Regular Students Research Articles

Implementasi Program Pendidikan Karakter Model AIA KAWA di Kelas VI SDS Al-Azhar Bukittinggi

This research aims to find out and detect the characteristics of students with special needs so that educational services for them can be carried out according to what they need. The approach used is qualitative case study by collecting data in the form of interviews, observation and documentation. The research subjects were the Principal, Grade VI teacher and teachers at SDS Al-Azhar Bukittinggi. This study found a programme that is run for every student, especially students with special needs in the form of programmes such as: (1) Father and Mother's heartfelt letter, (2) a piece of story, (3) character card, (4) work exhibition and (5) talent development. The existence of these programmes, it is clear that the character of students has become more courageous and confident and responsible for themselves. From these programmes, there are clear results such as (1) Students become more confident in participating in education and learning programmes inside and outside the classroom, (2) Increased concentration and seriousness of students in learning so that they are more active in competing in learning, (3) Increased student honesty and more sportive in admitting mistakes to take responsibility, (5) Increased mutual respect for others and respect for teachers and parents, (6) Increased student creativity in producing work and (7) Achieved brilliant achievements by regular students and students with special needs.

Psychological Distress among Scholarship Awardee Nursing Students

Introduction: Scholarship awardee students have greater demands on their studies than regular students. The demands of lectures are in the form of a period of completion of lectures and in the form of a good cumulative grade point average. This can provide pressure that can trigger psychological distress in these students which consists of aspects of depression, anxiety and stress. The impact of poor psychological distress will not only affect their learning, personal well-being and academic performance, but also potentially lead to other problems such as sleep disturbances, inability to manage stress, and a decrease in overall quality of life. Objectives: This study aimed to determine depression, anxiety and stress among scholarship awardee nursing students. Methods: The research design used a descriptive approach with a total sample of 43 respondents taken through purposive sampling technique. Data were collected using the Depression Anxiety Stress Scale (DASS 21) questionnaire and data analysis was carried out using a descriptive statistical approach. Data collection was carried out in January 2024. Results: Most of the scholarship awardee students did not have depressive symptoms (48,8%). However, most of them have very severe anxiety symptoms (72.1%). The health care provider including community and psychiatric nurses were suggested to provide health promotion related to preventing psychological distress especially among awardee nursing students. So, it would contribute to increasing academic achievement of nursing student.

Psycho-Sociocultural Determinants of Code-Switching among Igbo- Speaking English Language Undergraduates in Southeastern Region, Nigeria

The present investigation aimed to ascertain the psychological, social, and cultural determinants propelling code-switching behaviours among Igbo-speaking English Language undergraduates in the southeastern region of Nigeria, as perceived by students enrolled at Nnamdi Azikiwe University, Awka, in Anambra State, and Alvan Ikoku Federal University of Education, Owerri, in Imo State, Nigeria. Employing a quantitative descriptive survey research design, the study comprised the entire population of regular Igbo-speaking English language students from the aforementioned region, with a sample size of 735 participants selected through a multi-stage sampling technique. Guided by four research questions and two null hypotheses, data were collected utilizing a 34-item researcher-structured questionnaire entitled the Psycho-sociocultural Determinants and Code-switching Questionnaire (PDCQ). The validity of the instrument was established through extensive use of relevant literature and also peer-reviewed by experts in English, Research Methods, and Psychology all from the Faculty of Education at Nnamdi Azikiwe University, Awka. The reliability of the instrument was established using Cronbach's alpha coefficient (α = 0.76). Analysis of the research questions relied on measures of central tendency and dispersion, while Simple Linear Regression was employed to test the hypotheses. Findings unveiled a prevalent pattern of code-switching among undergraduates, attributed to a complex interplay of psychological, social, and cultural incentives, including the desire to foster solidarity and belongingness within diverse social circles, the conveyance of bilingual prestige, and the authentic expression of personal identity and ideas. In light of these findings, recommendations were proffered for governmental, policy-making, and university administrative entities to collaborate in formulating inclusive language policies that acknowledge and respect the cultural diversity of students, thereby fostering an educational milieu that is both inclusive and culturally attuned.

일반계 고등학생의 학습 및 진로 경험 분석을 통한 고교학점제의 과제와 전망

일반계 고등학생의 학습 및 진로 경험 분석을 통한 고교학점제의 과제와 전망

Utilization of reproductive health services among undergraduate regular class students in Assosa University, BGRS: a comparison among three varieties of multilevel binary logistic regression models

IntroductionReproductive health service (RHS) helps for people to have a delighted and safe sex through their life journey. It enables especially for women to go safely through pregnancy and childbirth and provide couples with the best chance of having a healthy infant. Therefore, this study aimed to identify the significant determinants of RHS utilization among undergraduate regular class students in Assosa University by using advanced methodology.MethodsWe used cross-sectional study design to collect RHS data from 362 students in Assosa University from 5 to 16, may 2021. These students were selected using stratified random sampling technique. We also used cross-tabulation to summarize the extents of RHS utilization across all predictors in terms of percentage and three varieties of multilevel binary logistic regression model to model the determinants of RHS.Results42.27% of undergraduate regular class students in Assosa University utilize at least one type of RHS during their time at Assosa University whereas, 57.73% of undergraduate regular class students in this University are not utilized it. Among three varieties of multilevel binary logistic regression models, the random slopes two-level model was selected as a best fitted model for the datasets. At 5% level of significance, awareness about RHS, gender, preference of service fees and student’s monthly average income were significant predictor variables in this model. In addition, the covariates; age, gender and preference of service fees have a significant random effects on utilization of RHS across all colleges/school.ConclusionStudents who; preferred service fee as usual rate, have awareness about RHS, are females and have high monthly average income were more likely to utilize RHS. RHS utilization among undergraduate regular students in Assosa University is likely to increase more effectively with interventions that address these factors.

Identification and Assessment of Children with Special Needs in Regular Schools

This research aims to identify students with special needs, create their profiles, and design appropriate intervention programs. A qualitative method with a case study design was used with data collection instruments in the form of observation, documentation and interviews. Research subjects included school principals, teachers, regular students, children with special needs, and parents. The research was conducted in class IV of SDN Purwasari, Subang Regency, with a focus on identifying aspects of reading, writing and arithmetic. The results of the analysis show that one student, DI, has the lowest score in all three aspects. The next step is to prioritize the reading aspect because DI is not yet able to read. The reading assessment was carried out in three parts, and the results showed that DI still had difficulty answering questions or commands. Teachers are expected to design intervention programs on aspects of visual perception and phonological awareness before entering beginning reading material.

Determinants of premenstrual dysphoric disorder and associated factors among regular undergraduate students at Hawassa University Southern, Ethiopia, 2023: institution-based cross-sectional study

BackgroundPremenstrual dysphoric disorder (PMDD) is a condition causing severe emotional, physical, and behavioral symptoms before menstruation. It greatly hinders daily activities, affecting academic and interpersonal relationships. Attention is not given to premenstrual disorders among female students in higher education. As a result, students are susceptible to stress, and their academic success is influenced by various factors, including their menstrual cycle, and the long-term outcomes and consequences are poorly researched. Even though PMDD has a significant negative impact on student’s academic achievement and success limited research has been conducted in low- and middle-income countries including Ethiopia, especially in the study setting. Therefore, a study is needed to assess premenstrual dysphoric disorder and associated factors among regular undergraduate students at Hawassa University.MethodsAn institutional-based cross-sectional study was conducted among 374 regular undergraduate female students at Hawassa University, College of Medicine and Health Sciences. A self-administered structured premenstrual symptoms screening tool for adolescents was used to assess premenstrual dysphoric disorder. The collected data were loaded into a statistical package for the social science version 25 and analyzed using it. Both bivariate and multivariate logistic regression were used to identify factors associated with premenstrual dysphoric disorder. Each independent variable was entered separately into bivariate analysis, and a variable with a p-value less than 0.25 were included in the multivariate analysis to adjust the possible confounders. Statistically significant was declared at a 95% confidence interval when variable with a p-value less than 0.05 in the multivariate analysis with premenstrual dysphoric disorder.ResultsThe magnitude of premenstrual dysphoric disorder in this study was 62.6% (95% CI 57.4–67.5). Having severe premenstrual pain (AOR = 6.44;95%CI 1.02–40.73), having irregular menstrual cycle (AOR = 2.21; 95% CI 1.32–3.70), students who had poor social support (AOR = 5.10;95%CI, (2.76–12.92) and moderate social support (AOR = 4.93;95%CI (2.18–11.18), and students who used contraception (AOR = 3.76;95%CI, 2.21-6,40) were statistically significant factors with the outcome variable.ConclusionThe prevalence of premenstrual dysphoric disorder was high as compared to other studies. There was a strong link between irregular menstrual cycle, severe menstrual pain (severe dysmenorrhea), poor social support, and contraception use with premenstrual dysphoric disorder. This needs early screening and intervention to prevent the complications and worsening of the symptoms that affect students’ academic performance by the institution.

Comparison of student achievement between digital classes and regular classes in social studies subjects

The learning process in the 21st century has urged educators to be more creative and innovative regarding learning models, methods, and media. One of the approaches to enhance learning effectiveness is the integration of digital technology into the learning process, realized through digital class programs. The objective of this study was to assess student learning achievements in digital classes compared to regular classes and determine any differences in student performance between the two settings. This study employed a quantitative approach with a comparative research design. The population consisted of 190 students, and a purposive sampling technique was applied, considering the equivalence of abilities among regular class students. The sample comprised 31 digital class students and 34 regular class students at State Islamic Junior High School (MTsN) 4 of Banda Aceh City in 2023. The process of data collection involved interviews, observation, and documentation. The analysis included normality and homogeneity tests as prerequisites, as well as an independent sample t-test for hypothesis testing. The overall average score for digital class students was 71.17, while regular class students scored an average of 73.16. The difference in average scores between digital and regular classes was 1.99. In the t-test, the calculated t-value was -0.904, with a critical t-value of 1.998 at a significance level of 0.05 and df=63. As the calculated t-value (-0.904) was less than the critical t-value (1.998), the hypothesis in this study was rejected. The findings from the average scores and t-test value indicated that there was no significant difference in student learning achievement between digital and regular classes in Social Science Subject at State Islamic Junior High School (MTsN) 4 of Banda Aceh. This can happen due to several factors such as students’ ability to use digital devices is still limite, so they do not fully understand the subject matter and internet facilities is often difficult to access.

Estilos de aprendizaje y desarrollo de pensamiento formal en estudiantes peruanos de Educación Básica

The aim of this study was to establish the relationship between Learning Styles (LS) and the level of Formal Thought Development (FTD) in fourth-year students of Regular Basic Education in the Tacna Region, 2022. From a methodological standpoint, this research adopts a descriptive correlational design. The sample consisted of 738 fourth-year secondary education students, randomly and repre-sentatively selected from the four Local Educational Management Units in the Tacna Region. Two instruments were administered: the CHAEA questionnaire by Honey and Alonso, comprising 80 items to identify LS, and the TOLT Test by To-bin and Capie, consisting of 10 items, to determine the FTD level in participants. The findings revealed a significant relationship between LS and FTD level in Regu-lar Basic Education students in the Tacna Region, 2022. Reflective, theoretical, and pragmatic learning styles showed significant relationships (bilateral signifi-cance of 0.003<0.05, 0.040<0.05, and 0.010<0.05, respectively) with FTD. Thus, effect sizes are around the medium level with high statistical power. Only the ac-tive learning style did not show a significant relationship (bilateral significance of 0.133 > 0.05). It is concluded that the active learning style is not related to the FTD level, whereas the reflective, theoretical, and pragmatic styles are.

The role of school climate on student disclosure of private information and cyberbullying: a comparison of regular and vocational school students in China.

Adolescents are experiencing an unprecedented cyber-saturated environment where the disclosure of private information should be approached with caution. This study aims to investigate the effects of school environment, including student support, teacher support, and opportunities for autonomy, on students' disclosure of private information and their experiences with cyberbullying. In September 2022, a total of 1,716 students (mean age = 14.60, SD = 1.35) from three regular and vocational schools in China participated in the survey. The results showed that 35.6% of the participants had experienced victimization by cyberbullying, and 12.6% had perpetrated cyberbullying. Vocational school students reported significantly higher rates of cyberbullying and lower levels of perceived school climate than students from regular school. Student support in the school environment was found to negatively affect both cyberbullying perpetration and victimization, with this impact appearing to be stronger in regular schools as compared to vocational schools. Opportunities for autonomy and the disclosure of private information were positively correlated with experiences of cyberbullying. This study introduces a novel perspective that perceived school climate influences adolescents' disclosure of private information and their involvement in cyberbullying. The findings could provide implications for future research and practices aimed at child protection in cyberspace.

A Screening Instrument for Trauma-Related Behavior Among Young Primary School Students: Development and Validation of the RaPTOSS

This article reports on the development and psychometric evaluation of a new teacher observation instrument to systematically assess young primary school students’ well-being and detect potential indicators of psychological trauma, the RaPTOSS: Risk and Protective factors Trauma Observation School Situations. The RaPTOSS is developed specifically for preschool and early primary school teachers, because of the limited abilities their young students have to verbally reflect and report on their well-being and stressful experiences. We examined the factor structure, internal consistency, convergent validity and criterion validity of the RaPTOSS in a sample of 406 4- to 8-year-old regular education students. Exploratory factor analyses yielded a four-factor structure for the risk items with the following factors: Withdrawn, Dysphoria, Destructive and Inattentive. The protective factor items revealed a four-factor structure closely aligning the theoretical factor structure: Safety and Relations, Self-Image, Everyday Life and Self-Regulation. All factors exhibited good to excellent internal consistency. Correlations between the RaPTOSS and existing measures of psychosocial well-being without a specific focus on trauma-related behavior demonstrated good convergent validity. Criterion validity was supported, as indicated by moderate to large positive correlations between teacher worries about a student and RaPTOSS risk factors, and moderate to large negative correlations between teacher worries and RAPTOSS protective factors. We conclude that the RaPTOSS is a promising measure for trauma-informed teaching and research, although future research is needed to establish its psychometric qualities in specific samples such as children diagnosed with PTSD and refugee children.

Sports promote brain evolution: a resting-state fMRI study of volleyball athlete.

Long-term skill learning can lead to structure and function changes in the brain. Different sports can trigger neuroplasticity in distinct brain regions. Volleyball, as one of the most popular team sports, heavily relies on individual abilities such as perception and prediction for high-level athletes to excel. However, the specific brain mechanisms that contribute to the superior performance of volleyball athletes compared to non-athletes remain unclear. We conducted a study involving the recruitment of ten female volleyball athletes and ten regular female college students, forming the athlete and novice groups, respectively. Comprehensive behavioral assessments, including Functional Movement Screen and audio-visual reaction time tests, were administered to both groups. Additionally, resting-state magnetic resonance imaging (MRI) data were acquired for both groups. Subsequently, we conducted in-depth analyses, focusing on the amplitude of low-frequency fluctuations (ALFF), regional homogeneity (ReHo), and functional connectivity (FC) in the brain for both the athlete and novice groups. No significant differences were observed in the behavioral data between the two groups. However, the athlete group exhibited noteworthy enhancements in both the ALFF and ReHo within the visual cortex compared to the novice group. Moreover, the functional connectivity between the visual cortex and key brain regions, including the left primary sensory cortex, left supplementary motor cortex, right insula, left superior temporal gyrus, and left inferior parietal lobule, was notably stronger in the athlete group than in the novice group. This study has unveiled the remarkable impact of volleyball athletes on various brain functions related to vision, movement, and cognition. It indicates that volleyball, as a team-based competitive activity, fosters the advancement of visual, cognitive, and motor skills. These findings lend additional support to the early cultivation of sports talents and the comprehensive development of adolescents. Furthermore, they offer fresh perspectives on preventing and treating movement-related disorders. Registration number: ChiCTR2400079602. Date of Registration: January 8, 2024.

ATTITUDES OF TEACHERS TOWARDS LEARNERS WHO ARE MENTALLY CHALLENGED IN NYAMAIYA DIVISION NYAMIRA COUNTY, KENYA; A CROSS SECTIONAL STUDY.

Background: This study aims to find out the attitudes of teachers toward learners who are mentally challenged in Nyamaiya division of Nyamira County, Kenya. Methodology: This study adopted a cross-sectional survey research design. The study was conducted in Nyamira Township, Nyamira County Kenya. The target population needed all countries in the continent as they served less than 1% of the population with special needs consisting of head teachers and teachers of public primary schools. The total number of teachers was 260. The study adopted proportionate random sampling to select (30%) of public primary schools from the township. The data was generated using questionnaires and observation schedules. Results: The gender distribution of the respondents shows that 48 (61.5%) are males, while 30 (38.5%) are females. data reveals that teachers in Nyamaiya Division generally have mixed attitudes towards learners who are mentally challenged. Only 12.8% strongly agree, 19.2% agree, 2.6% are neutral, 51.3% disagree, and 14.1% strongly disagree. The majority of teachers either have negative attitudes or are unsure about their stance. There was a pessimistic view among teachers regarding the academic potential of mentally challenged learners. Only 7.7% strongly agree, 7.7% agree, while a significant 33.3% strongly disagree. Conclusion: The identified gaps in attitudes underscore the urgency of a multifaceted approach involving targeted interventions, resource allocation, and collaborative efforts among stakeholders. The study emphasizes the need for strategic investments in training, infrastructure, and awareness programs to create an inclusive educational environment conducive to the holistic development of all learners. Recommendation: Awareness Campaigns: Launch awareness campaigns targeting both teachers and regular students to foster a positive and inclusive mindset, reducing negative attitudes towards mentally challenged learners.

Effectiveness of Mnemonic Instructional Strategy for Enhancing Geography Achievement among Standard IX Students

The investigators employed a quasi-experimental approach to assess the effectiveness of mnemonic instructional techniques in enhancing geography proficiency among ninth- standard students at a Government Girls Higher Secondary School in Namakkal District, Tamil Nadu. Samples were selected using purposive sampling, with two sections, A and C, chosen for the experimental and control groups, respectively. Each group consisted of 40 regular students, with standardized achievement tests conducted as pre-tests and post-tests. The control group followed traditional lesson plans, while the experimental group taught through mnemonic instructional strategies in Tamil, developed and validated by six subject teachers. Results revealed that students taught using mnemonic strategies surpassed those taught traditionally, highlighting the benefits of incorporating mnemonic techniques in geography education, including improved retention, increased engagement, academic success, and the cultivation of transferable skills.

Math anxiety in Peruvian students of regular basic education: A Descriptive Study

Introduction: math anxiety among secondary school students is a widely studied and recognized phenomenon in the educational community. This emotional disorder can hinder learning and affect students' emotional well-being. Objective: to describe the level of math anxiety in a sample of Peruvian regular basic education students. Methods: quantitative, non-experimental, and cross-sectional descriptive study. The sample consisted of 150 students of both sexes who were administered the Mathematics Anxiety Questionnaire, an instrument with adequate metric properties. Descriptive statistics were used for analysis. Results: the level of math anxiety for 63,3 % of students was moderate, for 26,7 % it was low, for 6 % it was high, for 3,3 % it was very low, and for 0,7 % it was very high. When evaluating the dimensions of attitudes, emotions, and beliefs, it was found that they were also predominantly rated at the moderate level. This means that the majority of students occasionally feel concern, nervousness, or tension when facing situations related to mathematics in the classroom. Conclusions: the level of math anxiety experienced by the majority of Peruvian regular basic education students is moderate. Therefore, it is suggested to implement emotional support programs that provide tools for managing anxiety, as well as teacher training to identify and support students so they can effectively cope with it.

Forensic analysis of suicide deaths: Comparing forensic information with public information and investigating factors contributing to psychiatric consultations.

This study aimed to examine the usefulness of forensic information on suicide deaths in Japan for epidemiological studies on suicide and determine the factors that lead people with suicidal ideation to seek psychiatric care prior to attempting suicide. We focused on forensic information of 514 suicide deaths that occurred in Osaka City in 2019. First, to examine whether the data used in this study can be generalized to these cases, we compared the information on suicide deaths officially published by Osaka City with that used in this study, utilizing Pearson's χ 2 test. Next, the forensic data were analyzed using multivariate logistic regression analysis to confirm the relationship between demographic factors and the likelihood of having a history of psychiatric consultation before suicide. Both the official information and the data used in this study showed a higher number of males than females who died by suicide, with no significant differences in values between the data sets. Multivariate logistic regression analysis showed significant correlations. More females were associated with seeking a psychiatric consultation. However, those with regular jobs or students were more likely to avoid a psychiatric consultation. The findings of this study provide insights into the phenomenon of suicide deaths by using a forensic perspective. The results of this study suggest that psychiatric consultation may be effective in reducing deaths by suicide. Forensic data should be incorporated into the formulation of suicide-prevention policies in Japan to conduct a more multifaceted analysis and improve suicide-prevention measures.

The impact of educational service quality on student academic performance in Ethiopian public universities: a mediating role of students’ satisfaction

PurposeThe purpose of this study is to examine the impact of educational service quality (ESQ) on student academic performance via the mediating role of student satisfaction.Design/methodology/approachTo serve the study’s purpose, the study adopted a quantitative research approach. Three public universities representing 30% of the ten public universities located in the Southern part of Ethiopia participated in the study. Questionnaires were the main tools for gathering data. The adapted questionnaire, consisting of 116 items was administered to 400 randomly selected regular undergraduate graduating class students. The quantitative data collected via questionnaire were analyzed using descriptive and advanced inferential statistics.FindingsThe quantitative findings revealed that there is a statistically positive association between overall education service quality and students’ satisfaction (r = 0.712). The findings proved that the facets of education service quality accounted for 71.2% of the variations in students’ satisfaction in the universities. The quantitative findings further showed that the education service quality has a statistically indirect effect on students’ academic performance via the mediating role of students’ satisfaction (test statistic = 31.5311573, std. error = 0.00122536 and p-value = 0). The findings further confirmed that the overall education service quality accounted for 12.7% of the variations in students’ academic performance via student satisfaction in the universities.Research limitations/implicationsThe present study was conducted in public universities located in the Southern part of Ethiopia. The findings and conclusions of the study may not be generalizable to all Ethiopian public universities. Future researchers and scholars should conduct their study in all Ethiopian public universities by taking a representative sample from the Ethiopian public universities.Practical implicationsThe present finding suggests that an improvement in ESQ leads to students’ satisfaction and that could contribute to boosting their academic performance. The findings of the present may help the practitioners who measure higher education service quality by providing how the provision of ESQ indirectly influences the student’s academic performance in the universities.Social implicationsThe findings of this study confirmed that the facets of ESQ are associated with students’ satisfaction and this, in turn, indirectly influences their academic performance. Student academic performance is one of the key indicators of quality education, and it has its influences on the social, political and economic development of a country. The findings of the present research provide valuable insights to higher education management bodies, higher quality assurance agencies and the Federal Ministry of Education to learn the indirect effect of ESQ on students’ academic performance and take necessary measures to improve the Ethiopian higher education quality.Originality/valueThe contributions of ESQ in the higher education sector are enormous. However, the existing service quality literature in higher education mainly focuses on the interrelation among service quality, student satisfaction, loyalty and behavioral intentions. Little is known about the indirect influence of ESQ on student academic performance (one of the key indicators of quality education), principally in Ethiopian higher education, the place of current research. The present study showed the indirect impact of ESQ on student academic performance in Ethiopian public universities. The study, therefore, suggests that university management bodies should actively monitor the quality of their services and commit themselves to boosting students’ learning outcomes.

INCLUSION IN THE CONTEXT OF ENGLISH LANGUAGE CLASSROOM: TEACHERS’ CURRENT BELIEFS AND PRACTICES

As the perspectives of English language teaching pedagogy change globally, new trends and issues emerge, and achieving effective inclusive language education is one of them. But what are teachers’ current beliefs and practices of inclusion? This paper explores the beliefs that English language teachers in the Sultanate of Oman have confidence in and feel about inclusion giving most of the attention to integration of visually impaired students into the mainstream classroom. Based on the findings of a year-long research project conducted at the Centre for Preparatory Studies of Sultan Qaboos University, these cover such mostly cited and supported by research components, or factors and conditions of inclusive education (Bricker, 2000), as classroom practices, including teaching strategies, classroom environment, classroom management, collaboration and teaming, including special needs students’ interaction with regular students in the mainstream English language classroom, participation in group activities, and teacher attitude, including teachers assumptions regarding inclusion, in general, and in the context tertiary education English language teaching and learning, and teacher professional development. Shared experiences and beliefs, as well as the components of inclusion, may lead to stronger culture of inclusion within the researched institution and a broader context of Oman’s tertiary education.

How the development of reading comprehension is being addressed in regular students and with SEN associated or not with disabilities, in the City of Quito-Ecuador

How the development of reading comprehension is being addressed in regular students and with SEN associated or not with disabilities, in the City of Quito-Ecuador

Social Support, Engagement, and Burnout: A Comparative Analysis of Student Athletes and Regular Students in Finnish Lower Secondary Schools

This study investigated the relationships between maternal, paternal, teacher, and peer social support, behavioral engagement, and school burnout among Finnish lower secondary student athletes ( n = 209) and regular students ( n = 156) using cross-sectional questionnaire data collected in Grade 7. Structural equation modeling revealed positive associations between social support and student behavioral engagement, and negative connections between social support and behavioral engagement and school burnout. Behavioral engagement mediated the association between maternal and peer support and school burnout, and teacher support was the strongest direct predictor of school burnout. Student athletes displayed stronger associations between behavioral engagement and school burnout in comparison to regular students. The results contribute to our understanding of the interplay between individual and environmental resources in shaping student athletes’ and regular students’ well-being in lower secondary school.