First Year Of High School Research Articles

Effectiveness of a Mobile App to Increase Risk Perception of Tobacco, Alcohol, and Marijuana Use in Mexican High School Students: Quantitative Study

Young people have the highest rate of drug use worldwide. Recent data from Mexico in this population show that the prevalence of illicit drug use doubled between 2011 and 2016 (2.9%-6.2%), with marijuana being the one with the highest increase (2.4%-5.3%), but also point out that alcohol and tobacco use have remained steady or decreased. Mexican adolescents are at high risk for drug use owing to a low perception of risk and the availability of drugs. Adolescence is an ideal period to reduce or prevent risky behaviors using evidence-based strategies. In this study, we aimed to test the short-term effectiveness of a mobile intervention app ("What Happens if you Go Too Far?" ["¿Qué pasa si te pasas?"]) that seeks to increase risk perception of tobacco, alcohol, and marijuana use in a sample of Mexican high school students. A nonexperimental evaluation based on pretest-posttest design was used to measure the effectiveness of a preventive intervention using a mobile app, "What Happens If You Go Too Far?" The dimensions analyzed were knowledge of drugs and their effects, life skills, self-esteem, and risk perception. The intervention was conducted on a high school campus with 356 first-year students. The sample included 359 first-year high school students (mean 15, SD 0.588 years; women: 224/359, 62.4% men: 135/359, 37.6%). The intervention increased the overall risk perception of tobacco (χ24=21.6; P<.001) and alcohol use (χ24=15.3; P<.001). There was no significant difference in the perception that it is dangerous to smoke 5 cigarettes, and there was a marginal difference in the perception that it is very dangerous to smoke 1 cigarette or to use alcohol or marijuana. We used a generalized estimating equation method to determine the impact of the variables on risk perception. The results showed that knowledge about smoking increased the risk perception of smoking 1 cigarette (odds ratio [OR] 1.1065, 95% CI 1.013-1.120; P=.01), and that knowledge about marijuana use (OR 1.109, 95% CI 1.138-1.185; P=.002) and self-esteem (OR 1.102, 95% CI 1.007-1.206; P=.04) produced significant increases in the risk perception of consuming 5 cigarettes. Resistance to peer pressure and assertiveness also increased the perceived risk of using tobacco and alcohol. The intervention has the potential to increase the perception of risk toward drug use in high school students by providing knowledge about the effects and psychosocial risks of drug use and by strengthening life skills that are associated with increased risk perception. The use of mobile technologies in intervention processes may broaden the scope of preventive work for adolescents.

수학적 태도 및 실천의 시나리오 검사 문항 타당화

This study developed scenario-based assessment items to measure students’ attitudes toward mathematics and mathematical practices, while evaluating the validity of the assessment. Familiar mathematical learning situations comprised scenarios for first-year high school students. For each scenario, we created multiple-choice items to evaluate eight components: interest, self-efficacy, meta-affect, persistence, challenge, conflict resolution, cooperation motivation, and enjoyment of mathematical culture. Factors of the evaluation elements were matched with the choices of items. The global citizenship factor was evaluated in a single scenario. Moreover, the content validity ratio, content validity, and agreement rate were obtained through two rounds of Delphi surveys on the developed items. After the Delphi survey, a preliminary test was conducted with high school students to confirm that the participants’ responses to the items aligned with the researchers’ assumptions. Based on these findings, we make recommendations for online implementation of the scenario test developed in this study.

2022 개정 영어과 교육과정 기본 어휘 목록: 개발과 적용

This paper outlines the major characteristics of the Basic Vocabulary List (BVL) of the 2022 Revised National Curriculum of English (RNCE), with special reference to the revisions made to the BVL of the 2015 RNCE. Some important features of the BVL of the 2022 RNCE are the following. First, the list is made up of 3,000 words, assuming the basic lexical unit to be a word family that consists of a headword and all its inflectional variations and a limited number of derivative forms, if any. Second, based on the recent findings that EFL learners have a shallow knowledge of word derivation, the list allows forms derived only by 36 derivational affixes to be included in word families. Third, the 3,000 words in the list are classified into three groups: the first group of 800 words for elementary school students, the second group of 1,200 words for middle school and first-year high school students, and the third group of 1,000 words for second- and third-year high school students. Along with some further minor revisions, the ways in which the three revisions have been made will be shown. The paper concludes with some pedagogical implications of the BVL of the 2022 RNCE.

Preventing Stress among High School Students in Denmark through the Multicomponent Healthy High School Intervention-The Effectiveness at First Follow-Up.

Stress is a widespread phenomenon and young people especially are experiencing high levels of stress. School-related factors are the most frequently self-reported stressors among adolescents, but few interventions have targeted the school environment. This study evaluated the effectiveness of the Healthy High School (HHS) intervention on stress at a 9-month follow-up. The study included 5201 first-year high school students (~16 years) in Denmark. Participating schools were randomized into the HHS intervention (N = 15) or control group (N = 15). Baseline measurements were conducted in August 2016 and the follow-up was conducted in May 2017. The intervention was designed to promote well-being (primary outcome) by focusing on physical activity, meals, sleep, sense of security, and stress (secondary outcomes). The intervention comprised: structural initiatives at the school level; a teaching material; peer-led innovation workshops; and a smartphone app. The 10-item Perceived Stress Scale was used to measure stress. Intervention effects on perceived stress were estimated using an intention-to-treat approach with multiple imputations of missing data and multilevel general linear regression modelling. A total of 4577 students answered the baseline questionnaire. No statistically significant difference was found in stress between students at intervention and control schools at the follow-up (mean score: 16.7 versus 16.7, adjusted b = 0.42, 95% CI: -0.16;1.00). The HHS Study is one of the first large randomized controlled trials targeting school environmental stressors. Potential implementation failures and the failures of the program theory are discussed.

Investigating the Effectiveness of Educational and Moral Orientations of Nahj al-Balagheh on Emotional Intelligence and Aggression of Students of the First Year of High School in District One of Tabriz

Background and Aim: Today, emotional intelligence is one of the important subjects in the education of students to increase various skills throughout their life. Also, aggression is one of the significant issues of the experts that paying attention to these two issues in the course of students' curriculum can have positive effects. Based on this, the main goal of the present study was to investigate the effect of educational and moral orientations (components) of Nahj al Balagha on reducing students' aggression. Methods: The current research method was quasiexperimental with pre-test and post-test and with a control group. The project was implemented in the framework of a quasi-experimental method with a pre-test and post-test and with a control group. The target population is all the male students of the first year of high school in one district of Tabriz in the academic year 2016- 2017, who were selected by cluster sampling method and 30 students were randomly divided into two experimental (15) and control (15) groups. were replaced and the aggression questionnaire of Bass and Perry (1992) was obtained from both groups. Then, the experimental group was subjected to the intervention of the independent variable "educational and moral components" for 10 sessions, and the control group did not receive any intervention. After the end of the intervention, a post-test of aggression was performed in both groups to determine the effect of the independent variable on the dependent variables of "emotional intelligence, aggression". Data were described and analyzed using standard deviation, mean and covariance analysis. Results: The findings showed that teaching the educational and moral components of Nahj al-Balagha has an effect on reducing students' aggression and the level of aggression decreases significantly. The calculated F was (72.47) and the significance level was p&lt;0.05. Also, the applicability of using Nahj al-Balagha concepts in schools and other educational centers in order to reduce the aggression of secondary school students had a significant effect. The calculated F was (38.45) and the significance level was p&lt;0.05. Conclusion: Based on the findings, it can be concluded that using the educational and moral orientations of Nahj al-Balagha is effective on the emotional intelligence and aggression of students, and therefore lesson planners and schools can use these orientations in their education.

Comparing the effectiveness of teaching study methods and time management on academic self-efficacy and academic selfregulation and biology course performance of 12th grade experimental sciences male and female students

Background and Aim: The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major. Methods: The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α&gt; 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS. Results: Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course. Conclusion: According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

Comparison of the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school

Background and Aim: In today's world, it is believed that one should have global thinking, but implement these global thoughts locally. This can also be considered as the localization of global thoughts and ideas. The purpose of this research was to compare the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school. Methods: The current research method was quasi-experimental with a pre-test-post-test design with a control group and a one-month follow-up, which was conducted in Sabzevar high schools in 2021-22. The statistical population was made up of all the students of the first secondary school age range, who were selected as available and according to the sample size of 98 female high school students. The tools for collecting information were library studies, questionnaires and documents. In the collection of information, a questionnaire measuring emotional creativity was used as a tool. The sampling method in the present study was available by sampling method. The sample size included 66 people, that is, 33 people were considered for each group. In this research, the components and the total score of emotional creativity were the dependent variables, and the information related to them was collected in the three stages of pre-test, post-test and follow-up from the participants of the experimental and control groups, and to test the effectiveness of the implementation of the independent variable on the dependent variable of the method Analysis of variance with repeated measures was used. The software used is SPSS version 26. Results: The difference in the average scores of the components and the total score of emotional creativity in the pre-test-post-test and pre-test-follow-up stages was statistically significant, but the difference in the average scores in the post-test-follow-up stages was not significant. The difference in the mean of the components and the total score of emotional creativity in the two groups of critical thinking and control is statistically significant. The difference in the effect of two methods of social cognitive education and critical thinking on the components of readiness, innovation, effectiveness and the total score of emotional creativity was significant. Conclusion: According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. And critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

Comparing the Effectiveness of Problem-Solving Skills Training Based on Tolman and Gestalt Theories on Problem Solving Styles in High School Students

Background and Aim: The purpose of this research is to compare the effectiveness of teaching problem solving skills based on Tolman and Gestalt theories on the problem solving styles of high school students. Methods: The current research is applied in terms of purpose and in terms of method, it is a hybrid type of research. The statistical population included all female students of the first year of high school in Hamedan city, the statistical sample size was 75 people (3 groups of 25 people), problem solving skills with the theory of Tolman (1932) and Gestalt (1986), who were selected through the purposeful sampling method. To collect data, the problemsolving questionnaire of Desorilla, Nezo, and Mead-Olivers (2000) was used, and for data analysis, multivariate covariance analysis and Sheffe's post hoc test were used. Results: There is a difference between the effect of teaching problem solving skills based on these theories on students' problem solving styles (i-j=-3.6, P=0.003). The effectiveness of education based on Tolman's theory is higher than Gestalt's theory in all students' problem solving styles (i-j = 1.4, P = 0.0001). Conclusion: These trainings increase the use of positive and rational orientation styles and reduce the use of two negative, avoidant and impulsive orientation styles in students. The effectiveness of education based on Tolman's theory is higher than Gestalt's in all problem solving styles of students.

Comparative Study of Cognitive Bias and Mental Imaging Modifications on Verbal Memory and Vision of Students

Background and Aim: The present study was carried out with the aim of a comparative study of cognitive bias adjustment training and mental imagery on the verbal and visual memory of female students of the first year of high school. Methods: The present study was designed and implemented as an experimental study with a pre-test and post-test design and with a control group. Subjects were randomly replaced in two experimental groups and one control group. The data was obtained using the Wechsler memory test, which was performed individually. Then, the group of cognitive bias adjustment sessions and Simonton's guided mental imagery (Karami &amp; Moradi, 2009) were exposed to different trainings during 8 90-minute sessions, while the control group remained without any intervention. After the training of the experimental groups, the Wechsler test was again performed on the 3 groups. The data were analyzed using repeated measure analysis of variance, Bonferroni post hoc test and SPSS23 software. Results: The results showed that the effect of cognitive bias adjustment training and mental imagery on verbal and visual memory is positive and significant, and according to the significance level of this test (p=0.699), it can be concluded that there is a difference between the effect of cognitive bias adjustment training and mental imagery on memory. There is no significant difference between students verbally and visually. Conclusion: Teaching different ways of learning in students will have a significant contribution to their school progress due to the greater sensitivity to this segment of the society.

Presenting the educational policy model of skill learning for first year high school students: with a mixed approach

Background and Aim: Students can better understand what they have learned and prepare to build a better future. The present research was conducted to provide a model of educational policy for skill learning of first-year high school students. Methods: In terms of the applied goal, this research was exploratory mixed (qualitative-quantitative) in terms of data, and in terms of nature, in the qualitative dimension, it was a systemic (paradigm) foundation data, and in the quantitative dimension, it was a cross-sectional survey. The statistical population of the qualitative part included university professors and experts who had papers in the field of skill training, and in the quantitative part, it included all the teachers of the first year of secondary education in the central province who had a master's degree and above in the field of educational sciences, numbering 500 people. The sampling method in the qualitative part is purposeful and theoretical, and with the number of 15 experts, the theoretical saturation was reached. In the quantitative part of the sample size, 217 people were selected based on Morgan's volume determination formula. In the current research, after the open and axial coding of the measurement tool, it was sent in the form of a set form and sent to experts for selective coding and validation. Based on this, a researcher-made questionnaire was designed and distributed among the randomly selected statistical sample. Then the collected data were analyzed using descriptive and inferential statistics. Results: As a result, 5 dimensions, 20 components and 118 indicators were finalized for the educational policy model of students' skill learning. Conclusion: After the final approval and prioritization of the experts, the dimensions, components and indicators of the model were drawn, and the experts again validated the said model.

Ensino da fotossíntese através de uma prática pedagógica: uma metodologia imprescindível durante o ensino híbrido

The acquisition of knowledge in contemporary times is in constant change, despite the initiatives to carry out teaching methodologies as educational support. Therefore, the implementation of pedagogical practices by the professors, stimulates the interaction of students and expands learning opportunities. In this sense, the present study aimed to report an educational practice on the photosynthesis process that was developed in a first-year high school class at the state basic education school in the municipality of Arapiraca-Alagoas. Thus, the items for the development of the experience were requested from the students, which consisted of transparent glass or plastic containers, sodium bicarbonate, water and vegetable leaves. Thus, on the day of practice, questionnaires were distributed before and after the experiment in order to assess the learning related to the topic addressed. After practice, the necessary observations the effects of photosynthesis on the recipients were realized, as well as the analysis of the results of the pre- and post-test evaluation. Thus, it was noticed that the experiment proves to be efficient, not only for the understanding of the theory, but also promoted the strengthening of interpersonal bonds, having in a view the return of in-person classes after a long period of social distancing imposed on society due to the pandemic scenario of the new coronavirus.

Examining the Degree of Conformity of media formats and artistic aspects of Roshd Nojavan Magazine with the Needs of Students

Background and Aim: This research aimed to investigate the degree of adaptation of media formats and artistic aspects of Roshd Nojavan magazine to the media needs and interests of first-year high school students. Methods: This study is exploratory research in which a qualitative method (content analysis) and a survey (survey of students) were used. The sample in the qualitative part included nine issues of Roshd Nojavan Magazine published during the three years of 2020, 2021, and 2022, and the quantitative was 708 high school students. The research tools were content Checklist forms and semi-structured questionnaires. The reliability of the checklist forms and the questionnaire were 0.8 and 0.7 respectively. To analyze the data, coding of the texts with an inductive approach was used in the qualitative part, and descriptive statistics, one-sample chi-square test, and the Freidman test were used in the quantitative part. Results: In general, the results show that in terms of media formats, the magazine, in the formats of articles, entertainment, humor, and comic strips and headlines were completely in accord with the needs of students, in the formats of reports and notes, there was relative compliance, but in the format of interviews, the performance of the magazine was weak far from students’ expectation. Conclusion: From the artistic and aesthetic aspects of the magazine, the three indicators: letter size, the visualization of the magazine, and the color of the photos, do not fully comply with the needs and interests of the students, and adaptation of the students' need with the size of the photos is average.

Strengthening Creative Thinking Ability: A Project-Based Physics Assessment Instrument

Creative thinking is one of the skills needed in education in the 21st century which requires students to think appropriately in accordance with relevant and diverse sources of information. This study examines students' creative thinking skills during project-based physics learning In the subject of work and energy. The study was conducted by 36 students in their first year of high school. It was obtained using a simple random sampling technique in one of the high schools in Kotaagung, Tanggamus. The assessment tool utilized in the study was a project assessment tool supported by a worksheet on business and energy materials. It was a valid, reliable, and useful instrument. According to the research's findings, 36 students achieved the following levels of creativity in each indicator: 1) fluency (69%); 2) flexibility (80%); 3) originality (69%); and 4) elaboration (68%).

Mobile Virtual Field Trip and Geography Education: Potential Exploration of Complex Problem Solving and Spatial Intelligence Capabilities

This study aims to determine the effect of M-VGFT media on students' Complex Problem Solving and Spatial Intelligence abilities. Quasi-experimental research with post-test-only group design method. The design used two experimental groups with a purposive or judgment sampling method considering the average class value. X.2 Social Science group (14 boys and 20 girls), X.3 Social Science group (17 boys and 17 girls), and X.4 Social Science (17 boys and 17 girls). The subjects of this study were first-year high school students in the even semester of the 2021/2022 academic year. Hypothesis testing using independent sample t-test to determine the effect of M-VGFT media on the ability of students' Complex Problem Solving and Spatial Intelligence in the subject of Geography on Volcanism. The results showed a significant influence between M-VGFT media on students' Complex Problem Solving Ability and Spatial Intelligence in Madrasah Aliah Negeri Baru. However, there are differences in the influence between male and female students on the two variables.

대수 영역에서 수학 영재학생과 일반학생의 증명 특성에 관한 비교

Objectives The purpose of this study was to obtain educational implications for proof guidance by examining the recognition of proof types and the actual proof process using algebra questions for first-year high school math gifted students and general students who learned proof in the 2015 revised curriculum. Methods A questionnaire was provided to 10 gifted students from science high schools located in middle and small cities and 20 general high school students. We investigate the preference for the proof type. In addition, after comparing the type of proof that appeared in the actual proof process and the type of proof that they preferred, the satisfaction level was investigated, and the result was analyzed. Results Gifted students showed a higher rate of preference for deductive proof in algebra questions than general students. Gifted students with the perception that they prefer deductive proof types performed deductive proofs with sophisticated algebraic expressions even in actual proofs, and showed high satisfaction with their proofs. On the other hand, the type of empirical proof (40%) was investigated in recognition of the type of proof preferred by general students. They frequently failed to perform their preferred deductive proof, and in these cases, they expressed dissatisfaction with their proof for reasons such as ‘not showing generality of proof’ and ‘unable to use mathematical characters and symbols’. In addition, the preferred proof type and the actual proof type did not match. Conclusions It was found that step-by-step proof guidance was needed to provide appropriate proof tasks to students with excellent proof ability, and to progress to the level of deductive proof through idea generation and understanding such as empirical proof if not.

Calculation of probabilities in contingency tables by Chilean first-year high school students

La enseñanza de la probabilidad ha tomado un papel importante y necesario en la formación de los estudiantes, puesto que en la cotidianidad se presentan situaciones en las cuales es fundamental entender afirmaciones probabilísticas, o bien, calcular la probabilidad de eventos para la toma de decisiones. El presente estudio tiene por objetivo evaluar el manejo de tablas de contingencia 2x2, respecto al cálculo de probabilidades, por 25 estudiantes chilenos de primer año medio (14-15 años), antes y después de una experiencia de aprendizaje. El estudio es de tipo cualitativo, descriptivo-exploratorio, donde se describen y comparan las respuestas de los participantes en seis ítems relacionados con el cálculo de probabilidades simples, conjuntas y condicionales. En general, los resultados indican una mejora en el cálculo de probabilidades por parte de los participantes, mediante el uso de la regla de Laplace y la regla de tres como estrategias de solución; sin embargo, persisten algunos conflictos semióticos, por ejemplo, la confusión entre una probabilidad conjunta con una condicional, o viceversa, después de la experiencia de aprendizaje.

기후변화 주제 문제중심학습(PBL)이 고등학생들의 컴퓨팅 사고력에 미치는 효과

Objectives The purpose of this study is to develop a problem-based learning class that can promote high school students' computational thinking and to identify computational thinking that appear in the learning stage.&#x0D; Methods To this end, a total of 8 teaching-learning activities (CT-PBL) on climate change subject were designed and implemented for 57 first-year high school students. Before and after class, a questionnaire was conducted to measure computational thinking and the effect of class was reviewed by analyzing it using the paired t-test. In addition, a semi-structured interview based on the activity report was conducted to analyze the relationship between the thinking process and computational thinking in the problem-solving process.&#x0D; Results First, as a result of application, all four areas of computational thinking showed significant improvement. In particular, there was a high improvement in the algorithmic procedure of CT, which had a low prior score. Second, at each stage of the problem-solving process, students went through various thinking processes and were able to confirm that they utilized various sub-elements of computational thinking. On the other hand, the complex use of computational thinking and regressive thinking processes were also identified.&#x0D; Conclusions Based on these results, follow-up studies such as identifying specific correlations in the complex expression of computational thinking and utilizing computational thinking according to class materials were proposed.

Latent transitions across perceived parental marital conflict and family cohesion profiles in high school students.

This study aimed to explore the latent profiles across perceived parental marital conflict and family cohesion, as well as the transition patterns within-person and within-sample profiles over time. We conducted a 1-year follow-up study with a sample of first-year high school students from China. A total of 453 participants were included in the present analysis. We identified the following three latent profiles: high parental conflict and poor family cohesion profile, moderate parental conflict and family cohesion profile, and low parental conflict and good family cohesion profile. Female students and those who not lived with parents together were more likely to perceive more parental marital conflict and less cohesion in the family. The majority of students with high transition probability remained in the same profiles over time. The counts of latent transition pattern also demonstrated that students remaining in the primary profile over time accounted for the large proportion. The present study advances empirical bases for confirming the family system theory's notion that the family is not static, but dynamic. Findings provide the optimal timing of interventions toward healthy transition.

Tracing mathematics engagement in the first year of high school: relationships between prior experience, observed support, and task-level emotion and motivation

We examined the relationships between different aspects of mathematics engagement for 285 students in their first year of high school in the United States. Path Analyses were used to trace the relationships between students’ self-reported prior motivation and appraisals of control and value of mathematics, perceptions of teacher support and peer support. These variables and observed teacher and peer support as coded from video by researchers, were examined as potentially impacting students’ self-reported in-the moment affect and task-level control and value appraisals Our results showed three key contributions. First, significant paths corresponded to relationships predicted by Control Value Theory (CVT) across a particularly robust set of variables and over the course of their first semester in high school. Second, results added further nuance by considering the objects that students’ in-the-moment emotions were directed toward, showing distinctions between positive and negative emotions directed at the mathematics task, students’ teachers and peers, and selves. Third, results more closely considered the impact of both observed and perceived aspect of support from peers and teachers in the classroom, in both its academic and social forms. Implications are discussed for theory and practice.

Parental Factors Associated With Internet Gaming Disorder Among First-Year High School Students: Longitudinal Study.

Parents play central roles in adolescents' socialization, behavioral development, and health, including the development of internet gaming disorder (IGD). However, longitudinal research on the parental predictors of adolescent IGD is limited. This study aimed to investigate the reciprocal associations between various parental factors and adolescent IGD using 2-wave cross-lagged models. A sample of 1200 year-one high school students in central China completed a baseline assessment in 2018 (mean age 15.6 years; 633/1200, 52.8% male) and a follow-up survey in 2019. IGD was measured using the 9-item DSM-5 IGD Symptoms checklist. Perceptions related to parental variables, including psychological control, parental abuse, parental support, and the parent-child relationship, were also collected from the adolescents. Of all the participants, 12.4% (148/1200) and 11.7% (140/1200) were classified as having IGD at baseline (T1) and follow-up (T2), respectively. All 4 cross-lagged models fit the data well (range for the comparative fit index .91-.95; range for the standardized root mean square residual .05-.06). Parental support (β=-.06, P=.02) and parental abuse (β=.08, P=.002) at T1 predicted IGD symptoms at T2, while parental psychological control (β=.03, P=.25) and a positive relationship with parents (β=-.05, P=.07) at T1 had nonsignificant effects on IGD symptoms at T2, when controlling for background variables. In addition, IGD symptoms at T1 did not predict parental factors at T2. The findings suggest that parental factors may be significant predictors of adolescent IGD. Health interventions should consider involving parents to increase the effectiveness of treatment to prevent and reduce adolescent IGD.