Middle School-aged Students Research Articles

Parental view of online schools: internet forum analysis

The article reflects on a study of family experiences concerning teaching children in online schools that are eligible to issue state certificates. The topic is relevant due to the digitalization of the educational sphere and the search for new educational strategies for schoolchildren. An analysis of messages on an internet forum of parents that are interested in online schools was carried out. When studying unstructured texts, methods of computational linguistics were used, topic modeling in particular. The authors presented the results of an analysis of nine topics on the Internet forum. The narratives about the diversity of online schools and the quality of education are among them. The participants in the discussion highly appreciate the level of knowledge acquired in online schools but they believe that the intellectual result does depends not on the school but on the motivation of the student and the needs of the family. Informants cite the advantages of online learning as time management, teacher competence, improved academic performance, exam preparation, and increased likelihood of enrolling in a college or university on a budget. Parents consider the disadvantages of online schools to be increased family control of students, excess free time, high cost, and organization of studies. An «ideal online school» requires high-quality educational programs, a comfortable environment, and reasonable prices. According to informants, online education is suitable only for students of middle and high school age, but the array of successful stories of studying in online schools includes stories about primary school students. Popular family strategies are switching to online school in grades 8–9 and enrolling in college; dropping grades 10–11 at the previous school, switching to online learning, and entering university. Among the students, there is a predominance of students who are successful in any educational system and schoolchildren who had difficulty coping with the workload in a traditional school. The findings of the study are useful for social policy in the field of online education and for the development of methods for collecting and analyzing information in sociological research.

Involvement of school-age children of Volyn oblast in the all- Ukrainian children and youth military-patriotic game «Sokil» («Dzhura»)

In the conditions of a full-scale war, one of the main tasks of the educational process is to strengthen the work on national-patriotic education of children and youth by analyzing their involvement in the military-patriotic game «Sokil» («Dzhura») and, subsequently, diversifying the form of work on military-patriotic education. This article is devoted to the theme of the organization of the Game and the dynamics of the popularity for all-Ukrainian children and youth military-patriotic game «Sokil» («Dzhura») in Volyn. Research methods: analysis and synthesis of scientific and methodological literature, generalization of scientists' research and systematization of the results, theoretical modeling method, methods of mathematical statistics.
 During the year, the number of students engaged in «Dzhura» ranged from approximately 1,200 to 1,660 in 2019-2023. The highest figure (1,669 people) was recorded in 2019, the lowest (1,205 people) in 2022. This is due to the spread of the COVID- 19 pandemic and the beginning of a full-scale war. According to the age criteria, during the studied years, students of middle school age participated the most (69.9-85.1%), the least - older students (1.8-9.1%); the younger generation occupies the second position (13.2-24.9%). It should be noted that a small proportion of the involved youth aged 15-17 may potentially not contribute to the popularization of the Game, since it is they who are being trained as "kozachata" (small cossacks) for novices. Conclusion. It was determined that the all-Ukrainian children and youth military-patriotic game «Sokil» («Dzhura») in Volyn oblast is carried out systematically and at a high level, attracting participants in three age categories. This is an average of 0.87% of the total number of all schoolchildren in oblast.

New evidence of predictive validity of SRSS-IE scores with middle and high school students

IntroductionWe report predictive validity of the newly defined Student Risk Screening Scale – Internalizing and Externalizing (SRSS-IE 9, with 9 items) when used for the first time by middle and high school teachers from 43 schools.MethodsThe sample included 11,773 middle school-aged students representing four geographic regions, and 7,244 high school-aged students representing three geographic regions.ResultsResults indicated fall SRSS-IE externalizing and internalizing latent factors as well as subscale scores (SRSS-E5, SRSS-I4, respectively) predicted year-end behavioral (office discipline referrals and in school suspensions) and academic (course failures) outcomes for middle and high school students as well as referrals to special education for middle school students. Internalizing scores also predicted referrals to special education for high school students. Externalizing and internalizing scores predicted nurse visits at the middle and high school levels with all models except for subscale models of internalizing in middle school. SRSS-IE 12 subscale scores for externalizing (SRSS-E7) and internalizing (SRSS-I5) using the original 12 items were similarly predictive of these outcomes, with few variations.DiscussionWe discuss educational implications, limitations, and directions for future inquiry.

Effects of an Environmental Intervention on High School Students’ Expanded Physical Activity Programming Participation and Activity Levels

Partial Comprehensive School Physical Activity Programming (CSPAP) has been studied extensively in recent years. However, there is little evidence on the efficacy and feasibility of such interventions in high school settings. Physical education teacher education (PETE) programs have been slow in preparing future physical educators for CSPAP implementation. Therefore, the purpose of this study was to assess the effects of PETE interns implementing a partial CSPAP intervention in high schools. Methods: Data were collected at three high schools during before- and during-school time periods using a direct observation instrument. The intervention consisted of PETE interns providing access to physical activity areas, equipment, and supervision with assistance from the schools’ resident teachers. A hybrid multiple baseline research design was used to assess the effects of the intervention on high school students’ participation and moderate to vigorous physical activity levels during the partial CSPAP sessions. Data were analyzed using both standard visual analysis of graphically plotted data and supplementary statistical treatments. Data were deemed credible based on interobserver agreement data collected across experimental phases and schools; the data were deemed trustworthy. Results: Experimental control was established as the total number of students engaged in moderate to vigorous physical activity during the partial CSPAP sessions increased substantially upon the start of the intervention. Compared with girls, boys demonstrated higher amounts of moderate to vigorous physical activity. Discussion/Conclusion: High school students respond similarly to a partial CSPAP intervention as do elementary and middle school-aged students, thereby strengthening the generalization of CSPAP-type interventions. Moreover, PETE interns can be successful in implementing a partial CSPAP in high school settings.

ORAL HYGIENE

Introduction: Oral hygiene is a Oral health is essential for total Overall health and satisfactory quality of life. According to the World Health Organization . Oral health has been defined as a state of being free of mouth and facial pain, oral infections and sores, and oral and other diseases that limit an individuals capacity in biting, chewing, smiling, speaking, and psychosocial well-being. Oral conditions like dental caries and periodontal or gum disease continue to plague humanity. The adverse effects of inadequate care for teeth, gums, bite, and jaws can move beyond the mouth to affect overall physical and psychological health. Objectives: To assess the knowledge of Middle school children regarding oral hygiene in the selected school of Shankarpur Dehradun..To determine the association between the level of knowledge among middle school children regarding oral hygiene and their selected socio -demographic variables. Method: The research approach present in the study is quantitative research approach aims to assess the knowledge of oral hygiene among middle school age children in selected school of shankarpur Dehradun. In this research study descriptive research design is used to assess the knowledge regarding oral hygiene among middle school aged children , in the S.G.R.R school Sehaspur, Dehradun .This research design is descriptive type of research design. The setting selected for present study is children of 6 to 12 years old in Shree Guru Ram Rai public school at Shankarpur Dehradun.Self structured questionnaire method are used for the data collection. Result: In middle school age students having 65% average knowledge and 34% good knowledge while 1% having poor knowledge . Majority of the students i.e 58.6% brushed once in a day. This was parallel to studies where students brushed twice a day. Conclusion : In our study it is evident that 11-12th years age group i.e 70 % student having more knowledge rather than other age group , the economic status having no corelation with knowledge regarding oral hygiene among students , in comparison middle class students having 80% knowledge . The following conclusion can be drawn from the study findings, which are supported by evidence from the other literature. The school age children are having adequate mean Knowledge score was 16.38 and mean Practice score was 15 regarding oral hygiene. The self administered Structured Interview Schedule Questionnaire has shown significant association between socio demographical variables and their knowledge.

Student experiences of an adventure therapy mountain bike program during the COVID-19 pandemic

ABSTRACT A mountain bike program was designed and adapted for the school setting with middle school-aged students during 2020, amid the COVID-19 pandemic. Two mountain bike groups were offered to facilitate training and development of mountain bike knowledge and skills: one group with integrated Adventure Therapy components to facilitate a therapeutic process and the other group without a therapeutic debriefing process. Forty-one students participated in the program after being randomly assigned to one of two groups. An exploratory qualitative analysis revealed that the pandemic negatively impacted participants’ wellbeing and academics, leading to increased isolation and decreased motivation, while the mountain bike program increased their focus, competency, physical and mental wellbeing, and connection to the environment. It appears the mountain bike program served as a protective factor for participants. Implications for professionals and researchers are discussed.

Opinions and Practices Regarding Electronic Cigarette Use among Middle School Students from Rural Areas of Romania.

Background: The objectives of the study were to assess awareness, opinions, and practices regarding electronic cigarette (e-cigarette) use, as well as factors associated with their use, among middle-school aged students from rural areas of Romania. Methods: The study sample included 748 middle-school students aged 13–14 years from 24 schools from rural areas situated in two counties from Romania, after receiving parental consent. A cross-sectional study using confidential questionnaires which assessed smoking-related behaviors, and also opinions and practices related to e-cigarettes use, was performed in 2019 among the participating middle-schoolers. Results: 96.3% of the middle schoolers have heard about e-cigarettes. A percentage of 72.7% of the smokers, 50.8% of the ex-smokers, and 15.4% of the non-smokers had tried e-cigarettes at least once in their life; 20.3% of the smokers, 4.8% of the ex-smokers, and 4.5% of the non-smokers reported using e-cigarettes in the last month. The results of multivariate logistic regression analysis pointed out that e-cigarette use at least once during lifetime was associated with having friends who tried e-cigarettes, having stronger beliefs that they can help quit smoking and that they are less dangerous than traditional cigarettes. The intention to use e-cigarettes in the next year and smoking behavior were also correlated with e-cigarettes experimentation, while no gender differences were found. Conclusions: The results underline the importance of having prevention programs and interventions concerning e-cigarettes consumption, since e-cigarettes consumption is spread among Romanian adolescents from rural areas.

The Method of Teaching Schoolchildren the Basics of Security on The Internet

The purpose of the study is to substantiate and test an interactive methodology that involves the active interaction of a high school student - a moderator and schoolchildren in the process of developing their competencies in the field of information security, allowing them to successfully socialize in the information environment. The relevance of this problem is due, on the one hand, to the process of informatization of all spheres of society’s life and the demand in this regard for the subjects of society who have both knowledge in the field of information security and the ability to ensure their own technological, ideological and psychological security and, on this basis, objectively analyze and evaluate information coming to them, taking into account the threats contained in it. On the other hand, the need for practice in the methodological support of the process of teaching schoolchildren the basics of security on the Internet and the insufficient development of this issue in pedagogical science.Materials and methods. To achieve this goal, we used a systematic approach to create a model of an interactive methodology for teaching schoolchildren the basics of information security, an activity approach that allows us to activate the process of interaction between subjects of cognitive activity and the possibility of increasing its effectiveness based on gamification. The following methods were used in the work: analysis of pedagogical, psychological, scientific, technical and methodological literature on the research problem, systematization, generalization, experiment, questioning, testing, survey, diagnostic methods (methods of Internet addiction by S.Kulikov and Kimberly-Young in adapted by S. Loskutova), and methods of mathematical statistics and visual presentation of results. The experiment involved 66 schoolchildren from the fifth to the ninth grades and five high school students as moderators of school No. 28 in Magnitogorsk.Results. As part of the study, an interactive methodology for teaching schoolchildren the basics of Internet security was developed and tested, implemented as part of extracurricular activities based on the author’s program, developed on the spiral principle of presenting the content of training, interaction between a teacher, a high school student - moderator and schoolchildren on the principle of mentoring, using gamification. The game scenario developed by us on the principles of gradual complication of situational tasks depending on the age of schoolchildren (gamification mechanics), cooperation (gamification dynamics) and motivation (gamification components) is implemented as a mobile application with elements of additional reality. Within the framework of this methodology, senior students act as mentors for students of middle school age. The study of the opinions of schoolchildren indicates that they are satisfied with the process and the result of education.Conclusion. The proposed interactive methodology for teaching schoolchildren the basics of security on the Internet, combining elements of traditional and e-learning as part of extracurricular activities, ensures the involvement of school-children in the educational process based on the development of external and internal motivation, increases the productivity of their cognitive activity, eliminates formalism in interactive interaction and allows effective implement monitoring and evaluation of learning outcomes.

Data Detectives: A Data Science Program for Middle Grade Learners

Data science is a highly interdisciplinary field that comprises various principles, methodologies, and guidelines for the analysis of data. The creation of appropriate curricula that use computational tools and teaching activities is necessary for building skills and knowledge in data science. However, much of the literature about data science curricula focuses on the undergraduate university level. In this study, we developed an introductory data science curriculum for an out of school enrichment program aimed at middle grade learners (ages 11–13). We observed how the participants in the program (n = 11) learned data science practices through the combination of nonprogramming activities and programming activities using the language R. The results revealed that participants in the program were able to investigate statistical questions of their creation, perform data analysis using statistics and the creation of data visuals, make meaning from their results, and communicate their findings. These results suggest that a series of learner-centered nonprogramming and programming activities using R can facilitate the learning of data science skills for middle-school age students.

Block-Based Visual Programming as a Tool for Learning the Concepts of Programming for Novices

Programming is a course that prosecutes skills in critical thinking and problem-solving. However, learning programming for novices like junior high school students is no easy task. Moreover, the strategy uses text-based programming, which requires writing source code correctly to avoid the potential of syntax errors. This study aims to investigate a tool of block-based visual programming (BBVP) for learning the programming concepts. The method used in this study consists of five phases: analysis, design, development, experiment, and evaluation. Participants were 60 students of middle school age 14-15 years old divided into two groups, experimental and control groups. Data was collected through questionnaires, pretest-posttest, and analysis of codes in the project created by students. To compare the results of both two different groups, we employed independent samples t-test. The result shows that the significance score is less than 0.05 (p-value < 0.05), which means that learning programming concepts using BBVP significantly impacts novices. The concepts of programming that can be learned include variables, sequence, iteration or looping, and conditional statements.

The relationship between music performance anxiety and self-efficacy in sixth- to eighth-grade instrumental students

The purpose of this nonexperimental, quantitative study was to test social cognitive theory as it relates self-efficacy to anxiety. Music performance anxiety (MPA) and music performance self-efficacy (MPSE) were tested within a stratified random sample of Grades 6–8 instrumental music students ( N = 228) enrolled in middle schools located within the Mid-Atlantic region of the United States. To determine levels of MPA and MPSE, participants completed the Music Performance Anxiety Inventory for Adolescents (MPAI-A) and the Music Performance Self-Efficacy Scale (MPSES). A correlational research design was used to test both the strength of the relationship between MPA and MPSE and the extent to which MPA could be predicted by two sources of self-efficacy: mastery experience and verbal/social persuasion. Results revealed a statistically significant, weak negative correlation between MPA and MPSE and a significant predictive relationship between MPA scores and the linear combination of mastery experience and verbal/social persuasion. Recommendations for future research include an investigation into the following: (a) the relationships between verbal/social persuasion and MPA among middle school-aged students, (b) strategies for teaching self-efficacy as a coping mechanism for MPA, and (c) how the relationship between MPA and MPSE is affected by proximity to performance.

Factors Affecting Aggressiveness among Young Teenage Girls: A Structural Equation Modeling Approach.

Adolescence is a period of transition for developmental and social domains that may also be accompanied by behavioral problems. Aggressive behavior may be a mental health concern for young teens and is defined as a behavioral and emotional trait that may be distressing for others. This study aimed to understand the factors associated with aggressiveness among young teenage girls. A cross-sectional study was conducted among a sample of 707 female middle school-aged students using multistage random sampling in Tabriz, Iran. The variables of interest were aggressiveness, general health status, happiness, social acceptance, and feelings of loneliness. Structural equation modeling was employed to analyze the data. Low parental support, low satisfaction with body image, high sense of loneliness, and lower perceived social acceptance were found to be the factors influencing aggressiveness. The current study found that the school environment, home environment, individual and interpersonal factors all play a part in aggressiveness. As a result, the contributing elements must be considered when creating and executing successful interventions to improve this population’s psychological well-being.

Associations of school night sleep duration and circadian preference with middle school-aged student attendance, tardiness, and suspension

ObjectivesResearch has associated both school night sleep duration (SNSD) and circadian preference (CP) with middle school-aged students’ attendance and tardiness, but the interaction between these characteristics remains unexplored within this context, along with the impact of SNSD and CP on school suspension likelihood. Thus, this study investigated associations between SNSD, CP, and their interaction with middle school-aged student attendance, tardiness, and suspension, while accounting for sociodemographic characteristics. ParticipantsAbout 4175 students from 12 middle schools in the Madison, Wisconsin, Metropolitan School District. MethodsStudents completed a computer-based, sleep-related survey during class. Students reporting SNSD between 4 and 12 hours were included in the final analytical sample (N = 3860; mean age ± standard deviation = 12.0 ± 0.86 years; range = 10-16 years). CP was characterized using the single-item self-morningness/eveningness question. Linear mixed-effects regression estimated associations of SNSD and CP with tardiness and attendance. Logistic mixed-effects regression assessed associations with school suspension. Fully adjusted multilevel models included sociodemographic covariates, nesting students within schools. ResultsAbout 3860 student responses comprised the final sample, which had a SNSD of 8.15 ± 1.37 hours and general eveningness preference. Short-and-long SNSD associated with lower attendance and increased out-of-school suspension. Greater eveningness preference was negatively associated with attendance and tardiness. No SNSD and CP interactions emerged. Associations between sociodemographic characteristics and attendance, tardiness, and suspension were observed. ConclusionsResults support need for efforts to improve middle school-aged student sleep health and account for eveningness preference. Research clarifying the interactive influence of sleep, circadian, and sociodemographic characteristics on attendance and achievement is warranted.

Comparing the effectiveness of reading modifications on comprehension accuracy and reading comprehension rate

Research regarding the role of reading fluency for middle school-aged students with disabilities is limited, particularly for students with attention deficit hyperactivity disorder (ADHD). This study compares the roles—repeated silent reading (RSR), oral reading (OR), and repeated oral reading (ROR)—on grade-level comprehension for students identified with ADHD. An adaptive alternating treatment design with an extended baseline was used to compare the impact of each type of reading modification on comprehension. Researchers found OR and ROR of passages from a curriculum associated with acceptable performance on comprehension questions for those passages. Although students preferred silent reading, oral reading conditions were more consistently effective. Researchers discuss implications for the role of fluency in ADHD and general education classroom modifications.

Parent involvement in schools as ecological assets, prosocial behaviors and problem behaviors among Chinese middle school students: Mediating role of positive coping

Relational developmental systems (RDS) theory and ample evidence suggests that parent involvement in schools enhances middle-school age students’ social development, including increased prosocial behaviors and reduced problem behaviors. However, the mechanism of the relationships is unclear, especially in Chinese context. The current study aimed to examine the mediating role of positive coping in the relationship of parent involvement in school and prosocial behaviors, problem behaviors among Chinese middle school students. Moreover, this study explored the correlations between prosocial and problem behaviors. A total of 1062 Chinese adolescents (Mage = 11.73, 41% boys; 59% girls) completed the Parent Involvement in Schools Scale of Chinese Version (PISS-C), the Coping Style Scale of the Chinese Version (CSS-C), the Prosocial Behaviors Questionnaire of the Chinese Version (PBQ-C), and the Youth Self-Report Chinese Version (YSR-C). The results showed that positive coping mediated relationships between parent involvement in schools and prosocial behaviors, problem behaviors. Specifically, parent involvement in schools was positively related to positive coping. In turn, positive coping was positively associated with prosocial behaviors and negatively related to problem behaviors. Another finding revealed that prosocial behaviors was negatively correlated with problem behaviors. Limitations, future directions, and implications were discussed.

A Systematic Review of Academic Discourse Interventions for School-Aged Children With Language-Related Learning Disabilities.

Purpose This systematic review synthesized a set of peer-reviewed studies published between 1985 and 2019 and addressed the effectiveness of existing narrative and expository discourse interventions for late elementary- and middle school-aged students with language-related learning disabilities. Method A methodical search of the literature for interventions targeting expository or narrative discourse structure for students aged 9-14 years with group experimental designs identified 33 studies, seven of which met specific criteria to be included in this review. Results An 8-point critical appraisal scale was applied to analyze the quality of the study design, and effect sizes were calculated for six of the seven studies; equivocal to small effects of far-transfer outcomes (i.e., generalizability to other settings) and equivocal to moderate near-transfer outcomes (i.e., within the treatment setting) were identified. The most effective intervention studies provided explicit instruction of expository texts with visual supports and student-generated learning materials (e.g., notes or graphic organizers) with moderate dosage (i.e., 180-300 min across 6-8 weeks) in a one-on-one or paired group setting. Greater intervention effects were also seen in children with reading and/or language disorders, compared to children with overall academic performance difficulties. Conclusions A number of expository discourse interventions showed promise for student use of learned skills within the treatment setting (i.e., near-transfer outcomes) but had limited generalization of skills (i.e., far-transfer outcomes). Supplemental Material https://doi.org/10.23641/asha.12449258.

Elementary and Middle School-Aged Students with Longer Seated Lunch Time Eat More Fruits and Vegetables

Abstract Objectives Health advocates recommend 20 minutes of seated lunch time. Yet, no federal policy ensures adequate time for school lunch across the US. The objective of this study is to assess the impact of meeting the 20-minute seated lunch time recommendation on child food consumption and waste. Methods Using a crossover design, seated lunch time was randomly assigned each day to be either 10 or 20 minutes. Menus conformed to the National School Lunch Program nutrition standards and were matched to short and long lunch days to control for menu. Elementary and middle school-aged students attending a university summer camp participated in the study. Children could enroll in 1 to 4 weeks of the camp and had varying lengths of participation in the study. Researchers weighed individual child meals to assess consumption and waste. Mixed models assessed the differences in food consumption and waste between students with greater or less than 20 minutes of seated lunch time, accounting for repeated measures and menus. Results A total of 38 students participated (mean: 10.9 years old, 60.5% female) and attended 6.3 study days on average. Students with less than 20 minutes of seated lunch time consumed on average 8.4% less (P = 0.010) of their selected fruit and 11.5% (P = 0.006) less of their selected vegetable compared to students with at least 20 minutes. For each additional minute of seated lunch time, student consumption of fruit increased on average 0.9% (P = 0.003) while vegetable consumption increased on average 1.3% (P = 0.001). Student consumption of entree items and milk did not significantly differ across short and long lunches. Conclusions These findings suggest that shorter lunch periods differentially impact rates of child fruit and vegetable consumption, as compared to entree and beverage consumption. These results also support policies requiring 20 minutes of seated lunch time to improve child diet quality and reduce food waste. Funding Sources This research was funded from a United States Department of Agriculture HATCH award.

0267 School Night Sleep Duration Effect on Risk for In-and-Out of School Suspensions: An Investigation in a Middle-School Aged Sample

Abstract Introduction Sleep plays an important role in adolescent education and development. Sleep impacts student school attendance, academic performance, and daytime behaviors. There has been limited investigation into the impact on sleep duration (SD) on school suspension risk. Given the growing public health and policy focus on altering school start times to increase SD, this study assessed SD association with school suspension risk using a middle-school aged sample from the Madison (Wisconsin) Metropolitan School District (MMSD), prior to implementation of a planned district-wide delay in middle school start times. Methods 4,175 middle-school aged students from 12 MMSD schools completed a sleep survey, which included school-night SD (SNSD). Self-reported SNSD between 4-and-12 hours served as criterion for inclusion in final sample. Mixed effects modeling was employed with students nested within school. Logistic regression determined SNSD association with in-school (ISS) and out-of-school (OSS) suspensions. ISS and OSS were dichotomized (No ISS/OSS = 0; nonzero ISS/OSS = 1) to serve as outcome variables. Full model covariates included age, sex, race, circadian preference, parent educational level, homelessness, free and reduced lunch, and special education status. Results Final sample included 3,860 students. Shorter SNSD associated with greater likelihood of OSS [OR = 0.83, 95% CI (-0.28, -0.09), X2 = 16.1, p < 0.0001], but not ISS [OR = 0.97, 95% CI (-0.14, -0.070), X2 = 0.44, p = 0.51]. Significance between SNSD and OSS was maintained in the full model [OR = 0.84, 95% CI (-0.27, -0.08), X2 = 13.2, p = 0.0003]. Each additional hour of sleep associated with 16% lower risk of OSS. Conclusion These results suggest that students with shorter SD are at increased risk for OSS, which further highlights the potential deleterious impact of short SD on adolescent educational experience. Support This research was generously supported by a grant from the Madison Education Partnership (MEP).

0168 Effects of School Night Sleep Duration and Circadian Preference on Student Tardiness: An Investigation in a Middle-School Aged Sample

Abstract Introduction Sleep and circadian factors play an important role in school attendance, academic performance, and daytime behaviors among adolescents. This investigation assessed school night sleep duration (SNSD) and circadian preference (CP) association with first period tardies (FPT) using a middle-aged sample from the Madison (Wisconsin) Metropolitan School District (MMSD), prior to implementation of a planned district-wide delay in middle school start times. Methods 4,175 middle-school aged students from 12 MMSD schools completed a sleep survey, which included SNSD and a validated 4-level measure of CP. Self-reported SNSD between 4-and-12 hours served as final sample inclusion criterion. Mixed effects modeling was employed with students nested within school. Linear regression determined SNSD and CP effect on student tardiness. Individual, year-long FPT served as outcome variable. Inclusion of SNSD quadratic term was not statistically indicated. Full model covariates included age, sex, race, parent educational level, homelessness, free and reduced lunch, and special education status. Results Final sample included 3,860 students. Univariate regression determined a significant CP association with FPT [β=1.20, 95% CI (0.54, 1.86), F(1,10.41)=13.7, p=0.004), but not SNSD [β=-0.31, 95% CI (-0.70, -0.09), F(1,10.21)=2.5, p=0.14]. SNSD and CP interaction was not significant. CP significance was maintained in the full model [β=1.24, 95% CI (-0.70, -0.09), F(1,11.21)=13.7, p=0.004]. Evening preference associated with 3.72 more FPT, relative to morning preference. Conclusion Results suggest evening preference is associated with increased risk of tardiness among middle school students. Future research that examines the relationships between delayed school start times, circadian preference, and impact on school tardiness is indicated. Support This research was generously supported by a grant from the Madison Education Partnership (MEP).

Интеллект, креативность и успешность решения задач учащимися среднего школьного возраста в компьютерной игре «PLines»

The article presents the results of the study of the relations of psychometric parameters of intelligence and creativity of middle school age students with the efficiency of their problem solving in a computer game, a variant of the famous game “Lines”. The computer game performance was estimated in the final game score. The presence of a weak, but significant positive relationship between the final game score and the indicators of creativity, but not of intelligence, was shown. The obtained empirical data are discussed from the prospects of the use of a computer game as a special diagnostic tool for cognitive abilities, and those psychological variables that can be analyzed as relevant factors for high computer game performance.