Male Junior High School Research Articles

Defendant characteristics and judgment behaviors of adolescent mock jurors

Fictitious court cases involving child abuse were presented to 140 male undergraduates and 140 male junior high school students to determine if the tendency to deal harshly with alleged criminals is dependent upon certain defendant characteristics. Results indicate that younger adolescent jurors give longer sentences than older adolescent jurors, and male defendants receive longer sentences than female defendants. While no significant main effects for case content were found, younger jurors gave longer sentences and attributed more responsibility to a parent who beat his/her child, while older adolescent jurors attributed more responsibility and prescribed longer sentences to a parent who burned the child. Implications for future research with adolescent jurors are discussed.

Multiple behavioral techniques in severe separation anxiety of a twelve-year-old

This study describes a case of severe separation anxiety and obsessive compulsive disorder which had previously been unsuccessfully treated along psychoanalytic lines as a school phobia. The subject was a 12-year-old male junior high school student who, over a period of two years and five months, had either not attended school or had attended under duress and fled for home. Procedures included relaxation, systematic desensitization, in vivo desensitization, positive reinforcement and graduated reduction of ritual behaviors. After 88 sessions the patient was able to attend school without anxiety. Follow-up two years later indicated that all gains had been maintained.

The analysis of change in occupational qualities by ageing

The ageing process was studied by means of the changes in the aptitude measured by the general vocational aptitude test constructed by the Japan Labour Ministry. The aptitudes were classified in terms of three activities, viz. analytical, synthetic and motion. Four groups of subjects participated in the study: 271 male manual workers aged 20-59; 111 male non-manual workers aged 20-59; 196 male and female university students aged 18-19; and 123 male and female junior high school students aged 13-15. Changes with age were observed in the scores, in the activity balance diagram and in the time required for the basic motion (therblig).

Habit and Behavioral Intentions as Predictors of Social Behavior.

This research assessed the relative impact of habit and behavioral intentions in predicting classroom teacher behavior, using a model proposed by Triandis. Responses from a behavioral differential, as well as two hours of classroom observations, were taken on 77 male and female black and white junior high school teachers. The classroom observation technique (STOIC) obtained the frequencies of emitted behaviors (both verbal and nonverbal), categorized by race and sex of the target child. Results indicated that habit was a more potent predictor of classroom behavior than intentions. However, a post-hoc analysis supported the notion that intentions become important when the habit component can be suppressed.

Factor Analysis of Selected Basketball Skill Tests

Abstract The purpose of this study was to investigate the factor structure of the sports skill domain of basketball and to identify test items to measure in this skill domain. A theoretical model of the hypothesized dimensions of basketball playing ability was developed based on a review of literature concerning basketball skill testing from 1906 to the present day. These dimensions were: (a) shooting, (b) passing, (c) jumping, (d) movement without the ball and (e) movement with the ball. Twenty-one items, including the nine items in the AAHPER basketball skill test for boys, were selected to sample these hypothesized dimensions. The tests were administered to 70 male junior high and high school students enrolled in the University of Minnesota, Duluth basketball camp during the summer of 1975. The hypothesized dimensions were analyzed by use of the following: (a) alpha factor analysis; (b) canonical factor analysis; (c) image analysis; and (d) principal components analysis. Both oblique and orthogonal rot...

Applying contingency contracting to a school phobic: A case study

This study describes a case in which a contingency contract was used with a school phobic. The subject was a 13-yr-old male junior high school student who had been absent 94 per cent of the school days over a 6-month period. Following the implementation of the contingency contracting procedures, the subject voluntarily returned to school, and has had a perfect record of attendance for the remaining 3 months of school. Attendance records for this current school year indicate that the subject has only missed one and one-half out of 85 school days.

Modified surgical binoculars for use in contact lens practice.

A fourteen year old male junior high school student with a history of chronic avoidance of reading and poor performance in reading had deficient oculomotor skills and a sluggish accommodation. Reading Glasses and combined office and home visual training for 14 weeks resulted in normalized near point visual skills, improved ability in reading, and a new positive attitude toward study and school achievement. This was maintained into the next school year following the cessation of visual training. Both pre- and post-training reading scores and visual analysis findings are presented with a summary of training procedures. Concurrent with and subsequent to the visual training, no other type of therapy was administered.

Effect of Isometric Exercise on Standing Broad Jumping Ability

Abstract This study attempted to determine if a maximum iosmetric exercise program would improve standing broad jumping ability. Seventy-six male eighth-grade junior high school students were tested in the standing broad jump. The subjects were then paired according to broad jumping ability into two groups. The experimental group participated in an isometric program consisting of a 15-sec. maximum contraction in an inverted leg press once a day, five days a week for six weeks. Both groups were retested at the end of the six weeks program. The data were treated statistically and neither the experimental nor the control group improved significantly in standing broad jumping ability.