First Year Of Middle School Research Articles

성별과 자아인식에 따른 청소년기 체육수업 운동시간 변화 분석: 공변량 잠재성장곡선모형 적용

This study analyzed of changes in adolescence physical education class(PEC) exercise time according to gender and self-awareness using covariate in latent growth curve modeling(LGM). The Korea national youth policy institute surveyed and this study used 1883-adolescent(male=957, female=926) data. AMOS 26.0 program was used to analyze the LGM. Alpha level was set at 0.05. The results were as follows. First, the change in the PEC exercise time for six years(1st year of middle school to 3rd year of high school) changed nonlinearly. The PEC exercise time increased from the 1st grade to the 2nd grade in middle school, and continued to decrease from the 3rd grade in middle school to the 3rd grade in high school. Second, male students were more actively involved in the PEC in all grades than female students. Specifically, male students began to have higher the PEC during the first grade of middle school than female students, and the rate of decline was slower until the third grade of high school. Third, it was found that the higher the ego-resilience, the higher the participation time in the PEC during the first grade of middle school, but overall, self-awareness(ego-resilience, self-esteem) did not significantly affect the change in the PEC exercise time. Fourth, there was a significant difference change in exercise time between students during the PEC for six years. In addition, the higher the PEC exercise time in the first year of middle school, the slower the rate of decline even in high school.

The Longitudinal Mediating Effects of Perceived Parental Neglect on Changes in Korean Adolescents’ Life Satisfaction by Gender

The life satisfaction of Korean adolescents tends to decrease beginning in middle school, and this decrease has a negative effect on life satisfaction in adulthood. Gender and perceptions of parental neglect are important variables influencing the life satisfaction of adolescents in Korea. This study examined the longitudinal mediating effects of perceived parental neglect on the life satisfaction of male and female Korean adolescents to assess changes to the relationships between key variables over time. The present study analyzed data from 2,215 adolescents from the Korean Children and Youth Panel Survey's fourth-year elementary school panel spanning their first year of middle school (2013) to the first year of high school (2016). A latent growth model was applied to Korean national data. The perceived parental neglect and life satisfaction intercepts differed by gender, and the intercept of perceived parental neglect influenced the life satisfaction intercept. The slope of perceived parental neglect, but not the life satisfaction slope, differed by gender, and the slope of perceived parental neglect influenced the life satisfaction slope. The Sobel method showed that the intercept of perceived parental neglect mediated gender differences in the life satisfaction intercept, and the slope of perceived parental neglect significantly influenced the gender difference in the life satisfaction slope. Efforts to improve adolescent life satisfaction should be differentiated by gender regarding perceptions of parental neglect.

Prevalence, associated factors, and comorbidities of tinnitus in adolescents.

The aim of this study was to investigate the prevalence of tinnitus among adolescents, and the factors known or hypothesized to be associated with tinnitus. Based on random sampling of school types and regions, a nationwide hearing survey of the first-year middle and high school students of South Korea was performed. The subjects underwent an otologic examination followed by pure tone audiometry up to 8 kHz. Questionnaires about the factors associated with hearing and tinnitus were completed by the students and their parents. Among the 1,593 subjects who completed the questionnaire and underwent pure tone audiometry, the prevalence of tinnitus was 46.0% and that of severe tinnitus was 9.1%. Tinnitus was associated with age, female gender, history of ear infection and sinusitis, leisure noise exposure due to karaoke and local-area-network gaming, alcohol consumption, and cigarette smoking. Noticeable hearing loss was not detected but participants with tinnitus complained of difficulty with sound localization, hearing in noise, and verbal working memory and were more susceptible to fatigue. The subjects with tinnitus also suffered more physical and mental health problems than did those without tinnitus. Thus, protection of the ears from noise and appropriate counseling should be considered for adolescents with tinnitus.

French Pupils' Lexical and Grammatical Spelling from Sixth to Ninth Grade: A Longitudinal Study.

This paper presents the results of a longitudinal spelling study conducted among 496 school children, from sixth grade (the first year of middle school in France) to ninth grade (the fourth and final year of middle school in France). Its first objective is to examine the evolution of both lexical and grammatical spelling skills in a deep orthography and to present new findings on the advanced mastery of spelling skills. Its second aim is to provide insight into pupils' orthographic knowledge and remaining difficulties at the end of French compulsory schooling. Pupils were assessed using the same text dictation when they were sixth graders and when they were ninth graders. The data show that both lexical and grammatical performance increased from the sixth to ninth grade and that these interact with each other. The qualitative analysis of errors allows points of resistance in the acquisition of French orthography to be highlighted.

학생 참여 수학 수업에서 교사-학생 간의 상호작용에 대한 양적∙질적 분석

The purpose of this study was to analyze the quantity and quality of teacher-student interaction in student engagement mathematics classes. To achieve this goal, we observed the first semester classes of the first year of middle school by experienced teachers who conducted teaching methods that promote students’ engagement in classes for more than 20 years. All the classes observed during the semester were analyzed using the transcript data(44 classes). As a result of the analysis, mathematics classes in student engagement were similar in the extent of interaction between teachers and students, and half of the teacher discourses were characterized by revocing. And it was concluded that the strategies of regeneration within the teacher discourse structure enabled students to participate and contribute to the development of the mathematical discourse. In this way, analyzing the lessons of the whole semester with active student engagement and deriving research results, demonstrated the possibility of the generalization of teacher-student interaction patterns. Conversely provides concrete and practical ideas for the implementation of pedagogy that will promote student engagement in the future.

The Fear of Being Bullied on the School Bus: Perceptions, Correlations, and Sex Differences

The goals of this study were to determine whether children who took the bus to school on a regular basis felt safest during the commute to school, in school, or on the commute home from school, and to identify the factors that correlate with fear of being bullied on the bus. A sample of 610 students (296 boys, 313 girls; mean age = 11.25 years, SD = 0.51) was surveyed during the fall semester of their first year of middle school (sixth grade). Students indicated that they felt safer in school than they did on the commute to or from school, which nearly always occurred by bus. Sex differences were investigation and found to be small in number and magnitude. These differences were limited to slightly more girls than boys reporting feeling safer in school, slightly more boys than girls reporting feeling safer on the commute home from school, and a modestly stronger association between bullying victimization and fear of being bullied on the school bus in boys than in girls, although the effect was significant in both sexes. There were no significant differences between boys and girls in their overall level of fear of bullying on the bus. A full sample regression analysis revealed significant correlations between the risk factors of bullying victimization and depression, and a child’s fear of being bullied on the bus, suggesting that such fears are related to past victimization and current feelings of sadness, loneliness, and reduced energy.

Burnout and Self-Perceived Instructional Competence: An Exploratory Study of a Group of Italian Female Elementary School Teachers.

Since the first half of the 1980s, burnout in teachers has been the object of particular attention by many international authors. Teachers are subject, more than other professions, to numerous and heavy pressures, covering the peculiarity of the profession. The objectives of the present research are to measure the predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of elementary school teachers. We carried out a cross-sectional study involving 324 Sicilian female teachers, who worked in three school orders: Kindergarten, primary school, and the first year of middle school. Participants completed a socio-demographic questionnaire, the assessment teaching scale for primary school teachers (ECAD-EP), and the Maslach Burnout Inventory (MBI). In reference to the level of burnout, the correlation analysis underlined the presence of a positive correlation between: Emotional exhaustion and depersonalization; and a negative correlation between exhaustion and depersonalization. Furthermore, a predictive role of emotional exhaustion, depersonalization, and personal accomplishment on the quality of teaching in a group of primary school teachers was found.

The development of academic coping across late elementary and early middle school: Do patterns differ for students with differing motivational resources?

The way that students cope with the difficulties and setbacks they encounter daily in their academic work can make a material difference to their learning, school success, and capacity to re-engage with challenging educational activities. Because of their potential importance to students’ everyday academic resilience, educators and researchers are interested in the development of adaptive and maladaptive ways of coping—both how they improve or deteriorate over students’ educational careers and the factors that underlie their differential development. Using information on self-reports of 5 adaptive and 6 maladaptive ways of coping, collected from 1,018 American third through sixth graders in fall and spring of the same school year, this study examined (1) the normative progression of these 11 ways of coping across fall of third to spring of sixth grade, and (2) whether developmental patterns differed for students with differing motivational resources. A generally stable profile of constructive coping was evident during Grades 3 and 4 (in which adaptive strategies were high and maladaptive responses low), followed by modest improvements across fourth to fifth grades. Marked shifts were apparent across the transition to middle school. Compared to spring of fifth grade, students in fall of sixth grade reported lower levels of all adaptive and higher levels of all maladaptive ways of coping, and this trend persisted across the first year of middle school. Although motivational resources did not produce differing developmental trends, they did seem to organize coping. Highest levels of adaptive coping were found for students high in both personal and interpersonal assets, just as the highest levels of maladaptive coping were found for students high in both personal and interpersonal liabilities. Findings suggest that both motivational and developmental approaches are needed to fully account for patterns of age-graded trends in academic coping across late elementary and early middle school.

비정형 그래프에 대한 예비 중등 수학교사 세 명의 교수를 위한 수학적 의미 분석

The informal graph is ‘a graph showing real-life contexts and irregular changes without being bound by the definition of a function or algebraic equation’, and is a new concept that was introduced in the first year of middle school by the 2015 revised Korean mathematics curriculum. According to previous studies, some teachers do not have a high level of understanding of informal graph. This raises the need to analyze in detail how teachers understand informal graph and reflect it in teacher education, given that the way teachers understand mathematical ideas closely influences the way students form mathematical ideas. The present study analyzes the mathematical meaning for teaching of prospective mathematics teachers on the informal graph to provide specific implications for one area of school mathematics taught in pre-service teacher education. Specifically, we examined three of the 15 prospective participant teachers' ways of reasoning with two items all of which required them to draw and interpret informal graph through questionnaire and semi-structured interview. We paid attention to mathematical meaning for teaching of each the three teachers, who were chosen due to the distinctive ways they coordinated two quantities, brought forth in reasoning with informal graph. Finally, the conclusions and the implications for teacher education were discussed.

Creating Supportive Contexts for Early Adolescents during the First Year of Middle School: Impact of a Developmentally Responsive Multi-Component Intervention.

The transition to middle school is recognized as a period of increased risk for students' adjustment difficulties across the academic, behavioral, and social domains, underscoring the need for developmentally responsive interventions that address these potential vulnerabilities. This study examined the impact of a multi-component intervention on students' perceived adjustment during the first year of middle school using a cluster randomized controlled trial design. A total of 24 metropolitan schools (12 intervention), 220 teachers (122 intervention), and 2925 students (1537 intervention) participated. Teachers in intervention schools received training and consultation in the Behavioral, Academic, and Social Engagement (BASE) classroom management model. Significant intervention effects, moderated by students' gender, race/ethnicity, and economic status, were found for self-reported social anxiety, defiance, willingness to protect peers being bullied, and emotional problems. The results suggest that teachers trained in the BASE model were better able to create supportive classroom contexts during the middle school transition which promoted positive adjustment for particular students. This study stresses the importance of using developmentally appropriate strategies across correlated domains to reduce adjustment difficulties during the transition to middle school.

Promoting persistence: Peer group influences on students’ re-engagement following academic problems and setbacks

This study examined the role that peer groups play in shaping students’ academic re-engagement across their first year in middle school and whether influences are stronger from peers with whom students remained affiliated over time. Data were collected on an entire cohort of 366 sixth graders (48% female) in a small town. Students reported on their behavioral re-engagement—or persistence following academic problems or failure, on the extent to which they experienced academic setbacks, and on their teachers’ involvement. Teachers rated students’ academic engagement. Peer groups were identified in fall and spring using socio-cognitive mapping, distinguishing fluid peers (i.e., group members in fall only) and stable peers (i.e., members in both fall and spring). Peer group profiles of re-engagement were calculated for fluid peers, stable peers, and both combined. Results showed that the overall peer group profiles of re-engagement in fall did not predict changes in students’ re-engagement over the school year when unstable members were included. However, when modeled separately, stable peer group profiles of re-engagement were a positive predictor of changes in students’ own re-engagement, whereas profiles of fluid peers’ re-engagement were not. The findings suggest that peer group members with whom students maintain consistent group affiliations across the year play a central role in supporting students’ re-engagement when overcoming academic difficulties.

Early adolescent social status and academic engagement: Selection and influence processes in the United States and China.

This research evaluated the role of high-status peers in youth’s academic engagement. Youth (mean age = 12.7 years) in the United States and China (N = 934) made social status (i.e., sociometric popularity, perceived popularity, and admiration) nominations of their peers in the fall and spring of their first year of middle school. They also reported on their academic engagement at these two time points. The academic engagement of peers that youth nominated as high in sociometric and perceived popularity, but not of peers they admired, was predictive of youth’s own academic engagement over time. Notably, this effect was evident over and above any initial similarity youth had with high-status peers they nominated (e.g., youth tended to nominate peers as high in sociometric popularity when they were similarly academically engaged to youth). It also did not differ in size in the United States and China. The results underscore the importance of high-status peers in youth’s academic engagement in two countries that differ in terms of their cultural and educational systems. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

A first-year middle school science teacher's experiences navigating science content in a Dual Language Immersion Program

Dual Language Immersion Programs (DLIPs) are offered as a way to address the needs of the students in our classrooms with a primary language other than English and a way to promote multilingualism for both English learners and native-English speakers. This study examined a first-year middle school science teacher's experience teaching in a DLIP. The authors focused on the teacher's challenges and how he handled the tensions between teaching science content and addressing issues of language development in a DLIP classroom environment. Based on classroom observations, pre- and post-year interviews, and weekly teacher reflections, themes emerged that reveal the teacher's concern with teaching science in Spanish, the need for support from both administration and science content and DLIP mentors, students' willingness to use Spanish, and the teacher's lack of familiarity with DLIP curriculum and pedagogy, particularly in regard to balancing the teaching of content and language. This study provides implications for both teacher preparation programs and for DLIP school administrators.

Analyzing a Piece of Teaching Through the Lens of The ABCs of How We Learn: 26 Scientifically Proven Approaches, How They Work and When To Use Them

For the continuing development of quality instructional practices, educators must have access to the findings of research and be in a position to explore applications of those findings. We think we may have found such a resource: A 2016 book titled The ABCs of How We Learn: 26 Scientifically proven approaches, how they work, and when to use them by Schwartz, Tsang, and Blair is a concise, insightful, and applicable set of 26 short articles that explain key learning factors, provide examples, and identify the supporting scholarship. In this article, a first-year middle school science teacher and a veteran teacher educator offer teacher educators and professional developers an overview of the 26 factors as they work in a middle school science classroom and an example of how to effectively utilize this text in teacher education programs via vignette creations and analyses.

Perceived quality of instruction: The relationship among indicators of students’ basic needs, mastery goals, and academic achievement

Students' mastery goals are positively related to adaptive learning behaviour. Moreover, these goals often mediate the relation between perceived classroom characteristics and academic achievement. Research generally shows a decline of academic achievement and mastery goals after transition to middle school. Creating a learning environment at middle school according to students' basic needs for autonomy, competence, and social relatedness might help to reduce these declines. However, little is known about the relationship between perceived fulfilment of needs, mastery goals, and academic achievement. We investigate the relationship between indicators of students' perceived fulfilment of needs and their graded performance to determine whether the connection is indirect via mastery goals. We surveyed 2,105 students during the first year in middle school. We assessed the amount of the students' perceived autonomy, recognition of competence and support from the teacher (as indicators of competence and social relatedness) in class, their mastery goals, and their grades. Multilevel models were calculated. Perceived fulfilment of needs correlated significantly with mastery goals and graded performance. Mastery goals predicted graded performance; however, when perceived fulfilment of needs and mastery goals were analysed simultaneously, the correlation between mastery goals and graded performance was no longer significant. There was no indirect relation between perceived fulfilment of needs and graded performance via mastery goals. Results indicate that creating the learning environment according to the students' basic needs is positively related to their mastery goals and graded performance during the first year at middle school.

Associations of Early Adolescents’ Best Friendships, Peer Groups, and Coolness With Overt and Relational Aggression

This study examined associations of best friend and peer group aggressive characteristics with students’ overt and relational aggression, and whether coolness moderated these associations across the fall and spring of the first year in middle school. Students ( N = 174; 57% females) self-reported best friendship and peer group members, as well as peer-nominated coolness and aggression (overt, relational). Results indicated positive relations of best friend and peer group aggressive characteristics with subsequent aggression, and that coolness moderated these associations. Specifically, non-cool youth had higher levels of subsequent overt and relational aggression with aggressive best friends, but lower levels of later relational aggression when in relationally aggressive peer groups. In contrast, cool youth had lower levels of subsequent relational aggression with relationally aggressive best friends, but higher levels of later relational aggression when in relationally aggressive peer groups. Implications for examining multiple peer contexts and coolness during early adolescence are discussed.

How the Popularity of Bullies Influences the Self-Esteem of Their Classmates: A Study of First-Year Middle School Students in South Korea.

This study investigated whether and how classroom-level bullies' friendship networks, which reflect the popularity of bullies, were associated with the self-esteem of middle school students in the classroom. We analyzed survey data from 2,444 students in 101 classrooms from 22 middle schools in Korea. Respondents reported their friends' and bullies' names from their classroom. For each student, we generated the number of close friends that a respondent reported (outdegree) and the number of classmates who nominated him or her as a close friend (indegree). Bullies' popularity was measured by the sum of all the bullies' indegrees in a classroom. The findings showed that students in a classroom of bullies with larger popularity had a lower level of self-esteem. Moreover, bullies' popularity was harmful to nonvictims' self-esteem as well as victims' self-esteem. This study suggests that even indirect exposure to bullying in a classroom can decrease the self-esteem of nonvictims by leading to negative emotions such as anger, anxiety, fear, and/or guilty feelings.

Math interest and self-concept among latino/a students: Reciprocal influences across the transition to middle school

IntroductionPsychological factors like math interest and self-concept typically decline between late childhood and early adolescence; both are key to math achievement. The present study examined the reciprocal interplay between math interest and self-concept across the transition into middle school, and whether associations are moderated by success attributions. MethodsA total of 263 (120 boys, 143 girls) Latino students (Mage = 10.5 years at outset) from an agricultural community in California (USA) completed surveys at three time points, from the end of primary school to the first year of middle school. Surveys measured math self-concept and math interest, as well as attributions to success in math. Cross-lagged panel models examined possible bidirectional associations between math self-concept and math interest, and whether attributions of success moderated these association. ResultsLower initial levels of math self-concept anticipated greater declines in math interest, an association that was buffered by attributions of math success. The smallest declines in math interest occurred among adolescents who had both the highest math self-concept and were most inclined to attribute success in math to internal factors like studying. These associations remained when potential confounding variables (e.g., school grades, conduct problems) were included. ConclusionThe results replicate, in an understudied sample of Latino/a youth, the oft-reported link from low math self-concept to declining interest in math. Unique to this study is evidence of the protection afforded by belief in the efficacy of studying. The findings offer important guidance for teachers and parents seeking to mobilize resources for underperforming students.

2015 개정 국어과 교육과정 중학교 1학년 교과서의 고전서사 수용 양상 연구

2015 개정 국어과 교육과정 중학교 1학년 교과서의 고전서사 수용 양상 연구

Changes in the Reciprocal Relationship Between Parenting and Self-Awareness During Adolescence: A Longitudinal Analysis of National Big Data

PurposeThis study aimed to identify the reciprocal relationship between parenting and self-awareness during adolescence. Design and methodsThis study analyzed longitudinal data from the Korea Children and Youth Panel Survey at three time points over a four-year period. Individuals (n = 2092; mean age 12.95 years) in their first year of middle school participated at the beginning of the survey. Repeated measurements were performed for the same participants in their third year of middle school and first year of high school between 2010 and 2016. Participants completed 18 self-awareness (self-esteem and self-identity) items and 21 parenting (positive and negative) items at three different time points. The autoregressive cross-lagged model was used to examine the causal relationship between parenting and adolescents' self-awareness. ResultsPositive parenting and adolescents' self-awareness influenced each other. In terms of the magnitude of the effects of the two variables, the impact of adolescents' self-awareness on positive parenting was greater than that of positive parenting on adolescents' self-awareness. Adolescents' self-awareness at the previous time points negatively predicted negative parenting at the later time points. However, negative parenting at the previous time points was not a significant predictor of adolescents' self-awareness at the later time points. ConclusionsIn this study, the impact of adolescents' self-awareness on parenting was greater than was the case vice versa. This result could be regarded as reflecting adolescents' developmental characteristics. Practice implicationsIntervention programs directly focusing on improving adolescents' self-awareness may be more effective than parenting interventions to improve self-awareness in adolescents.