Middle School Years Research Articles

코로나19를 경험한 전환기 청소년의 학교적응에 대한 잠재집단 분류와 전이 영향: 잠재전이분석을 적용하여

The purpose of this study is to identify the patterns of school adaptation transition among adolescents who experienced both the COVID-19 pandemic and a school level transition, and to longitudinally examine the factors influencing this transition. To this end, latent transition analysis was conducted using data from the 2018 Korean Children and Youth Panel Survey for 2018 (first year of middle school), 2020 (third year of middle school), and 2022 (second year of high school). The study found that, first, school adaptation profiles were identified as four types in the first year of middle school (teacher relationship-centered maladjustment, maladjustment, low adaptation, high adaptation), three types in the third year of middle school (maladjustment, low adaptation, high adaptation), and four types in the second year of high school (academic-centered maladjustment, maladjustment, low adaptation, high adaptation). Second, the transfer patterns of adolescent school adaptation were represented by three models, and 12 representative transition types were derived. Third, individual and school characteristics, parents' affectionate and autonomous parenting attitudes, and academic apathy were confirmed to influence school adaptation transfers during the first, third, and second years. This study is significant as it provides basic data on school adaptation by clarifying the developmental processes through which transitional adolescents either adapt to or become maladjusted in school.

Experiences of Children Studying at the School Where the Teacher Mother or Father Work

ABSTRACTTeacher parents enroll their children in the schools where they work nowadays. This qualitative study aimed to explore what children experience when they attend a school where their teachers and parents work. The students, aged between 10 and 13 years (M = 11.2; SD = 1.22), were all students at the school where their parents worked during their middle school years. Of the students who were in the same school as their parents, the parents of six of them were also course teachers. The thematic analysis of the qualitative interviews identified the following four main themes: Advantages, expectations, artificial friendship, and recommendations. Within the framework of the findings, practical recommendations were offered to psychological help professionals and families working on the subject.

Instruction to support word‐level reading skills for adolescent learners with learning disabilities

AbstractThe middle and high school years represent a unique challenge for students who have not yet attained proficiency with word reading. By this time, it is generally expected that students will be able to independently read a variety of texts to gain content knowledge and to read for understanding. Students with or at‐risk for learning disabilities (LD) often struggle with acquisition of word‐level reading skills and these difficulties are amplified as words become increasing complex. By fifth grade, most of the new words introduced in text are multisyllabic, yet students often lack a systematic approach for decoding these words. Despite these challenges, teachers can effectively support secondary‐aged students with LD in developing the foundational word reading skills necessary for reading proficiency. In this article, we describe the critical role of word reading efficiency, unique challenges of multisyllabic word reading, and the importance of ongoing instructional support for students with LD. We then introduce four instructional routines that can be implemented to facilitate secondary students' acquisition of word‐level reading skills that also affirm and strength students' diverse cultural and linguistic backgrounds.

고등학생의 스마트폰 사용목적에 따른 잠재계층 분류와 스마트폰 의존도 간의 관계

Objectives This study attempted to examine the types and dependence of second-year high school students on smartphones and to identify changes in students by comparing them with previous research results. Methods To this end, 2,236 students were analyzed using latent profile analysis to identify changes in students through comparison with the results of previous studies (first year) using KCYPS 2018's first-year cohort of middle school students (second year of high school). Results When comparing the first year (middle school year) and the fifth year (high school year 2) of the cohort of the first year of middle school students in the Korean Children and Youth Panel Survey (KCYPS 2018), first, the potential group of smartphone usage types was classified by ‘game’ in middle school, while the high school period was classified by ‘information and academia’. Second, the predictor variables that affect the type of smartphone use are ‘gender’, ‘depression’, ‘friendship’, and ‘parenting attitude’ in both middle and high school, while warmth, rejection, and provision of structure are influential. Among the sub-domains of ‘self-esteem’ and ‘parenting attitude’, ‘autonomy support, coercion, and inconsistency’ were found to have no effect. Conclusions Similar to previous studies on the impact of smartphone usage patterns, this study also analyzed that depression, friendship, and parenting attitudes have a profound effect, suggesting that the educational community and local community need to develop balanced smartphone usage habits by providing counseling and healing programs that take into account the characteristics of adolescents.

학부모 교육열의 종단적 변화 유형 탐색

This study aims to categorize the patterns of change in parents' educational enthusiasm and explore student- and parent-level predictors for each group. For this purpose, data from the 3rd to 8th waves of the Korean Education Longitudinal Study 2013 (KELS 2013) were analyzed, focusing on the parents of students who transitioned from middle school to high school. Using Growth Mixture Modeling(GMM), changes in parents' educational expectations and shadow education expenditures were examined. First, distinct subgroups of parents were identified in terms of educational enthusiasm. Changes in educational expectations were categorized into low expectation maintenance group, decreasing expectation group, and high expectation maintenance group, while changes in shadow education expenditures were classified as increasing expenditure group, medium expenditure maintenance group, and high expenditure maintenance group. Second, the predictors of educational enthusiasm included student gender, academic performance in the first year of middle school, parental education, occupational characteristics, and average monthly income. Based on these findings, this study recommends higher education policies that consider parental demands, the expansion of various public education services, and educational programs targeted at parents with low socioeconomic status.

Stability and change in moral disengagement and bullying participation across three years of Japanese middle school

ABSTRACT The present study investigates the longitudinal relationships between bullying roles (bullying, passive bystanding, victimization) and moral disengagement to examine influences on the shifting role of bullying in Japanese middle school students. Participants were 271 Japanese students (Time 1: M age = 12.72, SD = .45, 136 boys and 135 girls) recruited from two public middle schools (9 classes). Five data collection occasions in Grades 7 to 9 alternated between surveys of self-reported bullying behavior (three timepoints) and moral disengagement (two timepoints). Structural equation modeling showed that moral disengagement was reciprocally related to bullying and passive bystanding. Victimization was only related to moral disengagement in Grade 9, such that moral disengagement in June predicted increased victimization experiences in December. These findings suggest that intervention and prevention programs in schools need to actively address moral disengagement, with a focus on bystanders as well as perpetrators and victims of bullying.

Bodies in motion: exploring transformations of students’ embodied practices through middle school years

ABSTRACT This paper explores embodied practices and relations of students’ ‘hexis’, the bodily part of habitus, during middle school years in a Danish state school setting, focusing on how these practices are shaped by classroom dynamics and grade level. Drawing on field notes and vignettes from 12 visits across 3 grade levels in 2 state schools – fifth grade (ages 11–12), seventh grade (ages 13–14), and ninth grade (ages 15–16) – the study reveals distinct patterns of body practices. Fifth graders exhibit a collective hexis in flux, seventh graders express more still and individual practices, and ninth graders demonstrate a complex mix characterised by individual stillness and collective in-flux. Notable gender differences emerge in the incorporation of school norms at seventh and ninth grades, with girls more likely to embody and take advantage of doxic orders of stillness. Highlighting the significant role of institutional and social contexts in shaping students’ embodied practices, this study offers a nuanced understanding of the interplay between body, time, and space in educational settings.

The adverse dyadic friendship (ADF): An exploratory retrospective view of female adolescents.

Friendships of adolescent girls play a significant role in providing socio-emotional support and enabling the attainment of developmental tasks. The present exploratory paper focuses on an aspect of close friendships that has yet to be widely examined, which we described as the Adverse Dyadic Friendship (ADF). This is a friendship whose negative elements are perceived from the distance of time as outweighing its positive ones. To examine the features of ADF, a qualitative study based on retrospective data obtained from 34 young adult females (Mage = 31.14, SD = 5.59) was conducted in Israel. Using a semi-structured online questionnaire, participants were asked to address a specific close same-sex friendship they had during their middle or high school years that has negatively affected them. The emerging themes (such as negative feelings and various coping strategies) suggest that ADF comprises an intense emotional condition, having implications on the development of individuals' self-perception. The consequences of ADF may be detrimental to adolescent girls' self-worth and friendship skills and extend into their adult life. Whereas the developmental literature emphasizes the positive aspects of friendship for adolescent girls, this study points out how ADF can also become a developmental challenge for them: on the one hand, ADF comprises a risk factor for their socio-emotional development, and on the other hand, presents an opportunity to learn and introduce changes in their lives. The main contribution of this paper is that ADF can stimulate further research on the complex aspects of friendship between adolescent girls.

Effect Model (SAVI) in Mental Habits of Fourth Year Middle School Students in Biology

The research aims to identifymodel (SAVI) inmental habits forFourth year middle school students in biology. The researcher randomly selected Al-Tahrir Government Girls’ Day Secondary School in the center of Babil Governorate, as the school contains four classes for the fourth year of middle school and includes (155) students distributed in order.(38 - 39 - 40 - 38) in four sections (A - B - C - D)AndBy random drawing, Section D represented the experimental group, which would study biology according to(SAVI model) and division (b) represents The control group will study the same material in the usual wayThe total number of female students in both groups was:After exclusion(70) Reality student (35) female students in each group,The researcher conducted equality between the students of the two research groupstoFor the following variables (chronological age calculated in months, previous information, biology grades for the third intermediate grade, and intelligence test) Auteus LinyonAnd a measure of habits of mindThe research was limited to female students in the fourth year of middle school For the year Academic(2023-2024) for the first semester and the scientific subject specified in the semesters (first - second - third - fourth - fifth) of the biology textbook and after parity between...The two groupsThe researcher prepared the application requirementsFor both groupsAfter completing the experiment, the researcher applied her research tools to...The two groupsI got data It was processed by testing (t-Test) and the results showed that the experimental group outperformed the control group according to a model(SAVI)inHabits of mind.

청소년의 스마트폰 사용 목적에 따른 이용 행태 및 변화 유형 분석

This study aimed to classify latent profiles of smartphone usage among adolescents based on usage purposes and explore their transitions from the second year of middle school to the second year of high school. Using data from the 2nd and 5th waves of the 2018 Korean Children and Youth Panel Survey (KCYPS), the sample included 1,963 students who provided data on smartphone usage frequency. The analysis involved descriptive statistics, Latent Profile Analysis (LPA), Latent Transition Analysis (LTA), and one-way ANOVA. Five distinct smartphone usage profiles were identified at both time points: low engaged, communication-focused, average usage, entertainment-focused, and high engaged. The majority of participants in the average, entertainment-focused, and high-engaged profiles remained in their respective categories over time. However, those in the low-engaged profile were most likely to transition to the average usage profile, while participants in the communication-focused profile were likely to transition to the high-engaged profile. These findings suggest that while many adolescents maintain consistent usage patterns, some experience significant changes, particularly toward higher engagement. This study contributes to understanding how adolescents' smartphone usage types evolve over time and provides valuable insights for developing tailored interventions aimed at managing smartphone dependency based on specific usage patterns.

그릿이 청소년의 공격성에 미치는 영향: 사회적 위축과 스마트폰 중독의 매개효과를 중심으로

This study’s aim was to prove the indirect effect of the social withdrawal and the smart phone addiction within the direct path which the grit have effected to the aggression of an adolescent. For actualizing this research study, this study have selected a total of 2,384 cases in the first year of middle school from Korean Youth Pannel Survey(KYPS) 3th data(an year of 2020) as an analysis target. And this study have applied the Structural Equation Modeling(SEM) based on the Amos 18.0 as an main analysis method, sobel test for demonstrating the indirect effect. This study have created the following analysis result through the presented research method. First, this study have proved the direct effect that the grit have predicted to the aggression of an adolescent. Second, this study have verified the mediating effect of the social withdrawal and the smart phone addiction. Finally this study have suggested the practical implication associated with reducing the aggression of an adolescent and the suggestion for the prior research through the above analysis result.

Types and Predictors of Acculturative Stress Among Multicultural Adolescents in Middle School

Objectives: This study examines how acculturative stress in multicultural adolescents changes during their middle school years and categorizes groups with similar patterns of change. Additionally, the study explores predictive variables influencing these distinct acculturative stress trajectories and verifies how depression and life satisfaction vary according to different patterns of change.Methods: Leveraging data from the Multicultural Adolescent Panel (MAPS 1) conducted by the Korea Institute for Health and Social Affairs across the fourth to sixth waves, the researchers analyzed a cohort of 1,316 participants, including multicultural adolescents and their parents. Logistic regression analysis and ANOVA were employed to investigate potential disparities in growth mixture modeling and acculturative stress latent classes based on predictive factors.Results: Three latent groups of multicultural adolescents’ acculturative stress were identified: low-retention group, persistent increasing group, persistent decrease group. The logistic regression analysis revealed that gender, bicultural acceptance attitude, Korean-language proficiency, foreign parent’s native-language proficiency, parental acculturative stress, and peer support were significantly associated with latent groups. Additionally, significant differences in depression and life satisfaction during the third grade of middle school were observed according to the types of acculturative stress changes.Conclusion: Our study results indicate the need for various support programs aimed at promoting the psychosocial adaptation of multicultural adolescents. These programs should take into account the characteristics and individual differences in acculturative stress and should be implemented at the family level to facilitate social adaptation.

The algebraic learning of middle school students’ evolution during a school year: a statistical large-scale study based on results in mathematics didactics

This large-scale study characterizes the algebraic learning of a cohort of nearly 800 French students during the last year of middle school (9th grade, 14–15 years old) and examines their evolution in relation to the composition of the classes to which the students belong. Based on the Anthropological Theory of the Didactic (ATD), the study is founded both on a reference model of elementary algebra and on technological-theoretical levels characterizing the students’ reasoning and their knowledge regarding institutional expectations. These are used to code the data and define the statistical variables on which multivariate descriptive analyses are carried out. Students’ learning is analyzed through Pépite, an algebra test given at the beginning and at the end of the year. A cluster analysis resulted in three distinct clusters of similar classes and of similar students both at the beginning and end of the grade 9 school year. They are interpreted didactically and could be useful for a teacher who has to manage the heterogeneity of learning in a class. Some classes and students move from one cluster to another between the beginning and the end of the year, showing a wide variety of ways in which students’ algebra learning progresses or regresses over a school year.

Interest of middle school students toward life and earth sciences

Despite the importance accorded to life and earth sciences (LES) in the Moroccan curriculum, the unsatisfactory results achieved by middle school students in assessments are a cause for concern. Exploring their interest in this school subject seems essential, given its importance in stimulating their learning and success. Thus, this study aims to examine the interest of students in LES and the effect of gender, and grades obtained in LES on their interest to this school subject. The researchers used a questionnaire for data collection. Factor structure analysis revealed a 19-item questionnaire distributed into four dimensions: feeling, value, knowledge, and re-engagement. This questionnaire was administered to a sample of 970 Moroccan students in the third year of middle school. The results show that these students had a positive but low interest in LES. The participants demonstrated moderate levels of feeling, value, and knowledge associated with this school subject, but their re-engagement with it was low. In addition, the results reveal significant differences in interest in LES and its dimensions in favor of females and students with high grades. In conclusion, this study suggests the need to adopt appropriate measures to enhance Moroccan students’ interest in LES.

아동·청소년기 생활시간과 학업성취 인과관계 종단분석

In this study, we explored the causal relationship between the daily activities and academic achievement of children and adolescents using the data from the Korean Children & Youth Panel Survey(KCYPS) 2018 provided by the National Youth Policy Institute. The analysis sample consisted of 1,740 participants from the 4th-grade panel (4th grade to 2nd-year of middle school) and 1,874 participants from the 1st-year of middle school panel (1st year of middle school to 2nd year of high school) who did not drop out from the 1st to the 5th wave and had no missing values for variables included in the research model. The independent variables consist of the daily activities of children and adolescents, including parental interaction time, extracurricular learning activities, and leisure time. The dependent variable is the academic achievement. The analysis method involved setting up a latent growth model to analyze the causal relationship between the daily activities and academic achievement of children and adolescents. The latent growth model analysis was conducted by estimating a linear model using the 5th wave data, with maximum likelihood estimation as the parameter estimation method. The results of the analysis indicate differences in daily activities and academic achievement between the 4th-grade panel and the 1st-year panel, with extracurricular learning time and leisure time showing contrasting results in the two panel groups. These findings contribute to understanding the context of the causal relationship between the daily activities and academic achievement of children.

العلاقة بين حفظ القرآن الكريم لدى الطالبات للصف الثاني من المتوسطة وقدرتهن على استيعاب المفردات العربية بمعهد عبد الله بن مسعود آساهن

What is meant by vocabulary comprehension is a person's ability to use the vocabulary he possesses to communicate and express ideas with the listener, whether in writing or orally. This ability appears when developing linguistic skills such as speaking skill, listening skill, writing skill, and reading good Arabic. The meaning of memorizing the Qur’an is the attempt to enter the verses of the Qur’an into the chest and preserve it from loss and forgetfulness and to try to read it without fault, that is, without looking at the Holy Qur’an, ensuring it, preparing it, and being upright in it. Preserving what has been memorized, protecting it from loss, preventing it from forgetfulness, mental loss, and loss, and being present must have knowledge of Arabic. From it is impossible for someone who meditates on the Holy Qur’an without knowledge of the Arabic language. Research question: Is there a relationship between memorizing the Holy Qur’an among female students in the second grade of middle school and their ability to comprehend vocabulary at the Abdullah bin Masoud Asahi Institute? What was its strength and direction? The aim of writing this research is to find out the relationship between memorizing the Holy Qur’an among female students in the second year of school. Intermediate level and his ability to comprehend vocabulary at the Abdullah bin Masoud Asahi Institute. The method used in this research is the quantitative relational method and the research method used is the statistical method with a program and the result of this research is that there is a moderate relationship between memorizing the Holy Qur’an among female students in the second year of middle school and their ability to comprehend vocabulary at the Abdullah bin Masoud Asahi Institute. The value of the coefficient. The correlation is 0,476 and its direction is the same.

ترقية مهارة الكلام بطريقة القصص بحث صفي إجرائي لدى طلاب الصف الثاني للمتوسطة بمعهد الإمام النووي رنتو برابات

The research aims to improve the speaking skill using the story method, a procedural classroom research among second-year middle school students at the Imam Nawawi Rentu Prabat Institute. Use this type of data collection method because observations, numbers, and opinions related to a particular phenomenon or problem are not the type of data collection method. This type of research is an action classroom research with two cycles consisting of two meetings in one cycle, each cycle consisting of: planning, implementation, monitoring and reflection. The research population means students in the second year of middle school at Imam Nawawi Rinto Prabat Institute, numbering 35 students. The method used by the researcher is the total sampling method. . The results showed that with the story method there was a pleasant atmosphere so that the learning results of the students increased, that is, from the results of the first cycle to the second cycle there was an increase. In the first cycle the number of students who obtained perfect grades was 11 students or 31%. Incomplete grades were in The first cycle 24 students or 69%, while in the second cycle there was an increase in complete grades to 30 students or 86%, and incomplete grades in the second cycle students 5 or 14%, an increase of 55%. It was found that the story method can improve the learning outcomes of speaking Arabic among eighth grade students at Imam Nawawi Islamic Boarding School Rantau Prabat.

Grade 7 school performance of children born preterm: a retrospective Canadian Cohort study.

Data on the middle school outcomes of preterm children are limited and have methodologic issues. To study the association between preterm birth and grade 7 school performance. A retrospective population-based cohort study of children born in Manitoba, Canada between 1994 and 2006 using their grade 7 school performance data. A secondary sibling cohort was created comprising children born preterm and their full-term siblings. Primary exposure was preterm birth categorized as <28, 28-33 and 34-36 weeks gestation. The two co-primary grade 7 outcome measures were: not meeting the mathematics competencies, and not meeting the student engagement competencies. Multivariable logistic regression models tested the association between preterm birth and both co-primary outcomes; adjusted odds ratios (aORs) and 95% confidence intervals (CIs) were calculated. 7653 preterm (gestational age median [IQR]: 35 weeks [34,36]) and 110,313 term (40 [39,40]) were included. 43% of < 28 weeks, 18% of 28-33 weeks and 17% of 34-36 weeks had the mathematics co-primary outcome compared to 13% of term children. The corresponding % for the student engagement outcome were 42%, 24%, 24% and 24% respectively. Preterm birth was associated with the mathematics (<28 weeks: 5.48, 3.89-7.70; 28-33 weeks: 1.47, 1.27-1.70; 34-36 weeks: 1.26, 1.16-1.35) and student engagement outcomes (<28 weeks: 2.49, 1.76-3.51; 28-33 weeks: 1.21, 1.06-1.39; 34-36 weeks: 1.09, 1.01-1.16). However, there was no difference in outcomes among the sibling cohort. Children born preterm had lower grade 7 performance compared to children born term in this population-based cohort. Screening and supports for them in their middle school years are warranted.

Unveiling the protective role of school engagement: Mitigating cyberbullying perpetration through mastery and student-student relationship

Numerous studies have established that school engagement plays a pivotal role in mitigating adolescent violence. However, its relationship with cyberbullying is not well-defined, and the underlying mechanisms have not been thoroughly explored. To fill the gap, this study adopted the moderated mediation approach and sought to examine: a) the association between school engagement and cyberbullying; b) the potential mediating effects of mastery on that association; and c) the potential moderating effects of student–student relationship in the above mechanisms, based on a sample of 1103 adolescents (52.5 % female, aged from 12 to 18 years) in middle and high schools of urban China. Results indicated that adolescents with high school engagement tend to have a decreased possibility of cyberbullying involvement. Mastery, as a proxy of effective coping experience, mediated the association between school engagement and cyberbullying perpetration. Considering that peer relationships may significantly alter the impact of school engagement and mastery on cyberbullying perpetration, this study also identified student–student relationship as a central moderator in moderating the association between school engagement and cyberbullying as well as the association between mastery and cyberbullying. These findings can help understand the complex dynamics between school engagement and cyberbullying, suggesting directions for future interventions.

심리사회적 학교환경에 대한 인식이 학생의 성장에 미치는 영향

Purpose: This study analyzed whether the psychosocial school environment mitigates the detrimental effects of poverty and influences students' initial cognitive (Korean, math, and English grades) and emotional (self-esteem) development during elementary school, as well as their growth trajectories throughout middle and high school. Methods: This study used longitudinal data from the same cohort of students surveyed at three intervals: elementary, middle, and high school spanning a six-year period from 2015, to 2018 and 2021. Data were obtained from the Korea Welfare Panel Study Supplementary Survey on Children.Analysis was conducted using the Multilevel Growth Model to examine the cognitive and emotional development trajectories of students throughout their elementary, middle, and high school years. Results: In terms of cognitive development, the study found that teacher support within the psychosocial school environment positively influenced the growth rate of Korean language subject grades. Regarding emotional growth, factors such as teacher support, school atmosphere, and peer relationships within the psychosocial school environment all exhibited significant positive effects on the initial levels of self-esteem among elementary school students. Additionally, the school atmosphere positively impacted the growth rate of self-esteem. The negative impact of poverty was often diminished or mitigated with the inclusion of variables such as students’ learning attitudes and parental educational involvement and supervision. Furthermore, with the additional inclusion of psychosocial school environment variables, the adverse effects of poverty almost completely disappeared. However, the influence of poverty persisted, manifesting as a negative impact on the initial scores of English subject grades. Conclusion: The psychosocial school environment can positively contribute to students' cognitive and emotional development. Particularly, teacher support has a positive impact on both the cognitive and emotional growth of students, and school climate and peer relationships are positively associated with emotional development. Therefore, efforts should be made in schools to strengthen teacher support, and to foster a positive school climate and peer relationships, aiming for a positive direction in cognitive and emotional development.