Middle School Students In China Research Articles

A cross-section study on physical endurance level in primary and middle school students in China, 2014

Objective: To understand the physical endurance level of primary and middle school students in China in 2014, and identify the factors influencing students'physical endurance. Methods: Data were collected from"National School Student Physical Fitness and Health Surveillance in 2014" , a total of 142 708 primary and middle school students with complete information were included in the analysis. The age, gender and area specific failure rates of endurance running of students were analyzed, the differences were analyzed with χ(2) test, and the factors influencing students' physical endurance were identified with log-binomial regression model. Results: Among the 142 708 students, the failure rate of endurance running was 21.6% (30 867/142 708). The failure rate was 23.7% (16 891/71 388) in boys and 19.6% (13 976/71 320) in girls (χ(2)=347.73, P<0.05). And it was 24.8% in students in urban area (17 713/71 378), higher than that in students in rural area (18.4%, 13 154/71 330) (χ(2)=855.29, P<0.05). The failure rate of endurance running showed an upward trend with age. Insufficient physical education class hour (OR=1.13, 95%CI: 1.11-1.15), not taking breakfast daily (OR=1.22, 95%CI: 1.20-1.25), daily physical exercise time<1 hour (OR=1.44, 95%CI: 1.40-1.48), the screen watching time>2 hours (OR=1.16, 95%CI: 1.14-1.19) and overweight or obesity (OR=1.90, 95%CI: 1.86-1.95) might be the risk factors for the failure of physical endurance. Conclusion: The physical endurance of primary and secondary students in China was not optimistic, and the factors influencing their physical endurance included gender, living area, physical education class time, daily homework time, breakfast, daily exercise time and nutrition status.

Anti-AIDS Related Knowledge Among High Middle School Students in China, a Systemic Analysis

Anti-AIDS Related Knowledge Among High Middle School Students in China, a Systemic Analysis

Establishing Chinese Middle-school Students' Mental-health Norms with the Symptom Check List-90-R

Despite the widespread application of the Symptom Check List-90-R (SCL-90-R) with Chinese middle-school students, there are currently no widely accepted national norms for mental health specifically for this group. In this study our aim was to establish mental-health norms for Chinese middle-school students using the Chinese version of the SCL-90-R. A large sample (N = 20,862) of Chinese middle-school students completed the SCL-90-R. Their mean scores for the 9 subscales of the SCL-90-R ranged from 1.45 to 1.85. The mean General Symptomatic Index score was 1.61 ± 0.57. There were significant differences between these norms and the norms reported in a Chinese study conducted in 1986. The scores we recorded in this study can be used as new mental-health norms for this age group because the data were acquired directly through a survey using a large sample representative of middle-school students in China.

Parental Expectations and Child Screen and Academic Sedentary Behaviors in China.

This study examined sociodemographic patterns of parental expectations for academic performance, terminal degree, and future occupation for middle school students in China, and how these expectations influence students' screen-based and academic-related sedentary behaviors through parenting control practices. Based on data collected in 2013-2014 from 19,487 Chinese middle school students, bivariate logistic regressions tested associations between sociodemographic variables and parental expectations; structural equation models tested associations between parental expectations and students' self-reported daily time on TV/Internet/homework, with parental controls as potential mediators. Analyses were performed in October 2015. Chinese students spent 0.96 (SD=1.44) hours/day on TV, 0.56 (SD=1.20) on Internet use, and 2.79 (SD=2.07) on homework. Girls spent more hours/day on homework (2.98 [SD=2.07] vs 2.62 [SD=2.04]) than boys but less on TV (0.90 [SD=1.37] vs 1.02 [SD=1.50]) and Internet (0.42 [SD=0.98] vs 0.69 [SD=1.36]). More than 30% of students were expected by parents to reach the top five of their class, almost 90% were expected to earn a college degree or higher, and >80% were expected to have a professional occupation. Students in rural areas, with siblings, and with lower parental SES tended to bear lower parental expectations. Children experiencing higher parental expectations spent more time on homework but less time on TV/Internet, partially explained by stricter parental homework and screen control. High parental expectations suppress screen use but promote academic-related sedentary behaviors for Chinese children. Interventions should attend to academic-related sedentary behaviors and call for broader policies addressing sociocultural factors fueling high parental expectations.

Sources of unequal cognitive development of middle-school students in China’s rural–urban migration era

This paper seeks to identify the major sources of unequal cognitive development of middle school students in China’s current rural–urban migration era. Under a framework that integrates theories of social stratification, migration, and sociology of education, we utilize data on a nationally representative sample of 9th graders and a standardized cognitive test to provide valid population patterns and explanations of cognitive development inequality. Our regression decomposition helps disentangle the sources of group disparities between the predictor levels and the predictor effects. Our analysis reveals that the old order of inequality created by household registration ( hukou) has been complicated by rural–urban migration. Inequality has increased for rural- hukou students, with the most dramatic differences occurring among children of migrants, depending upon the child’s migrant status. Our regression decomposition analysis results point to the effectiveness of the school learning environment as the chief source of cognitive development inequality. We discuss implications for policy interventions to foster and ensure an equal education for all students.

Validation of the Social Networking Activity Intensity Scale among Junior Middle School Students in China.

BackgroundOnline social networking use has been integrated into adolescents’ daily life and the intensity of online social networking use may have important consequences on adolescents’ well-being. However, there are few validated instruments to measure social networking use intensity. The present study aims to develop the Social Networking Activity Intensity Scale (SNAIS) and validate it among junior middle school students in China.MethodsA total of 910 students who were social networking users were recruited from two junior middle schools in Guangzhou, and 114 students were retested after two weeks to examine the test-retest reliability. The psychometrics of the SNAIS were estimated using appropriate statistical methods.ResultsTwo factors, Social Function Use Intensity (SFUI) and Entertainment Function Use Intensity (EFUI), were clearly identified by both exploratory and confirmatory factor analyses. No ceiling or floor effects were observed for the SNAIS and its two subscales. The SNAIS and its two subscales exhibited acceptable reliability (Cronbach’s alpha = 0.89, 0.90 and 0.60, and test-retest Intra-class Correlation Coefficient = 0.85, 0.87 and 0.67 for Overall scale, SFUI and EFUI subscale, respectively, p<0.001). As expected, the SNAIS and its subscale scores were correlated significantly with emotional connection to social networking, social networking addiction, Internet addiction, and characteristics related to social networking use.ConclusionsThe SNAIS is an easily self-administered scale with good psychometric properties. It would facilitate more research in this field worldwide and specifically in the Chinese population.

Gender Peer Effects on Students' Academic and Noncognitive Outcomes: Evidence and Mechanisms

This paper estimates the gender peer effects on students' academic performance and noncognitive outcomes. The analysis uses a nationally representative survey of middle school students in China and focuses on schools that randomly assign students into classrooms. Our findings show that having a higher proportion of female peers in class improves students' test scores and noncognitive outcomes, such as mental stress, social acclimation and satisfaction, and disciplinary problems. There is evidence in support of improved classroom environment, teacher-student interactions, and teachers' level of job satisfaction when there are more female students in the class. The findings extend the study of gender peer effects from the traditional focus on academic achievements to noncognitive outcomes, and provide useful evidence on potential mechanisms.

Ecolinguistic Factor Analysis on Language Use of Korean Middle School Students in China

Ecolinguistic Factor Analysis on Language Use of Korean Middle School Students in China

Sexual Activity and HIV-Related Knowledge among Secondary School Students in China.

The aim of this study was to assess the level of HIV/AIDS knowledge and sexual activity among secondary school students, and to offer specific intervention strategies. Random sampling technique was used and cross-sectional study was conducted among 6347 students using self-administered questionnaire. The ages of participants range from 9 to 21 years with a mean of 14.83±1.63 years. Of 6347 students, 3214 (50.6%) were female. Results showed that 65% of male and 71% of female had been pornography reader. Overall, the prevalence of knowledge on HIV caused by virus was high for male and female. On intimate contact, 25.7% of the male and 17.7% of the female students reported that they had a history of hugging; 11.3% of male and 5.6% of female students reported that they had an experience of kissing; 11.3% of male and 4.0% of female students reported that they had an experience of caressing, 27% of male and 18% of female students reported that they had an experience of sexual intercourse; and 49.5% of male and 58.4% of female students reported to have been forced to have sex. Accordingly, 75.1% of male and 90% of female students heard of HIV. Education of the students on HIV/AIDS seems poorer at the secondary school in certain areas of China; more attention should be paid to those of senior grade students and students from divorced families.

Differences in classroom removals and use of praise and rewards in American, Chinese, and Japanese schools

Students' perceptions of teacher–student relationships, frequency of conduct problems, and their teachers' use of classroom removals, school suspensions, praise and rewards were examined in this study of 3,588 elementary- and middle-school students in China, Japan, and the United States. As predicted, American students reported the greatest frequency of conduct problems and of classroom removals and suspensions. Chinese students reported the most positive teacher–student relationships and their teachers' greatest use of rewards and praise. Cultural values that likely contribute to these differences are discussed.

Using the Mixture Rasch Model to Explore Knowledge Resources Students Invoke in Mathematic and Science Assessments

The purpose of this study was to investigate whether mixture Rasch models followed by qualitative item-by-item analysis of selected Programme for International Student Assessment (PISA) mathematics and science items offered insight into knowledge students invoke in mathematics and science separately and combined. The researchers administered an assessment constructed from PISA released items to 516 15-year-old middle school students in China. The findings suggest that while PISA attributes showed promise for providing insight into how students were classified in mathematics and science, when combined these attributes were not found. Our findings suggest that students do not seem to be applying attribute strengths to the dataset as a whole (i.e., mathematics and science items combined) in ways that differentiate them from students who appear weaker for those attributes.

Homework Emotion Regulation Scale

The goal of the present investigation is to evaluate the psychometric properties of the Homework Emotion Regulation Scale (HERS) using 796 middle school students in China. Confirmatory factor analyses (CFAs) supported the existence of two distinct yet related subscales for the HERS: Emotion Management and Cognitive Reappraisal. Concerning the concurrent and predictive validity evidence of the HERS, the results indicated that, consistent with theoretical expectations, Emotion Management and Cognitive Reappraisal were positively associated with mastery and performance orientation, desirable homework behaviors (e.g., completion), learning strategies (e.g., organization), and math homework grade reported by teachers at the end of school semester.

Examining Physical Fitness, Depression and Academic Performance among Chinese Adolescents

PURPOSE: Depression has become the most prevalent mental health problem, and the gender difference of depression begins to emerge as early as in early adolescence (Sumer et al., 2009). Increasing physical fitness is proposed as a critical way to improve mental health and prevent obesity (Ortega et al., 2008). Previous studies have also suggested that healthier students are better learners, and that obesity has been associated with both health problems (Ortega et al., 2008) and poorer academic achievement (Howie & Pate, 2012). The existing literature has not sufficiently evaluated the influences of physical fitness and depression on students’ academic performance. This study attempted to fill this gap and examine the relations between physical fitness, depression, and academic performance among adolescents. METHODS: Participants were 143 (95 boys; 48 girls; M age =14.6) middle school students in China. According to the National Students Physical Fitness Health Standard, cardiorespiratory fitness, muscular fitness, and flexibility were assessed during physical education classes. The total standardized fitness score was used in the data analyses. The Center for Epidemiological Studies-Depression Scale (CES-D; Faulstich et al., 1986) was used to assess students’ depression. Academic performance scores, including mathematics and reading, were provided by the school district at the end of the semester. RESULTS: Correlation analyses indicated that physical fitness was positively related to mathematics (r = .19, p < .05) and reading (r = .23, p < .01). Depression was negative associated with mathematics (r = -.25, p < .01) and reading (r = -.19, p < .05). Multiple regression analyses demonstrated that both physical fitness and depression significantly predicted students’ mathematics scores (β = .18, p < .05; β = -.23, p < .01), accounting for 9.2% of the variance. Both gender and depression emerged as the significant predictors of students’ reading scores (β = .22, p < .05; β = -.20, p < .05), accounting for 12.3% of the variance. CONCLUSION: The findings of the study suggest that both physical fitness and depression were important indicators of Chinese students’ academic performance. Interventions aiming to prevent mental health impairment and enhance specific types of physical fitness in adolescence are recommended.

Health surveillance through social networks

We propose a network-based method to monitor health behaviors and point out the general conditions for it to work effectively. The method helps to identify effective informants for monitoring future health behaviors and to triangulate self-reports of sensitive health behaviors. We demonstrate the method by studying the smoking behaviors of over 4000 middle school students in China. Using students’ observations of their schoolmates smoking in the past 30 days, we construct smoking detection networks and examine the patterns of smoking detection. We find that smokers, optimistic students, and popular students make better informants than their counterparts. We also find that using three to four (or the 3rd quartile of) positive peer reports can uncover a good number of under-reported smokers while not producing excessive false positives.

The influence of family context on life, educational and occupational ideal among middle school students in China.

This study examined the relationship between family context of middle school students on their educational and occupational ideals. Middle school students (N = 2000) responded to questions assessing family location, family structure, parental educational level and family economic status, as well as to the Middle School Students' Ideals Questionnaire. Multivariate analysis of variance indicated that life, educational and occupational ideals of female students and students in lower grades were higher than that of male students and students in higher grades. Regression analysis indicated that paternal education level have a positive association with educational and occupational ideals, but not life ideals, and family economic status have a positive relation to life ideals, but not educational and occupational ideals. Moreover, the interaction between family economic status and family location has a negative association with students' life, educational and occupational ideals. These results suggest that different factors predicted different ideals of adolescents, and that family economic status had a negative moderating effect on the relationship between family location and ideals of students.

Analysis of contested reports in exchange networks based on actors’ credibility

Exchanges of information, goods, and services are an essential part of human relations. However, a significant number of reported exchange ties tend to be contested: the reports of the sender and the receiver in an exchange do not concur with each other. To accurately understand the exchange ties between actors and the properties of the associated exchange networks, it is important to address such disagreement. Common practices either eliminate the contested reports or symmetrize them. Neither of them is ideal, as both underuse valuable information in the reports. In this paper, we propose new methods for handling contested exchange ties. The key idea is to measure actors’ credibility based on their asymmetric connections. For example, an actor is less credible the more contested ties she or he has. Using the credibility scores thus calculated, we develop two methods for handling contested ties. The first method is deterministic: it takes the report of the more credible actor as a reflection of the true exchange status between two actors. The second method is stochastic: it assumes the true exchange status between two actors is a random draw from their reports with probabilities proportional to their credibility. We illustrate the above methods by analyzing contested reports in cigarette exchange networks among middle school students in China and social and economic exchange networks among rural households in South Africa. The results show that our methods provide more reasonable corrections to contested reports than previous methods.

Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy

Prior research has shown personal best (PB) goals to be significantly related to students’ motivation, engagement and achievement. However, research thus far has investigated PB goals only among Western samples and it is unclear to what extent PB goals hold academic merit in the Asian context. It is also unclear whether PB goals explain variance in motivation and engagement beyond that explained by ‘classic’ performance, mastery and avoidance goals. With a sample of 3753 middle school students in China, the present study showed that mastery and PB goals explained the bulk of variance in motivation, engagement and academic buoyancy outcomes. It therefore appears that the effects of PB and ‘classic’ goals derived in Western contexts generalise to the Chinese context. Further, although correlated, mastery and PB goals explain unique variance in distinct academic outcomes such that mastery goals appear more salient in mapping onto motivation factors while PB goals appear more salient in mapping onto engagement and buoyancy factors.

Parental Behavioral Control, Psychological Control and Chinese Adolescents’ Peer Victimization: The Mediating Role of Self-Control

Previous research suggested that parental behavioral control and psychological control have differential associations with adolescents’ peer victimization. However, given that these two types of parental control are somewhat related but distinct from each other, it is critical to distinguish the unique relationship between each form of parental control and peer victimization. Furthermore, the mediating mechanism between parental control and peer victimization has not been thoroughly examined. The present study was designed to examine the unique associations of parental behavioral control and psychological control with Chinese adolescents’ peer victimization, as well as the mediating role of self-control. A total of 694 7th–9th grade middle school students in China (M age = 13.67, SD = 1.20) participated the survey by completing questionnaires about demographics, parental control, self-control, and peer victimization. Results indicated that: psychological control had positive associations with both overt and relational victimization, and these associations were partially mediated by adolescents’ self control. In contrast, behavioral control was positively associated with self-control, which in turn negatively associated with peer victimization. On the other hand, behavioral control was positively associated with peer victimization. Hence, an inconsistent mediation was found due to the opposite signs and the same magnitudes of the direct and indirect relationships between behavioral control and peer victimization. These findings suggest that parental behavioral control and psychological control contribute to adolescents’ peer victimization through different mediating mechanisms.

Effectiveness of school-based smoking intervention in middle school students of Linzhi Tibetan and Guangzhou Han ethnicity in China

PurposeThe purpose of this paper is to assess the effectiveness of school-based intervention aimed to increase knowledge, to change attitudes and to reduce smoking-related behavior in both Linzhi Tibetan and Guangzhou Han middle school students in China. DesignA concurrent intervention study was conducted in both Linzhi and Guangzhou. Two schools were randomly chosen and one was randomly assigned to the intervention group and the other to the control group in both settings. Setting/participantsParticipants were grade one and grade two middle school students drawn from two schools in Linzhi, Tibet Autonomous Region (southwest China) and two schools in Guangzhou, Guangdong Province (south China). InterventionThe intervention program lasted for one year and covered three aspects: health policies in school, health environment in school and personal health skills. Main outcome measuresPrimary outcomes were smoking-related knowledge, attitudes and behavior (including ever smoking, daily smoking, weekly smoking and current smoking) and were measured by a self-administered questionnaire before and after the intervention. ResultsThis intervention increased smoking-related knowledge in both Tibetan (β=1.32, 95% CI (0.87–1.77)) and Han ethnic groups (β=0.47, 95% CI (0.11–0.83)). It changed attitudes toward smoking in Tibetan (β=1.47, 95% CI (0.06–2.87)) but not so in Han (β=−0.33, 95% CI (−1.68–1.01)). The intervention changed the prevalence of smoking in neither ethnic groups (P>0.05). ConclusionsThe impact of school-based smoking intervention is different among Tibetan and Han students. This intervention was more effective for Tibetans when compared with the Han ethnic group. More research is needed on how intervention can be adapted to address ethnic and cultural differences.

Internet Addiction Among Elementary and Middle School Students in China: A Nationally Representative Sample Study

The purpose of this study was to examine the prevalence of Internet addiction in a nationally representative sample of Chinese elementary and middle school students and to investigate Internet addiction among Internet users with different usages. The data were from the National Children's Study of China (NCSC) in which 24,013 fourth- to ninth-grade students were recruited from 100 counties in 31 provinces in China. Only 54.2% of the students had accessed the Internet. According to the criteria of Young's Diagnostic Questionnaire (YDQ), an eight-item instrument, the prevalence of Internet addiction in the total sample was 6.3%, and among Internet users was 11.7%. Among the Internet users, males (14.8%) and rural students (12.1%) reported Internet addiction more than females (7.0%) and urban students (10.6%). The percentage of Internet addicts in elementary school students (11.5%) was not significantly lower than the percentage of middle school students (11.9%). There was no statistically significant difference between the four geographical regions (9.6%, 11.5%, 12.3%, 11.1%) characterized by different levels of economy, health, education, and social environment. As the frequency of Internet use and time spent online per week increased, the percentage of Internet addicts increased. When considering the location and purpose of Internet use, the percentage of Internet addicts was highest in adolescents typically surfing in Internet cafes (18.1%) and playing Internet games (22.5%).