High School Students Research Articles

The effect of an educational intervention on high school students' knowledge about vaping-related risks and expressed desire to quit vaping.

Electronic cigarette use (vaping) has increased rapidly among adolescents globally. Most electronic cigarettes (e-cigarettes) contain nicotine, which is addictive and can cause behaviour problems and mood dysregulation. We sought to assess whether an educational intervention increased knowledge about vaping-related health risks and desire to quit among high school students. We assessed whether the effects differed between in-person or online intervention. The analysis included 332 students from four high schools in Ōtautahi Christchurch. Students were randomly assigned to an in-person or online group and completed pre- and post-intervention questionnaires. Risk factors for smoking and vaping were assessed with logistic regression. Schools' socio-economic status was imputed from their Equity Index rank. Intervention effects were assessed with and without demographic covariates using mixed-effect linear regression. Students attending schools in lower socio-economic areas and those with Māori ethnicity were at greater risk of smoking and vaping. Risk of smoking increased with year level; however, risk of vaping did not. There was significant improvement in responses to 3 out of 10 knowledge questions, and there was no evidence that post-intervention scores were affected by participant characteristics. The in-person group showed higher percentage improvements than the online group. Expressed desire to quit vaping increased from 61.7% to 68.8%; however, there was significantly greater desire to quit vaping in students from years 9 and 10 than years 11 and 12 (P=0.043). Our educational intervention improved the knowledge of high school students on vaping-related health risks and increased expressed desire to quit vaping.

Influence of family socioeconomic status on academic buoyancy and adaptability: Mediating effect of parental involvement.

Prior studies highlight the importance of academic buoyancy and adaptability in educational trajectories, yet the influence of family-related factors remains less explored. Anchored in Bronfenbrenner's ecological systems theory, this research examines how family socioeconomic status (SES) influences academic buoyancy and adaptability, the predictive relation between family SES and parental involvement, and whether parental involvement mediates the impact of family SES on academic outcomes. We surveyed 1164 junior high school students from China. Controlling for gender and attendance type, structural equation modelling revealed a positive correlation between family SES and students' academic buoyancy and cognitive-behavioural adaptability; however, this correlation did not extend to affective adaptability. Parental involvement was significantly linked to family SES and fully mediated the relation between family SES and both academic buoyancy and cognitive-behavioural adaptability. Based on these findings, practical implications are discussed.

Online risk exposure and mental health in Chinese junior high school students: A latent profile analysis

We explored the latent profile of online risk exposure and its relationship with school students’ mental health. Junior high school students (n = 1 178; female = 49.5%, male = 50.5%; Grade 7 = 57.1%, Grade 8 = 42.9%) completed measures of online risk exposure, anxiety, depression, self-esteem, and subjective well-being. Latent profile analysis yielded heterogeneity in online risk exposure, which could be divided into security group, explicit content exposure group, and risk group. Of these groups, the security group had the best mental health status, followed by the explicit content exposure group, and the risk group had the worst mental health status. By demographics, girls, junior high school students with a poor family socioeconomic status and poor academic performance had lower mental health levels. Our findings indicate a need for phased prevention programs by online risk characteristics to improve junior high school students’ mental health.

Development of Comics Media to Improve Science Literacy and Concepts Understanding Junior High School Students In Central Halmahera Regency Through Reading Literacy Program

Development of Comics Media to Improve Science Literacy and Concepts Understanding Junior High School Students In Central Halmahera Regency Through Reading Literacy Program

Getting high school students doing mathematical research

Getting high school students doing mathematical research

Academic Burden and Emotional Problems Among Adolescents: A Longitudinal Mediation Analysis.

Existing research indicates high prevalence of emotional problems among adolescents with excessive academic burden, yet the underlying reasons are not well understood. This study aimed to explore loneliness, physical activity, and sleep as potential mediating pathways between academic burden and emotional problems in adolescents. A longitudinal cohort study was conducted among middle and high school students in Taizhou City, Zhejiang Province, China, with data collected at three time points. The study included 2965 adolescents, with a mean age of 15.2 years (SD = 1.7), of whom 48.0% were female. Most participants came from families with middle to high economic status (94.8%). Structural equation modeling was employed to analyze the direct associations between academic burden (measured by study time and academic stress) and depressive and anxiety symptoms. Additionally, the indirect associations were explored through three mediators: loneliness, physical activity, and sleep. Higher academic stress at T1 was directly associated with more severe depressive symptoms at T3. Sleep (indirect effect 0.11, 95% CI 0.09-0.13), loneliness (0.10, 0.08-0.11) and physical activity (0.01, 0.002-0.012) at T2 mediated the relationship, accounting for 31.0%, 26.8%, and 1.8% of the total association of academic stress, respectively. For anxiety symptoms, sleep (0.11, 0.09-0.14) and loneliness (0.07, 0.05-0.08) mediated the association of academic stress with longitudinal mediation effect sizes of 34.1% and 20.6%, respectively. Study time was only associated with the outcomes indirectly via academic stress. Our results highlight the importance of behavioral and psychosocial differences related to academic burden in understanding the severity of mental health problems in adolescents.

Development of LKPD Based on Mangrove Ecosystem to Improve Ecotourism Literacy of Junior High School Students on The South Coast of Lombok Island

Development of LKPD Based on Mangrove Ecosystem to Improve Ecotourism Literacy of Junior High School Students on The South Coast of Lombok Island

Cognitive diagnosis of high school students’ set knowledge based on the DINA model

Cognitive diagnosis of high school students’ set knowledge based on the DINA model

How trait mindfulness protects late adolescents from stress-induced sleep problems: the unique role of mindfulness facets and gender differences

BackgroundUnderstanding sleep problems in late adolescents caused by daily stress is essential due to their increased vulnerability to stress-related sleep issues. While previous research has demonstrated the potential protective effect of trait mindfulness, facets of mindfulness were found to have unique functions against the negative impact of stress, and the unique impact of each facet of mindfulness on the sleep problems caused by the negative impact of stress remains unclear. Thus, this longitudinal study aimed to assess the impact of stressful life events on sleep problems a year later among late adolescents and to explore the moderating effects of the five trait mindfulness facets. Gender differences have been observed in mindfulness’s protective effects, yet how gender influences each mindfulness facet remains unclear. This study also examines how gender moderates the effects of individual mindfulness facets.MethodsThe study tracked 1,926 Chinese vocational high school students (Mage = 18.49) over a year, assessing them for their sleep problems, perceived impact of stressful life events, and mindfulness facets through self-reported questionnaires. Multivariate analysis was used to investigate the moderating effects of each mindfulness facet on the relationship between stressful life events and sleep problems one year later. Then, gender differences were examined through multi-group comparison.ResultsA higher impact from stressful life events predicted more sleep problems a year later. Notably, among all five facets of mindfulness, only Observing significantly buffered the negative impact of stressful life events on sleep problems, in females but not in males, thus gender moderated the impact of Observing.ConclusionsThis study suggested that Observing uniquely protected young females from the negative impact of stressful life events on their sleep problems a year later. Since the measurement tool for the Observing facet only had 1 question tested on observing inner feelings, and other questions are all about observing bodily sensations and outer environments, this study implies that insomnia therapies focus on enhancing the ability to anchor attention in the present moment, especially towards bodily sensations and the outer environment, may be particularly effective in buffering the long-term impact of daily stressors on sleep for young females.Trial registrationNot applicable.

Defining the Predictors of Financial Literacy for High-School Students

Defining the Predictors of Financial Literacy for High-School Students

Concussion and depressive symptoms in high school students: impact of physical activity and substance use

ObjectiveTo investigate the association between concussion history and depressive symptoms after adjusting for physical activity, substance use, and illicit drug use.MethodsWe analysed data from the Adolescent Behaviour and Experiences Survey,...

Like objects or like subjects? Effects of student–robot interaction (SRI) and mathematical ability on students learning outcomes

Learning interaction patterns is key to the explanation of learning outcomes. Different studies have reported the relationship between classroom process variables and learning outcomes in a traditional classroom setting. However, the advent of robotics and its attendant student–robot interaction moderated by students’ mathematical ability is yet to be widely discussed empirically. This constitutes the major reason why the study investigated the effects of student–robot interaction and mathematical ability on students' learning outcomes, particularly among Nigerian high school students where the robotics curriculum is at the early stage of implementation. The study was anchored on engagement theory. A mixed-methods explanatory sequential Quant-dominant approach was adopted. A total of 327 high school students who have been exposed to robotic lessons from the year 2021 including robotics subject teachers and learning managers were sampled for the study. Data collected was analyzed using descriptive and inferential statistics alongside thematic analysis for qualitative data. It was found that mathematical ability could not moderate the relationship between student–robot interaction and learning outcomes (behavioural: β = − 0.001, t = 0.028, p > 0.05, Affective: β = 0.105, t = 0.316, p > 0.05, cognitive engagements: β = − 0.08, t = 0.316, p > 0.05). Affective engagements have a significant influence on critical thinking (β = .126, t = 3.19, p < 0.05) while both affective (β = 0.28, t = 5.63, p < 0.05) and cognitive (β = .17, t = 4.65, p < 0.05) engagements could predict students’ problem-solving. The conclusion was made that learning robotics is a potential instrument to develop students who can think critically to solve some long-standing problems in society. Furthermore, the process requires a lot of affective and cognitive engagement of the students, and in this regard, both parents and teachers have a role to play in offering support to students.

Designing A Booklet of Local Folktales to Support Junior High School Students English Extensive Reading Activity

Designing A Booklet of Local Folktales to Support Junior High School Students English Extensive Reading Activity

Multilevel Mentorship Prepares Youth for the Oncology Workforce in Appalachian Kentucky.

Kentucky faces the highest age-adjusted overall cancer incidence rates and the second highest overall cancer mortality rates in the United States, with the eastern Appalachian Region of the state contributing significantly to this burden. As one of 57 National Cancer Institute (NCI)-designated comprehensive cancer centers in the country, the University of Kentucky Markey Cancer Center is Kentucky's only NCI-designated comprehensive cancer center. This designation is important for receiving the support necessary to fund programs that can further the cancer research, education, and community outreach opportunities for Kentuckians. The Markey Cancer Center's Appalachian Career Training in Oncology program, created in 2016, offers cancer research, clinical, outreach, and educational experiences to Appalachian Kentucky high school students and undergraduate students enrolled at the University of Kentucky. The program creates multiple levels of mentorship designed to enrich students' interest in pursuing a cancer-related career. Mentorship partners include cancer researchers, clinicians, workshop presenters, community members, program staff, and program peers. The program has demonstrated significant success, including a high matriculation rate, numerous student-authored publications, and influential community engagement initiatives. Implications for practice include the potential to implement similar programs for other populations around the country, thus furthering knowledge and fostering passion in underrepresented groups.

The Relationship Between School Connectedness and Bullying in U.S. High School Students.

The relationship between school connectedness and bullying among a cohort of American high school students in the COVID and post-COVID eras has yet to be studied. Data from the 2021 Youth Risk Behavior Survey were analyzed to gain insight into this association. Weighted percentages were calculated, and multivariable logistic regression was conducted. More female, 9th and 10th grade and White participants reported being bullied at school (55.5%, 57.4%, 60.5%, respectively) and electronically (63.2%, 54.4%, 60.2%, respectively) compared to their counterparts. The regression model indicated that sex, grade, race/ethnicity, and school closeness were significantly associated with being bullied. Taking sex, grade, and race/ethnicity into account, the more strongly high schoolers agreed with feelings of school closeness, the less likely they were to report being bullied, both at school and electronically. Findings can be used to inform programs to improve school connectedness and address bullying, aiming to enhance the wellbeing of adolescents.

Circumstances Versus Efforts: Dissecting the Drivers of Adolescent Obesity Inequality.

Previous studies have focused predominantly on socioeconomic disparities in adolescent obesity, but the sources of inequality may be more extensive. We aim to quantify and decompose the inequality of opportunity (IOp) in adolescent obesity caused by circumstances and examine the indirect effects of these circumstances on obesity through key effort factors. Based on the IOp framework and previous evidence, we categorised age, gender, socioeconomic status, and family-school environments of adolescents (N = 9117) as circumstances and obesity-related behaviours as efforts. The IOp was quantified and decomposed to determine the contribution of each circumstance. We also analysed the association between sleep debt and the circumstances to calculate the magnitude of indirect effects. Of the obesity-related behaviours, only sleep debt showed a significant association with obesity (OR = 1.21, p < 0.05). Age and gender contributed 45.97% to the IOp, whereas socioeconomic status contributed 10.43% and family-school environments contributed 43.59%. Older and female adolescents whose fathers held high-status occupations tended to suffer from obesity due to sleep debt, while the opposite was true for adolescents whose mothers exercised, only children, boarders, high school students, and those from wealthier families. Family-school environments contribute much greater to the IOp in adolescent obesity than socioeconomic status, and sleep debt plays an essential mediating role. The government bears the responsibility to undertake corresponding prioritised actions.

IMPROVING ENTREPRENEURSHIP KNOWLEDGE OF STUDENTS IN MEULABOH STATE VOCATIONAL HIGH SCHOOL 3 WITH LIQUID DISH WASHER SOAP MAKING TRAINING

Liquid dishwashing soap is a liquid solution that contains surfactants that function to remove dirt, grease, and food residue from the surface of eating utensils such as plates, glasses, etc. The need for liquid dishwashing soap is increasing because it is easier to use, cleaner, and more hygienic. Currently, many basic ingredients for making liquid dishwashing soap are sold on the market, so people can make their own so that it is more economical and easier to obtain. This activity aims to improve the entrepreneurial spirit of vocational school students so that they can produce dishwashing soap products and market them through schools so that they can produce independent students after completing their schooling at vocational school by selling the liquid dishwashing soap products to the market or surrounding housewives. The training method for making dish soap products is the Production Based Training (PBT) method, a learning model that emphasizes direct practice and production. In this training, students will use materials and work tools in a simulated environment. This method is also carried out using theory classes, practical demonstrations, and guided exercises. In this training, liquid dishwashing soap was directly made using the necessary ingredients such as Texapon, Email Needle, Natrium Chloride (NaCl), Anti-Bacterial, Perfume Seeds, liquid/powder dye, and Mineral Water. This training process produces approximately 20 liters of liquid dishwashing soap. Apart from that, this dishwashing soap also has quite a large economic value so it can be a solution to improve the community's economy at a lower price compared to the price of factory production which is already sold on the market. This training can provide enthusiasm and stimulate entrepreneurship to vocational high school students.

Enhancing Vocabulary Mastery Using Scrabble Game

Vocabulary is a collection of words or phrases that are understood in a particular language and used by humans to communicate in everyday life. The researcher saw that the vocabulary ability of Yapenthom 1 Junior High School students was still very minimal, therefore the researcher conducted a study aimed at increasing vocabulary in students. The researcher used the scrabble game method as a teaching tool to improve English vocabulary in students. Scrabble game is a game played by small groups to arrange letters into words so that this game can improve vocabulary in students. This study used a classroom action research method to collect data conducted in one class. The results of Classroom Action Research in cycle one with an mean score of 61.77%. In cycle two the mean score was 71.59% and in the third cycle with an mean score of 92.95% from the results of this study indicate that the Scrabble game media is suitable for use in learning English. Besides that the scrabble game changes the atmosphere of the class to be more active and greatly helps students in increasing English vocabulary.

Exploring the experiences of urban high school students in Paralympic School Day

This study explored the experiences of urban high school students in the Paralympic School Day (PSD) program and their perceptions about disability. Fifteen students took part in focus group interviews and written reflections were collected. Three interrelated themes were constructed: (a) “the people who we usually think of having to help were actually helping us”: flipping the script; (b) “an interesting way to put yourself in the shoes of others”: developing empathetic intelligence, and (c) “it feels ugly to be in a wheelchair”: spotlight on ableism. These findings provide support for the assertion that while PSD programs have a positive impact on participants’ disability-related perceptions, ableist notions and terminology are still unmistakable in their accounts. Therefore, PSD may be a crucial part of disability education and awareness, as initial ableist posturing began to dissipate through meaningful contact and experiences with disabled people while participating in disability sport activities.

Do Residential Areas Matter? Exploring the Differences in Motivational Factors, Motivation, and Learning Behaviors Among Urban High School English Learners From Different Regions

It has long been researched on the differences in motivation profiles between English learners in urban and rural schools to promote educational equity. However, important stakeholders such as students in developing cities and rural-urban-migrant students have been overlooked. Additionally, the moderating roles of regional variables between motivation and behaviors are understudied. To address these gaps, we investigated 503 high school students from four cities in China through questionnaires. Drawing on self-determination theory, we explored the differences in English learning motivational factors, motivation, and behaviors between students in developed and underdeveloped cities, and between rural-urban-migrant students and local students within the same urban school. Furthermore, we examined the moderating roles of regional variables between motivation and behaviors. Independent-samples t-tests revealed that students in the underdeveloped city had significantly lower levels of emotion-related factors and English learning behaviors. Among students attending the same urban school, it was found that rural-urban-migrant students reported higher levels of negativity across all dimensions surveyed. Moreover, moderation analysis suggested the positive impact of motivation on English learning behaviors was weaker among rural-urban-migrant students. We discussed potential reasons for these results and provided implications for teachers, parents, and policymakers.