities. Based on the students’ responses, as well as on the theoretical framework and other theoretical perspectives on science teaching – which also take inquiry teaching into account, the analytical instrument, titled Analytical Map of the Scientific Mind, was constructed. The validation of the instrument was carried out through the application of double-blind analysis of the responses provided by the students in the inquiry-based activities developed in the Chemistry Club. The findings of this study showed that the analytical tool was able to categorise the ideas expressed by the students and helped monitor the development of the scientific mind.

The association between social/legal and perceptual aspects of ethnicity and ethnic bullying and victimization

ABSTRACT Controversial findings on the role of school ethnic diversity on ethnic bullying and victimization suggest the relevance of different categorizations of ethnicity in understanding this association. The present study aims to use an operationalization of both social/legal (i.e., citizenship status) and perceptual (i.e., others’ perception of diversity) aspects to analyse the impact of ethnic diversity on ethnic bullying and victimization, considering both individual and classroom-level associations. Participants were 960 students (52% girls; M = 15.19; SD = .60) from 58 first-year high school classrooms. Multilevel analyses showed that the lack of Italian citizenship appeared to be a risk factor for ethnic victimization on both individual and classroom levels, over and above the differences in students’ perceptions. No effects were found for ethnic bullying perpetration.

THE DEVELOPMENT OF LEARNING ACHIEVEMENT IN CHEMISTRY ON CHEMICAL REACTIONS USING AN EXPERIMENTAL METHOD FOR YEAR ONE HIGH SCHOOLSTUDENTS

This study investigated the efficacy of an experimental method for improving learning achievement and satisfaction in first-year high school chemistry. Thirty students from a high school in Yinchuan, China, were randomly assigned to participate in the research, which utilized a pre-test/post-test group design. The research used four lesson plans focusing on chemical reactions, specifically between the metal sodium and its compounds. These lessons were validated for effectiveness using the 80/80 criterion. Additionally, a chemistry achievement test and a student satisfaction questionnaire were employed, both demonstrating appropriate difficulty and discrimination indices and high reliability.&#x0D; The results demonstrate that the students learning achievement in chemistry significantly improved after using the experimental method. The mean score before studying was 14.90 (SD = 2.04), while the mean score after studying was 18.43 (SD = 2.06). This difference was statistically significant at the.05 level. Furthermore, the students expressed high satisfaction with the experimental learning approach. The overall satisfaction score was 4.64 (SD = 0.49), and specific aspects like interest and motivation and the perceived usefulness of the method received even higher ratings. This study suggests that utilizing experimental methods as part of the chemistry curriculum can effectively enhance learning achievement and positive student attitudes towards the subject, particularly in first-year high school students.