Health Of Middle School Students Research Articles

A Network Structure of Mental Health and Problematic Mobile Phone Use Among Middle School Students.

Numerous studies have shown that the mental health of middle school students is closely related to problematic mobile phone use. The purpose of this study is to investigate the network structure between the dimensions of the Middle School Students Mental Health Scale and the items of the Self-Rating Questionnaire for Adolescent Problematic Mobile Phone Use by using the network analysis, to clarify the core symptoms and bridge symptoms of the network structure, and to provide ideas and methods for intervening in the mental health and problematic mobile phone use of middle school students. A stratified cluster sampling method was used to select 1637 students from four general middle schools in Xiamen in June 2020 for the survey, and the Middle School Students Mental Health Scale (MSSMHS-60) and the Self-Rating Questionnaire for Adolescent Problematic Mobile Phone Use (SQAPMPU) were used. SPSS28.0 was used for descriptive statistical analysis and R (version 4.2.1) for network analysis. 1. The core symptoms of the network of middle school students' mental health and problematic mobile phone use were "spending more time playing with the phone in order to be satisfied", anxiety, and depression; 2. The bridge symptoms of the network of middle school students' mental health and problematic mobile phone use were academic stress, psychological disequilibrium, and "depression without phone". Reducing the time of smartphone use and relieving anxiety and depression can improve the mental health of middle school students and reduce the incidence of problematic mobile phone use; helping middle school students adjust their study pressure and improving their social support level can reduce the severity of problematic mobile phone use.

The relationship between physical activity and mental health of middle school students: the chain mediating role of negative emotions and self-efficacy.

To explore the relationship between mental health and physical activity (PA) in middle school students, and examining the roles of negative emotions and self-efficacy in the relationship. Data from 1,134 Chinese middle school students (50.2% females, 49.8% males; M age = 15.18, SDage = 2.00) were collected using the Physical Activity Rating Scale (PARS-3), Positive and Negative Affect Scale (PANAS), General Self-Efficacy Scale (GSES), and Middle School Student Mental Health Scale (MSSMHS). (1) There is a significant positive correlation between PA and mental health (r = 0.16, p < 0.01), and the direct path of PA on mental health is significant (t = 2.101, p < 0.01). (2) PA negatively predicts negative emotions (r = -0.12, p < 0.01), and is significantly positively correlated with self-efficacy (r = 0.24, p < 0.01). Negative emotions negatively predict self-efficacy (r = -0.23, p < 0.01) and mental health (r = -0.67, p < 0.01). Self-efficacy positively predicts mental health (r = 0.30, p < 0.01). (3) Negative emotions and self-efficacy play a significant mediating role between PA and mental health. The mediating effect includes three paths: PA → negative emotion → mental health (effect value: 0.130); PA → self-efficacy → mental health (effect size: 0.052); PA → negative emotions → self-efficacy → mental health (effect size: 0.006). PA among middle school students can indirectly affect mental health through negative emotions and self-efficacy. Middle school students should be encouraged to participate in PA to reduce their negative emotions and increase their self-efficacy, thus improving their mental health.

The impact of playing table tennis on the physical health of middle school students

The impact of playing table tennis on the physical health of middle school students

The protective effect of physical activity on mental health of middle school students at different stages during the COVID-19 outbreak

This study aims to further understand the changes in physical activity level(PAL) and mental health among adolescents before and after the outbreak of COVID-19 and explore the protective role of physical activity (PA) on the mental health of adolescents during major disasters. A convenient sampling method was used to conduct a cross-sectional survey. The cross-sectional data from 2838 Chinese middle school students (mean age = 14.91 ± 1.71 years, 49.54% female) were used, of which 1,471 and 1,367 were in 2021 and 2022, respectively. The PAL was collected using the Physical Activity Questionnaire for Children (PAQ-CN), mental health status was collected using the Mental Health Inventory of Middle School Students (MMHI-60), sociodemographic information was collected using a self-reported questionnaire. Before and after the outbreak of COVID-19, the PAL of adolescents was 2.36 ± 0.74 and 2.50 ± 0.66, respectively, with a significant difference (p < 0.01, 95% CI: 0.09, 0.19). The mental health scores were 1.71 ± 0.60 and 1.86 ± 0.73, respectively, with a significant difference (p < 0.01, 95% CI: − 0.20, − 0.10). The detection rates of mental health problems were 27.50% and 35.50%, respectively. The rates of achieving PAL standards were 30.20% and 18.00% among adolescents, while the rates of not achieving PAL standards were 39.60% and 18.00%. PA is a protective factor for the mental health of adolescents during major disasters.

Physical Activity Involvement and Mental Health of Middle School Students

To promote the mental health of middle school students through physical activity involvement and to provide scientific physical activity recommendations for middle school students with different states of emotional well-being, interpersonal relationships, coping skills, self-esteem, and body image. Using literature review, questionnaire surveys, and statistical analysis, the study analyzed the types, duration, and intensity of physical activities participated in by middle school students, as well as their mental health status across five psychological factors. Middle school students' involvement in physical activities is moderate but slightly below average. Students mainly engaged in school-organized physical activities; higher grade level, older age, and being male are risk factors for physical activity involvement among middle school students. Overall, middle school students had a high level of mental health, with interpersonal relationships reaching a high level of health and even the lowest-scored body image reaching a healthy level. There were a highly correlation between the types, duration and involvement of physical activities with their mental health among middle school students. The physical and mental health of middle school students should be promoted by increasing their types, duration, and participation in physical activities.

Entropy Weight Method Based Assessment of Mental Health in Middle School Students

With the progress of education and social development, mental health issues among middle school students are increasingly gaining attention. This study employs the entropy weight method to assess the mental health of middle school students, establishing a mental health capability index system and quantifying relevant data. Case data analysis reveals that social activities and parental relationships have the greatest impact on students' mental health, while study time, academic burden, and school atmosphere have relatively smaller effects. The research helps understand the mental health status of students and provides a basis for formulating reasonable educational strategies, thus promoting the comprehensive development of students.

The Impact of Sports Games on the Psychological Health of Middle School Students

This study conducted a 16-week comparative experiment with 160 students from Jinan No. 5 Middle School in Shandong Province as the experimental subjects. During the implementation of the experiment, the subjects were divided into two groups: an experimental group and a control group. The experimental group was subjected to physical exercise interventions using sports game teaching methods during physical education class, while the control group followed traditional physical education teaching methods. The results showed that the psychological health status of the students in the experimental group was significantly better than that of the control group after the experiment. The application of sports games helps to improve the psychological health of middle school students in the course of physical education, promoting a positive and forward direction in student psychology and is an effective means to enhance the psychological health level of middle school students.

The Positive Impact of Homeroom Teachers on the Psychological Health of Middle School Students: The Mediating Role of Class Cohesion

The Positive Impact of Homeroom Teachers on the Psychological Health of Middle School Students: The Mediating Role of Class Cohesion

The Influence of Different Family Education Methods on the Mental Health of Middle School Students in Shanghai

Under COVID-19, parents were required to work from home, and children had no choice but to enroll in online programs. The time spent by children with their parents has shifted imperceptibly. However, the suicide incidence among children soared, prompting the Education Bureau to proclaim that exam results would no longer be published after students returned to class. All of this is intimately tied to the homeschooling of parents. Consequently, the author intends to investigate the effect of family education on the mental health of teenagers. In this study, through thequestionnaire, the author will examine the influence of "material situations" and "parental behavior" on the mental health of adolescents in greater depth, illustrating our ideas with real-world examples. In the context of an epidemic, "Wenjuanxing.com" served as the primary instrument for preparing 21 study themes in order to collect data in a more secure and effective manner.

중학생의 스포츠활동 참여 재미요인과 자기관리 및 건강성의 구조적 관계

This study was conducted with the purpose of establishing a foothold for lifelong sports by encouraging middle school students to participate in sports activities continuously by identifying the structural relationship between the fun factor of sports activity participation and self-management and health of middle school students. To achieve the purpose of this study, frequency analysis, reliability analysis, exploratory factor analysis, confirmatory factor analysis, and correlation analysis were conducted using SPSS 18.0 for Windows and AMOS 18.0. Through this, the causal relationship between the factors was identified. The results of the above research method and research model verification are as follows. First, it was found that the enjoyment of middle school students' participation in sports activities had an effect on self-management. Second, self-management was found to have an effect on health. Third, the enjoyment was found to have an effect on health. Fourth, in the relationship between the enjoyment and health, self-management was found to mediate. Therefore, in order to improve the overall health of middle school students, various teaching methods should be sought to improve the fun factor of participation in sports activities and self-management.

Research on Improving the Teaching Effectiveness of Table Tennis in Middle Schools under the Background of Teaching Psychology

In contemporary society, the state attaches great importance to the ideological status and mental health of middle school students. Middle school students should establish a good outlook on life, values, and the world, all of which depend on correct table tennis education and mental health education. At present, due to significant changes in China's internal and international environment, there are many shortcomings in traditional education such as table tennis and mental health. Middle school teaching work is facing new challenges and pressures. We can organically combine the table tennis work of middle school students and improve their level of table tennis work. This article proposes the construction of a "table tennis psychology" health archive from the perspective of how to organically integrate table tennis work with mental health work for middle school students, in order to timely understand their ideological and mental health status.

Applying the Artistic Psychological Painting Course to Improve the Mental Health of Middle School Students

Purpose: This study aims to verify the significance of the Artistic Psychological Painting program for developing middle school students' psychological well-being through an educational program and a multi-factorial experimental design based on feedback from teachers and students.&#x0D; Methodology: This paper presents the format and content of the Artistic Psychological Painting program to test the program's effectiveness. The subjects were 12-15-year-old middle school students in the first and second grades of Southwest University South China Town Middle School (middle school) in Chongqing, China, and the Artistic Psychological Painting course they took at school.&#x0D; Findings: The study showed that the Artistic Psychological Painting program positively affected middle school students' emotional intelligence and self-identity. Accordingly, based on the initial definition and exploration of the connotation and extension of the Artistic Psychological Painting curriculum, we have communicated with school leaders, subject experts, in-service teachers, and students to propose the implementation of the "Artistic Psychological Painting".&#x0D; Recommendation: The program is designed to complement the psychological education curriculum in Chinese public schools and to provide a vision for school-based and community-based curricula.&#x0D; &#x0D;

Psychological resilience and cognitive reappraisal mediate the effects of coping style on the mental health of children.

This study explored the effects of coping style and two potential intermediately factors (cognitive reappraisal and psychological resilience) on the mental health of middle school students during the normalization of epidemic prevention and control in China. Answers on questionnaires designed to assess coping style, cognitive reappraisal, psychological resilience, and mental health among 743 middle school students (386 boys, 357 girls, 241 first graders, 235 second graders, and 267 third graders) were analyzed using structural equation modeling. The results showed that coping style, cognitive reappraisal, and psychological resilience directly predicted mental health. The negative effect of a negative coping style on mental health was significantly stronger than the positive effect of a positive coping style. Coping style affected mental health through the independent mediating effects of cognitive reappraisal and psychological resilience and through their chain mediation. The use of positive coping styles by most students led to greater cognitive reappraisal, strengthened psychological resilience, and thus few mental health problems. These findings provide empirical evidence and may guide educators in the prevention and intervention of mental health problems among middle school students.

Alienation from school and cyberbullying among Chinese middle school students: A moderated mediation model involving self-esteem and emotional intelligence.

As an extension of traditional bullying behavior, cyberbullying behavior emerges with the increasing popularity of the internet, and seriously affects the health of middle school students. However, just a few studies have explored the impact of the school factor on cyberbullying and its underlying mechanisms. Therefore, the purpose of this study is to explore the potential mediator (i.e., self-esteem) and potential moderator (i.e., emotional intelligence) of the relationships between alienation from school and cyberbullying. Five hundred and seventy five Chinese middle school students participated in the study (45.74% male) and completed self-report questionnaires regarding alienation from school, cyberbullying, self-esteem, and emotional intelligence. Correlation analysis showed a positive correlation between alienation from school and cyberbullying. Mediation analysis indicated that alienation from school positively predicts individual cyberbullying, and self-esteem partly mediated the association. Meanwhile, emotional intelligence moderated the pathway from alienation from school to cyberbullying. Specifically, the effect of high alienation from school on cyberbullying was weaker for middle school students who reported high emotional intelligence. The findings of this study expose the influence of the school factor and individual factors on cyberbullying, which has potential preventive and intervention value for youth cyberbullying.

The impact of local colleges' interference in middle school students' family psychological intervention on the psychological health status of students learning at home - a case study of northern Guangdong.

Using college psychological resources, this paper attempts to intervene in the family psychology of middle school students learning at home during the epidemic in northern Guangdong. Focusing on the impact of family system on the psychological health status of middle school students learning at home, it provides reference for targeted family psychological intervention and treatment of students. The "Psychological Health Survey Questions for Middle School Students Learning at Home during the Epidemic" was compiled to conduct a class-based random sampling survey of primary and secondary schools in northern Guangdong. Family psychological intervention is provided for key groups. (1) The middle school students' psychological health level was above average on the whole, but with great individual differences. (2) Families have a significant impact on students' psychological health, among which parents' occupation, family integrity, family economy, family atmosphere, and the number of children in the family all exert a significant impact on middle school students' psychological health. (3) Stepwise regression analysis reveals that the six factors of gender, grade, ethnicity and place of residence, family economy and atmosphere in the family environment system are included in the regression equation, explaining 11.6% of middle school students' psychological health. (4) Family psychological intervention significantly improves middle school students' psychological health. Local colleges' interference in middle school students' family psychological intervention can effectively improve psychological health of middle school students learning at home. Society, families and schools should value family psychological construction, and effectively unite social forces to jointly promote students' psychological health.

Psychological flexibility training for career adaptability improvement among second-year middle-school students

Objective To test the effectiveness of psychological flexibility training on career adaptability among middle school students who undertook psychological courses based on acceptance commitment therapy and the adolescent mental flexibility model(DNA-V), and to provide a reference plan to improve the mental health of middle school students. Methods This study recruited 110 junior high school students (60 boys and 50 girls) from a middle-school in Beijing. The students were randomly divided by class into a DNA-V face-to-face course group(offline group n=33), a DNA-V online course group(online group n=40), and a regular school psychology course group(control group n=37). Louise Hayes' DNA-V intervention program was condensed into a six-hour middle-school DNA-V psychology curriculum. Using the Avoidance and Fusion Questionnaire for Youth and the Career Adaptability Scale, changes in psychological flexibility and career adaptability were measured before(T1), one week after(T2), and two months after (T3) the intervention. Results Linear mixed models were used for the analysis, while controlling for demographic variables. Psychological flexibility and career adaptability in the offline group were higher at T2 and T3 than at T1(psychological flexibility t=4.22, 3.11; career adaptablity t=3.05, 4.16, P Conclusion In terms of both psychological flexibility and career adaptability, the DNA-V face-to-face psychology course resulted in a retention period of at least two months.

Influence of school mental health education combined with family intervention on the mental health of middle school students

Objective To explore the influence of school mental health education combined with family intervention on the mental and physical health of middle school students. Methods A total of 280 students in six classes of the experimental middle school attached to Hebei Normal University were convenient selected as participants, and two classes in each grade were included in the experimental group and the control group. The experimental group received school mental health education and family intervention, while the control group only received school mental health education. The changes in GHQ, SCL-90 and common mental health problems were compared before and after intervention. Results The total score of GHQ-12 was (5.06±1.33) in the experimental group after intervention and (15.62±3.84) before intervention. The total score of GHQ-12 in the experimental group after intervention was significantly lower than that before intervention, and significantly lower than that in the control group ( t = 13.65, 8.39, P < 0.05). The scores for somatization, anxiety, depression, paranoia, interpersonal sensitivity, obsessive-compulsive symptoms, hostility, paranoia and psychosis in the experimental group were significantly lower than those in the control group ( t = −13.21–−6.71, P <0.05). After the intervention, the proportions of good interpersonal relationships, good parent-child relationships and after-school hobbies in the experimental group were 68.28%, 66.21% and 84.14%, respectively, which were significantly higher than those in the control group (35.56%, 40.74% and 51.85%, respectively), the proportions of people without intimate friends, early love and love after school were 9. 66%, 9. 66% and 4. 14%, respectively, which were significantly lower than those in the control group (20.74%, 24.44%, 21.48%) ( P <0.05). Conclusion School mental health education and family intervention can effectively improve the mental health of middle school students, improve their interpersonal relationships and promote their mental and physical health. 【摘要】 目的 探讨学校心理健康教育结合家庭干预对中学生心理健康的影响, 为促进中学生的心理健康提供参考。 方法 方便选取河北师范大学附属实验中学 6 个班级的 280 名学生作为研究对象, 将每个年级所选取的 2 个班级分别纳人 实验组 (145 名) 和对照组 (135 名) 。实验组采用学校心理健康教育并配合家庭干预, 对照组仅行学校心理健康教育。对 比两组学生干预前后的一般健康问卷 (GHQ) 评分、症状自评量表 (SCL-90) 评分及常见心理卫生问题的变化。 结果 实 验组干预后的GHQ-12总评分为 (5.06±1.33) 分, 干预前为 (15.62±3.84) 分, 干预后的 GHQ-12 总评分较干预前降低, 且低 于对照组干预后 ( t 值分别为 13.65,8.39, P 值均<0.05)。干预后实验组的SCL-90躯体化、焦虑、抑郁、偏执、人际关系敏 感、强迫症状、敌对、偏执、精神病性评分均低于对照组 ( t = −13.21~−6.71, P 值均<0.05)。实验组干预后人际关系好、亲子 关系好、课余爱好很多者占比分别为 68.28%, 66.21%, 84.14%, 均髙于对照组 (35.56%, 40.74%, 51.85%), 没有知心朋友、 有早恋、无课余爱好者占比分别为 9.66%, 9.66%, 4.14%, 均低于对照组 (20.74%, 24.44%, 21.48%) ( P 值均<0.05)。 结论 学校心理健康教育配合家庭干预可有效提髙中学生的心理卫生水平, 改善人际关系, 促进心理健康。

中学生亲子关系与心理健康的关系：同伴接受的中介作用

中学生亲子关系与心理健康的关系：同伴接受的中介作用

Research on Cold Violence in Campus and Mental Health of Middle School Students: Mediating Role of Interpersonal Relationship

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Effect of group cognitive behavior intervention on self-rated health of middle school students with emotional disorder

Objective To explore the effect of group cognitive behavior intervention on self-rated health of middle school students with emotional disorders. Methods From January 2018 to June 2018, 79 middle school students with emotional disorders were randomly divided into intervention group (41 cases) and control group (38 cases) according to the single or double number of medical records. The control group only received drug treatment, while the intervention group received group cognitive behavior intervention on the basis of drug treatment. All the students in the two groups completed the self-rated health measurement scale before intervention (T0), after intervention (T1) and 8 weeks after intervention (T2). Results (1) There were no significant differences in total health score and dimension score between the two groups before intervention (both P 0.05). (3) The group effect of physical health was not significant (P>0.05). The group effect of total mental health, social health and health score at T1 and T2 time points were significant (all P>0.05). (4)Compared with before intervention, mental health ((123.34±9.33), (122.63±9.11)), social health ((102.89±7.28), (101.89±7.73)) and total health score ((370.34±17.99), (367.63±17.89)) of intervention group at T1 and T2 increased (all P<0.05), while that of control group increased only at T1 (all P<0.05). Conclusion Group cognitive behavioral intervention has no obvious effect on physical health of middle school students with emotional disorders.And group cognitive behavioral intervention can effectively improve their mental health, social health and overall health level, and the long-term effect is better. Key words: Group cognitive behavior intervention; Emotional disorder; Self-rated health; Middle school student