Middle School-aged Students Research Articles

Utilizing Mindfulness Based CBT to Address Anger and Aggression in Middle Schools

ABSTRACT For middle school aged students, inadequate copings skills addressing feelings of anger and aggressive behaviors may lead to negative outcomes academically, socially, and emotionally. Mindfulness based CBT has been shown to positively improve an individual’s coping skills, emotional regulation, and neurological functioning. Implementing mindfulness based CBT practices with middle school aged students effectively targets areas of the brain responsible for impulse control, decision making, and planning, while decreasing impulsive and reactive behaviors. A case illustration has been incorporated to highlight the use of mindfulness based CBT with a middle school student. School counselors utilizing mindfulness based CBT with middle school aged students are establishing long term coping skills and helping students positively address negative emotions.

Differential suicide risk factors in rural middle and high school students

Few studies have examined risk factors associated with suicidal ideation and attempts among younger adolescents compared to their high-school aged counterparts. To gain a better understanding of unique risk factors associated with suicidal ideation and attempts among middle-school aged students, the current study employed secondary data analyses on a statewide sample of middle school (6th and 8th grade; n = 7,453) and high school students (10th and 12th grade; n = 5,996) in the United States. Logistic regression analyses were used to determine the effects of fourteen empirically derived risk factors on odds of reporting suicidal ideation (SI) and suicide attempts (SA) in the past year. Results indicated unique factors associated with risk for SI and SA among middle and high school students. For middle-school aged students, female sex, lower perceptions of school safety, sensation seeking, psychological distress, bullying victimization, early initiation of drug use, and community disorganization predicted past year SI. Female sex, white race, perceptions of school safety, bullying victimization, aggregate drugs used, psychological distress, and community disorganization predicted SA. Conversely, sex, age, perceptions of school safety, and community disorganization were not associated with suicidal behavior in high school students. Developmental explanations and avenues for future research are discussed.

Развитие креативности школьников

The article discusses the problem of meaningful differentiation of creativity. Depending on the scope of functioning, two types of creativity are distinguished: subject and social. Subject creativity operates in the context of subject activity, social – in communication. They differ not only in content, complexity and functioning conditions, but also in the dynamics of age development. The author presents the results of an experimental study of creativity in students of primary, middle and senior school age of 248 people in total. It has been established that in all age groups, subject creativity in its development is ahead of social creativity. This is due to the features of the existing education system that is focused on the formation of not social, but subject thinking. Both types of creativity are characterized by uneven age development. However, the change in the pace of age-related development of subject and social creativity is not synchronous.

Assessment of the pedagogical and psychological criteria for aesthetic education of middle and high school students

The purpose of the present study is to test and determine the effectiveness of the unique method for quantifying the aesthetic and psychological criteria of aesthetic education of middle and senior school-age students. This method allows conducting a group study on the criteria of aesthetic education of students for a limited time (one academic hour). The results allow performing a comparative analysis of the level of aesthetic education of individual students on certain criteria of aesthetic education in general (as well as on the components of these criteria), and conducting a comparative analysis of the aesthetic education between individual groups. The method is based on the use of some already known technics of psychological diagnosis of teenagers and young persons, developed by R.S. Nemov, as well as methods for researching the activity of thinking by I.M. Lushikhina. The new interpretive schemes of well-known methods proposed by the authors allow quantifying not only the cognitive abilities of students, but also assessing the level of development of their visual skills. The latter is particularly important because, when combined with a quantitative assessment of the social criterion of aesthetic upbringing, it provides the most complete picture of the level of aesthetic development of students at a certain period.

A small group intervention for older primary school-aged low-progress readers: Further evidence for efficacy

The aim of the present study was to determine the efficacy of a small-group reading instruction program that was delivered over two school terms to Australian students in Years 3 through 6. A large cohort (n = 239) of primary school children was assessed on their literacy skills before and after receiving ‘MacqLit’, a phonics-based program designed for older struggling readers. Parametric and nonparametric difference tests were used to compare results at pre- and postintervention time points. Statistically significant improvements with large effect sizes were observed on all raw score measures of word reading, nonword reading, passage reading and spelling. Statistically significant improvements were also observed on standard score measures of nonword reading and passage reading, suggesting the gains were greater than what might be expected to have resulted from typical classroom instruction. The results indicate that older middle primary school-aged students may benefit from phonics-based, small-group reading instruction.

The Role of Neuropsychology in the Evaluation of Concussion

Neuropsychologists play an important role in the clinical evaluation of many children and adolescents who have sustained concussions. This paper discusses clinical approaches and concerns in conducting neuropsychological evaluations of middle and high school aged students during the acute, subacute, and more chronic phases of concussion recovery. Issues of baseline testing and validity assessment are reviewed. Typical clinical recommendations arising from the neuropsychological evaluation are outlined, with an emphasis on the relationship between test findings and common academic accommodations.

Effectiveness of a low-intensity peer-mediated intervention for middle school students with autism spectrum disorder

BackgroundPeer-mediated interventions (PMI) are used to promote social interactions and academic engagement between individuals with autism spectrum disorder (ASD) and their peers. Most PMI research has been conducted with preschoolers and students in the early elementary grades. There is a need for additional research examining the effectiveness of low-intensity PMI for older students. MethodThis study used a non-concurrent multiple-baseline, multiple-probe across participants design to investigate the effectiveness of a low-intensity PMI on engagement and communicative acts for middle-school aged students with ASD during lunch breaks at school. Nine typically developing peers received 40–50 minutes of peer coach training. Peer coaches were encouraged to interact with their classmate with ASD during lunch breaks at school, using the strategies they learned. They were provided with brief feedback and/or praise after each probe observation during intervention and follow-up. ResultsResults showed a functional relation between the intervention and both engagement and communicative acts, with three demonstrations of effect across participants. Indicators of mutual enjoyment were observed for the majority of probe observation sessions across groups. There was some maintenance of effect at 1–4 weeks follow-up. Social validity was high for both peer coaches and classroom teachers. ConclusionsThis study contributes to and extends the existing PMI research by including middle school students with varying intellectual and social-communication abilities. Schools may be more likely to adopt evidence-based interventions such as the one used in this study if they are also efficient.

56. Dating Violence Prevention Curriculum Effects On Middle School Youth

Middle schools serve as a setting to provide prevention services to a convened population of adolescents in a community. Most middle school aged youth have not initiated dating relationships. Evidence supports the need for access to education about healthy relationships and dating violence prevention among a community wide general population. However, many schools and districts face challenges adopting and implementing an evidence-based dating violence prevention curriculum because they rarely acknowledge the time constraints or curriculum demands of local educators. During the 2016-2017 academic school year, trained teachers implemented the Me & You curriculum with school-aged youth among middle schools in a binational, tri-state region. The Me & You curriculum was developed to meet the education standards set by state, school district directives, teacher needs and requests, and the culture of the student body. This study describes the pre- post survey curriculum effects on middle school youth after their participation in a dating violence prevention curriculum developed to meet local needs. The evaluation plan included a pre- and post-test survey, implemented prior to and immediately following curriculum implementation. Survey variables were derived from a compendium of variables for violence prevention and selected to answer evaluation questions about the impact of the curriculum on youth. We calculated descriptive statistics for theoretical constructs related to the curriculum and compiled scales for model and measurement purposes. A paired-samples t-test was conducted on a sample of 1,234 middle school students to determine significant differences in scaled responses, before and after curriculum implementation. Data showed statistically significant differences for the “Relationships with Others” scale before implementation (M=3.90, SD=4.67) and after (M=2.59, SD=2.99); t(531)=5.377, p=0.000; as well as the “Dating Wrong/Right” scale before implementation (M=4.00, SD=1.98) and after (M=2.15, SD=2.00); t(531)=15.098, p=0.000. No statistically significant differences were found for the “Anger Equals Love”, “What Someone Sometimes Deserves”, and “People to Turn to” scales. These results suggest that implementing dating violence prevention curricula can positively affect middle school age students’ perceptions of healthy relationships with others and behaviors that are right and/or wrong with a dating partner. Evidence from this evaluation, along with the tailored approach to meet the school districts’ and teachers’ needs, suggests a valid justification for implementing this program with youth in this community. This program offers the opportunity for the school setting to offer dating violence prevention programs in schools while recognizing this is only one approach and setting to increase awareness and education to promote healthy behaviors while decreasing the rate of teen dating violence.

Becoming familiar strangers: an exploration of inland boarding school education on cultural wellbeing of minority students from Xinjiang province

The Inland Xinjiang Senior Secondary School Class Policy (Neidi Xinjiang Gaozhongban Zhengce, hereafter the Xinjiang Class Policy) was executed by China’s Ministry of Education (MOE) in September 2000. It allows and funds middle school-aged students, mostly ethnic minorities from southern Xinjiang’s impoverished rural and nomadic regions to attend boarding schools in predominately Han-populated cities located throughout eastern China. The purpose of this policy is to improve ethnic minority students’ political, economic and cultural status and to promote ethnic unity and Chinese nationalism. A systematic review of the literature is conducted in order to identify the research relevant to the execution of Inland Xinjiang Senior Secondary School Class Policy. Using Michel Foucault’s concept of normalisation, the paper examines how the goals of this Policy are accomplished through the provision of boarding school education. It suggests that while students are resisting integration through their attempts to maintain ethnic identity, better educational achievements and increased employment opportunities are nevertheless positioning minority students as ethnic elites in Xinjiang.While previous research has focused largely on the experiences of minority students in boarding schools, the systematic review applied here finds that research exploring the cultural significance for parents whose children leave home to study in far-away places is extremely limited. This limitation thus constitutes the future focus of this research study.

Evaluation of Nutrition Habits of Adolescents in the Aspect of Gender and Physical Activity

Research background and hypothesis. Nutrition habits develop with the growth of an individual. During adolescence proper nutrition habits and physical activity are the most important factors infl uencing health. The quality of life is affected by the peculiarities of behavior and lifestyle in adolescence. The aim of our study was to determine nutrition habits of adolescents, and then, to make a comparison of eating patterns by gender and the groups of adolescents in different physical activity groups. Research methods. The study comprised the ninth form students from 16 Kaunas schools (4 gymnasiums, 10 secondary and 2 main schools). The strategy was based on the evaluation of proportions of the different types of schools in Kaunas. The study applied questionnaire survey. Research results. The analysis revealed that 28.5% of middle-school age students did not have breakfast, there were more girls than boys among them. Boys and students with lower physical activity more frequently had hot meals. Adolescents most commonly had meals four times per day without following nutrition regimen. Discussion and conclusions. Boys more frequently had breakfast, however, they chose buns, potato chips, and used more fried food for snacks; the same eating patterns were followed by students with lower physical activity. Girls were more likely to have fruit, green vegetables. In most cases, the selection of meals depended on the individual taste; boys more frequently paid attention to prices and nutrition values. Usually adolescents acquired information about proper nutrition from their parents and the internet; girls – more frequently from magazines and the internet.Keywords: adolescents’ knowledge on healthy nutrition, nutrition habits, physical activity.

Promoting Middle School Students’ Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions

The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students’ learning motivation and both positive and negative academic emotions were examined. A non-equivalent control group design was adopted. One hundred and nine seventh graders from four intact classes participated for 9 weeks. The results of the ANCOVA indicated that students in the experimental group scored significantly higher than those in the control group in learning motivation and positive academic emotions in the subject matter studied. No statistically significant differences in negative academic emotions in the subject matter studied between the two groups were supported by the ANCOVA results. Based on the findings, suggestions for instruction and future studies were provided.

Design and Characterization of Edible Soft Robotic Candy Actuators

ABSTRACTOne of the goals of soft robotics is the ability to interface with the human body. Traditionally, silicone materials have dominated the field of soft robotics. In order to shift to materials that are more compatible with the body, developments will have to be made into biodegradable and biocompatible soft robots. This investigation focused on developing gummy actuators which are biodegradable, edible, and tasty. Creating biodegradable and edible actuators can be both sold as an interactive candy product and also inform the design of implantable soft robotic devices. First, commercially available gelatin-based candies were recast into pneumatic actuators utilizing molds. Edible robotic devices were pneumatically actuated repeatedly (up to n=8 actuations) using a 150 psi power inflator. To improve upon the properties of actuators formed from commercially available candy, a novel gelatin-based formulation, termed the “Fordmula” was also developed and used to create functional actuators. To investigate the mechanics and functionality of the recast gummy material and the Fordmula, compression testing and biodegradation studies were performed. Mechanical compression tests showed that recast gummy materials had similar properties to commercially available candies and at low strain had similar behavior to traditional silicone materials. Degradation studies showed that actuation was possible within 15 minutes in a biologically relevant solution followed by complete dissolution of the actuator afterwards. A taste test with elementary aged children demonstrated the fun, edible, and educational appeal of the candy actuators. Edible actuator development was an entry and winning submission in the High School Division of the Soft Robotics Toolkit Design Competition hosted by Harvard University. Demonstration of edible soft robotic actuators created by middle and high school aged students shows the applicability of the Soft Robotics Toolkit for K12 STEM education.

Comparative Study between Happiness and Adjustment Levels of Middle School Students and High School Students

Adolescence is a critical transitional period in every teenager’s life and is marked by a plethora of physiological, physical and psychological changes, as well as a melange of polar emotions. Adolescents tend to seek autonomy from parental figures and want independence in domains of education and decision making. Furthermore, as explained in Erik Erikson’s psychosocial stages in 1968 of development, adolescents search for their personal identity and seek to achieve their sense of the self. This is marked by a phase of exploration – the experimental stage that is called the ‘moratorium’ – which, if marked by successful identity achievement, may lead to the formation of one’s own set of beliefs on what is right and wrong, their own moral system. This success is marked by a formed sense of the self, which allows adolescents to accept individual differences and keep them from conforming to societal pressures. An alternate outcome of this phase is ‘identity crisis’, which causes an adolescent to have an unclear sense of the self and it leads to a prolonged stage of experimentation, in the journey to find oneself. This may be dangerous if it leads to delinquency, substance abuse, eating disorders, etc. The primary aim of this study is to examine the difference in adjustment and happiness between students of middle school (age 12-14 years) and high school (age 15-18 years). The sample size consists of 30 middle school and 30 high school students. Tests employed were ‘Satisfaction With Life Scale’ based on ‘subjective well-being’ by Ed Diener (1984). Following the collection of data, the raw scores were analyzed using Ed Diener’s standardized analysis for SWLS.

School-Based Experiential Outdoor Education

In this research study, we hear the voices of middle school students, preservice teachers, and practicing middle school teachers in support of school-based experiential outdoor education. The benefits of engaging youth in memorably relevant learning, immersing them in physically active, field-based education, and providing them with authentic, contextualized opportunities to extend classroom-based learning are examined. This research addresses the question, “Is experiential outdoor education for middle school–aged students a valuable use of school time?” The answer is a resounding “YES!” School-based experiential outdoor education, although often neglected as a part of the curriculum in our current era of high-stakes test-based accountability, is definitely a necessity.

Developing Game-Based Learning Requirements to Increase Female Middle School Students Interest in Computer Science

This paper presents work on the development of a Game-Based Learning (GBL) application’s requirements for female middle school students which teaches fundamental concepts of programming. Currently, there are not enough students who desire to pursue Science, Technology, Engineering, and Mathematic (STEM) career fields. Additionally, female are underrepresented in STEM fields, and increased female participation may help partially address this gap. GBL was used to encourage middle school student interest in STEM by allowing them to practice computer science concepts in engaging contexts outside the classroom. The game Sorceress of Seasons was built to teach fundamental programming concepts, and was based on six requirements specifically targeted at female middle school students. The game was tested with 15 middle school-aged students. Playing the game had a positive effect on students’ attitudes towards programming, with female students reporting a larger increase in computer science interest than males when compared with their previous attitudes. The results suggest that the game may be successful in increasing interest in STEM in these students. The requirements developed to guide the design of the game played a role in the game’s effectiveness, and may be useful when developing an educational tool targeting female STEM interest.

Measurement in Learning Games Evolution: Review of Methodologies Used in Determining Effectiveness of Math Snacks Games and Animations

This article captures the evolution of research goals and methodologies used to assess the effectiveness and impact of a set of mathematical educational games and animations for middle-school aged students. The researchers initially proposed using a mixed model research design of formative and summative measures, such as user-testing, observations, interviews, and standardized test scores. Over the course of the 5 years, researchers expanded on these qualitative and quantitative methods by adding additional research methods based on additional potential opportunities for formative testing, additional potentials areas of impact, and refining research methodologies. Based on the findings from these methods, the researchers offer recommendations for approaches to evaluating educational game design and animation that support student learning. The authors review the methodologies used (observations, focus groups and panel discussions, pre- and post-tests, self-report surveys and embedded data); environments in which the methods were used (Learning Games Lab Think Tanks, classrooms, summer camps, annual advisory reviews); and three studies (one pilot and two final studies). The researchers close with recommendations for design and evaluation strategies of game- and animation-based learning.

Prevalence and associated factors of myopia among primary and middle school-aged students: a school-based study in Guangzhou.

PurposeTo estimate the prevalence of myopia among primary and middle school-aged students in Guangzhou and to explore the potentially contributing factors to myopia.MethodsThis cross-sectional study was based on a sample of students in grades 1-6 and grades 7-9. Data were collected from refractive error measurements and a structured questionnaire.ResultsA total of 3055 participants were involved in this analysis, and the overall prevalence of myopia was 47.4% (95% confidence interval (CI)= 45.6-49.2%). The prevalence of myopia in students increased along with the growth of grade level; the prevalence of myopia in students in grade 1 was only 0.2%, as it increased to 38.8% in students in grade 3, and the rate was the highest (68.4%) in students in grade 9. Girls were at a higher risk of myopia than boys (adjusted odds ratio=1.22, 95% CI=1.04-1.44). Both male and female students whose distance of reading was longer than 25 cm were less likely to have myopia and who have one or two myopic parents were at a higher risk of myopia. In addition, reading for pleasure more than 2 h per day (adjusted odds ratio=1.84, 95% CI=1.09-3.12) was only positively associated with myopia in boys and spending time watching television per week was only positively associated with myopia in girls.ConclusionMyopia in students is a significant public health problem in Guangzhou. Female gender, higher grade, longer time spent for near work, shorter distance of near work, and parental myopia were shown to be associated with the increasing risk of myopia in children.

Cross-Cultural Adaptation and Validation of the Commitment-to-School Scale Using a Sample of Junior High School Youth in Ghana

Empirical evidence from developed countries suggests that students' commitment to school is fundamental to their academic success. However, in developing countries, validated measures of student commitment to school do not exist. The current study helps fill this research gap by examining the validity and reliability of a commitment-to-school scale (CSS) adapted for the Ghanaian context. With a sample of 6,252 middle school–age students, the study employs exploratory and confirmatory factor analyses with weighted least squares means and variance adjusted (WLSMV) to establish and validate the construct as bidimensional. Measurement invariance tests confirm that the two-factor commitment model is generalizable across grade levels but not genders. Given its parsimony and good fit, the adapted CSS might be useful for future research in Ghana. Similarity of the model across grade levels suggests that the scale has potential uses in education research among diverse groups. We suggest that the CSS be developed further for better understanding of students' commitment to school.

Ten Recommendations for Effective School-Based, Adolescent, Suicide Prevention Programs

School-based suicide prevention programs are one of the key strategies to address suicide in adolescence. The number of programs increased rapidly during the 1980s and was largely designed for high school- or middle school-aged students (11–18 years old), due to the vulnerable time and predictive risk of future suicidal ideation or health problems in later life. However, key recommendations from these studies are often obscured by the volume of such programs, resulting in significant challenges for program designers. This study aimed to undertake a review of the numerous suicide prevention programs implemented globally in recent years to provide informed recommendations for the development of effective school-based programs for adolescents. The study employed a scoping review process to enable the deconstruction of large or complex issues to promote comprehension and ease of interpretation. A search of online international databases using combinations of key words (variations in ‘suicide,’ ‘school,’ ‘program,’ and ‘prevention’) within a specified time frame (January 2010 to June 2015) identified 397 articles. Preferred reporting items for systematic reviews and meta-analyses were used to identify relevant articles at each stage of the review process, resulting in a total of 20 studies addressing 13 different school programs. Results were presented using established program categories (as education/awareness, gatekeeper, peer leadership, skills, screening/assessment) and informed ten recommendations that address the design, content, delivery, and review of school-based suicide prevention programs for adolescents.

The written expression abilities of adolescents with Attention-Deficit/Hyperactivity Disorder

Students with Attention-Deficit/Hyperactivity Disorder (ADHD) often experience deficits in academic achievement. Written expression abilities in this population have not been extensively studied but existing prevalence estimates suggest that rates of comorbid writing underachievement may be substantially higher than rates of comorbid reading and mathematics underachievement. The current study examined written expression abilities in a school-based sample of 326 middle school age students with ADHD. The prevalence of written expression impairment, the associations between written expression and academic outcomes, and specific patterns of written expression were investigated. Students with ADHD in this sample experienced written expression impairment (17.2–22.4%) at a similar rate to reading impairment (17.0–24.3%) and at a slightly lower rate than mathematics impairment (24.7–36.3%). Students’ written expression abilities were significantly associated with school grades and parent ratings of academic functioning, above and beyond the influence of intelligence. Analyses of patterns suggest that students with ADHD exhibit greater deficits in written expression tasks requiring organization and attention to detail, especially in the context of a complex task.