School Grades Research Articles

Social Reintegration and Stigma Among Childhood Cancer Survivors in West Kenya.

Purpose: The population of childhood cancer survivors in low- and middle-income countries is set to increase due to diagnosis and treatment advancements. However, cancer is still associated with stigma that may hinder societal re-entry. This study explores the social reintegration and stigmatization of Kenyan childhood cancer survivors to develop targeted interventions for follow-up care. Methods: Adult survivors of childhood cancers who completed treatment at the largest referral hospital in Western Kenya were interviewed using semi-structured questionnaires between 2021 and 2022. Stigma was assessed using the Social Impact Scale. Results: Twenty-six survivors (median age 20 years) were interviewed, with 16 (62%) being males. All survivors missed classes during treatment, and 16 (62%) had to repeat school grades after treatment completion. Many (13; 50%) reported negative feelings about the situation at school. Six (23%) were excluded from school activities and four were bullied (15%). Most 25 (96%) could not openly speak about cancer to all community members. Reasons for lacking social support, avoidance, and discrimination were cancer is a curse, contagious, or inheritable. Nine (35%) felt that their marital prospects were negatively affected by their cancer history. Stigma was higher for survivors who received a negative response after cancer disclosure (p = 0.001) and survivors with negative perspectives on their marital prospects (p = 0.002). Survivors recommended community and school education, peer support groups, and counseling. Conclusion: Childhood cancer survivors in Kenya face difficulties with social reintegration and stigmatization. Outreach campaigns focusing on education at schools and communities should be implemented. Counseling and support groups may facilitate re-entry into society.

Associations between academic achievement and internalizing disorders in Swedish students aged 16 years between 1990 and 2018

Abstract Background Rising rates of internalizing disorders and rising rates of school failure among adolescents are growing concerns. Despite the strong association between academic achievement and internalizing disorders, possible links between these two trends have not been investigated. Thus, the aim of this study was to investigate the development of the cross-sectional associations between academic achievement and internalizing disorders in Swedish students aged 16 years between 1990 and 2018. Methods Register data on specialist psychiatric care and prescriptions of psycholeptic and psychotropic drugs were linked to data on students’ school grades in the last year of compulsory school. The total sample size was 3,089,674 students. Logistic regression models with internalizing disorders as the dependent variable, and graduation year and academic achievement as independent variables, were estimated. Results Throughout the period, there was a strong negative association between academic achievement and internalizing disorders. Low-achieving students had by far the highest risks of internalizing disorders. In absolute terms, the increase in internalizing disorders was clearly largest for low-achieving students. The relative risks for low-achieving compared to higher achieving students increased between 1990 and 2010 and declined after 2010. Conclusions This study found consistently large, and at least until 2010 growing, achievement-related inequalities in internalizing disorders among Swedish adolescents between 1990 and 2018, with the lowest achieving students having disproportionally high risks. The increasingly pronounced concentration of internalizing disorders in the lowest rungs of the achievement distribution suggests that preventive interventions should focus on supporting this doubly disadvantaged group of students.

The effect of an educational program based on the strategy of generating ideas (Scamper) in the teaching of history on developing critical thinking skills among gifted students in the center of Erbil Governorate.

The research aims to identify the impact of an educational program based on the strategy of generating ideas (Scamper) in developing critical thinking skills among gifted students. The experimental approach and the two equal groups with pretest and posttest design have been adopted which requires the two groups, one experimental group and the other control group, and two zero hypotheses were formulated to achieve the research objectives. The research community consisted of students of the seventh grade of day schools in the center of Erbil Governorate for the academic year (2021-2022), where (Shinirwe Mixed Basic Education School for the Gifted Students) was chosen, and two classes were chosen randomly from four classes in the seventh grade to be: (a) The Experimental Group and (b) The Control Group, where it included (40) students, of whom (20) twenty students were distributed to the experimental group and (20) other twenty students were distributed to the control group. The experimental group studied according to the educational program based on the strategy of generating ideas (Scamper), while the control group studied according to the traditional (usual) method. To achieve the objectives of the research, the critical thinking standard of (Watson and Kleiser) was used where the number of its paragraphs in its final form has reached to (147) paragraphs distributed on critical thinking skills (hypothesis skill, interpretation skill, discussion skill, reasoning skill, conclusion skill). This is after verifying the validity and reliability using the Cronbach's alpha coefficient, where the reliability coefficient was (0.87) and the reliability coefficient by the two-half method, and after its modification, the value of the stability coefficient was (0.85). Among the most important results reached are the following: There is a statistically significant difference at the level of significance (a = 0.05) between the average grades of the experimental group and the control group in developing critical thinking skills, in favor of the experimental group. In light of the results reached, the two researchers recommended the necessity of adopting an educational program based on the (Scamper) strategy in teaching history, and a number of proposals were proposed.

Predictors of social withdrawal among early adolescents in Korea: a latent growth class analysis

Abstract Background This study examines the trajectory of social withdrawal from the fourth grade of elementary school to the first grade of middle school in Korea. By classifying them, we identify individual differences such as individual, family, and school factors. Methods This study uses data from the Korean Youth Panel Survey (KYCPS) conducted by the Korea Youth Policy Research Institute, which includes data from the 1st-4th waves of KYCPS 2018, with a total of 2,607 participants (1,313 boys and 1,294 girls). A latent class growth analysis verifies the trajectory of youth social withdrawal, classifies latent classes, and identifies predictive. SPSS 24.0 was used to analyze the main variables’ characteristics, descriptive analysis, and reliability. Mplus 8.9 was used to test the research model. Results First, results indicated that three was the optimum number of latent classes. We identified three latent classes ‘high level of withdrawal continued (HL)’, ‘medium level of withdrawal increased (ML)’, and ‘low level of withdrawal increased (LL)’. Second, when compared the ‘LL’ and ‘HL’ groups, the higher the self-esteem, the higher the friendship, and the higher the dependence on smartphones, the more likely it was to be in the ‘HL’ group. Third, when comparing ‘LL’ and ‘ML’ groups, the more negative the parenting attitude, the more likely it was to be in the ‘ML’ group. On the other hand, higher self-esteem and more positive friend and teacher relationships were associated with a higher likelihood of being in the ‘LL’ group. Conclusions It is necessary to seek differentiated interventions to prevent social withdrawal among early adolescents. Parental education to understand the adolescent period and practical approaches to intervene in the negative psycho-emotional aspects of adolescents continuously are needed to enhance the healthy psychological development of early adolescents. Key messages • The higher the self-esteem, the higher the friendship, and the higher the dependence on smartphones, the more likely it was to be in the ‘high level of withdrawal continued’ group. • Higher self-esteem and more positive friend and teacher relationships were associated with a higher likelihood of being in the ‘low level of withdrawal increased’ group.

Factors associated with tobacco consumption during pregnancy in Portugal: a cross-sectional study

Abstract Background Tobacco consumption during pregnancy hinders mother and foetus health. Previous studies in Portugal have attempted to assess tobacco consumption and its associated factors; but none have studied representative samples. Objectives We aimed to estimate the prevalence of tobacco consumption during pregnancy in Portugal, and to determine sociodemographic, economic and healthcare access associated factors. Methods We performed a cross-sectional study using 2019 National Health Survey data. Women reporting a pregnancy between 2010 and 2019 were included. The outcome was daily or occasional tobacco consumption during pregnancy. Exposure variables were age group, nationality, marital status, region of residence, educational level, occupation/professional area, social support, net monthly income, and pregnancy trimester in the first surveillance appointment. Populational prevalence of tobacco consumption, and crude (PR) and adjusted prevalence ratios (aPR) with 95% confidence intervals (95%CI) were obtained using Poisson regression. Results Prevalence was 8.1% (95%CI: 5.6-11.4) (n = 744). PR was higher in young (PR: 1.4, 95%CI: 0.7-2.8), Portuguese (PR: 4.2, 95%CI: 1.1-16.4), single (PR: 1.6, 95%CI: 0.7-4.0) pregnant women, living in Azores (PR: 2.9, 95%CI: 1.0-7.9), with the 9th grade (PR: 4.9, 95%CI: 1.8-13.9), manual job (PR: 4.2, 95%CI: 1.2-14.2), weak social support (PR: 3.3, 95%CI: 1.3-8.7), 3rd income quintile (PR: 4.5, 95%CI: 1.0-19.9), 2nd or 3rd trimester appointment (PR: 2.1, 95%CI: 0.8-6.0). aPR was higher in pregnant women with the 9th grade (aPR: 4.7, 95%CI: 1.7-13.4) or high school (aPR: 4.0, 95%CI: 1.5-10.8) and weak social support (aPR: 2.9, 95%CI: 1.2-6.6). Conclusions The prevalence of tobacco consumption during pregnancy in Portugal was comparable to the European Region. Portuguese pregnant women, with less than tertiary education, and weak social support showed higher prevalences. Key messages • The prevalence of tobacco consumption during pregnancy in Portugal was 8.1%. Pregnant women with less than tertiary education, and weak social support showed higher prevalences of tobacco consumption. • Overall, smoking is more prevalent in socioeconomically disadvantaged pregnant women thus contributing to increased health inequities.

Associations of adolescent academic performance, sports, disordered eating, and menstrual dysfunction

Abstract Background Regular menstruation is a crucial indicator of comprehensive well-being in adolescents. We aimed to assess risk factors associated with menstrual cycle dysfunction in a population-based cohort of high school students, focusing on academic performance, sports participation, and disordered eating. Methods In 2022, we recruited 1161 female first-year students from 21 diverse high schools in the capital region of Finland. They completed an online survey comprising questions about menstrual cycle, academic achievement, sports involvement, disordered eating and school burnout. Results Of 935 (81%) participants (mean age 16) not using hormonal preparations, 336 (37%) reported irregular menstruation. Adolescents with irregular menstruation showed higher middle school grade point average (GPA) (OR 1.4, 95% CI 1.1-1.8), lower body mass index (OR 2.2, 95% CI 1.3-3.5), and more disordered eating symptoms (OR 2.1, 95% CI 1.4-3.0) than adolescents with regular menstruation. While overall physical activity showed no significant correlation with irregular menstruation, casual exercisers with irregular menstruation exhibited both higher GPAs (OR 1.4, 95% CI 1.4-1.9) and more disordered eating symptoms (OR 2.6, 95% CI 1.6-4.1) than competitive athletes, whereas competitive athletes with irregular menstruation showed higher school burnout scores than casual exercisers but no disordered eating. Conclusions We recommend the use of screening tools to recognize disordered eating and school burnout among female high school students facing menstrual irregularities. Key messages • A third of adolescent females had irregular menstruation. Casual exercisers with irregular menstrual cycle were at risk of eating disorders and competitive athletes at risk of school burnout. • Screening of disordered eating and school burnout among adolescent females facing menstrual irregularities could be beneficial.

Socio-Demographical Variables as Predictors of Academic Self-Directedness

This study explores whether a range of socio-demographical factors predict adult learner self-directedness in the context of South African open and distance e-learning higher education (ODeLHE). We observe significant differences between socio-demographical groups in the sub-dimensions of the Adult Learner Self-Directedness Scale. The study advances a theory on adult learner self-directedness in ODeLHE contexts. Educators should consider learners’ support practices, particularly in the cases of women, Black Africans, and younger cohorts. ODeLHE practices should also consider learners’ high school grades and proficiency in English, their library access, number of modules they are enrolled in, and who they support financially as factors influencing their level of self-directedness. Such considerations can be used to address the need for the translation of knowledge into policies and activities that improve educational opportunities for students.

Early resilience and epigenetic ageing: Results from the prospective Young Finns Study with a 31-year follow-up.

Evidence is accumulating on the connection of early adversities and harsh family environment with epigenetic ageing. We investigated whether early psychosocial resilience is associated with epigenetic ageing in adulthood. We used the population-based Young Finns data (n = 1593). Early psychosocial resilience was assessed in 1980-1989 across five broad domains: (1) index of psychological strength (self-esteem at home/in general/at school, perceived possibilities to influence at home, internal life control), (2) index of social satisfaction (perceived support from family/friends and life satisfaction), (3) index of leisure time activities (hobbies and physical fitness), (4) index of responsible health behaviors (infrequent smoking or alcohol consumption), and (5) index of school career (school grades and adaptation). Epigenetic ages were calculated for blood samples from 2011, and the analyses were performed with variables describing age deviation (AgeDevHannum, AgeDevHorvath, AgeDevPheno, AgeDevGrim) and DunedinPACE. Covariates included early family environment, polygenic risk scores for schizophrenia and major depression, adulthood education, and adulthood health behaviors. All of the early resilience indexes were associated with lower levels of epigenetic ageing in adulthood, most consistently with AgeDevGrim and DunedinPACE. The associations of psychological strength and social satisfaction, in particular, seemed to be non-linear. In a smaller subsample (n = 289), high early resilience was related to lower AgeDevGrim over a 25-year follow-up in those who had high "baseline" levels of AgeDevGrim. In conclusion, early resilience seems to associate with lower level of epigenetic ageing in adulthood. Our results tentatively suggest that early resilience may increase "equality in epigenetic ageing" in a general population.

Oppimisympäristön turvallisuuden osa-alueet ja tilannekuva

Dimensions of safetyt in learning environments and a timely snapshot - Managing safety in basic education based on safety notice reports Reporting safety deviations is a key indicator of safety culture in a community, and safety of learning environments is a constant concern in education. In this study safety is seen as a combination of physical, psychological, social, structural, environmental and pedagogical dimensions of safety. To advance research-based knowledge in recognizing and developing safety in learning environments we posed a research question “what is the state of safety in learning environments in basic education based on safety notice reports filed in by staff?”. The data was collected between 15 comprehensive schools (grades 1-9, students aged 7-16), and total 324 individual safety notice reports form an extensive case study. The data was analyzed according to the dimensions of safety in learning environments. The results reveal that safety notice reports concern ...

The Effects of Writing to Learn Activities on the 10th Grade on Teaching of Ecosystem Ecology

Purpose: The aim of this study is to determine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology courses in the 10th grade of high school and to examine the course process carried out with WTL activities in terms of student views. Design/Methodology/Approach: In the research, explanatory mixed research design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Since the data obtained from both tests used in the study did not meet the normal distribution conditions, Mann-Whitney U and Kruskal-Wallis H tests were applied as non-parametric tests. On the other hand, content analysis method was used to analyze qualitative data. Findings: As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. According to the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Highlights: As a result of the results obtained from the findings, it is thought that it is important to support the use of WTL activities in secondary level biology courses to increase student outcomes.

Influence of physical activity and screen time on sleep quality in primary school students

In a society where, sedentary lifestyles and the use of technological screens are on the rise, students' lifestyle is being significantly affected. In fact, nowadays many students experience various sleep problems, and two of its main factors may be physical activity and the use of technological screens. In this sense, this research aimed to analyze the influence of students' physical activity and the screen time on sleep quality of students. The participants were 28 students in 5th and 6th grade of primary school. They wore ActiGraph WGT3X-BT accelerometers for one week to collect data related to physical activity and sleep patterns. Additionally, a survey was conducted to assess their use of technological screens. The collected data were analyzed, with a focus on differences by sex. Correlations between these parameters were also analyzed. The analysis revealed no significant correlation between physical activity and sleep quality. However, a significant correlation was observed between screen time and sleep quality. This finding highlights the importance of continued research in these areas to enhance the wellbeing and sleep quality of students.

The effect of grandparental involvement on grandchildren's school grades: Heterogeneity by the extended family characteristics

As the early years are crucial for individuals' lifelong socioeconomic success, extensive research has examined the impact of non-maternal childcare on children's development. This study aims to enhance the understanding of the relationship between grandparental involvement (defined as grandparent childcare, frequency of contact, and financial support) and grandchildren's school grades, exploring a mechanism of positive selection: children from extended families with specific socioeconomic characteristics are more likely to spend time with grandparents and benefit the most from this involvement.We utilize data from the German Pairfam survey, which uniquely provides rich information on three family generations. By conducting a heterogeneous treatment effect analysis, we account for confounding factors associated with grandparental involvement and school performance that could bias our findings. For example, children from advantaged families could be more likely to spend time with grandparents and achieve better school grades. Additionally, this approach examines whether the effect of grandparental involvement systematically varies across children based on the extended family's characteristics. For example, children from advantaged families may benefit the most from spending time with grandparents who possess social, cultural, and cognitive resources conducive to their development.After accounting for confounding factors and heterogeneity, our analyses do not reveal a statistically significant effect of grandparental investment on children's school grades. The study concludes by discussing possible reasons for this result and highlighting the implications for the intergenerational transmission of inequality.

Mapping media practices of children and young people in Portugal

This paper explores the media repertoires of children and young people between 11 and 19 years old living in Portugal. Based on 1 131 responses to an online questionnaire, it seeks to understand the totality of their media uses and whether and how they combine different media in their daily lives. The variables include age, school grade and sex. One of the primary findings of this research is that, although the students in the sample have a wide range of media in their media repertoires, they mostly use mobile phones and the Internet. The two main purposes of their media consumption are entertainment and communication.

The offline roots of online hostility: Adult and childhood administrative records correlate with individual-level hostility on Twitter

Reducing hostility in social media interactions is a key public concern. Most extant research emphasizes how online contextual factors breed hostility. Here, we take a different perspective and focus on the offline roots of hostility, that is, offline experiences and stable individual-level dispositions. Using a unique dataset of Danish Twitter users (N [Formula: see text] 4,931), we merge data from administrative government registries with a behavioral measure of online hostility. We demonstrate that individuals with more aggressive dispositions (as proxied by having many more criminal verdicts) are more hostile in social media conversations. We also find evidence that features of childhood environments predict online hostility. Time spent in foster care is a strong correlate, while other indicators of childhood instability (e.g., the number of moves and divorced parents) are not. Furthermore, people from more resourceful childhood environments-those with better grades in primary school and higher parental socioeconomic status-are more hostile on average, as such people are more politically engaged. These results offer an important reminder that much online hostility is rooted in offline experiences and stable dispositions. They also provide anuanced view of the core group of online aggressors. While these individuals display general antisocial personality tendencies by having many more criminal verdicts, they also come from resourceful backgrounds more often than not.

Longitudinal Associations Between Physical Activity and Sedentary Time and Cardiorespiratory and Muscular Fitness in Preschoolers.

Background/Objectives: The impact of physical activity (PA) and sedentary time (ST) during preschool years on the physical fitness (PF) levels of school-aged children remains unaddressed. This study aimed to investigate the associations of objectively measured vigorous physical activity (VPA), moderate-to-vigorous physical activity (MVPA), total physical activity (TPA), and ST in the last year of preschool (age of 6-7 years; n = 77; 51% boys) with cardiorespiratory fitness (CRF) and muscular fitness (MF) in the first grade of school among Estonian children. Methods: We assessed PA (accelerometers), CRF (20 m shuttle run), and MF (z-score of relative upper- and lower-limb muscular strength). Results: In the unadjusted analysis, higher VPA, MVPA, and TPA in preschool were associated with a higher MF in school among boys, while a higher VPA in preschool was related to a higher CRF in school among girls. However, VPA, MVPA, TPA, and ST in preschool were unrelated to CRF and MF among boys and girls after adjustment for baseline age, accelerometer wear time, the corresponding PF item, and parent's education. In addition, a higher PF level in preschool was frequently related to a higher corresponding PF item in school among both genders. Conclusions: Moderate-to-vigorous and vigorous type of activities during final year of preschool, as well the amount of TPA that preschoolers are involved in, are not sufficient to affect their CRF and MF longitudinally. In addition, ST in preschool did not impact the CRF and MF of boys and girls in the first grade.

Memory and Enculturation

It may be safely stated at present that the triad of past, tradition and memory has accelerated at an incredible pace. Memory seems to keep the events of the past alive for ever shorter periods of time. Rites, memories and remembrance are now handed down as written sources in the form of textbooks. How does the narrative of the teaching aids that have emerged in the 21st century then evolve and what are/have been their achievements in the construction of national identity? How do hon- és népismeret [Our homeland and its people] textbooks function as tools for building a national community? The subject hon- és népismeret taught in grade schools examines and discusses national culture and the processes of cultural reconstruction in a rather specific cross-section. Beyond exploring the interdependence and interlocking of the context and practice of ‘knowledge creation’/‘knowledge transmission’ in primary educational institutions, this paper aims to explore some salient observations on its generational relationship to memory. The importance of this subject and textbook is/has been undeniable, both as a tool for national and social community-building on the one hand and as a tangible archive of the process of heritage transmission/patrimonization on the other hand.

The Effect of an Inclusive School Environment on The Learning Achievement of Children With ADHD In Class III of Primary School

The background to this research is that ADHD (Attetention Defic Hyperactifity Disorder) children are very dependent on their environment, because they have difficulty focusing and are hyperactive. This will relate to the social and achievement of ADHD children. The aim of this research is to explain the influence of an inclusive school environment on the learning achievement of ADHD children in third grade of elementary school. The method used in this research is descriptive qualitative, which allows researchers to clearly explain social reality through observations and interviews at the research site. A qualitative approach is useful for explaining the influence of an inclusive school environment on the achievement of ADHD children in third grade of elementary school. Qualitative research is an inquiry strategy that plays a role in searching for meaning, understanding, concepts, characteristics, symptoms, symbols and descriptions of an event; focused and multimethod, natural and holistic; prioritizes quality, uses several methods, and is presented narratively. An inclusive school environment has an important role in forming social relationships between students who have obstacles and those who do not have obstacles, so that educational goals can be realized optimally. All school members must be able to carry out their respective obligations, as well as students who have obstacles.

Educational outcomes school year nine in children treated for acute lymphoblastic leukemia: A nationwide registry-based study from Sweden.

Acute lymphoblastic leukemia (ALL) constitutes approximately 25% of pediatric cancers, and with contemporary protocols, the 5-year survival rate is over 90%. Despite improved survival, neurocognitive impairments from treatment raise concerns. This registry study aimed to explore the impact of ALL treatment on educational outcomes from school year nine in Swedish children. A population-based cohort of 503 children diagnosed with ALL from 1990 to 2010 was identified from the Swedish Childhood Cancer Registry and matched with five controls each. Assessed variables were delayed graduation, high school eligibility, total merit value, school grades in Swedish, English, mathematics, and physical education, and results in national tests. Analyses were performed between cases and controls and by sex, age at diagnosis, and risk group. Our results showed that, compared to controls, cases had higher odds for delayed graduation, poorer results in physical education, and higher rates of absence in national tests in English and mathematics. Children in the standard-risk group (treated with first-line chemotherapy only) exhibited similar results to matched controls whereas children in the high-risk group (treated with cranial irradiation, hematological stem cell transplantation, or/and for ALL relapse and thus likely received also radiotherapy) had lower total merit value compared to controls. We conclude that Swedish children diagnosed with ALL between the years 1990-2010 mainly exhibited comparable educational outcomes to controls, although children in the high-risk group had lower results. These findings highlight the importance of evaluating especially children with high-risk ALL in order to identify those requiring educational support and for designing targeted interventions.

Implementing and evaluating the School-Wide Positive Behaviour Support (SWPBS) model in Norwegian primary schools

ABSTRACT The Norwegian version of the School-Wide Positive Behaviour Support (SWPBS) model was tested in two quasi-experimental evaluation studies with 65 primary schools (grade 4–7). The impact of the N-PALS model on externalising behaviour and learning climate in class was tested at 28 elementary schools that implemented the full-scale model, while 17 schools implemented a short version with emphasis on the universal level, and 20 schools served as controls with regular practice. After 3 years, the staff at the schools implementing the full model reported significantly fewer behavioural incidents and more use of praise and encouragement compared to the staff at the control schools. And four months after the collective training of staff at schools implementing the universal short version, significantly fewer negative behavioural incidents were reported. School size and implementation quality moderated the outcomes in the two studies. In conclusion, the school-wide intervention model effectively reduced the negative behavioural incidents and improved the learning climate and social relations in the classrooms.

Validating scores from the short form of the Music Self-Perception Inventory (MUSPI-S) with seventh- to ninth-grade school students in Germany

The Music Self-Perception Inventory-Short (MUSPI-S) is a theoretically based instrument consisting of 28 items with subscales that assess music self-concept globally and in six specific areas. The present study sought to validate a German translation of the MUSPI-S using a sample of 444 secondary school students. In addition to participants’ scores from the German translation of the MUSPI-S, associated data included demographic background variables, self-reported school grades in various subjects, and interest in the school subject of music. Confirmatory factor analyses supported the hypothesized factor structure and measurement model for MUSPI-S scores. Latent factor correlations among MUSPI-S subscale scores and correlations of these scores with school grades and interest in the school subject of music aligned well with theoretical expectations and previous research. Findings also provided evidence for strict measurement invariance of scores in the German MUSPI-S across subgroups of gender, school year (i.e., grade level), and musical activity. MUSPI-S subscale factor-level means did not reliably differ among seventh-, eighth-, and ninth-grade students but favored females over males and musically active over non-active students on nearly all subscales. Overall, this evidence supports the use of the German translation of the MUSPI-S in assessing a wide range of important self-perceived musical abilities for research and practical assessment purposes.