Year Of High School Research Articles

청소년의 다문화 수용에서 주체적 자아(I)의 역할

Cross-cultural acceptability in youth tends to be higher than that in adults. This is a phenomenon that is difficult to explain within the general concept of socialization. It suggests that there is a unique recognition mechanism for cross-cultural acceptability in the experience of youths. This study searched for clues to the mechanism in the self concept proposed by Mead, namely, Me (the social self) and I (the subjective self). The study applied a growth curve model from the second year of middle school to the third year of high school to investigate trends in students’ cross-cultural acceptability and the influence of the subjective self as a developmental factor. Cross-cultural acceptability was analyzed by applying the Guttman scale to items measuring social distances, such as neighbors, friends, close friends, opposite gender friends, and marriage partners. The results show that cross-cultural acceptability increases in a non-linear form from the second year of middle school to the third year of high school. The subjective self significantly increases the level of cross-cultural acceptability in the second year of middle school, but as the grades increase, the influence of the subjective self on cross-cultural acceptability decreases. In cases where the subjective self is high, the function of the subjective self has already been mobilized to increase cross-cultural acceptability in the second year of middle school, and a high level of cross-cultural acceptability has been reached, resulting in its influence decreasing in subsequent grades. The results are evidence that the role of the subjective self, which awakens youths’ spontaneity, initiative, and willingness, is at work in an environment where youth are experiencing the low cross-cultural acceptability of adult society.

Changes in substance use among adolescents before and during the COVID-19 pandemic in Guatemala.

Due to the COVID-19 pandemic, on March 16th, schools had to be closed in Guatemala and went to online teaching. We sought to analyze the change in substance use among high school students in Guatemala associated with the lockdown. Data from two surveys (2019, n=2096, and 2020, n=1606) of a student cohort in private high schools in Guatemala City was used. Logistic models for past 30-day cigarette, e-cigarette, marijuana, and alcohol (including binge drinking) were used, regressing these on survey wave, while adjusting for sex, scholastic performance, high school year of student, parental education, substance use, and household member tobacco use. Prevalence declined for smoking (10% to 3%, p<0.001), e-cigarette (31% to 14%, p<0.001), marijuana (4.3% to 1.9%, p<0.001), and alcohol use (47% to 38.5%, p<0.001), and binge drinking (24% to 13%, p<0.001). Adjusted models showed wave 2 associated with lower odds of using cigarettes (AOR=0.44, 95%CI=0.32-0.62), e-cigarettes (AOR=0.41, 95% CI=0.35-0.49, p<0.001), and binge drinking (AOR=0.73, 95%CI=0.59-0.89; p=0.002). Among Guatemalan adolescents, COVID-19 restrictions were associated with a significant decrease in smoking, e-cigarette use, and binge drinking.

The Longitudinal Relationship among Satisfaction of Middle School Years’ Experience Activity, Sense of Community, School Adaptation, and Life Satisfaction during High School Years: Longitudinal Mediation Analysis using LGM

The Longitudinal Relationship among Satisfaction of Middle School Years’ Experience Activity, Sense of Community, School Adaptation, and Life Satisfaction during High School Years: Longitudinal Mediation Analysis using LGM

과학고 학생들의 R&amp;E 연구활동반에 따른 화학 과목의 인식론적 신념과 화학 학업성취도에 미치는 영향

Objectives This study studied the epistemological beliefs and effects of the science and mathematics R&amp;E research activity group on chemistry academic achievement in the first year of science high school.&#x0D; Methods 96 first-year G Science High School students in Gyeongnam were surveyed and analyzed for epistemological beliefs in chemistry for six months from April to September 2023. The academic achievement of chemistry subjects was used by dividing the grades at the end of the first semester of chemistry in the first semester of the first year by ‘high’ and ‘low’ levels. Descriptive statistics, cross-analysis, and nonparametric tests were analyzed with SPSS 28 programs to compare epistemological beliefs in chemistry subjects according to the R&amp;E research activity group.&#x0D; Results In the results of a survey on epistemological beliefs in chemistry subjects for each R&amp;E research activity group, the chemistry R&amp;E class showed a higher favorable response rate than other R&amp;E classes, and in particular, there was a statistically significant difference in the ‘outcome’ factor. The higher the favorable response rate of epistemological beliefs to chemistry subjects, the higher the chemical academic achievement, and there was a statistically significant difference between the ‘upper’ and ‘lower’ levels in the ‘math link’ and ‘concepts’ detailed factors.&#x0D; Conclusions Since chemistry R&amp;E classes are selected by students who are interested and interested in chemistry subjects, it is recognized as an academic field with a high favorable response rate for chemical knowledge to be applied to technology and contribute to society. Therefore, through creative chemical R&amp;E research activities, they recognized that chemical knowledge (theories, concepts, etc.) is helpful in explaining surrounding phenomena, and a high favorable response rate was found in detailed factors such as ‘outcome,’ ‘laboratory,’ ‘visualization,’ etc. Science high school students selected the R&amp;E class to understand the characteristics of each subject and to match the characteristics of the subject with their interests and areas of interest, and based on the understanding of the contents of the field, they wanted the results of their R&amp;E inquiry activities to be combined with technology and contributed to society.&#x0D;

수학학습 정의적 영역을 이용한 대학 이공계 전공 예측 기계학습 분석

This study developed and analyzed models to predict the selection of STEM majors in college based on the affective domain characteristics of students during their middle and high school years, using data from the Korean Education Longitudinal Study 2005. Instrumental motivation, intrinsic motivation towards mathematics, self-efficacy in mathematics, and beliefs about intelligence were used as independent variables for prediction based on the data from the second grade of middle school and the first grade of high school. Logistic models, Multi Layer Perceptron (MLP) models, and Random Forest models were applied, and the optimal prediction model was sought by comprehensively considering various indicators. In the case of using the data from the second grade of middle school, the MLP model showed superior predictive power compared to other models. In the case of using the data from the first grade of high school, all models did not show good predictive power. The model based on the data from the second grade of middle school was deemed to have practical applicability. These results suggest that while the affective domain regarding mathematics is an important factor in the choice of a STEM major, more diverse variables and complex models are needed for predicting majors during high school years. Additionally, while recognizing the limitations of machine learning models, more theoretical discussions are needed on the relationship between major selection and the affective elements of mathematics, and it is hoped that various prediction models will be developed and used in actual practice.

Perceptions of the teacher–student relationship climate and the development of academic motivation in high school: a transactional analysis

High school teachers often struggle to engage students who have little or no motivation to learn. We argue that improving students’ perceptions of affective relationships with teachers may have the potential to positively influence their motivation, and vice versa. This study looks at reciprocal associations between students’ perceptions of the teacher–student relationship climate (PTSRC) and three components of academic motivation (autonomous, controlled, and amotivation), measured at two time points, over a 12–month period. We recruited 328 students (on average 15 years of age, 65% girls) from public high schools in disadvantaged areas of a Canadian suburb. We found that students’ autonomous motivation predicted an increase in positive PTSRC. In contrast, we did not find evidence that PTSRC predicted either autonomous or controlled motivation. Nonetheless, a positive PTSRC predicted a decrease in students’ amotivation. This finding suggests that high school students’ positive PTSRC can help them find purpose in their schooling. Knowing that motivation typically declines during the high school years, this study is important because it suggests that promoting positive teacher–student relationships can contribute to ward off such decline.

The model of structural relationships of the role of parenting styles and intolerance of uncertainty in internet addiction tendency with the mediation of experiential avoidance in adolescents

Introduction: Internet addiction is a global public health problem among adolescents, which is associated with a wide range of negative consequences. Aim: The present study was conducted with the aim of investigating the pattern of structural relationships of the role of parenting styles and intolerance of uncertainty in the tendency of internet addiction with the mediation of experiential avoidance in adolescents. Method: The research method was descriptive and correlation based on structural equations. The statistical population of all male students of the second year of high school was studying in the government schools of Ardabil city in the academic year of 2022-2023. From this population, a sample of 180 people was selected using available sampling method and answered the questionnaires of Internet Addiction (1996), Experimental Avoidance (2011), Parenting Styles (1972) and Intolerance of Uncertainty (2007). SPSS version 25 and SmartPLS version 4 software were used to analyze the collected data. Results: The results of structural equations showed that authoritarian style (β=0.17, P=0.001) and permissive style (β=0.39, P=0.001) and intolerance of uncertainty (β=0.27, P=0.001) have a positive and direct effect on internet addiction, and authoritative style has a negative and direct effect on internet addiction (β=-0.21, P=0.001). Also, the results of indirect effects showed that experiential avoidance mediates the relationship between parenting styles and intolerance of uncertainty with internet addiction (P=0.05). Conclusion: The results showed that parenting styles and intolerance of uncertainty are important factors of internet addiction that affect internet addiction through the mediation of experiential avoidance; Therefore, psychologists and school counselors are advised to hold workshops aimed at reducing and preventing internet addiction among adolescents.

Categorization of the texts present in the Physics textbooks of the PNLEM 2018, adopted at CEFET-MG: connections with the history of Physics

In Brazil, students from the public schools of the municipal, state and federal networks receive free of charge the textbooks that they will use throughout their basic education, and this distribution is guaranteed by the National Textbook Program (PNLD in the Portuguese acronym). Research in the Teaching of Sciences has a great concern in studying how the teaching-learning process takes place through the textbooks and the role of the teacher in this mediation. The present study was carried out by two students of basic education, under the supervision of their guidance teachers, inserted in the program of Scientific Initiation Jr of CEFET-MG, having as main objective to analyze the complementary texts present in the works of the discipline of Physics, approved in the National Plan of the Textbook of High School (PNLEM) 2018 and adopted in the campuses CEFET-MG, looking for different languages adopted that support the interdisciplinarity between Physics and History and development of Science required in the public notice of the PNLEM. A priori, the identification of the number of texts with the relationship between Physics and History and the development of Science, present in each Physics content and in each volume of the work, was carried out. The texts were categorized into: biographical and historical. In the complementary texts of the works from the 1st to the 3rd year of high school, the collections "Aula per lesson" and "Physics" presented a greater incidence of the historical character of science, with a frequency of, respectively, 70.6% and 91.9%, while the collection "Science and Technology" had 95.6% bibliographic texts. The textbooks are the main sources of educational construction of the students, evidencing their significant importance. For this reason, it is necessary that such tools are constantly analyzed and worked on by academics from the areas of education, aiming increasingly at the improvement of these materials and, as a consequence, of education as a whole. The documents that guide basic education highlight the importance of the recognition of Physics as a process whose construction has occurred throughout history. As the collections approved in the PNLEM contemplate this approach, the reflection is therefore left for the teachers to observe how it is inserted in the textbooks and to incorporate this discussion into their praxis.

The Mediating Role of Mindfulness in the Relationship between Psychological Resilience and Test Anxiety in Adolescents

Abstract Introduction: The examination of variables such as resilience and mindfulness, which may help adolescents who are enrolled in distance education cope with test anxiety, is important in terms of reducing test anxiety and increasing the efficiency of distance education. For this reason, it was aimed to examine the mediating role of mindfulness in the relationship between students’ psychological resilience and test anxiety. Methods: The study group included 840 high school students. Baron and Kenny’s causal steps approach was applied to investigate the mediating effect of conscious awareness on the relationship between psychological resilience and test anxiety. In addition, the bootstrapping method proposed by Hayes was used to determine the significance of the mediating effect of conscious awareness. Results: It was observed that there was a negative relationship between psychological resilience scores and test anxiety scores, a positive relationship between resilience and mindfulness scores, and a negative relationship between test anxiety scores and mindfulness scores. While psychological resilience had a negative effect on test anxiety, the indirect effect of psychological resilience on test anxiety was also found to be significant. Mindfulness provided partial mediation of the effect of resilience on test anxiety. Discussion: High levels of awareness and psychological resilience enable students to experience less stress. Conscious awareness, like psychological resilience, is therefore viewed as an important resource that enables a person to manage stressful situations, and it is believed to be effective in reducing one’s anxiety. Limitations: This study was limited to students enrolled in Anatolian high schools in Turkey who could be reached via convenience sampling, whose parents consented to their participation, and who were enrolled in distance education in 2021 due to the COVID-19 pandemic. Thus, a major limitation of the study is that data were only collected from students of Anatolian high schools, and the majority of the participating students were in their first or second years of high school. Conclusions: There is no prior direct research examining the mediating role of conscious awareness in the relationship between psychological resilience and test anxiety among high school students in the literature. In this regard, it is anticipated that this study will contribute to the literature. Within the scope of preventive guidance, educational guidance, and psychological counseling services, face-to-face and online psychoeducation programs based on conscious awareness can be designed by school psychological counselors to enhance psychological resilience, reduce students’ test anxiety, and support adolescents in coping with intensely stressful situations such as pandemics.

Evaluating secondary school students’ science literacy with the Test of Scientific Literacy Skills (TOSLS)

As solutions to today’s global challenges, such as climate change and environmental protection, will increasingly depend on technological and scientific innovation, it is essential for Generation Z to gain a solid foundation in science. The Test of Scientific Literacy Skills (TOSLS) was used to assess the level of science literacy of students. This paper presents the results of the TOSLS testing of students aged 16-19 in several grammar schools in the Czech Republic in 2023 and compares them with the results of the TOSLS testing of students in the Slovak Republic in 2015. We found that Czech students in their final year of high school performed statistically significantly better on the TOSLS test in approximately two thirds of the items than Slovak students. For both groups of students, we observed good results in skills focused on evaluating scientific information, reading and interpreting graphical representations of data, and solving problems using quantitative skills, including basic statistical skills. On the contrary, the students had difficulty with skills related to understanding the elements of research design and their impact on scientific findings and understanding and interpreting basic statistical data.

Methodological guide for teaching quadratic equations based on collaborative work

The discipline of mathematics plays a vital role in fostering logical thinking among students, establishing substantial connections with their daily experiences. Throughout the work experience at the Private Educational Unit of Quito, located in the province of Pichincha, and during the practice carried out at the IPU "Capitán Roberto Rodríguez Fernández" in Santa Clara, difficulties were identified in the consolidation of mathematical contents by part of first-year high school students, particularly in solving quadratic equations. The objective of the research was to propose mathematical exercises that facilitate the consolidation of these units. To address these difficulties, a collaborative learning approach was implemented that integrated various resources, such as programs, software and mathematical assistants, including Geogebra. These media played a significant role in the consolidation of specific concepts, propositions and procedures corresponding to the level and grade mentioned. The evaluation of the proposal was carried out based on the criteria of specialists, who considered it necessary, relevant, applicable and in accordance with the current demands of higher secondary education. With the implementation of this proposal, it is expected to demonstrate greater development of skills and the successful consolidation of content in the initial units of the first year of high school.

Examining the Progress of 'Modernization of Poetry' in Taiwan during the 1950s and 1960s through the Literary Trajectories and Transformations of Ye Shan

&lt;p&gt;&amp;quot;楊牧（1940-2020），花蓮人，本名王靖獻，早年筆名葉珊，為「戰間世代」詩人。高中時期（1955）即參與由陳錦標主編的《海鷗》詩刊，借《東台日報》副刊發行，這應是葉珊最早的文學起點。1958年，北上。因而認識，如吳望堯、余光中、夏菁、葉維廉、周夢蝶、瘂弦、洛夫、商禽等「現代派」詩人群，彼此形成一個有力的文化圈網絡，而共同參與「詩現代化」的進程。1959年，葉珊進入東海大學就讀。學院中的文學陶養讓他對英國浪漫派詩人濟慈（John Keats，1795-1821）醉心，同時受業於徐復觀、接受中國古典文學及思想的薰陶，因此游藝於東／西方文學之中。1964年，他至美國求學，期間師事陳世驤而受中國文學「抒情傳統」的啟發，擺盪在臺美兩地及「他者」與「自我」之間，重新在中國／西方的文學傳統中，鍛鑄現代詩的新精神及新方法。同時，他也檢視反思臺灣詩壇「虛無」的詩風，重建一條自己的詩路。因此，葉珊一九六〇年代後期，開始轉變並省思自己詩的寫作，其中不單是美學風格的變化，更是臺灣詩壇「詩現代化」及文學史敘事的問題。此一歷程，顯映臺灣一九五〇、六〇年代「現代詩」的發展進程，它是如何演變與實踐？何以它促使了1964年本土詩社「笠」成立，繼之1972-73年，引來沸沸揚揚的「現代詩」論戰？此一反思，可以更精確爬梳，戰後臺灣「現代詩」早期的發展過程，避免統稱式的論述框架，而能進入並貼近文學史的敘事脈絡中。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;&amp;quot;Yang Mu (1940-2020), born in Hualien and originally named Wang Jing-xian, initially wrote under the pseudonym Ye Shan. He was a poet of the &amp;ldquo;Interwar Generation.&amp;rdquo; During his high school years in 1955, he participated in the poetry journal &amp;ldquo;Haiou,&amp;rdquo; which was edited by Chen Jinbiao and published as a supplement to the &amp;ldquo;Dong Tai Daily.&amp;rdquo; This was likely Yang Mu’s earliest involvement in literature. In 1958, he moved to northern Taiwan and consequently came to know &amp;ldquo;modernist&amp;rdquo; poets such as Wu Wangyao, Yu Guangzhong, Xia Jing, Ye Weilian, Zhou Mengdie, Yaxian, Luo Fu, and Shang Qin. Together, they formed a powerful cultural network and collectively engaging in the process of &amp;ldquo;modernizing poetry.&amp;rdquo; In 1959, Yang Mu enrolled at Tunghai University, where he received literary cultivation. He had a particular affinity for the English Romantic poet John Keats (1795-1821) and was influenced by Chinese classical literature and thought under the guidance of Xu Fuguan. Consequently, he straddled Eastern and Western literature. In 1964, he went to the United States for further studies. During his time there, he studied under Chen Shihuang and was inspired by the Chinese literary &amp;ldquo;lyric tradition,&amp;rdquo; oscillating between Taiwan and the United States, and the dynamics of &amp;ldquo;self&amp;rdquo; and &amp;ldquo;other.&amp;rdquo; This allowed him to forge a new spirit and new approach to modern poetry within the Chinese and Western literary traditions. Simultaneously, he reflected on and reevaluated the &amp;ldquo;nihilistic&amp;rdquo; poetic style prevalent in the Taiwanese poetry scene, carving out his unique poetic path. As a result, in the late 1960s, Yang Mu began to transform and critically examine his poetic writing. This transformation encompassed not only changes in aesthetic style but also questions regarding the &amp;ldquo;modernization of poetry&amp;rdquo; in the Taiwanese poetry scene and the narrative of literary history. This process illustrates the developmental journey of &amp;ldquo;modern poetry&amp;rdquo; in Taiwan in the 1950s and 1960s, how it evolved and was practiced, and how it led to the establishment of the native poetry society &amp;ldquo;Li&amp;rdquo; in 1964 and the subsequent intense &amp;ldquo;modern poetry&amp;rdquo; debates in 1972-73. This reflection allows for a more precise delineation of the early development of &amp;ldquo;modern poetry&amp;rdquo; in post-war Taiwan, avoiding broad strokes in discourse and bringing us closer to the narrative context of literary history.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

역량(Competency)과 웰빙(Well-Being)

This study is aimed at exploring how competency-based educational experiences at high school and eudaimonic welling in adulthood affect subjective well-being. To achieve the objective of the study, we examined the data collected from the fourth to twelfth-round surveys of the 2005 cohort (from the first year of high school to the age of 28; 2008-2020) conducted by the Korean Educational Development Institute (KEDI) as part of the Korea Education Longitudinal Study. In specific, we leveraged the data from the fifth and sixth-round surveys (2nd and 3rd grade) focused on high school experiences and those from the nineth, tenth and twelfth-round surveys (when respondents are 22, 24, 28 years-old) focused on post-graduation experiences. For analysis, we carried out multiple regression analysis using the SPSS statistics program.&#x0D; Key findings can be identified as follows. First, competency-based educational experiences for self-management and social competency at high school had a positive effect on subjective well-being in adulthood. Second, the level of eudaimonic well-being with regard to self-acceptance, positive relations with others, and social contribution played a significant role in enhancing the level of subjective well-being. Third, autonomy and personal growth, two variables of eudaimonic well-being, contributed to improving the level of subjective well-being in the tenth and twelfth-round surveys, when the respondents were about to graduate from their colleges or seeking or having a job. As these variables are assumed to be related to career in adulthood, eudaimonic well-being with regard to autonomy and personal growth appears to be critical to enhance the quality of life at the time of college graduation.&#x0D; Put together, these findings suggest that the level of subjective well-being in adulthood can be enhanced when students develop their competency for self-management to go beyond education limited to cognitive achievement and make their own decisions for learning and career, thereby improving the level of autonomy and personal growth. Moreover, it is necessary to pay more attention to competency-based educational experiences for enhancing social competence. Emphasis should be put more on well-balanced and holistic educational experiences that help students build positive relations with others and contribute to future social development as a member of society.

심리적 거리조절에 따른 대입 수험생의 대처대안의 차이분석

Objectives This study was conducted to determine whether there is a difference in the way test takers, who are emotionally vulnerable due to the college entrance examination, create alternatives to cope with conflict situations when they control psychological distance through self-distancing. Methods The subjects of the experimental study were 40 prospective high school seniors who completed their second year of high school and took classes during the winter vacation as a preparation course for their third year, and they would be suitable for the purpose of the experiment because they had the highest academic stress throughout their school years. An experimental design was conducted to verify whether self-distancing had a sig-nificant effect on the generation of coping alternatives. Two scenarios were presented that set the psychological distance far and close according to the construal level theory in the situation commonly occurring among test tak-ers when the mock test was taken in the same form as the college entrance exam. The t-test and multivariate analysis of variance(MANOVA) were used as analysis methods. Results There was a significant difference in coping style between the self-immersion group who accepted as what happened to them and the self-distancing group who accepted as what happened to others. Compared to groups that are psychologically distanced from themselves, they created more alternatives to cope with conflict situations than those who are immersed in their work, and created more flexible and creative alternatives in quality. Looking at each sub-area of coping alternatives, the self-distancing group had a high percentage of pos-itive coping alternatives to solve problems and low percentage of negative coping. In contrast, the self-immersion group had a high response rate with negative copin and a low response rate with problem-oriented alternatives. Conclusions This study suggests that adolescents' use of cognitive methods such as self-distancing in conflict situations is effective in coping effectively.

Identity capital and future concerns in urban adolescents from La Araucanía-Chile

IntroductionLate modernity influences the construction and constitution of identity and the management of adolescents’ future lives. Research has shown that identity capital predicts the resolution of a successful identity; however, in Latin America, no antecedents have conducted studies under this conceptual framework.AimTo analyze the relationship pattern between identity capital components and future concerns.MethodsThe participants were 703 adolescents between the ages of 15 and 19 years who, in the year 2021, were in the third and fourth years of high school in urban educational establishments in La Araucanía Chile, to whom questions from the Governance of Educational Trajectories in Europe (GOETE) adapted to the Chilean context and the general self-efficacy scale were applied. Confirmatory Factor Analyses (CFA) were performed to determine the suitability of the indicators to measure the constructs of interest and a structural equation analysis to determine the pattern of relationships between variables.ResultsThe final model obtained excellent indicators of the goodness of fit [χ2 (422) = 965.858, p &amp;lt; 0.001; CFI = 0.977; TLI = 0.975; RMSEA = 0.043; SRMR = 0.056], in which it is evident that parental support and interaction are related to self-efficacy and self-concept and these, in turn, is associated with adolescents’ future concerns.ConclusionThe relationship pattern tested shows that associations between tangible elements at the family level are related to intangible aspects of a personal nature, which can be protective factors against future concerns, and provide empirical support for the psychometric usefulness of the GOETE indicators in the Chilean context.

Examining the New Consensus Criteria for Traumatic Encephalopathy Syndrome in Community-Dwelling Older Adults.

In 2021, an expert panel of clinician-scientists published the first consensus research diagnostic criteria for traumatic encephalopathy syndrome (TES), a clinical condition thought to be associated with chronic traumatic encephalopathy neuropathological change. This study evaluated the TES criteria in older adults and assessed associations between TES criteria and a history of repetitive head impacts. This cross-sectional, survey-based study examined the symptoms of TES, previous repetitive head impacts, and a variety of current health difficulties. To meet symptom criteria for TES, participants had to report progressive changes with memory, executive functioning, and/or neurobehavioral dysregulation. To meet the criterion for substantial exposure to repetitive head impacts via contact sports, participants reported at least 5 years of contact sport exposure (with 2+ years in high school or beyond). A sample of 507 older adults (mean age = 70.0 years, 65% women) completed the survey and 26.2% endorsed having one or more of the progressive core clinical features of TES. Those who had a significant history of contact sport exposure were not significantly more likely to meet TES criteria compared with those who did not (31.3% vs. 25.3%, p = 0.46). In a binary logistic regression predicting TES status, current depression or anxiety (odds ratio [OR] = 12.55; 95% confidence interval [CI] = 4.43-35.51), history of psychiatric disorders (OR = 2.07, 95% CI = 1.22-3.49), male sex (OR = 1.87), and sleep problems (OR = 1.71, 95% CI = 1.01-2.91) were associated with meeting TES criteria. The sport exposure criterion, age, and current pain were not significantly associated with TES status (ps > 0.05). A significant minority of participants with no history of neurotrauma endorsed symptoms consistent with TES (22.0% of men and 19.8% of women). Nearly 80% of neurotrauma naïve participants with clinically significant anxiety/depression met criteria for TES. In summary, approximately one in four older adults met the symptom criteria for TES, many of whom had no history of repetitive neurotrauma. Mental health problems and sleep issues were associated with TES, whereas having a history of repetitive head impacts in contact sports was not. These data suggest that the new consensus diagnostic criteria for TES may have low specificity and may carry a higher risk of misdiagnosing those with other physical and mental health conditions as having TES.

Within-person reciprocal links between stress, sleep, and depressive symptoms across Latino/a adolescents' transition to and through college.

Evidence suggests bidirectional relations between stress, sleep, and depressive symptoms in adolescence and young adulthood. Less research has disaggregated within- and between-person variance in these associations over time or within Latino/a college students. This study examined longitudinal, within-person reciprocal relations between stress, sleep, and depressive symptoms among 181 Latino/a adolescents (M age = 18.10; SD = 0.41, 35% male) transitioning to college. Participants were assessed in their senior year of high school and annually until their fourth year of college. A random intercept cross-lagged panel model (RI-CLPM) was used to parse out within- and between-person sources of variance. Results indicated overall (between-person) relations among depressive symptoms and school/college stress and sleep problems. There were reciprocal within-person links between stress and sleep problems across the first two years of college. Within-person increases in depressive symptoms during the second year of college predicted more stress than usual in the third year, which predicted increased depressive symptoms in the fourth year. More sleep problems than usual in the third year of college predicted higher stress in the fourth year. Findings provide evidence for within-person cross-lagged relations among various domains of adjustment during college and may inform future prevention efforts for incoming Latino/a college students targeting mental health and sleep problems.

A ADAPTAÇÃO DE INSTRUMENTOS TECNOLÓGICOS E O PROCEDIMENTO AVALIATIVO NA EDUCAÇÃO INCLUSIVA

The present study has as its theme “the adaptation of technological instruments and evaluative procedure in inclusive education”, in view of numerous concerns about the infi nitive verb evaluate.The objective of this article is to recognize and apply diff erent methodologies that increase inclusion policies to enable the learning of students with autism in regular schools. It is considered that in the evaluation it is fundamental to recognize the dissimilarity of the abilities of each student, using in this procedure inclusive approaches with adaptive investments to ensure a fair and meaningful learning. The fundamentals of the approach have a qualitative character, where the main procedures used were data collection, interviews, reports and observations, in the approach of monitoring and evolution involving the student of 1st year of high school: Maria Isadora Gonçalo de Melo, accompanied by the teacher of the AEE (Specialized Educational Service) Bruna Freitas Ricarte de Melo holder of the state school Plácido Aderaldo Castelo in the municipality of Caririaçu state of Ceará. . The results showed that the student with ASD (Autism Spectrum Disorder), present diffi culties and slowness in learning, in the specifi c case of the student under study, also has low vision, where the challenges increase. However, it is important to rely on didactic resources and understand that the teaching methodology is vast and fl exible, thus increasing the quality of teaching. Other technological resources that deserve to be highlighted: AT (Assistive Technology), ICTs (Information and Communication Technology), Platform 123 autism among others, which undoubtedly provides quality in teaching, autonomy and independence in development within the limitations of the learner.

Effectiveness of an Industry Information Technology Professional in Teaching Senior High School Computer-Related Subjects

Alongside the implementation of the K – 12 program is the ever-fast-changing advancement in the field of information technology. The said advancements greatly affect the quality of education and as well as the effectiveness of the teacher in teaching computer–related subjects in the two added years of senior high school. Since industry professionals were allowed to teach in the senior high school for as long as s/he had a masteral degree with or without the professional teacher license, the study aims to determine the effectiveness of an industry information technology professional in teaching computer-related subjects in the senior high school in terms of the learners’ academic performance.

ACADEMIC STRESS AND COPING SELF-EFFICACY OF SENIOR HIGH SCHOOL STUDENTS ATTENDING DISTANCE LEARNING DURING SARS-COV-2 PANDEMIC

Purpose – Throughout the high school years, especially for senior high school (SHS) level, academic stress emerges as the prevalentpsychological state among students, particularly due to the simultaneous occurrence of adolescence and the increased intensityof academic obligations and responsibilities that must be fulfilled during this stage. As they approach college, they face the addedpressure of making important career-related choices, which further intensifies the challenges they encounter during this phase. Withclasses transitioning to online platforms as an alternative measure for schools during the SARS-CoV-2 outbreak in the Philippines, presented numerous challenges and difficulties, it is crucial to examine the academic stress and coping self-efficacy among SHS students during this transition period. Additionally, this study aimed to investigate the predictors of academic stress and coping self-efficacy utilizing the sociodemographic profile of the participants. Methodology – A descriptive research design was employed in the study. A total of 446 SHS students from Grade 11 to Grade 12 in one of the academic institutions in Quezon City were purposively selected to participate by answering two self-administered online measures on academic stress (Educational Stress Scale for Adolescents) and coping self-efficacy (Coping Self-Efficacy Scale). The collected data analyzed using SPSS v25. Findings – Results revealed that self-expectation (M = 3.65) and workload (M = 3.45) are the primary sources of academic stress, andSHS students are more confident utilizing problem-solving (M = 6.17) to cope with academic stress. Further, being female (P= 0.01), level (P = 0.08), and belonging to the HUMSS (Humanities and Social Sciences) strand (P = .08) increase stress scores. A significant negative correlation of -0.26 (95% CI:-0.35, -0.17) between stress and coping self-efficacy was also found, which suggests that as academic stress increases, coping self-efficacy decreases. Further, being a female, SHS2, and in the HUMSS strandtends to increase academic stress, while being a female who is unemployed and/or a mother whose working at home scores relatively low with coping self-efficacy. Significance – These findings have educational implications. It highlights the factors to be considered by offering guidance to counselors and educators in developing intervention programs, focusing on psychological well-being and skill enhancement that would help mitigate the adverse outcomes of this period of disruption.