School Type Differences Research Articles

Adolescent Health in Lebanon: Exploring Alcohol Use, Dietary Patterns, Mental Health, Physical Activity, and Smoking Using the Global School-Based Student Health Survey Approach

Adolescence is a critical period for establishing lifelong health behaviors; yet in Lebanon, limited data exist on the prevalence of risk factors among this demographic. Objective: This study aims to assess alcohol consumption, dietary habits, physical activity, mental health, and smoking behaviors among Lebanese adolescents aged 13–17 years, with a focus on gender and school-type differences. Methods: A cross-sectional analysis was conducted in Lebanon between March and July 2022 using the Global School-based Student Health Survey (GSHS) questionnaire. A representative sample of students from public and private schools participated in the survey, with key variables analyzed to identify significant patterns and disparities. Results: Our findings reveal that 6.3% of adolescents consumed alcohol, with males reporting a higher prevalence and earlier initiation (p = 0.003). Gender differences were evident in dietary habits, where males were more likely to consume sugary drinks (p = 0.04) and have consistent breakfast habits (p = 0.003). Adolescents from private schools exhibited distinct dietary behaviors, including lower milk consumption (p < 0.001) and higher fatty food intake (p = 0.008). Males were also more physically active and reported better mental health outcomes compared to females (p = 0.004). Smoking behaviors showed that males smoked more frequently, while private school students reported smoking less. No significant difference was observed in bullying experiences between genders or school types. Conclusions: The study highlights critical health behaviors among Lebanese adolescents, with significant variations by gender and school type. These findings underscore the need for targeted interventions to address the identified risk factors and promote healthier behaviors in this population.

Association of conventional and electronic cigarette use with suicidality in Chinese adolescents: The moderating effect of sex and school type

BackgroundTo estimate the prevalence of lifetime e-cigarette use and explore the association between lifetime conventional and electronic cigarette use with suicidality among Chinese adolescents, focusing on sex and school-type differences. MethodsA total of 22,509 students from 432 classes in 80 schools were recruited in Guangdong Province using a multistage, stratified cluster, random sampling method in 2021. Self-report questionnaires were used to collect information. Multivariable logistic regression models were performed and stratification analysis was conducted. All analyses were weighted and adjusted for the complex survey design. ResultsThe weighted prevalence of lifetime e-cigarette use among adolescents in Guangdong Province was 8.7 % (4.3 % were dual users and 4.4 % were e-cigarette-only users) and 2.6 % were conventional-cigarette-only users. Lifetime e-cigarette-only users (AOR [Adjusted OR] =1.46, 95 % CI = 1.21–1.76), conventional-cigarette-only users (AOR = 1.97, 95 % CI = 1.58–2.46) and dual users (AOR = 1.67, 95 % CI = 1.38–2.02) were at a higher risk of suicidal ideation than non-users. Lifetime e-cigarette-only users (AOR = 2.03, 95 % CI = 1.53–2.70), conventional-cigarette-only users (AOR = 1.97, 95 % CI = 1.42–2.73), and dual users (AOR = 2.76, 95 % CI = 2.10–3.61) had a significantly higher risk of suicide attempts than non-users. After further analysis stratified by sex and school type, the associations of lifetime cigarette use patterns with suicidality slightly varied. LimitationThe cross-sectional study design and self-report information. ConclusionThe prevalence of e-cigarettes among Chinese adolescents is concerning. Lifetime conventional and e-cigarette use were associated with suicidality among Chinese adolescents, with sex and school type moderating these associations. Targeted measures to restrict cigarette use, including new tobacco product (e-cigarette) use, among adolescents are warranted.

Exploring factors associated with student wellbeing in the United Arab Emirates: PISA 2018

Interest in how to promote student wellbeing in schools is growing. Research shows that some drivers of wellbeing are universal, but others are country-specific. No prior study has investigated this question in the United Arab Emirates (UAE), where geographic, socio-demographic and school type differences in student wellbeing are substantial. We address this gap by using multilevel regression to analyse data from the PISA 2018 study. Our focus is on life satisfaction, positive affect, negative affect, meaning and purpose in life, and mental health symptoms of internalizing difficulties. We find large school effects on student wellbeing, the second largest school effects out of 56 countries. School resources are of little importance, whereas factors related to time use, social connections, health and body image, positive school climate, and feelings around school and education are important correlates. These factors help explain a substantial part of the wellbeing inequalities observed across types of schools in the UAE.

Modelling of the relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement in low and high - achieving schools

ABSTRACT Relationships between students’ grade-level, epistemic beliefs, metacognition, and science achievement were investigated separately for low and high-achieving schools. A total of 587 students in low achieving schools and 600 students in high achieving schools from fifth, sixth, and eighth grades constituted the study sample. Exploratory and confirmatory factor analyses identified two factors for both epistemic beliefs and metacognition measures. Results of the structural equation modelling showed that path coefficients from grade-level to quick/fixed learning, regulation of cognition, and knowledge of cognition were all negative and significant in both low and high achieving schools’ models. In addition, path coefficients from certain/simple knowledge to regulation of cognition and knowledge of cognition were all positive and significant in both models. Moreover, quick/fixed learning and knowledge of cognition were significant contributors to students’ science achievement, regardless of students’ school type. However, several school-type differences regarding path coefficients of epistemic beliefs factors with other variables were observed. Interestingly, the effect size of the science achievement model was greater in low achieving schools compared to the same model in high achieving schools. Implications of these findings about how to improve students’ epistemic beliefs, metacognition, and science achievement both in low and high achieving schools are discussed.

Can We Notice the Suicidal Warning Signs of Adolescents With Different Psychometric Profiles Before Their Death?: Analysis of Teachers' Reports.

This study aimed to analyze the suicidal warning signs of Korean students with different psychometric profiles based on teacher reports. This was a retrospective cohort study based on Korean school teachers' responses to the Student Suicide Report Form. In total, 546 consecutive cases of student suicide were reported from 2017 to 2020. After missing data were excluded, 528 cases were included. The report consisted of demographic factors, the Korean version of the Strengths and Difficulties Questionnaire (SDQ) for teacher reporting, and warning signs of suicide. Frequency analysis, multiple response analysis, the χ² test, and Latent Class Analysis (LCA) were performed. Based on the scores of the Korean version of the teacher-reported SDQ, the group was divided into nonsymptomatic (n = 411) and symptomatic (n = 117) groups. Based on the LCA results, four latent hierarchical models were selected. The four classes of deceased students showed significant differences in school type (χ² = 20.410, P < 0.01), physical illness (χ² = 7.928, P < 0.05), mental illness (χ² = 94.332, P < 0.001), trigger events (χ² = 14.817, P < 0.01), self-harm experience (χ² = 30.618, P < 0.001), suicide attempts (χ² = 24.072, P < 0.001), depressive symptoms (χ² = 59.561, P < 0.001), anxiety (χ² = 58.165, P < 0.001), impulsivity (χ² = 62.241, P < 0.001), and social problems (χ² = 64.952, P < 0.001). Notably, many students who committed suicide did not have any psychiatric pathology. The proportion of the group with a prosocial appearance was also high. Therefore, the actual suicide warning signals were similar regardless of students' difficulties and prosocial behaviors, so it is necessary to include this information in gatekeeper education.

Geographic, Socio-Demographic and School Type Variation in Adolescent Wellbeing and Mental Health and Links with Academic Competence in the United Arab Emirates

Interest in adolescents’ wellbeing and mental health is growing worldwide, but little research in this area has been conducted in certain world regions and countries such as the United Arab Emirates (UAE). Geographic, socio-demographic and school type differences in adolescent wellbeing and mental health are commonly observed in the field, and the UAE is a diverse country where these types of differences have been found for other outcomes (notably, academic). Yet, no prior national study has explored these differences in terms of wellbeing and mental health in the nation. We address this gap by investigating differences across emirates, gender, socio-economic status, immigrant status, school sector and school curriculum for overall life satisfaction, positive affect, negative affect, meaning and purpose in life, and internalizing difficulties. We use linear regression to analyse cross-sectional data from the Programme for International Student Assessment (PISA) study from 2015 and 2018. We find substantial geographic, socio-demographic and school type differences in levels (2018) of wellbeing and mental health -which vary across distinct domains- and declines (2015–2018) of wellbeing. Better wellbeing and mental health are observed in the northern emirates and among boys. Better wellbeing and poorer mental health are observed among nationals (compared to expatriates) and in public schools (compared to private schools). Despite presenting the best academic outcomes, British schools present the worst wellbeing and mental health outcomes. However, results show the absence of a trade-off between academic competence and wellbeing and mental health, with evidence of a small positive association with wellbeing.

Psychological Distress of High School Graduates During Social Distancing in Croatia

Introduction: The COVID-19 pandemic has influenced the whole world, thus also affecting the high school graduates in Croatia. Aims: The purpose of the study was to examine the psychological distress high school graduates experienced during the COVID-19 social distancing measures, more precisely to investigate gender and school type differences and to examine the relationship between psychological distress and self-regulated learning. Methods: In this cross-sectional study, an online questionnaire was administered to 13,037 high school graduates across Croatia. Results: The results show that girls exhibit higher levels of psychological distress compared to the boys, while the art school graduates show the highest distress, followed by gymnasium (i.e., secondary grammar school, prep school) graduates, and lastly vocational school graduates. Furthermore, a moderate negative correlation was found between self-efficacy and psychological distress, and significant, but small correlations were found between regulation of effort, management of work, time and environment, self-handicapping as well as elaboration and psychological distress. These results show that higher levels of self-regulation are connected to lower levels of psychological distress. Conclusions: These findings demonstrate that a need exists for greater accessibility of mental health care for adolescents.

Health Care Navigation of Black and White Adolescents After Sport-Related Concussion: A Path Toward Health Equity.

Care-seeking behaviors for sport-related concussion (SRC) are not consistent across demographic subgroups. Not only may these differences stem from health inequities, but they can perpetuate disparities in care for SRCs. To determine whether racial differences existed in the care pathway from injury to SRC clinic of adolescent athletes. Retrospective cohort study. Regional SRC center. Of 582 total athletes, 96 (16.5%) Black and 486 (83.5%) White adolescent athletes were diagnosed with SRC and evaluated within 3 months at the SRC clinic. Race was the defined exposure, dichotomized as Black or White. The 4 primary outcomes were (1) location of the first health system contact, (2) time from injury to the first health system contact, (3) time to the in-person SRC clinic visit, and (4) whether the athlete established care (>1 visit), was released immediately to an athletic trainer, or was lost to follow-up. Black and White athletes mostly presented directly to the SRC clinic (61.5% versus 62.3%) at a median (interquartile range) of 3 (1-5) and 4 (1-8) days, respectively (P = .821). Similar proportions of Black and White athletes also first presented to the emergency department (30.2% and 27.2%) at a median of 0 (0-1) versus 0 (0-1) days, respectively (P = .941). Black athletes more frequently had care transferred to their athletic trainer than White athletes (39.6% versus 29.6%) and less frequently established care (56.3% versus 64.0%), respectively; however, these differences were not statistically significant (P = .138). Loss to follow-up was uncommon among Black (4.2%) and White (6.4%) athletes alike. Within an established SRC referral network and multidisciplinary clinic, no racial disparities were observed in how athletes were initially managed or ultimately presented to the SRC clinic despite racial differences in school type and insurance coverage. The SRC center assimilation and affiliation with school systems may be helpful in improving access and providing equitable care across diverse patient demographics.

What makes a physical education teacher? Personal characteristics for physical education development.

The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. Participants completed self-report questionnaires assessing PE teachers' General Personality Traits, General Interests, and Motivational Characteristics (Teacher Self-Efficacy, Enthusiasm, and Interests). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. Multivariate gender differences occurred for General Personality Traits (η2 = .04), General Interests (η2 = .07), and Motivational Characteristics (η2 = .03); age differences for General Personality Traits (η2 = .03); school type differences for General Personality Traits (η2 = .05); and Motivational Characteristics (η2 = .11). Considering individual dimensions, gender revealed most univariate differences, especially in General Personality Traits and General Interests. School types revealed most univariate differences in Motivational Characteristics. The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding Motivational Characteristics by, for example adapting teacher education or professional training to the particular school type.

Knowing Students' Characteristics: Opportunities to Adapt Physical Education Teaching.

Physical Education (PE) aims to convey the joy of exercise and by this educate students to lifelong physical activeness. Student motivation in PE decreases during the school career. This study therefore comprehensively analyzes student characteristics determining motivation in PE: General Personality Traits, Physical Self-Concept, Achievement Motive, Motives to be physically active, and Sports Interest. This contribution aims to describe students' prerequisites in the PE context by using an aggregated assessment of the abovementioned general plus sport specific characteristics and to detect gender, class, and school type differences. In total, 1,740 German secondary school students (58.1% female, M = 14.39 years) participate in a cross-sectional questionnaire survey. Descriptive analyses and between subjects MANOVAs followed by univariate ANOVAs with pairwise multiple comparison tests are applied. Gender explains the largest proportion of variance across all characteristics. Regarding individual dimensions, genders differed on 12, grades on two and school types on 11 out of 19 dimensions. PE teachers must adapt teaching to different gender dispositions. In general, group differences ascribe special meaning to student perception and teaching behavior. Findings are discussed in terms of their contribution to the research area and their implementation in teaching practice as well as in PE teacher education or professional training, e.g., aligned teaching methods, arranged learning atmospheres, or adjusted content design of PE lessons.

The Value Attached to Education by Jamaican Secondary School Students: Gender and School Type Differences

This study sought to determine whether there are significant gender and school type differences in the value that Jamaican secondary school students attach to education. Data was collected from 368 students from nine secondary schools and analysed using descriptive statistics, and independent sample T-tests. The results revealed that the students valued education for

Motivation to Learn Biology: Gender and School Type Differences in Co-Educational Schools in Siaya County, Kenya

Motivation to Learn Biology: Gender and School Type Differences in Co-Educational Schools in Siaya County, Kenya

EQUITY IN MIDDLE SCHOOL STUDENTS’ FRACTIONAL KNOWLEDGE: DOES SCHOOL TYPE MATTER IN TURKEY?

This study examined school type differences in fifth-grade students’ fractional knowledge with data from a university-school partnership. Students ( n = 203) from a public school and a private school willing to collaborate in University within School Project participated. Results revealed that there were significant school type differences in fractional knowledge favoring private school students. Since school type differences have important impacts on the quality and equity of mathematical outcomes, we need to strongly consider the implications of these school type-related differences and pay attention particularly to the structure of schooling in public schools and the student performance in private schools. Article visualizations:

EQUITY IN MIDDLE SCHOOL STUDENTS’ FRACTIONAL KNOWLEDGE: DOES SCHOOL TYPE MATTER IN TURKEY?

This study examined school type differences in fifth-grade students’ fractional knowledge with data from a university-school partnership. Students ( n = 203) from a public school and a private school willing to collaborate in University within School Project participated. Results revealed that there were significant school type differences in fractional knowledge favoring private school students. Since school type differences have important impacts on the quality and equity of mathematical outcomes, we need to strongly consider the implications of these school type-related differences and pay attention particularly to the structure of schooling in public schools and the student performance in private schools. Article visualizations:

Measuring mathematics teachers’ professional competence by using video clips (COACTIV video)

The COACTIV video study is part of the COACTIV research program in which secondary mathematics teachers whose students participated in PISA 03/04 were examined, with respect to their professional knowledge, motivational orientations, beliefs, and self-regulation. In the video study, 284 German secondary mathematics teachers were asked to specify how they would continue lessons shown in three short video clips that all ended at “educationally crucial” points. From the teachers’ written responses, which were coded by two independent evaluators according to five dimensions of high-quality teaching, their “situated reaction competency” (SRC) was inferred. Results relating to differences in school type (e.g., teachers from the German academic track performing better) and the relationship of SRC to other teacher characteristics (e.g., SRC was positively related to constructivist beliefs), as well as its impact on specific aspects of instructional quality, indicated the validity of the instrument.

Perception of Constructivist Learning Environment: Gender and School Type Differences in Siaya County, Kenya

Aims: The study aimed at investigating gender and school type differences in perception of Biology constructivist learning environment. Study Design : The study adopted a survey design. Place and Duration of Study: The study was carried out in Siaya County in Kenya between October and November 2013 during the school term. Methodology: The study sampled 815 grade 12 students (466 boys, 349 girls, 399 high achieving students and 416 low achieving students). Two instruments were used viz. Learners Perception Questionnaire (LPQ) and Learners Interview Guide (LIG). The data were analyzed using descriptive statistics, independent sample t - tests, two - way MANOVA and two - way ANOVA. The qualitative data were used to explain quantitative data. Results: The findings show that there existed statistically significant difference in perception between the low achieving schools and high achieving schools in favor of the low achieving schools in all the subscales of SPQ ( p =.00) and statistically significant gende r (Hotelling’s trace = .131, F =

Do extra compulsory physical education lessons mean more physically active children--findings from the childhood health, activity, and motor performance school study Denmark (The CHAMPS-study DK).

BackgroundPrimarily, this study aims to examine whether children attending sports schools are more active than their counterpart attending normal schools. Secondary, the study aims to examine if physical activity (PA) levels in specific domains differ across school types. Finally, potential modifications by status of overweight/obesity and poor cardio-respiratory fitness are examined.MethodsParticipants were from the first part of the CHAMPS-study DK, which included approximately 1200 children attending the 0th – 6th grade. At the sports schools, the mandatory physical education (PE) program was increased from 2 to 6 weekly lessons over a 3-year period. Children attending normal schools were offered the standard 2 PE lessons. PA was assessed at two different occasions with the GT3X ActiGraph accelerometer, once during winter in 2009/10 and once during summer/fall in 2010. Leisure time organized sports participation was quantified by SMS track. Based on baseline values in 2008, we generated a high-BMI and a low-cardio-respiratory fitness for age and sex group variable.ResultsThere were no significant differences in PA levels during total time, PE, or recess between children attending sports schools and normal schools, respectively. However, children, especially boys, attending sports schools were more active during school time than children attending normal schools (girls: β=51, p=0.065; boys: β=113, p<0.001). However, in the leisure time during weekdays children who attended sports schools were less active (girls: β=-41, p=0.004; boys: β=-72, p<0.001) and less involved in leisure time organized sports participation (girls: β=-0.4, p=0.016; boys: β=-0.2, p=0.236) than children who attended normal schools. Examination of modification by baseline status of overweight/obesity and low cardio-respiratory fitness indicated that during PE low fit girls in particular were more active at sports schools.ConclusionNo differences were revealed in overall PA levels between children attending sports schools and normal schools. Sports schools children were more active than normal schools children during school time, but less active during leisure time. In girls, less organized sports participation at least partly explained the observed differences in PA levels during leisure time across school types. Baseline status of cardio-respiratory fitness modified school type differences in PA levels during PE in girls.Electronic supplementary materialThe online version of this article (doi:10.1186/s12966-014-0121-0) contains supplementary material, which is available to authorized users.

The Van Hiele Geometry Thinking Levels: Gender and School Type Differences

This research shows that it would be very appropriate to divide the teaching of geometry into different levels according to van Hiele theory. Secondary schools, with regard to their specialization, should determine what levels they want to achieve, and adapt teaching geometry to that goal. Our research also shows that Van Hiele levels are equally suitable for both genders.

Teachers as mental health promoters: a study of teachers' understanding of the concept of mental health

Based on results from a mixed method approach, using focus group interviews (N = 15) and survey research (N = 1575, this paper explores Norwegian K12 teachers' understanding of the concept of mental health. The theoretical framework of analysis is a socio-ecological and systemic perspective, seeing conceptual understanding as a result of a complex interplay between factors on individual, organizational and state/society levels. Existing research indicates that mental health is an unfamiliar term in a school context, and often negatively loaded. Our results support this, but show significant differences in school type, where teachers in higher grades report more frequent use of the term, more positive term-loading and less tendency to prefer ‘well-being’ as a substitute, rather than as a complementary term to mental health. These teachers also report significantly higher levels of organizational support on mental health promotion. At individual level, experience and further education were important for dif...

Leadership Practice in the Context of U.S. School Choice Reform

Choice schools provide a unique laboratory where variation in governance and management structure is predicted. We examine the results from principal surveys from traditional and choice public schools, and compare challenges faced by principals and their leadership practice. Analyses show that while differences across school types are small, there are noteworthy variations among different types of charter schools. Our study broadens the understanding of school leadership in a choice environment by examining not only the association between leadership practices and school types, but also the influence of school management structures on instructional development beyond school type differences.