Male Secondary School Students Research Articles

Language Politeness on Social Networks among Upper Secondary Students: An Analysis of Politeness Principles

Linguistic politeness can be translated through the choice of a good word and the way it is spoken in a particular situation based on its purpose, such as greeting, asking, directing, or influencing. This study analyses language politeness on social media sites among upper secondary school students using Leech's (1983) Politeness Principle. The research instruments were derived from social media sites, such as Whatsapp and Facebook. The study also used qualitative methods, namely observation and questionnaires, to obtain data. During the field study, interviews and the distribution of questionnaires to respondents online were conducted to obtain the primary data. The study involved 60 male and female upper secondary school students from SMK Senawang and SMK Seri Pagi, located in Seremban, Negeri Sembilan, as respondents. The findings showed that in social media conversations, upper secondary school students most often showed a maximum use of politeness at 33.13%, a maximum use of agreement at 24.23% and a maximum use of humility at 42.64%. The strategic use of linguistic politeness in face-to-face and online conversations is based on the six maxims (maxim of politeness, maxim of kindness, maxim of support, maxim of agreement, maxim of humility and maxim of sympathy) found in Leech's Politeness Principle (1983). This Principle is found to help identify language politeness strategies in speakers who are upper secondary school students.

Effects of Student’s Use of Social Media on Academic Performance (A case study of Secondary School students in Onitsha)

Abstract The impact of social media use on academic achievement in science subjects among senior secondary school students in Anambra State, Nigeria, was studied using a descriptive survey design. The study’s goals are to determine the relationship between social media usage and academic performance in science subjects among Anambra State Senior Secondary School students, as well as to determine whether there is a difference in the relationship between social media usage and academic performance in science subjects between male and female Anambra State Senior Secondary School students. The study’s participants are all Senior Secondary School students in Onitsha, Anambra State. The population in its entirety is 1,450. According to the research advisers’ requirements, the study’s sample size is two hundred and sixty (260) senior secondary school students from Onitsha North and South. To test hypothesis one, the data was analyzed using Pearson product moment correlation (r). The use of PPMC was based on the assumption that it can be used to form relationships. Because hypothesis two had multiple independent variables, regression analysis was utilized to test them. There is no significant association between social media usage and Academic Performance in Science Subjects among Anambra State Senior Secondary School Students, although there is a significant difference between male and female Senior Secondary School Students in Anambra State. The following recommendations were made based on the study’s findings: teachers should encourage students to use social media positively for academic activities, teachers and school counselors should treat both male and female students with social media disorder equally, adequate ICT facilities should be provided to both local governments, and secondary school teachers should use the same motivational measures for using social media for academic purposes.

Critical Thinking Skills and Preferred Learning Styles of Gifted Students at the Secondary Stage in Taif Governorate

The study aimed to identify the level of critical thinking skills and the preferred learning styles of gifted students at the secondary stage in Taif Governorate, in addition to revealing the differences in critical thinking skills according to their different preferred learning styles and their gender. The sample of the study consisted of (192) male and female secondary school students in Taif Governorate schools, distributed by gender into (92) male and (100) female students. The Saudi short form of the Watson-Glaser Critical Thinking Test, and Kolb's Learning Styles Inventory were used after verifying their psychometric properties to collect data from the subjects. The results revealed a low level of gifted students’ possession of critical thinking skills in general, and in particular the deduction skill. The results also revealed that there is a rate of (16.67%) gifted students who did not show preference of a specific learning style, and that the most preferred learning style was the divergent style, followed by the accommodator style, then the convergent style, and finally the assimilator style. The results also showed a statistically significant mean score differences attributed to gender on three subtests of the critical thinking test as well as the total score on the test as males outperformed females in the conclusion subtest while females outperformed males in the induction, evaluation of arguments, and the overall mean scores. The results also revealed a statis-tically significant mean score differences on all subtests as well as the overall mean score attributed to the preferred learning style in favor of the divergent style followed by the assimilator style, then the accommodator style, and finally the convergent style.

The Effect of Awareness Level on Digital Game Addiction

Digital gaming is the key activity that young people prefer, especially to fulfill several responsibilities that are given to players with technology today and to give them an advantage over those who are competing against them. In this study, mindfulness of digital game addiction of secondary school students was investigated according to their gender, age group, grade level, high school type, education status of the mother, daily technology exposure time, and regular physical activity status. 456 female and 329 male secondary school students who study in the Pursaklar district of Ankara province participated in the study, during the 2020–2021 academic period. As the data collection tools “Personal Information Form” and “Mindfulness of Digital Game Addiction Scale (MDGAS)” that was developed by Tekkurşun-Demir and Cicioğlu (2020) were used. t-test and one-way ANOVA multi-comparison tests were used in the analysis of data from secondary school students participating in the study. Research found significant differences in gender, class level, and daily technology exposure time of secondary school students, while a significant difference was not detected concerning age group, high school type, education status of the mother, and regular physical activity status variables. It was determined that the levels of awareness, internal awareness levels, and external awareness of secondary school students' digital gaming dependency are at a moderate level.

EFFECT OF ASSERTIVENESS TRAINING TECHNIQUE ON BULLYING BEHAVIOUR OF SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA

This study examined the effect of the Assertiveness Training technique on bullying behaviour of secondary school students in Anambra State. Two research questions guided the study, while two null hypotheses were tested at .05 level of significance. The study adopted a quasi-experimental, non-equivalent pre-test and post-test, control group design. A sample of 94 student bullies made up 54 males and 40 females were purposively drawn from two schools with the highest number of bullies and used for the study. Students Bullying Behaviour Identification Scale (SBBIS) and Students Bullying Behaviour Questionnaire (SBBQ) were adapted as instruments for data collection. The reliability of the instruments was established using Cronbach Alpha and with coefficients of 0.88 for SBBQ and 0.96 for SBBIS. SBBIS was administered two weeks before the commencement of the treatment aimed at identifying and screening of bullies while SBBQ was used for the pretesting and post-testing for the three groups. Mean was used to answer research questions, while the null hypotheses were tested using Analysis of Co-Variance (ANCOVA). The findings of the study revealed that the Assertiveness Training technique was effective in reducing bullying behaviours of secondary school students. The findings equally indicated that the difference in the effectiveness of the Assertiveness Training technique on bullying behaviours of male and female secondary school students was not significant. Based on the findings of the study it was recommended among others that assertiveness training techniques should be used by guidance counsellors working in secondary schools should modify behaviours of students with bullying behaviour.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0907/a.php" alt="Hit counter" /></p>

Future anxiety during the switch to distance learning during the Coronavirus (COVID-19) pandemic and its relationship to some variables among secondary school students in Madinah: قلق المستقبل في ضوء التحول إلى التعليم عن بُعد أثناء جائحة كورونا (COVID-19) لدى طلبة المرحلة الثانوية بالمدينة المنورة وعلاقته ببعض المتغيرات

This study aimed to identify the degree of future anxiety in light of the shift to distance education during COVID-19 among secondary school students in Al Madinah Al Munawwarah and to identify the differences in the degree of future anxiety due to some demographic variables (gender - major- income level). The study sample included (403) female and male secondary school students in Al Madinah Al Munawwarah, in the second and third secondary grades, who were chosen by the simple random sampling. In order to achieve the objectives of the study, the researcher adopted the Analytical descriptive approach. The researcher used the Future Anxiety Scale prepared by (Shuqair, 2005). The study concluded that there was simple future anxiety in light of the shift to distance education during COVID-19 among second and third secondary school students in Al Madinah Al Munawwarah, and there were no statistically significant differences at (0.05) level in the degree of future anxiety in light of the shift to distance education during COVID-19 due to demographic variables (gender, major, income level) variable among the second and third secondary school students in Al Madinah Al Munawwarah. In light of the above-mentioned results, the researcher recommends that Ministry of Education at Saudi Arabia has to continue implementing the distant education, as the results of the current study showed that it does not, significantly, affect future anxiety levels among high school students.

EFFECT OF COGNITIVE RESTRUCTURING TECHNIQUE ON BULLYING BEHAVIOUR OF SECONDARY SCHOOL STUDENTS IN ANAMBRA STATE, NIGERIA

Bullying behaviour among students has become a serious social problem in secondary schools. It is an ugly development that has given much concern to parents, teachers, counsellors, and stakeholders in the education industry. This study examined the effect of the cognitive restructuring technique on bullying behaviour of secondary school students in Anambra State. Two research questions guided the study, while two null hypotheses were tested at a .05 level of significance. The study adopted a quasi-experimental, non-equivalent pre-test and post-test, control group design. The study population was 586 which comprised 354 males and 232 females SSII student bullies in the 47 co-educational public secondary schools in Awka Education Zone. A sample of 94 student bullies made up 54 males and 40 females were purposively drawn from three schools with the highest number of bullies and used for the study. Two schools were as experimental groups for cognitive restructuring and assertiveness training while the remaining one was for the control group. Students Bullying Behaviour Identification Scale (SBBIS) and Students Bullying Behaviour Questionnaire (SBBQ) were adapted as instruments for data collection. The instruments were subjected to face and content validation. The reliability of the instruments was established using Cronbach Alpha and with coefficients of 0.88 for SBBQ and 0.96 for SBBIS. SBBIS was administered two weeks before the commencement of the treatment aimed at identifying and screening bullies while SBBQ was used for the pretesting and post-testing for the three groups. Mean was used to answer research questions, while the null hypotheses were tested using Analysis of Co-Variance (ANCOVA). The findings of the study revealed that the Cognitive Restructuring technique was effective in reducing bullying behaviours of secondary school students. The findings equally indicated that the difference in the effectiveness of the Cognitive Restructuring technique on bullying behaviours of male and female secondary school students was not significant. Based on the findings of the study it was recommended among others that guidance counsellors through school authorities should plan programme of intervention based on principles of cognitive restructuring technique for more enlightenment for students on bullying behaviour.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0918/a.php" alt="Hit counter" /></p>

Disturbance of behavior in male secondary school students

Background: Behavioral disturbance is a common problem for teenagers all over the world.The prevalence of behavioral disturbance depends on age, family environment, schoolenvironment, and friend relationships.The aim of the study to determine the prevalence ofbehavioral disturbance patterns among male students from age 13-19 yrs. In public secondaryschools in Baghdad, Iraq.Methods: Cross-sectional study done in public secondary schoolsin Baghdad for educational year 2020 - 2021.The sample was collected by multistage clustersampling from 6 schools .Data collection was done through self-administered questionnairefrom 7th February 2021 to 16th march 2021. The questionnaire is comprised of two parts;part 1 was made of demographic characteristics and behavioral disturbance manifestations.Part 2 comprised of socioeconomic characteristics. Results: 600 students were participated inthis study the mean age 15.51.3 . Substance use disorder (15.8%) and bullying (13.5%) werethe common forms of behavioral disturbance. Conclusion: high rates of all behavioraldisturbance were noticed among secondary school students including bullying, substance usedisorder, Rebellion and pornography.

Students Anxiety and Its Causes in Mathematics: A Sequential Explanatory Mixed Method Design

From the last few decades, math anxiety has become the major concern of educationists. Students’ academic achievement especially in mathematics has been considered as a crucial factor in determining the future progress of students. But unfortunately, the participation rate of students in mathematics is decreasing day by day. The main objectives of the study were to assess secondary school students’ anxiety in mathematics and to explore the causes of students’ anxiety in mathematics. A sequential explanatory mixed method research design was used. The data was collected through both quantitative and qualitative methods. A five-point rating scale questionnaire was developed for quantitative data collection. The tool was validated through pilot testing. 100 students participated in pilot testing. Internal consistency of the instrument was assessed by Croanbach’s alpha which was 0.7. The targeted population of the study was both male and female secondary school students from the district Bahawalpur, Punjab. Out of the whole population, 726 male and female students were approached via multi-stage sampling technique. After quantitative data collection data was entered in SPSS version 20 and percentage, frequency distribution and mean score was calculated. Based on the quantitative data results it was observed that secondary school students were numerophobic and had moderately a high level of anxiety in mathematics. On the basis of quantitative results, interviews of secondary school teachers were conducted to explore the causes of students’ anxiety in mathematics. 20 teachers were approached via purposive sampling. The qualitative data revealed that major causes of students’ anxiety in mathematics were lack of practice, lack of previous knowledge, communication gap between student and teacher, and lack of interest in mathematics.

Secondary School Male Students Perception Towards Their Weight, Almethnab Town, Qassim, Saudi Arabia.

ObjectiveTo determine the perception of Almethnab town secondary school male students towards their body weights.MethodologyWe surveyed male secondary school students in Almethnab town in Qassim using a self-administered questionnaire and weighing/height scale. All of the four secondary schools were targeted. The calculated sample size was 256 students. A stratified cluster sampling technique was used to select research participants. Body mass index (BMI) was calculated and interpreted using web-based CDC childhood and adolescent BMI calculator. Weight status perception was assessed by comparing students' opinions about their weight against BMI percentile status.ResultsOut of 363 selected students, all of the available 270 students participated, with a response rate of 74%. Thirty-two (12.2%) of the students were underweight, 143 (54.6%) were normal, 30 (11.5%) were overweight, and 57 (21.8%) were obese. Students perception towards their weight was correct for 159 (65%) of students. Out of the 87 overweight/obese students, 16 (18.4%) perceived their weight as appropriate, 17 (53.1%) of 32 underweight students look at their bodies as normal, while 29 (20.4%) of normal weight students perceive themselves as overweight. Obese students exercise less both in frequency and duration than non-obese ones. Sweetened drinks, fast food and frequent snacks are weakly associated with obesity.ConclusionPrevalence of obesity is very high among male secondary school students in Almethnab town.One-third of students have misperceptions about weight status.

Developing a Structural Equation Model for Predicting the Sense of Belonging to School Based on Family Cohesion with the Mediating Role of Spiritual Intelligence in Secondary School Male Students in Ardabil in the Academic Year 2020-2021: A Descriptive Study

Developing a Structural Equation Model for Predicting the Sense of Belonging to School Based on Family Cohesion with the Mediating Role of Spiritual Intelligence in Secondary School Male Students in Ardabil in the Academic Year 2020-2021: A Descriptive Study

Association between obesity and mental disorders among male secondary school students in Abha, Kingdom of Saudi Arabia: A Predictor based Cross-Sectional Study

Background: Obesity-related morbidity continues to increase in Saudi Arabia, especially among school students, who constitute a vulnerable population since they can be highly influenced by the western culture and rapid globalization. Aim of Study: To examine the relationship between obesity and negative emotional states among male secondary school students. Methodology: This was a cross-sectional study conducted among male secondary school students in Abha City, Saudi Arabia during the academic year 2019-2020. A multistage cluster sampling technique was followed by the researchers, in order to recruit participants. The standardized Arabic version of Depression Anxiety Stress Scale (DASS-21) was used by the researchers for determining prevalence and levels of depression, anxiety and stress symptoms among participants. Results: Three hundred and ninety eight students participated in the study. Their mean age (±SD) was 16.98±0.93 years. Overweight and obesity was present among 44.2% and 38.4% of participants respectively. The overall prevalence rates for symptoms of depression, anxiety and stress among participants were 57%, 64.6% and 39.4%, respectively. There were statistically significant associations between obesity and symptoms of depression, anxiety and stress (p<0.001 for all). Conclusions: The burden of overweight and obesity are high among the male secondary school students. Overweight and obesity are associated with symptoms of depression, anxiety and stress. Therefore, there should be emphasis on implementing interventions to raise awareness about maintaining normal body mass index among the school students and thereby reducing the risk of mental disorders. Key words: Obesity, Mental disorders, Depression, Anxiety, Stress, School students, Saudi Arabia.

Quandary of Cognition vs. Affection: Exploring the Role of Dynamic Assessment in EFL Learners’ Writing Skill and Motivation

Any policy that aims to solve the challenges of language teaching and learning must include language assessment research. Language assessment has shown a lot of development in terms of the scientific implications of assessing language capacity for the purposes of advising judgments about people and reviewing language programs (Bachman, 2000). The aim of this research was to look into the relationship between using Dynamic Assessment methods and the writing skill of Iranian EFL students, as well as the impact of DA on student motivation. Secondary school male students from Teheran’s “Mofid” private high school were chosen to participate in this study to accomplish this goal. A general proficiency test (PET) was provided to all participants, which classified them into five levels. The listed exam leveled pre-intermediate students, who were then split into two classes. They were almost equal in terms of scores, materials, and ages. After reviewing and scrutinizing students’ pretests for the required pre-existing information and techniques, resources were provided to the experimental community in the form of mediation pages, instructor explanations, and constructive input. Correspondingly, to determine the impact of the Dynamic Assessment procedure used in this study on students’ motivation and attitude, a Persianlanguage version of the Attitude/Motivation Test Battery (AMTB) was provided to secondary school students studying English as a foreign language, which included each scale mentioned in the’ AMTB item key document (R. C. Gardner, 2004). After ten sessions of treatment, patients were given a post-test that was similar to the pre-test but with new content to see whether DA had any impact on them. The findings revealed that there was no statistically important difference between the Pre and Post-test results. As a result, it was determined that the null hypothesis had not been denied. The findings of the motivation test, on the other hand, revealed that the correlation between pre and post-test was important and that DA had a positive impact on participant motivation.

Effect of Assertiveness Technique in Reducing Verbal Victimization among Junior Secondary School Students in Anambra State

Aims: The purpose of this study is to determine the effect of assertiveness technique in reducing verbal victimization among junior secondary school students in Anambra state.
 Study Design: The design adopted for this study is pure experimental design.
 Place and Duration of Study: The target population is 1182 junior secondary students identified to be verbally victimized. The duration is between January 2021 and June 2021.
 Methodology: The design adopted for this study is the pure experimental. Two secondary schools where adopted for the study, from the two secondary schools, one group served as treatment/experimental group and the other school served as control group with participants randomly assigned. These participants were identified by administering a structured questionnaire structured by the researchers. The population for the study comprised 1182 junior secondary students identified to be verbally victimized. The sample was drawn using the purposive sampling technique, this was to identify schools with students that are verbally victimized. A total of 104 students (54 male and 50 female) were drawn and randomly assigned to the experimental and control groups as sample for the study. The instrument for data collection was the bullying victimization scale (BVS), the scale was developed and validated based on Elvis (1996) questionnaire and normalized for Nigerian cultural situation. Data collected for this study were organized in table and were analyzed. Data relating to the answering of research questions were analyzed using the mean. While the data relating to the testing of hypotheses at 0.05 level of significance was analyzed using Analysis of co-variance (ANCOVA).
 Results: At 0.05 level of significance, the analysis of the data collected revealed that the experimental group had a mean gain difference of 3.29 over the control group, the result further revealed that male students had a mean gain difference of 21.54 over the female students. This indicates that assertiveness technique was more effective on male junior secondary school students than their female counterparts. The findings revealed there was no difference in the mean post test scores of students who received treatment using assertiveness technique and those in the control group (p = 0.416, 0.05). also there was a significant difference in the mean post test scores of male and female secondary school students (p=0.026, 0.05).
 Conclusion: Through the findings that emerged from the study, it is concluded that the assertiveness technique is effective in reducing verbal victimization among junior secondary school students in Anambra state. Hence, counsellors in secondary schools should adopt assertiveness counselling techniques during counselling sessions to reduce the increased rate of verbal victimization in schools.

Language Learning Strategies (LLS) used by the Form Four Male Secondary School Students in Speaking Skill

English as an international language serves its importance in many fields such as finance, medicine, technology and education. The four main skills in the acquisition of English are speaking, listening, reading and writing. In order to converse well in this global world, speaking skill is the most important for communication. Language learners deploy many strategies such as cognitive, metacognitive, compensation affective, social and memory strategies to enhance the speaking skills. Therefore, this study is aimed to investigate the language learning strategies employed by Form Four male students. A mixed method design was employed with semi structured interviews and questionnaires as the instruments for data collection. In this intervention, 40 Form 4 students from a secondary school in Negeri Sembilan were selected as the participants. The findings of this paper showed that the most frequent language learning strategies implemented were social, affective and memory strategies in the acquisition of speaking skill. Based on this finding, more studies are expected to be conducted to identify the application of other skills to help the students strive in learning English.

Psychometric Properties of the Difficulties in Emotion Regulation Scale Brief Form (Ders-16): in Group of Iranian Adolescents

Introduction: Given the importance of the scale of difficulty in emotion regulation, in measuring the ability to regulate emotion in adolescents and adults, which is widely used in research and clinical settings, the purpose of this study was to investigate the psychometric properties of short form of difficulty in emotion regulation (DERS-16) in group of Iranian adolescents. Methods: The method of the present study was a survey in which the statistical population consisted of all 16 to 18 years old male secondary school students in Ardabil City in the 2019-2020 academic year (N = 21756). Among which 409 individuals were selected by cluster random sampling and individually responded to the DERS-16 & NEO-FF-R. To analyze the data internal consistency coefficient, divergent validity and exploratory and confirmatory factor analysis were used. Data were analyzed using SPSS version 16 and LISREL 8.8 software. Results: The results of internal coefficient showed that this scale had a good reliability. Fit indices of confirmatory factor analysis also showed appropriate scale validity (CFI = 0.99, RFI = 0.98, NNFI = 0.99, and RMSEA = 0.048). Conclusion: Findings indicate that the Persian version of this scale is a good tool for measuring the difficulty in regulating emotion and can be used to assess the difficulty in regulating emotion in adolescents and adults.

Gender as a Predictor of Physics Students’ Academic Performance in Senior Secondary School External Examinations in Ekiti State, Nigeria

This study examined gender as a predictor of Physics students’ academic performance in Senior Secondary School external examinations in Ado Local Government Area of Ekiti State, Nigeria. An ex-post-facto research was employed for the study. The entire Physics students in Ado-Ekiti that sat for the West African Examination Council (WAEC) external Examination between 2017 to 2019, were used for the study. A total of three hundred candidates (300) were randomly selected as a sample from five (5) senior secondary schools for the study. Frequency and t-test were used to test the four formulated null hypotheses. The result indicated that; there was a significant difference in the academic performance of male and female Physics students in mixed senior secondary schools, also there was a significant difference in academic performance of male and female Physics students in single-sex senior secondary school, similarly, there was a significant difference in academic performance of female students in Physics in single-sex and mixed senior secondary schools. There was a significant difference in academic performance of male students in Physics in single-sex and mixed senior secondary schools. Based on the findings, appropriate conclusions and recommendations were made.

The effect of perceptions of learning environment and academic engagement on academic performance of secondary school male students: The mediating role of academic self-efficacy

The purpose of this study was to determine the effect of perception of learning environment and academic engagement on academic performance of secondary school students by examining the mediating role of academic self-efficacy. The research was applied in terms of applied and descriptive - correlation type. The statistical population of the study all male students of second high school in Karaj city in the academic year 1396-1977 in 21125 students of these, 380 individuals were selected through multistage random-cluster sampling. Data were analyzed Structural Equation Modeling with Statistical Package for Social Sciences and Torque Structure Analysis Software. Research measurement instruments included the Self-efficacy Questionnaire Jinks (1999), the Learning Environment Perception Sweeney (1994), and the Academic Engagement Reeve (2011) and The average score was used for academic performance. Results showed that perceptions of learning environment, academic engagement and self-efficacy had significant effect on academic performance (P <0.001). academic self-efficacy was a significant mediator between the impact of perceptions of learning environment and academic engagement with students' academic performance (P <0.05). According to the results of the study, identifying variables related to academic performance can lead to students 'participation in the teaching process and increase students' confidence in achieving their academic goals.

EFFECT OF MODELLING TECHNIQUE IN ENHANCING LOW ACADEMIC SELF-CONCEPT OF SECONDARY SCHOOL STUDENTS

Academic self-concept is important for secondary school students’ personal adjustment and for the influence it has on other desired educational outcomes. This study investigated the effects of modelling technique in enhancing low academic self-concept of senior secondary school students in Onitsha education zone. One research question guided the study, while two null hypotheses were tested at 0.05 level of significance. The design for the study is quasi-experimental, non-randomised pre-test and post-test, control group research. The target population of this study was 988 senior secondary school students having low academic self-concept in Onitsha education zone. A sample size of 108 students was selected using purposive sampling technique. A validated instrument for data collection was Academic Self-concept Survey (ASS). The internal consistency reliability coefficient for the instrument is 0.84. Data was collected through direct delivery of the instrument to the respondents. Mean scores were used to answer the research question, while the null hypotheses were tested using Analysis of Co-variance (ANCOVA). The instrument norm 72.50 guided the decision. The finding of the study revealed that Modelling technique enhanced the academic self-concept of the secondary school students, but the effect was not significant when compared with those who received conventional counselling; the findings further revealed that the difference in the effect of Modelling technique on male and female secondary school students’ Academic self-concepts is not significant. Based on the findings and implications of the study, it was recommended that the practicing counsellors and therapist should make use of the modelling in combination with other effective techniques in administering counselling and therapy of secondary school students to modify and enhance their academic self-concept. Article visualizations:

The Association between Vitamin D Deficiency and Depression among Male Secondary School Students, Riyadh, Saudi Arabia

The Association between Vitamin D Deficiency and Depression among Male Secondary School Students, Riyadh, Saudi Arabia