Population Of School Students Research Articles

The Impact of Family Socioeconomic Status (SES) on Adolescents' Learning Conformity: The Mediating Effect of Self-Esteem.

This study aimed to investigate the relationship between family socioeconomic status (SES) and adolescents' learning conformity and self-esteem among a sample of 15-18 year-old high school students. A survey was conducted on 339 adolescents using measures of family SES, self-esteem, and learning conformity. An intermediary effect model was constructed to examine the mediating mechanism of self-esteem in the impact of family SES on adolescents' learning conformity. In our study, we observed that male adolescents were more likely to come from families with higher socioeconomic status (SES) and exhibited relatively higher levels of self-esteem compared to female adolescents. However, this finding should be regarded as an observational outcome specific to our study sample and does not directly indicate a causal relationship between gender and family SES or self-esteem. Adolescents from rural areas were more likely to exhibit tendencies towards learning abidance and compliance. Family SES positively predicted self-esteem. The intermediary model indicated that family SES significantly positively influenced learning abidance and compliance, with self-esteem partially mediating the effects at 33.49% and 33.33%, respectively. Family SES negatively affected learning obedience, with self-esteem partially mediating the effect at 39.77%. Among the 15-18 year-old high school student population, family SES not only directly affects learning abidance, compliance, and obedience but also generates an indirect mediating effect through self-esteem.

What do they Know: Adolescents' Discernment on Pornography

The proliferation of the internet has sparked concerns among educators and advocates for gender equality that pornography is becoming both more severe and more accessible. The study described the perception of students from private and public schools concerning pornography. The study also determined the values of students from private and public schools about pornography. This study used descriptive method and surveyed a total of 289 students both from public and private schools. Based on the data, the researchers concluded that pornographic media did not encourage students to engage in such sexual practices. Hence, the students were not embarrassed while seeing sexual videos. The researchers also determined that the students did not enjoy watching pornography with their partner, as perceived by their values, and that they were not ashamed to disclose that they do so. As the majority of high school students were adolescents, it is suggested that parents, guardians, and teachers of both public and private schools monitor and educate students to prevent teenage pregnancy. Students, parents, guardians, and educators should be informed on this topic in order to raise their awareness. Since the sample size is insufficient to represent the high school student population as a whole, additional research should be conducted.

An exploratory study of spontaneous representations of covariational reasoning in middle school students

Although student covariation reasoning has been explored in depth to improve understanding of the correspondence between variables, research has focused on studying existing reasoning about variables in Cartesian representations. The working method had a qualitative approach, with a descriptive exploratory scope, the spontaneous representations that the participants evidenced under the level of covariational reasoning of the variables present in three contextualized situations were explored, posed to a population of third-grade middle school students. The students argued with concrete and abstract drawings the general behavior of the variables. At low levels of reasoning they used pictorial representations, at higher levels they used graphical diagrams and tables. The exploratory study shows a relationship between the type of spontaneous representations and the student’s level of covariational reasoning, as well as the rigor of the description of the problem.

Utilization of Mangrove Ecotourism as a Science Learning Resource for Junior High School Students

The research was carried out with the aim of finding out the use of mangrove ecotourism as a learning resource, because almost all regions in Indonesia manage mangrove ecosystem areas into ecotourism. The data collection technique uses proportional random sampling, with descriptive quantitative research methods. The research subjects used in this research process were the population of junior high school students and junior high school science teachers, with a sample of 118 students and 22 science teachers. The instrument used in this research is a questionnaire. The results obtained from the science teacher questionnaire stated that 80.8% of teachers had never integrated mangroves in the science learning process, reinforced by the results of the student questionnaire which stated that 83.2% of teachers had never presented mangrove material in the classroom. In this way, science teachers should change the way they deliver material using the Argument Driven Inquiry (ADI) learning model to make it easier for science teachers to utilize mangrove ecotourism as a learning resource through the stages of the learning model syntax.

An NCLEX-RN Improvement Project: A Study of Student Attributes Associated With Test Success.

A school of nursing developed a process to improve graduates' NCLEX-RN scores through a committee tasked with identifying approaches to assist students in passing the NCLEX-RN on the first attempt. The process involved: (1) engaging the faculty to use current published evidence; and (2) conducting an anonymous survey of previous graduates to identify the factors associated with NCLEX-RN success in the school's student population. Logistic regression analysis was conducted on a sample of 165 graduates of the program. The analysis of the graduates' psychosocial, academic, and NCLEX-RN preparation attributes compared with NCLEX-RN outcome revealed grade point average was the strongest significant predictor of success. The NCLEX-RN success program served to engage the school of nursing faculty. In addition, a study of the program's graduates revealed a predictor of potential student success that can identify students who may need additional support early in the program. [J Nurs Educ. 2024;63(2):102-107.].

Research on the results of secondary school physics education of Generation Z in the Czech Republic

There are no uniform exit tests in physics at the end of secondary school studies in the Czech Republic to give a picture of what students take away from their physics studies. Therefore, we decided to take advantage of the fact that in 1995 the Czech Republic participated in the TIMSS international survey of learning outcomes in mathematics and science, in which for the first and also the last time secondary school students were tested, including those who had taken more demanding mathematics and physics courses. The specialised physics 90-minute test was then taken by students in the final year of four-year gymnasiums in the Czech Republic. This particular physics test was administered to current gymnasium students. Gymnasium students represent the population of secondary school students who have physics instruction listed as a compulsory part of their education in the Framework Educational Programmes. Therefore, these respondents can provide very valuable information about what students take away from studying physics in primary and secondary school. The paper describes ongoing research, its methodology and how the data were collected.

FACTORS RELATED TO PRIMARY DYSMENORHORE IN STUDENTS OF MESUJI JUNIOR HIGH SCHOOL 2, MESUJI DISTRICT OGAN KOMERING ILIR 2023

The physiological process of menstruation, which happens periodically in women, has been impacted by reproductive hormones, specifically progesterone and estrogen. Dysmenorrhea, or pain during menstruation, is one of the issues with teenage reproductive health during that time. The purpose of the research was to identify the variables associated with primary dysmenorrhea. This type of study was quantitative, with an analytic survey method and a cross-sectional approach in which the research data used primary data This study used 72 samples to represent the population of female junior high school students. The chi-square test was the data source. The study's findings a correlation between primary dysmenorrhea and physical activity (p value 0.005), menarche age (p value 0.033), and nutritional status (p value 0.044). The incidence of primary dysmenorrhea among female students at SMP Negeri 2 Mesuji in 2023 was shown to be correlated with physical activity, age at menarche, and dietary status. Adolescents should take responsibility for the key modifiable dysmenorrhea causes, like exercise routines and nutritional status, by learning more and adopting a healthy lifestyle.

Leveraging Public Health and Public School Partnerships for Local Surveillance of Positive Childhood Experiences.

Childhood psychosocial experiences can have a lifelong effect on health. These experiences can be measured together as positive and adverse childhood experiences or individually as positive childhood experiences (PCEs) or adverse childhood experiences. Most research on PCEs has focused on how PCEs promote health outcomes. However, limited research has been conducted on the prevalence of PCEs among adolescents in local areas served by public health departments. The St. Joseph County Department of Health developed a study to test the feasibility of surveillance of PCEs through local public health departments and to establish a prevalence for PCE exposure among a population of urban public-school students in Indiana. We conducted a survey in spring 2022 that collected demographic information on students at 2 high schools and 1 middle school and assessed exposure to PCEs. We assessed prevalence of PCEs on a 5-point Likert scale (0 = never, 1 = rarely, 2 = sometimes, 3 = usually, 4 = always). PCE scores were grouped into low (0-2), medium (3-5), and high (6 or 7). The prevalence of individual PCE items ranged from 35.6% to 86.8%. Among 798 respondents, 189 (23.7%) reported low PCE scores, 396 (49.6%) reported medium scores, and 213 (26.7%) reported high scores. This research demonstrates the feasibility of school-based PCE surveillance and establishes a baseline prevalence of PCE exposure among a population of middle and high school students. These methods are applicable to different contexts and can provide both local health departments and school systems with a new tool to address adverse childhood experiences.

The Influence of Classroom Management to the Students’ Behavior of Junior High School Students

This research delved into the exploration of classroom management in the students’ behavior of Junior high school students at Lorenzo S. Sarmiento Sr. National. The primary objective of the study was to investigate whether classroom management influenced the students’ behavior of junior high school students. Employing a quantitative-correlational design, the study included 308 respondents from the junior high school student population at Lorenzo S. Sarmiento Sr. National High School. The research methodology involved the use of statistical tools such as average weighted mean, Pearson R, and multiple regression analysis. The findings revealed a high level of classroom management among junior high school students, encompassing discipline dimension, teaching and learning dimension, and personal dimension. Furthermore, the results indicated a high level of student behavior, considering class participation, responsibility, and emotional intelligence. Notably, a significant relationship was observed between classroom management and students’ behavior. Consequently, the null hypothesis was rejected. It is worth mentioning that the students’ behavior perceived all domains of classroom management with high ratings. This research contributed valuable insights into the interconnected dynamics of classroom management, and students’ behavior among junior high school students, providing a comprehensive understanding of the factors influencing educational outcomes in this particular context.

Learning Style and Teaching Style as Determining Factors in Academic Performance of Senior High School

This study aimed to investigate the impact of learning styles and teaching styles on the academic performance of senior high school students at Lorenzo S. Sarmiento Sr. National High School. The study involved 273 respondents from the senior high school student population and employed a quantitative-correlational design. The statistical tools used were average weighted mean, Pearson R, and multiple regression analysis. The study revealed that senior high school students have a high level of learning styles, including auditory, kinesthetic, and visual modalities. The research also found that students adopt different teaching styles, including authority, delegator, demonstrator, and facilitator styles. The academic performance of students was found to be high, considering school-related, student-related, and teacher-related factors. Furthermore, the study showed a significant correlation and relationship between learning style, teaching style, and academic performance. The null hypothesis was rejected, except for three indicators where the null hypothesis is not rejected, which are visual learning style for learning style and demonstrator style and facilitator style for teaching style. The study provides valuable insights into the interconnected dynamics of learning styles, teaching styles, and academic performance among senior high school students and offers a comprehensive understanding of the factors influencing educational outcomes in this particular context.

Indonesian secular vs. Madrasah schools: assessing the discrepancy in English reading and listening tests

The greater emphasis on the significance and difference in English performance between the school types has mainly been investigated across Asian countries. However, not much is known about what language skills differentiate their overall language achievement. Using a quantitative study with comparative analysis, this study measured the reading and listening skills of 1319 Indonesian students who were selected using a stratified sample design and grouped them into secular (Sekolah, n = 726) and Islamic (Madrasah, n = 593) groups. The samples were selected from 9205 of the total population of secondary school students, in Bone Regency, South Sulawesi Indonesia. The three-way ANOVA results showed a significant difference (p < 0.05) in reading and listening subskills between the groups. Highly significant results of Madrasah students in reading and listening subskills indicate they are better at constructing what text means in a variety of contexts, as a literary experience in reading texts and obtaining general and specific information from listening tests compared to those attending secular schools. Poor performance of boys and students who enrolled in public secular schools may become the main explanation for achievement gaps across the groups. The main and interaction effects of the school system, sectors, and gender on the tested subskills were also explained in this study. Additionally, the result of the DIF test confirmed that the equity of the tested items between them was supported.

The effect of DNA-V model intervention on learning behaviors and stress in Chinese adolescents: A randomized controlled trial

ObjectiveThe Discoverer Noticer Advisor-Value (DNA-V) model is an adaption of Acceptance and Commitment Therapy, which focuses on adolescent development and value-led behavioral change. However, few studies have validated the effectiveness of this model in adolescents in learning environments. This study thus aimed to examine the effectiveness of a Chinese version of the DNA-V model in a Chinese middle school student population. Additionally, we sought to determine whether online or face-to-face versions of the model were more effective. MethodsOne-hundred and thirty-six middle school students were randomly divided into a face-to-face DNA-V group (n = 40), an Internet DNA-V (iDNA-V) group (n = 50), and a traditional group (control, n = 46). The intervention was administered with a 45-min psychology course once a week for six weeks. The three groups were assessed on three core variables of academic learning motivation, strategies, and confidence, as well as stress at three time points (pre-intervention, post-intervention, and at a two-month follow-up). ResultsRepeated-measures ANOVA showed that the Group × Time Point interaction was significant for learning motivation (F(4,266) = 2.746, p = 0.029, ηp2 = 0.04) and stress (F(4,266) = 3.681, p = 0.006,ηp2 = 0.05). Learning motivation scores showed no between-group differences at any of the three time points, but the iDNA-V group showed significant improvement at the two-month follow-up and the traditional group showed significant gains at post-intervention that were maintained until the follow-up test. The DNA-V group exhibited lower stress scores at follow-up than at the pre-intervention assessment (p = 0.002) and post-intervention assessment (p = 0.005), with significantly lower stress follow-up scores than those of the iDNA-V (p = 0.024) and control (p = 0.023) groups. ConclusionThese results suggest that different intervention formats of DNA-V can be used as an alternative to traditional adolescent school psychology programs. It is important to consider how to emotionally support students when designing and developing internet-based DNA-V intervention programs to increase the effectiveness of this program for stress intervention.

MENTAL HEALTH LITERACY OF HIGH SCHOOL STUDENTS IN HO CHI MINH CITY

Mental health literacy (MHL) is essential for high school students to promote the quality of their mental health as well as help the people in need. In Vietnam, the studies about MHL in high school student populations are limited, whose results often report the moderate level of MHL. The aim of this study was to report the MHL status of high school students in Ho Chi Minh city. Participants were 577 students selected in several high schools in Ho Chi Minh city and then were assessed using Mental Health Literacy Scale (28 items) which has been validated into Vietnamese for better adaptation to high school Vietnamese students. Mean score of MHL in the research subjects was 77.47, representing the moderate level. Meanwhile, the proportion of students with moderate level accounted for 63.60%, followed by the high ones at 31.37% and the remaining figure was for the low level, at 5.03%. Therefore, MHL, is of paramount importance to be conducted further research for laying a foundation for providing feasible solutions to improve MHL particularly and mental health quality generally of high school students.Keywords: mental health; mental health literacy; high school students

Analysis of Education Policies in Countering Radicalism: Implementation and Externalization of Islamic Religious Education Values in Shaping Character

&#x0D; &#x0D; &#x0D; Radicalization is one of the dangerous effects of globalization. The development of positive character in adolescents is necessary to combat radicalism. The values of Islamic religious education can be internalized and externalized through learning activities both inside and outside the classroom. The aim of this research is to examine how the internalization and externalization of Islamic religious education values influence students' character in combating radicalism. With the population of all high school students from the Islamic Village Foundation in Tangerang, this research adopts a quantitative method, using a proportional random sample of 350 students. After collecting the data, analysis is conducted using the structural equation modeling (SEM) based on partial least squares (PLS). The research results indicate that the internalization and externalization of Islamic religious education values have an influence on students' character and can counteract radicalism.&#x0D; &#x0D; &#x0D;

Body weight gain in adolescents can increase the risk of developing an eating disorder

BACKGROUND: The risk of developing an eating disorder can increase with obesity and body weight gain in adolescents. Eating disorders can cause serious physical and psychological problems. OBJECTIVE: This study was conducted to determine the frequency of eating disorders in adolescents and examine the relationship between obesity and weight gain. METHODS: The sample was selected from a population of high school students between the ages of 14–19. The Eating Disorder Examination Questionnaire (EDE-Q) was used to determine the frequency of eating disorders. The relationship between anthropometric measurements and the EDE-Q was evaluated. RESULTS: A total of 387 students, 67.4% of the sample female, were included in the study. When the students are evaluated according to BMI classification, 74.67% of the students are in the normal category, 16.53% are overweight, and 5.42% are obese. While female students received a total score of 1.36±1.45 on the scale, male students received a score of 0.85±0.97 (p &lt; 0.05). There was a positive correlation between body weight and BMI, EDE-Q’s total score, and sub-dimension scores (p &lt; 0.05). Additionally, the regression analysis revealed that the total score on the scale was significantly associated with body weight and BMI. EDE-Q’s total score increased by 1 unit, there was an increase of approximately 3.01 kg in body weight and 1.19 kg/m2 in BMI. CONCLUSION: In adolescents, the risk of developing an eating disorder can increase with obesity and body weight gain. Early diagnosis and treatment of eating disorders can help prevent long-term health problems.

Prevalence of the metabolic syndrome and its components in secondary school student population in the city of Douala, Cameroon

Background: While the burden of metabolic syndrome (MetS) is still increasing in sub-Saharan Africa, there is a lack of data among young Cameroonian population. The aim of this study was to evaluate the prevalence of MetS and its components among secondary school students in Douala. Design and methods: This was a cross-sectional prospective study carried out on 803 students recruited from February to May 2021 in public and private secondary schools in Douala city, Cameroon. MetS was assessed according to the IDF/AHA/NHLBI 2009 consensus definition. The data collection consisted of a questionnaire on sociodemographic characteristics, measurement of anthropometric parameters (height, weight, body mass index (BMI), waist circumference) and overnight fasting blood sample. Blood pressure (BP), fasting blood glucose, HDL cholesterol and triglycerides were measured using standard methods. Results: The mean age was 18±3 years, 73.3% female. The prevalence of MetS was 27.4%, common among participants aged ≥16 years, and higher in females compare to males (33.7% vs 11.1%, p&lt;0.0001). The prevalence of MetS components i.e abdominal obesity, high BP, fasting hyperglycemia, low-level HDL cholesterol and hypertriglyceridemia were 14.1%, 18.1%, 42.8%, 51.4% and 38.6% respectively. All MetS components were significantly higher in females compared to males except for high BP which was similar among the genders. Conclusions: In our study population, the prevalence of MetS is high and this calls for improved monitoring to limit the evolution of associated cardiometabolic complications among young Cameroonians.

Influence of Work Motivation, Interpersonal Skills, and Knowledge Construction on the Work Readiness of Vocational Students

Vocational high schools play an important role in connecting graduates to industry to provide professional workforce input. However, modern times demand an increase in the quality of complex human resources to effectively prepare them to work in the industry. This study examined the relationship between the effects of interpersonal skills and constructive knowledge on work readiness through work motivation. A quantitatively inferential method with a population of vocational high school students was employed. Data were obtained using the structural equation model with the analysis of moment structure 2.4 version application. The research findings showed that interpersonal skills and constructive knowledge have a significant positive effect on work readiness and work motivation interferes with the influence of interpersonal skills and constructive knowledge on work readiness. The results suggest that vocational schools that focus on work readiness need to pay attention to interpersonal skills, constructive knowledge, and work motivation, since they are essential for students. Moreover, this study implies that if we want to improve students’ work readiness, we must enhance their interpersonal skills and constructive knowledge of teaching and learning in vocational schools. Further research should empirically examine this issue to explore other factors that affect students’ work readiness.

The Relationship between Eyestrain and the Occurrence of Floaters in Kalam Kudus Senior High School

Introduction: Floaters, or particles that appear to float in the visual field, are often subjective complaints that cause disruptive sensations in vision. Eye strain, which is a common symptom associated with prolonged use of digital screens, can lead to other visual disorders. However, there is limited research examining the relationship between eye strain and floaters. This study aimed to evaluate the relationship between eyestrain and the occurrence of floaters in Kalam Kudus Senior High School.&#x0D; Methods: The study was conducted using a cross-sectional method with 62 respondents who extensively use electronic devices. Data on eye strain symptoms and the occurrence of floaters were collected using a standard questionnaire. Statistical analysis was performed to evaluate the relationship between eye strain and floaters.&#x0D; Results: The results of the study showed a significant relationship between eyestrain and the occurrence of floaters (p-value = 0.022). Students who reported eyestrain had a higher risk of experiencing floaters.&#x0D; Conclusion: Excessive use of digital screens and eye strain can contribute to the development of floaters in the high school student population.&#x0D;

An Agent-Based Simulation Model for Testing Novel Obesity Interventions in School Environment Design

Studying the impact of built-environment changes on human behavior and health is empirically challenging. To overcome this challenge, there has been increasing recognition of the usefulness of systems’ approaches for scenario testing to understand and prioritize such public health interventions. Limited research has shown a potential effect on the positive energy expenditure as a result of the use of dynamic furniture that promotes micromovement among school children. In this article, we aim to determine, via experiments in simulated populations of elementary school students, whether the use of dynamic furniture in the school environment has an impact on the childhood obesity over time. An agent-based model is developed to simulate three physical activity (PA) profiles over a period of six years with and without the dynamic furniture. Based on the prevalence trends from the experiments, there is no apparent impact of dynamic furniture use among boys, regardless of activity profile category. However, there are some pieces of evidence of differing trends among girls with a low PA profile. Although the intervention produces a marginal change in obesity prevalence in one population, the dynamic furniture is not a sole solution to the obesity epidemic. However, the use of dynamic furniture in schools may be a worthwhile component of prevention interventions.

Attitudes and professional development needs of school-based agricultural education teachers related to inclusion, diversity, and equity

This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.