Middle School Students Research Articles

Strategies of Social Studies Teachers in Using Natural Tourist Attractions as Learning Resources for Middle School Students in Semarang Regency

. Education generally demands that the learning process should not be directed solely toward textual understanding, but rather encourages contextual learning. In this approach, learning should utilize a variety of learning resources that keep pace with advancements in science and technology, and are also closely tied to up-to-date developments in the surrounding environment and society. By using local environmental issues as a learning resource, it is expected that students will obtain more accurate and reliable information. The aim of this research activity is to identify and explain natural tourist attractions in Semarang Regency as learning resources for social studies in junior high schools. The method used is qualitative. The data sources consist of primary and secondary data. Data collection techniques include interviews, observation, and document/archive analysis, while the validity of the data is ensured through technique triangulation.

The mediating roles of academic self-efficacy and learning interest in the relationship between teaching style and math behavior engagement among junior high school students in China.

Teacher guidance can positively impact students' learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students' mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students' math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academic self-efficacy mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style) and mathematical behavior engagement among Chinese middle school students; (2) math learning interest mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style, innovative and exploratory style) and mathematical behavior engagement among Chinese middle school students. Recommendations include encouraging teachers to adopt diverse teaching styles that foster both self-efficacy and interest.

Pengaruh Model Pembelajaran Flipped Classroom Terhadap Literasi Numerasi Siswa Kelas VIII SMP Swasta Gajah Mada

Mathematics plays an important role in everyday life, including in the development of human thinking power, science, and technology, although it seems unreal and abstract. This study aims to determine the Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School. The methodology of this study uses a quantitative quasi-experimental research type with a posttest in two classes. The population of this study were students of class VIII A, VIII B, VIII C at Gajah Mada Private Middle School with a total of 80 students. The sample in this study was class VIII B, and VIII C. The data sampling technique was carried out using the cluster random sampling technique. Data analysis was carried out with a posttest in both classes. Based on the results of the study, it can be concluded that "The Effect of the Flipped Classroom Learning Model on Numeracy Literacy of Class VIII Students of Gajah Mada Private Middle School". The data of this study are quantitative data obtained from the numeracy literacy test. Data analysis using the t-test. The results of the data analysis show that the ability of numeracy literacy in the Flipped Classroom learning model is higher than numeracy literacy without using the Flipped Classroom learning model. Thus, the flipped class learning model has an effect on students' numeracy literacy.

PENJARINGAN BAKAT SISWA-SISWI SMP/MTS PADA CABANG OLAHRAGA ATLETIK MELALUI MADRASAH ISLAMIC COMPETITION (MIC) 2024

The lack of athletic competitions in Jember Regency, causing a decrease in achievement. Therefore, Madrasah Islamic Competition (MIC) cooperates with PASI (Indonesian Athletics Association) Jember Regency to organise competitions, one of which is athletic sports, especially running numbers. Madrasah Islamic Competition (MIC) is a competition event held by MAN 2 Jember to facilitate the talents and potential of junior high school / middle school students throughout Besuki Prefecture. One of the branches contested is the 100 m and 400 m run. Talent screening in this athletic sport is the main focus, with the aim of identifying and developing the potential of young athletes who can represent their schools and regions in larger competitions. This service activity aims to make it easier for PASI (All Indonesian Athletics Association) Jember Regency to choose athletes who are eligible to compete in the PORPROV (Provincial Sports Week). This service method uses several stages including; (1) Preparation Stage, (2) Implementation Stage, (3) Evaluation and Reporting Stage. This service activity aims to facilitate the coaches and administrators of PASI (All Indonesian Athletics Association) Jember Regency in selecting athletic athletes to be prepared for the PORPROV (Provincial Sports Week) event. So that students have the motivation to be selected to join the Jember Regency contingent in facing the event.

Socio-ecological factors associated with e-cigarette susceptibility and current use among Thai adolescents

International research documents the popularity of youth e-cigarette use and factors associated with consumption. However, less research has examined the behaviour in jurisdictions where such products are illegal. This study therefore investigated social and demographic factors associated with the use of e-cigarettes among youth in Thailand, where such products are prohibited. An online cross-sectional survey was conducted among middle and high school students (n = 6,111) to capture individual, interpersonal, organizational, and social factors potentially related to the behaviour. Multinomial logistic regression was used to assess associations with e-cigarette susceptibility and use. The prevalence of e-cigarette susceptibility was 15.9%, with 9.7% reporting current use. Risk factors, including lower GPA, current smoking, current substance use, and peer vaping, were associated with susceptibility (vs. non-susceptibility) and use (vs. susceptibility). Parental vaping was linked solely to current use, while middle school attendance, current alcohol use, exposure to e-cigarette use in school and exposure to online marketing, were linked to susceptibility. Negative attitude towards e-cigarettes and regular exposure to anti-e-cigarette activities in school were protective factors against both. High-risk perceptions and regular parental supervision were protective factors for susceptibility. Despite bans, a significant proportion of Thai youth engage in e-cigarette use or are susceptible to it. Unique factors influence susceptibility and use, highlighting the need for strengthening laws and adjusting prevention efforts.

The Prevalence of Smartphone Addiction and Its Associated Risk Factors among School Students of a Metropolitan City: A Cross-Sectional Study

Background: Smartphone is a term used to distinguish cell phones with advanced features from basic feature phones. Smartphone addiction is a phenomenon that pertains to uncontrollability of smartphone use. The increasing use of smartphones and easy availability of smartphones to school children after Covid-19 Pandemic were the reasons for conducting this study. Aims - To estimate the prevalence of smartphone addiction among school children and its associated risk factors Methods: This was a cross-sectional study conducted on English middle-school students of Mumbai, involving students from secondary section i.e.,6th to 10thgrade. Data were collected by interview using a pre-structured questionnaire, and all the students were asked to fill out smartphone addiction questionnaire i.e. Smartphone Application Based Addiction Scale (SABA). Then, data were entered into Microsoft EXCEL and analysed using SPSS. Results: The mean age of 275 participants, was 13.1, and the prevalence of smartphone addiction in the present study was 45.5%. Addiction was significantly associated with age (P value 0.000), gender (P value 0.004), self-owned phone (P value 0.03), duration of time spent on phone on weekdays(P value 0.000) and weekends (P value 0.000), having social media accounts(P value 0.000),and the time spent on social media (P value 0.042). On applying logistic regression, female gender and the time spent on social media were the major risk factors. Conclusions: The risk factors associated with addiction are age, female gender; owning a smartphone, increased time spent on phones on weekdays and weekends, having social media accounts and excessive time spent on social media applications.

An Investigation on the Influence of Middle School Students' Grammar Learning Self-efficacy on Their Learning Performance

In middle school English teaching, grammar instruction has always been an important and challenging aspect. Due to the strong influence of grammar explanation in Chinese, learning English grammar may be affected by negative transfer from their native language, which could pose certain obstacles to English acquisition. Self-efficacy, as a major emotional factor influencing learners' internal regulation strategies, has attracted wide attention from researchers both domestically and internationally for its impact on learning performance. High self-efficacy helps learners develop a more positive mindset towards learning, thereby contributing to improved learning performance. Therefore, this study focuses on investigating the relationship between grammatical self-efficacy and learning performance of English grammar among middle school students. This research contributes to a complementary understanding of grammatical self-efficacy among educators, enhancing their teaching skills, and effectively guiding students to learn English grammar with a more positive and healthy mindset, presenting a future grammar instruction in middle school English teaching.

Diagnosing middle school students’ proficiency in constructing scientific explanations with the integration of chemical reactions and patterns: a cognitive diagnostic modeling approach

ABSTRACT Scientific explanation has been widely recognised as one of the primary proficiencies in global science education. From research and practical perspectives, investigating the cognitive process of constructing scientific explanations by integrating core ideas is essential to make sense of phenomena or solve problems. This study applied the cognitive diagnosis modeling (CDM) approach to diagnose students’ cognitive patterns of constructing scientific explanations by integrating chemical reactions and patterns. We localised three well-designed assessment tasks and correspondingly developed five cognitive attributes. Responses from 244 Grade 9 students in two middle schools were collected, scored, and analyzed. Results show that the five developed cognitive attributes are reliable and effective in identifying students’ cognitive challenges in constructing scientific explanations in a content-specific domain. In addition, we articulated students’ potential cognitive process of constructing scientific explanations. We identified a primary cognitive pathway that students may follow: making correct claims, finding sufficient evidence based on data patterns, and providing scientific principles for the reasoning process. The cognitive diagnosis results could be used to guide teachers in selecting teaching materials and strategies and arranging lesson sequences to support the development of students’ scientific explanations by integrating chemical reactions and patterns.

The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students

The objective of this study is to ascertain whether school climate and students’ epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in Çanakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students’ Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students’ critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student–teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student–teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.

Parental control and adolescent social anxiety: A focus on emotional regulation strategies and socioeconomic influences in China.

An individual's social adaptation, which is influenced by both internalizing and externalizing factors, depends on social anxiety. We proposed that the connection between parental psychological control and social anxiety among middle school students was mediated by negative emotion response-focused strategies and moderated by socioeconomic status (SES). We collected data from 1343 Chinese students from 12 to 16 years old (M = 13.3, SD = 0.96) by applying the questionnaire of parental psychological control scale, social anxiety scale and negative emotion response-focused strategies scale. The findings demonstrated that parental psychological control, including father and mother psychological control, was positively associated with social anxiety and that the relationship between parental psychological control and children's social anxiety was mediated by negative emotion response-focused strategies. Meanwhile, SES played a moderating role in the relationship between children's negative emotion response-focused strategies and social anxiety. The findings also suggest that we should pay more attention to the psychological status and social interaction of children with lower SES.

Leisure activities, substance use and psychological health among Hungarian adolescents

ABSTRACT During the past several decades, adolescents’ leisure has undergone several important changes due to, for example, alternative modes of entertainment, such as video gaming and social media which have had a significant influence on their well-being. The aim of this study was to examine the relationships of adolescents’ leisure activities to their substance use and psychological health. Participants were middle and high school students (N = 2,239, aged between 12 and 18 years, M = 14.61 years, SD = 1.71; 51.8% females) using data drawn from the Szeged Youth Study 2022, Hungary. Peer-based leisure was positively associated with all types of substance use. Playing and gaming leisure showed a negative relationship with psychosomatic and depressive symptomatology. Aesthetic-sophisticated and family-based leisure proved the most beneficial for psychological health and health behaviour, and it was also the strongest predictor of adolescents’ life satisfaction. Arts, hobbies and internet use played a beneficial role.

Redesigning an AI bill of rights with/for young people: Principles for exploring AI ethics with middle and high school students

“AI ethics” has become a popular term for signaling concerns with the development and application of artificial intelligence, and a hot-button issue in both academic and public discourse. The current work tends to center adult-oriented, adult-generated, and issues-based conceptions of ethics. This paper reports on an alternative model for “doing ethics” via co-design with young people, highlighting the need for students to engage in AI ethics work, especially as AI is increasingly used in their education and social lives. In particular, we focus on developing a rights-based approach, using the White House Blueprint for an AI Bill of Rights as a starting point for redesigning core AI ethics principles and their conveyance to be accessible and relevant to young people, in collaboration with young people. In this manuscript, we describe our empirical work in a series of three studies on AI ethics teaching and learning with middle and high school students, which culminated in redesigning pieces of the AI Bill of Rights. We present lessons learned, implications for responsible AI in education from student perspectives, and conclude with our suggested principles for integrating student insight and perspectives into the ethics frameworks that guide AI applications.

National Trends in the Prevalence of Self-Perceived Overweight Among Adolescents Between 2005 and 2022: Nationwide Representative Study.

Despite several studies on self-evaluation of health and body shape, existing research on the risk factors of self-perceived overweight is insufficient, especially during the COVID-19 pandemic. This study aims to identify the risk factors affecting self-perceived overweight and examine how the prevalence of self-perceived overweight has changed before and during the COVID-19 pandemic. Specifically, we analyzed the impact of altered lifestyles due to COVID-19 on this phenomenon. The data used in the study were obtained from middle and high school students who participated in the Korean Youth Risk Behavior Web-based Survey (N=1,189,586). This survey was a 2-stage stratified cluster sampling survey representative of South Korean adolescents. We grouped the survey results by year and estimated the slope in the prevalence of self-perceived overweight before and during the pandemic using weighted linear regression, as well as the prevalence tendencies of self-perceived overweight according to various risk factors. We used prevalence ratios to identify the risk factors for self-perceived overweight. In addition, we conducted comparisons of risk factors in different periods to identify their associations with the COVID-19 pandemic. The prevalence of self-perceived overweight was much higher than BMI-based overweight among 1,189,586 middle and high school participants (grade 7-12) from 2005 to 2022 (female participants: n=577,102, 48.51%). From 2005 to 2019 (prepandemic), the prevalence of self-perceived overweight increased (β=2.80, 95% CI 2.70-2.90), but from 2020 to 2022 (pandemic) it decreased (β=-0.53, 95% CI -0.74 to -0.33). During the pandemic, individuals with higher levels of stress or lower household economic status exhibited a more substantial decrease in the rate of self-perceived overweight. The prevalence of self-perceived overweight tended to be higher among individuals with poor academic performance, lower economic status, poorer subjective health, and a higher stress level. Our nationwide study, conducted over 18 years, indicated that self-perceived overweight decreased during the COVID-19 period while identifying low academic performance and economic status as risk factors. These findings suggest the need for policies and facilities to address serious dieting and body dissatisfaction resulting from self-perceived overweight by developing counseling programs for adolescents with risk factors such as lower school performance and economic status.

Supporting a robust understanding of square root for middle school students

Supporting a robust understanding of square root for middle school students

The Effect of Quantum Learning Model on Attitude, Anxiety, and Achievement of Middle School Students Towards Mathematics

We conducted this research to investigate the impact of the Quantum Learning Model (QLM) on the academic achievement, attitudes toward mathematics, and anxiety levels of seventh-grade middle school students. A total of fifty-six 7th-grade students participated in the research. The research used a quasi-experimental model with a pretest-posttest control group. The experimental group used QLM during the research process, while the control group used the current learning approach. We conducted the research for 28 lesson hours. We collected data using attitude, anxiety scale, and academic achievement tests. We applied tests to both groups before and after the experimental procedure. We used independent-samples-T-tests and paired-samples-T tests in the analyses. We also evaluated the journals of students and the researcher. Accordingly, QLM had a positive effect on middle school students' academic achievement in mathematics. The posttest mean scores of attitudes decreased significantly in the control group. The experimental group experienced a decrease in post-test mean scores of anxiety, which was not statistically significant, whereas the control group experienced a statistically significant increase in post-test scores. Students and teachers have expressed positive opinions about the use of note-taking and mind maps, which enhance the durability of learning, the establishment of a classroom environment and atmosphere conducive to QLM, and the implementation of celebration activities.

Анализ взаимосвязей предикторов академической успеваемости школьников методом сетевого моделирования

<p>The problem of studying the factors influencing students’ academic achievement does not lose its relevance in modern psychological and pedagogical science. Such interest arises due to current development of ideas about education as a way of developing human capital, increasing well-being and quality of life of people in modern society. The academic achievement of schoolchildren is largely determined by non-cognitive factors, including personality characteristics, motivational indicators and the development of self-regulation. The present work aims to analyze the relationships between non-cognitive predictors of academic achievement of middle and high school students using the network modeling method. Primary data was obtained using the following methods: V.I. Morosanova’s “The Self-Regulation Profile of Learning Activity Questionnaire (SRPLAQ)”, “Academic Motivation Scale - School (AMS-S)”, “Attitude towards learning in middle and high school”, “Big Five Questionnaire — Children version, BFQ-C”. The average score in Russian language and mathematics was used as an indicator of academic achievement. The sample consisted of 307 secondary school students (37.1% boys, age: 10-18 years). The statistical analysis included calculation of descriptive statistics for 28 indicators, and analyses of partial correlation networks, describing the relationships between regulatory and personality variables, as well as the academic achievement of students in grades 5-6, 7-9 and 10-11. The results revealed significant relationships between variables regardless of the period of education, and differences in the structure of partial correlation networks in grades 5-6, 7-8 and 9-11. It was found that the nature of the relationships between non-cognitive predictors and academic achievement varies depending on the period of study. The result showed that the achievement of students in grades 5-6 is significantly and directly correlated to the indicator of openness to new experience, while in grades 7-9 a direct correlation is also found with the general level of attitude towards learning, and in grades 10-11 - with cognitive motivation, neuroticism and conscious self-regulation. The results confirm the known relationships, and also reveal new ones that were not previously discovered in existing research: for example, a negative relationship between academic performance and cognitive motivation. The article concludes with directions for further research of moderator-mediator interactions between non-cognitive variables in their impact on students’ academic achievement.</p>

Effects of Adler's Theory‐Based nudge volunteer program on middle school students

AbstractAdler emphasized social interest as a social adaptive lifestyle. The study used a nudge strategy to generate social interest in middle school students through a volunteer program. If student gets a good reward for volunteering, it can be a nudge naturally toward social interest. The dependent variables for the volunteer program as a nudge are inferiority complex, social interest, and game over‐immersion. Using convenience sampling, it was assigning 28 participants to two groups each. The experimental group participated in an intervention consisting of 9 sessions of 90 min each, once a week. Both groups were assessed before and after intervention and at a 4‐weeks follow‐up. Program effectiveness was analyzed using repeated measures analysis of variance. The results showed that it was a significant difference in inferiority complex between the experimental and control groups immediately after intervention, and that it was a strong difference in social interest and game over‐emersion both immediately after the experiment and 4 weeks later. Therefore, it proposes that volunteer programs to increase social interest and transition to a pro‐social lifestyle be included as a nudge in school extracurricular activities or curriculum.

The Compounding Effects of Negative Life Events and Peer Victimization on Internalizing Symptoms in Middle School

ABSTRACT Middle school is a time of transition associated with increases in peer victimization (PV) and stress that warrant additional attention. Middle school students (N = 256; 54.7% male; M age = 12.24, SD age = .94) completed measures of PV, negative life events (NLEs), anxiety, and depression. Students were assessed across 6 time points to examine if PV and the number of NLEs at baseline (Time 1; T1) had a unique and interactive effect on symptoms of depression and anxiety concurrently and over three school years. Results suggest that T1 PV, T1 NLEs, and their interactions were significantly associated with concurrent depression. Moreover, the association between T1 PV and the trajectory of depression was moderated by T1 NLEs. Associations with anxiety were not as substantial; nonetheless, T1 PV was significantly associated with concurrent anxiety. Findings clarify the cross-sectional and longitudinal association between PV and NLEs on internalizing symptoms in middle school with an emphasis on the substantial risk of depression symptomatology.

Gender differences in the mental symptom network of high school students in Shanghai, China: a network analysis

BackgroundAdolescence is a critical period for the onset of mental health issues. In China, high school students face significant academic and social pressures, leading to high rates of mental health challenges. Gender differences in the manifestation of these symptoms have been observed, with boys and girls exhibiting distinct psychological profiles.ObjectiveThis study aims to explore the structure of psychological symptoms among Chinese high school students using network analysis, focusing on identifying core symptoms and gender differences in symptom networks. The key objectives are to: 1) identify the central psychological symptoms for boys and girls, and 2) uncover the interactions between symptoms to inform targeted interventions.MethodsA cluster sampling method was used to recruit 3,769 high school students (2,206 males and 1,563 females) in Shanghai. The Middle School Students Mental Health Scale (MSSMHS) was administered, and network analysis was conducted using the R packages bootnet and qgraph to assess symptom network edges, centrality, and network strength. Comparisons between male and female networks were made.ResultsNetwork analysis showed tightly connected symptom networks for both genders, with 43 non-zero edges for boys (sparsity 0.04) and 39 for girls (sparsity 0.13). Depression was the core symptom for boys (centrality 1.20), while anxiety was central for girls (centrality 1.46). Boys showed a stronger link between interpersonal sensitivity and depression (edge value 0.20), while girls exhibited a stronger connection between anxiety and obsessive-compulsive symptoms (edge value 0.16). Network comparison tests revealed no significant differences in overall network strength between boys (4.625) and girls (4.660), with P-values greater than 0.05 across all comparisons.ConclusionThis study highlights significant gender differences in the psychological symptom networks of Chinese high school students. Depression and anxiety emerged as core symptoms for boys and girls, respectively. These findings provide a foundation for developing gender-sensitive mental health interventions, emphasizing the need for tailored approaches based on gender-specific symptom profiles.

Changes in Mental Health Among Adolescents in South Korea Before and After COVID-19: An Interrupted Time Series Analysis From 2015 to 2022

PurposeThis study aimed to examine changes in mental health among adolescents by comparing data from the period following the onset of the COVID-19 pandemic with the period before the pandemic. MethodsWe estimated the annual prevalence of stress perception, depressive symptoms, and suicidal ideation among middle and high school students using data from the Korean Youth Health Behavior Survey spanning from 2015 to 2022. We then compared mental health status across 2 periods—pre-COVID-19 (2015–2019) and during COVID-19 (2020–2022)—employing an interrupted time series analysis. We adjusted for covariates, such as household economic status, residence type, self-rated health, and history of hospitalization, due to violence. ResultsWe analyzed data from 472,385 adolescents (242,819 boys and 230,016 girls). Stress perception, depressive symptoms, and suicidal ideation showed an increasing trend during the pre-COVID-19 period, followed by a decrease in the first year of the pandemic and an increasing trend in the second and third years. Boys experienced a faster increase in stress and depressive symptoms during the second and third years of the pandemic compared with the pre-COVID-19 period, whereas girls showed trends similar to those observed before the pandemic. Middle school students experienced a more rapid increase in these indicators than high school students during the second and third years. DiscussionAdolescents' mental health initially improved in the first year of COVID-19 but worsened during the second and third years of the pandemic. This suggests a need for intervention policies and programs to support adolescent mental health.