School-related Events Research Articles

Az apák otthoni iskolai bevonódásának típusai egy interjús kutatás tükrében

In this study, we examine fathers’ home-based and school-based involvement to assist the development and achievement of their children. The international literature suggests that fathers are less involved than mothers, and the form of their involvement is also different. However, their home-based and school-based involvement has been shown to have similar positive effects on children’s educational outcomes. We examine the forms of parental involvement based on the typology created by Epstein and Sanders. In our empirical work, we conducted 14 semi-structured interviews with fathers with young children and aimed to delineate father types based on the forms of involvement by conducting a classification of the interviews. Our results show that the first group of fathers are only involved at home; they do not participate in school-related events with their child but report being actively involved in their child’s education and school-related activities at home. Fathers in the second group, on the other hand, are involved not only at home but also in school life. The third type is made up of divorced fathers who, with one exception, are involved at school and at home, which is consistent with the findings in the literature on single fathers with children. In this study, we also attempt to answer the question of how to increase fathers’ school-based involvement. According to the interviewees’ answers, their activity could be encouraged through support from their wife, greater self-confidence, and events organised by schools which are more suited to fathers (sports events, cooking together).

The Strategy of Islamic Religious Education Teachers in Fostering Student Morals at Elementary School

The major consideration for pupils during the learning process is morality. This study intends to outline the methods Islamic religious education (PAI) instructors use to boost the spirits of young students. The Mutiara Aulia Medan Sunggal IT Middle School served as the study's location. This study employs a qualitative methodology and a descriptive study design. School principals, PAI teachers, and three students serve as the research's primary data sources. Secondary data are gathered from books, notes, and pertinent scientific papers to supplement the primary data. using procedures such as document analysis, observation, and interviewing to gather research data. data analysis that includes data display, data reduction strategies, and conclusion-making. According to the study's findings, the PAI teachers used habituation techniques and contextual strategies to promote student values. The concrete form comprises prayer sessions before and after class, regular Al-Qur'an recitation exercises, and group prayers during all school-related events, all of which are intended to instill a religious outlook in students. Three things—the skill of PAI professors, proper facilities, and scheduled study time—support this approach. The absence of student knowledge and the surroundings around students who are not yet enthusiastic about worship behavior are both restricting factors.

Humanizing relationships, practices, and research: using photo-elicitation narratives to humanize Black fathers and boys

The constant dehumanization of Black fathers and boys in the media, education, politics, pop culture, and society is traumatic. Deficit perspectives and a racialized political climate often negatively portray the moral, familial, and relational practices that Black fathers and boys engage in with their family members in their homes. Using humanizing research as a framework, we found how photo-elicitation interviews (PEIs) from two separate qualitative studies of a 39-year-old father and a 13-year-old boy helped to evoke deeper meaning and discussions of images of Black men and boys engaging in familial practices and reflecting on school-related events. We argue that humanizing images, especially of Black fathers and boys, can decolonize methodologies between the researcher and participant and provide a complex and unique understanding of Black fathers and boys in educational research. We offer suggestions for using PEI to influence research to build relationships and humanize participants’ stories and lives.

Exposing School Employee Sexual Abuse and Misconduct: Shedding Light on a Sensitive Issue

ABSTRACTWhile the media continue to report incidents of school employee sexual misconduct, few empirical studies focus on this issue. To address this gap in the literature, expand knowledge and awareness around the problem, and inform future research and programs, this research intends to document and analyze the characteristics of school employee sexual misconduct cases reported in the media. The authors conducted a landscape analysis of 361 published school employee sexual misconduct cases in the United States from 2014, documenting factors such as offender and victim characteristics, type of incident, technology use, location of offense, and resulting disciplinary actions by schools and law enforcement. These analyses showed that offenders were most often male and general education teachers, with approximately a quarter identified as athletic coaches. Offenders’ average age was 36 years, while the average age of victims was 15. More than half of incidents took place at school or school-related events. Results also showed that school employee sexual misconduct incidents most often involved physical contact; however, technology (i.e., cell phones, computers, cameras/video recorders, and storage devices) played an important role in three out of four cases. Finally, analyses of the criminal and school-related consequences showed that over half of offenders were placed on administrative leave or resigned immediately following their arrest and almost all were convicted of their crimes. Additional findings concerning this topic are also reported in this article.

A Co-creative Approach to Designing Formalwear for Female Teenagers Complying with Dress Codes

Teenage females seeking to comply with school dress codes face challenges when searching for formal wear for school-related events and often navigate a balance of dress as pretty or provocative. The desire for modest dress has prompted some school administrators to implement dress codes for formal school-sponsored events such as prom or homecoming. Initially, 228 high school females in the Northeast United States were surveyed online to identify the common difficulties for finding formal wear dresses and to additionally recruit participants for co-creative workshops. Twelve girls from two secondary high schools in Northeast United States participated in co-creative workshops to further uncover solutions to the challenges originally identified in the survey. According to the study, a majority of survey respondents had trouble finding a style they like because retailers were not offering enough modest options, the dress codes were too strict and sizing was inconsistent. The co-creative workshop confirmed this and provided additional ideas for designing modest dresses that meet school dress codes. This further indicates benefits for inviting teenage females into the design process by voicing their opinions through co-creative opportunities.

A conflict of sexual identity: Problems of finding special occasion dresses for girls at secondary school with dress codes

Abstract This study examines the challenges of finding special occasion dresses for teenage females who attend secondary schools with dress codes for school-related events such as prom, homecoming and honour’s banquets. A total of 228 high school females were surveyed online to identify the most common difficulties in finding a special occasion dress to fit the dress code. In addition, three focus group sessions were carried out to follow up with interested students for further information. According to the study, formal wear retailers and school officials are sending mixed messages about the expectations of how a teenage female should present herself in public recreational settings. Results suggest teenage girls often have to navigate a compromise between a market selling too provocative clothing and a school dress code that is too strict.

It Just Didn’t Work Out

First-year college student retention is important to colleges and universities, as well as beyond academia. An analysis was conduced of emergent themes and subthemes from 144 nonreturning students’ stories about school and about home throughout their first-year experience. These students wrote more negative stories about school-related events than they did positive ones and exhibited low levels of campus involvement or engagement. Also, they seemed to struggle with their college living experience, including socially and financially, and dealing with trouble at home. Three of the study’s demographic groups—women, students of color, and first-generation students—represented notable percentages of nonreturners. Researchers should focus more on what goes on during students’ first year of college both on- and off campus to better understand reasons for withdrawing. In doing so, college and university personnel can work more effectively with high school officials, parents, and students to achieve academic and personal success.

Stressful life events and the perpetration of adolescent dating abuse.

Theoretical and empirical evidence suggests that stressful life events are associated with the perpetration of intimate partner violence among adults, but little attention has been given to the relationship between stressful life events and adolescent dating abuse, a prevalent form of violence that results in serious and long-lasting consequences. The current study addresses this gap by examining associations between family-, peer-, school-, and health-related stressful life events and the perpetration of both psychological and physical forms of dating abuse in a sample of 1,125 adolescents (54.6% female, 18% Black), and determining whether these associations are moderated by attributes of the family (closeness to parent) and the adolescent (sex and self-esteem). The total number of stressful events and school-related events were positively associated with the perpetration of psychological dating abuse and family-related events were related to the perpetration of psychological dating abuse for boys, but not girls. Closeness to parent buffered the effect of stressful health-related events on the perpetration of physical dating abuse, but exacerbated the effect of stressful family-related events on the perpetration of physical dating abuse. Health-related events were associated with physical perpetration for those with high, but not low self-esteem. Finally, the total number of stressful events and family-related events were related to the perpetration of physical dating abuse by boys, but not by girls. Taken together, these findings suggest that stressful life events play an important role in adolescent dating abuse, and should be taken into consideration when developing adolescent dating abuse prevention programs.

ATTRIBUTION STYLE AND INTERNAL STATE LEXICON: A COMPARISON BETWEEN INDIVIDUALS WITH INTELLECTUAL DISABILITY AND TYPICAL DEVELOPMENT

Current theories of intellectual disabilities underlie an approach centred on a more complete description of the development, known as “the whole child approach”, in which emphasis is placed on the reciprocal relationships between the cognitive and motivational dimensions which characterise development. In particular, subjects with intellectual disabilities, who have experienced repeated failures, may develop an attribution profile characterised by a bias towards primarily external causes. However the consideration of internal causes, such as effort and ability, requires the involvement of higher metacognitive and metalinguistic levels. Consequently, attribution to effort requires an awareness of one’s own internal states. The aim of this study is to compare the attribution style and the knowledge of internal states words (physiological, emotional and cognitive) in adolescents with intellectual disability and typical development. Two groups consisting of 14 participants each were employed, an experimental group and a control group. The experimental group was composed by adolescents with intellectual disability. Participants in the control group were matched to the experimental Ss for mental age. All of the 24 participants were given an Attribution Test (Pepi and Alesi, 2001) and a Internal States Lexicon Test (Alesi and Pepi, 2005). The attribution test consisting of 14 items illustrating either everyday or school-related events in which the main character experiences either success or failure. The participants were asked to attribute the character’s performance to one of five causes: ability; effort; help; luck; or task difficulty. On the whole, individuals with intellectual disability tend to attribute mainly performance to external causes such as the ease of the task. Moreover the results show a significant relationship between attribution style and knowledge of internal states words. In summary this study provide support for the planning of multidimensional training programs aimed at internalize the attribution style in subjects with intellectual disability. Key words: attribution style; intellectual disability; internal state lexicon; motivation.

Stress and Abdominal Fat: Preliminary Evidence of Moderation by the Cortisol Awakening Response in Hispanic Peripubertal Girls

Stress and the cortisol awakening response (CAR) have been independently linked to increases in abdominal fat depots. This cross-sectional study examined the CAR as a moderator of the association between stress, visceral adipose tissue (VAT), and subcutaneous abdominal adipose tissue (SAT) in a sample (N = 23) of female peripubertal Hispanic girls aged from 8 to 11. The study included: (i) monitored salivary cortisol collection, (ii) VAT and SAT obtained by multislice magnetic resonance imaging, and (iii) a stressful life events checklist with four domain-specific subscales: peer, family, personal, and school. Regression analysis indicated an interaction of school-related life events and CAR on VAT and SAT, with greater numbers of school-related events being related to greater VAT and SAT for girls with high CAR, but no association with VAT or SAT for girls with low CAR. Similar to job stress in adults, school-related stress in children may contribute to central adiposity, especially for girls with high CAR.

Daily life mechanisms of stress spillover among early adolescents experiencing academic difficulty

Research has suggested that academic stress may “spillover” into other life domains and have negative psychological or social consequences for children and adolescents outside of school settings, but relatively few investigations have examined mediators and moderators of spillover. The current study explored the mediating role of state affect and the moderating roles of prior academic performance and mood disturbances on spillover in a sample of 131 French adolescents. Participants completed clinical measures of anxiety and depression and participated in a 7-day ambulatory monitoring phase that involved multiple daily assessments of mood, behaviors, and activities. Spillover was observed for family events and subsequent school-related events, as well as between family and leisure events. These associations remained significant when controlling for immediate mood responses, suggesting that state affect does not play a salient mediating role. There was no evidence that spillover was moderated by academic difficulty, anxiety, depression, or gender. Results are discussed in terms of the role that emotional processes may play in spillover phenomena as well as the reciprocal influence that academic and non-academic events may exert each other.

Does Online Harassment Constitute Bullying? An Exploration of Online Harassment by Known Peers and Online-Only Contacts

Purpose To shed light on the nature of online harassment and the extent to which it may be bullying by examining differences in the characteristics of harassed youth, online harassment incidents, and distressing online harassment based on the identity of online harassers (known peer vs. online-only contact). Methods A telephone survey of a nationally representative sample of 1500 youth Internet users, ages 10 to 17, conducted between March and June 2005. Results Nine percent (n = 129) of youth were harassed online in the past year, 43% (n = 56) by known peers and 57% (n = 73) by people they met online and did not know in person (online-only contacts). Most online harassment incidents did not appear to meet the standard definition of bullying used in school-based research and requiring aggression, repetition, and power imbalance. Only 25% of incidents by known peers and 21% by online-only contacts involved both repeated incidents and either distress to targets or adult intervention. Conclusions In many cases, the concept of “bullying” or “cyber-bullying” may be inappropriate for online interpersonal offenses. We suggest using “online harassment,” with disclaimers that it does not constitute bullying unless it is part of or related to offline bullying. This would include incidents perpetrated by peers that occur entirely online, but arise from school-related events or relationships and have school-related consequences for targets. The Internet provides opportunities for the extension of conventional school bullying to new venues. Those who study conventional school bullying should include online forms of the behavior in research, prevention, and intervention paradigms.

Working conditions, adverse events and mental health problems in a sample of 949 German teachers

The aim of this study was (1) to explore in detail the working load of teachers, (2) to analyse the extent of negative or threatening school-related events teachers are confronted with, and (3) to evaluate mental health strain by applying the general health questionnaire (GHQ). A sample of 949 teachers in 10 grammar schools (German: Gymnasien) and 79 secondary modern schools (German: Hauptschulen) was investigated applying (1) a questionnaire covering different aspects of the occupational burden and threatening school-associated events and (2) the general health questionnaire (GHQ-12). Based on what teachers indicated in the questionnaire, full-time teachers work more than 51 h weekly. More than 42% of our sample indicated verbal insults, almost 7% deliberate damage of personal belongings, and 4.4% threat of violence by pupils during the past 12 months. When applying the GHQ-12, we found that 29.8% of the sample report significant mental health problems. With respect to school types, teachers in secondary modern schools indicated more of such problems, while no effects regarding age, gender, or full/part-time teaching were observed. To be a teacher is a hard work and requires coping of considerable amount of adverse events. Based on the GHQ, nearly 30% of teachers suffer from significant mental health problems.

Stressful life events, smoking behavior, and intentions to smoke among a multiethnic sample of sixth graders

Objectives. Adolescent smoking has been associated with stressful life events. However, few studies have examined the associations between stress, smoking intentions, and smoking behavior among a multiethnic sample of adolescents. Methods. We compiled a checklist of stressful life events relevant to multiethnic youth and administered it to 1,074 sixth-grade students in urban Los Angeles. Results. The most frequently reported stressful events were similar across ethnic groups and generations in the USA: test taking, chores, and arguments with friends. The events reported as the most severe were disturbances in family life, such as: death, arguments between parents, and illness or injury. Whites and Latinos had reported higher levels of ever smoking and intentions to smoke than Asian/Pacific Islanders (PIs). On the positive family-related events scale Latinos scored higher than did whites or Asian/PIs. Whites scored higher than Latinos or Asian/PIs on both negative peer-related and negative personal-related events. Associations were observed between total stress, stressful life events, and smoking behavior and intention to smoke. Total stress was associated with ever smokers, smoking intentions within the next year and in high school over the entire sample. Negative peer-related events were associated with intention to smoke within the next year, among Latinos. Among Asian/PIs negative peer-related events were associated with intention to smoke within the next year and in high school. Negative school-related events were significantly associated with ever smoking and intentions to smoke in the next year and marginally associated with intentions to smoke in high school among children born in the USA whose parents were also born in the USA. Negative peer-related events and positive personal-related events were significantly associated with intentions to smoke in the next year among children born in the USA whose parents were immigrants. Conclusions. Results suggest that negative peer- and school-related events may lead to increased risk of smoking behavior and intentions to smoke among multicultural adolescents.

Recognizing and treating childhood anxiety disorders.

Recognizing and treating childhood anxiety disorders.

Stressful life events among adolescents in Wuhan, China: Associations with smoking, alcohol use, and depressive symptoms

The associations among stress and adolescent smoking, alcohol use, and depression have been well documented in the United States, but few studies have evaluated the evidence for these associations in Asian cultures. This study developed a scale of stressful life events among 7th-grade adolescents in Wuhan, China. The events reported as most frequent involved bad grades or punishment at school, and the events reported as most severe involved disruptions in family life, such as death, divorce, or disability of parents. Associations were observed between life events (especially negative school-related events) and smoking, alcohol use, and depressive symptoms. Results indicate that school-related stress may lead to substance use and mental health problems among Chinese adolescents.

An Investigation of Female Adolescent Twins With Both Major Depression and Conduct Disorder

Conduct disorder (CD) and major depression (MDD) frequently co-occur in adolescents, but little is known about the characteristics and functioning of youths, especially females, with both disorders. This study describes the functioning of female adolescents with histories of both CD and MDD. Subjects were selected from an epidemiological sample of 17-year-old female twins based on having a lifetime DSM-III-R diagnosis of MDD and/or CD; control subjects had no history of either disorder. In nearly all domains examined, including measures of academic success (including academic achievement and school adjustment), personality, quality of peer relationships, and high-risk behavior (including substance dependence and early sexual experience), main effects of one or both disorders were found and related to impaired functioning. In addition, interaction effects were found in the areas of substance dependence symptoms (for all classes of substances), negative school-related events, and a personality-based predisposition not to experience positive emotions, indicating that those with both diagnoses were especially impaired. In some domains, histories of MDD and CD interact and relate to particularly severe problems. The implications of these findings for research and treatment, including the high likelihood of substance and school adjustment problems in these youths, are discussed.

Preventing school violence: A time for "hard, solid thinking"

Preventing school violence: A time for "hard, solid thinking"

Attachment cognitions and college and work functioning two years later in late adolescent women

This longitudinal study of 134 female high school seniors investigated the relationship between attachment cognitions and school and work functioning two years later. School functioning was indexed by interviewer-rated strain, stressful events, academic performance, and self-reported attitudes toward college. Work functioning was indexed by interviewer-rated strain, stressful events, and self-reported attitudes toward work. Attachment cognitions were found to be correlated with school strain, number and stress of school-related events as well as self-reported satisfaction, stress, and problems meeting deadlines. Attachment cognitions were found to be correlated with work strain, work satisfaction, tendency to overcommit, and performance anxiety. Most of these relationships persisted even when initial symptomatology was accounted for. These findings lend support to the hypothesis, derived from attachment theory, that secure attachment cognitions provide a secure base that allows the late adolescent to negotiate the challenges of college and work successfully.

The Effect of Aptitude and Achievement Status on the Self-System

This investigation examined the independent and joint effects of aptitude (gifted vs. normal) and achievement (underachiever vs. achiever) on assessments of the self-system in upper elementary-aged children. The gifted group was significantly higher than the average group on self-evaluations of competence, feelings of mastery, and preference for independent decision making. The average group reported a lower level of understanding than the gifted group about the reasons for success and failure outcomes and more anxiety about school-related events. Underachievers were significantly lower than achievers on self-evaluations of performance and higher on perceptions of internal control over success and failure outcomes. Achievers were higher on perceptions of control by powerful others over outcomes.