Urban High School Students Research Articles

Analysis of the epidemiological characteristics and influencing factors of tuberculosis among students in a large province of China, 2008–2018

This study examines tuberculosis (TB) incidence among students in Jilin Province, China, focusing on spatial, temporal, and demographic dynamics in areas of social inequality. Variation in incidence rate of TB was analyzed using the joinpoint regression method. Spatial analyses techniques included the global and local Moran indices and Getis-Ord Gi* analysis. Demographic changes in new cases were analyzed descriptively, and the Geodetector method measured the influence of risk factors on student TB incidence. The analysis revealed a declining trend in TB cases, particularly among male students. TB incidence showed geographical heterogeneity, with lower rates in underdeveloped rural areas compared to urban regions. Significant spatial correlations were observed, with high-high clusters forming in central Jilin Province. Hotspots of student TB transmission were primarily concentrated in the southwestern and central regions from 2008 to 2018. Socio-economic factors exhibited nonlinear enhancement effects on incidence rates, with a dominant bifactor effect. High-risk zones were predominantly located in urban centers, with university and high school students showing higher incidences than other educational stages. The study revealed economic determinants as being especially important in affecting TB incidence among students, with these factors having nonlinear interacting effects on student TB incidence.

A Comparative Study on the Relationship Between Learned Helplessness and Academic Performance in English Classes in Urban and Rural Junior High Schools

This study selected a total of 441 second-grade students from urban and rural schools in the same city in Guangdong Province as research subjects to explore the relationship between learned helplessness and academic performance in junior middle school English classes and compare the research results of the two schools. The results of the study found that the level of learned helplessness among rural junior high school students was significantly higher than that among urban junior high school students(The average level of learned helplessness among rural students is 3.87/5, while that among urban students is 3.54/5.). The average English score of rural junior high school students was significantly lower than that of urban junior high school students, with an average score difference of 9.35 points. Regardless of whether junior high school students were from urban or rural schools, learned helplessness in English classes had a significant negative impact on English test scores. Additionally, there was a causal relationship between the two, meaning that the level of learned helplessness would affect students' test scores.

School Bullying Victimization and Depression Symptoms in Adolescents: The Mediating Role of Internet Addiction and Moderating Role of Living Areas.

School bullying and depression are both serious social and public health problems among adolescents. Prior studies indicated a correlation between bullying and depression. However, the potential moderators remain largely unexplored. This study aimed to identify the mediating effect of Internet addiction and the moderating effect of living in urban or rural areas in the relationship between school bullying victimization and depression symptoms among Chinese adolescents. This cross-sectional study of adolescents was conducted using two-stage random cluster sampling of students in urban and rural public high schools in China. A moderated mediation model was constructed to uncover the underlying mechanism of school bullying victimization and depression symptoms. A total of 2,376 adolescents (52.65% females, mean age ± SD a 14.69 ± 1.76 years) were included in the study. The prevalence of clinical depression symptoms with a cut-off value of 16 on the Center for Epidemiological Studies Depression Scale (CES-D) was 21.76% (95% CI: 20.15, 23.46), and with a cut-off value of 20 on the CES-D was 13.85% (95% CI: 12.51, 15.30) for overall. Our findings indicated a significant positive association between school bullying victimization and depression symptoms (p < 0.01) and a significant mediating effect of Internet addiction in the association between school bullying victimization and depression symptoms (indirect effect = 1.143, 95% CI: 0.677, 1.609; percentage of mediation: 16.7%, 95% CI: 10.3, 23.1). This indirect relationship was partially moderated by the living in urban or rural areas in the mediation process. Specifically, the effect of school bullying victimization on Internet addiction was greater among urban adolescents (simple slope: 0.774, 95% CI: 0.524, 1.024, p < 0.01) than among rural adolescents (simple slope: 0.337, 95% CI: 0.132, 0.543, p < 0.01), but moderating effect of urban-rural areas was not significant on the relationship between Internet addiction and depression symptoms. These findings highlight the mediating role of Internet addiction and the moderating role of living areas in school bullying victimization and adolescents' depression symptoms, which provide evidence for social work, mental health services, and policy interventions for adolescents in China.

W151 - Heroin Use, Non-Medical Prescription Opioid Use, and Injection Drug Use Among Urban High School Students Across the US

W151 - Heroin Use, Non-Medical Prescription Opioid Use, and Injection Drug Use Among Urban High School Students Across the US

Suicidal Ideation and Academic Self-efficacy among Urban High School Students

The present study attempted an empirical investigation to explore the suicidal ideation and academic self-efficacy among urban high school students. A total of 120 (60 boys and 60 girls) respondents constituted the sample of the study. The samples were taken from 3 high schools of City Corporation, Chittagong district. The measuring instruments used in this study were: Adapted Bangla version of Suicidal Ideation of Beck et al. (1974), Adapted Bangla version of Academic self-efficacy scale of Owen md Froman ( 1988). The data were analyzed by using mean, standard deviation t-test and Pearson product moment correlation. The findings showed that there was no significant difference between boy and girl students with respect to suicidal ideation and academic self-efficacy. Results also showed that there was significant negative correlation of suicidal ideation and academic self-efficacy. The correlation coefficient between suicidal ideation and academic self-efficacy was r = - 0.215 (p&lt; 0.05). The Chittagong Univ. J B. Sci. 8(1&amp;2): 127-134, 2013

The Role of High School Freshman Grades, Socioeconomic Status, and School Location on College Enrollment

Prior research underscores the pivotal role high school freshman grade-point averages (FGPA) play in college enrollment, with a focus predominantly on urban settings. This study broadens this perspective, employing a diverse Arkansas sample (n = 33,207), spanning rural, suburban, and urban high school students and filling a notable literature gap. Utilizing a logit analysis, we found that high school students with an A FGPA were 23% more likely to enroll in college than B FGPA peers. Those failing a course in their high school freshman year were 13% less likely to enroll in college. Among similar academic ability students, economically disadvantaged students were 15% less likely to enroll in college. Locale classifications showed no significant enrollment variations. We conclude that FGPA and socioeconomic status (SES) are stronger enrollment predictors than locale classifications, finishing with intervention recommendations for lower-SES students in exploring college options.

Intrinsic Motivation and School Outcomes for Underprivileged Urban High School Students

In a longitudinal study 9th-10th grade, we aimed to understand whether academic motivation was associated with changes in school outcomes with 463 students from low-income urban high schools with large Latinx enrollments. We tracked students’ GPA, school attendance, out-of-school suspension records, and intrinsic motivation for two consecutive school years. First, we observed similar means of intrinsic motivation at medium-high levels for these students over the first two years of high school. We depicted a quadratic GPA trajectory that showed small decreases in the 9th grade followed by a modest recovery in Spring of 10th grade. Attendance significantly decreased and out-of-school suspensions increased from 9th to 10th grade. Second, intrinsic motivation in 9th grade was positively associated with GPA in two consecutive semesters—Spring of 9th grade and Fall of 10th grade, which may help students with higher intrinsic motivation offset previous GPA decline by small effect sizes. Third, intrinsic motivation was positively related to better school attendance in 10th grade, but the effect size was small. Our findings, however, indicate that intrinsic motivation’s associations with GPA and attendance were not wholly consistent. Finally, intrinsic motivation was negatively related to out-of-school suspension in 9th and 10th grades with moderate effect sizes.

A STUDY ON SOCIO ECONOMIC STATUS IN RELATION TO THEIR ACADEMIC ACHIEVEMENT AMONG HIGH SCHOOL STUDENTS

The main objective of this research is to study the level of socio-economic status of high school students in relation to their academic achievement. This study involves a survey method. The sample size of the study was 200 high school students who were selected through random sampling technique. The main hypotheses of the study are the level of socio-economic status among high school students in relation to their academic achievement. There is no significant difference between the mean score on the level of socio-economic status in relation to their academic achievement among high school students with respect to their demographic variables such as gender, school location, family types and birth order. The statistical procedures used in this study were; Mean, standard deviation, t test and F-test to analyze the data. Major findings of the study: i). The level of socio-economic status and academic achievement among high school students is above average. ii). Male high school students are significantly higher than female students in terms of socio-economic status and academic achievement. iii). Rural and urban high school students were found to be similar in level of socio-economic status in relation to their academic achievement. iv). Individual families of high school students have significantly higher socio-economic status relative to their academic achievement than joint families. v). Consequently, there is no significant difference in the level of socio-economic status among high school students with respect to their birth order in relation to their academic achievement. My conclusion is that the present study reveals that the level of socio-economic status and academic achievement among high school students is above average. KEYWORDS: Socio-Economic Status, Health Status, Environment, Academic Achievement, High School Students.

Dietary Knowledge, Attitudes, and Behaviors Related to Obesity and Highly Underweight Among Urban Chinese High School Students: A Cross-Sectional Study.

This study aimed to identify dietary knowledge, attitudes, and behaviors related to obesity and highly underweight among urban Chinese high school students. Using the data of 403 high school students from a cross-sectional survey in 2022, multinomial logistic regression analysis was conducted with the body mass index as the objective variable (reference: normal weight), dietary knowledge, attitudes, and behaviors as the explanatory variables, adjusted for sex. Both obesity and highly underweight were most strongly related to incorrect dietary knowledge of desirable types of diets. Additionally, obesity was related to inappropriate dietary attitudes regarding the importance of diet, eating at irregular meal-times, and eating without chewing well, while highly underweight was related to picky eating and not having three meals per day, but not related to attitudes. The incorrect knowledge of desirable type of diet was related to both obesity and highly underweight, while other risk factors of knowledge, attitudes, and behaviors related to obesity or highly underweight differed respectively. These findings should be useful in examining effective nutrition education for urban Chinese high school students.

PROFESSIONAL PREFERENCES OF URBAN AND RURAL HIGH SCHOOL STUDENTS: COMPARATIVE ANALYSIS

The actuality of the problem of professional preference defining and studying of high school students is increasing. This is due to the fact that the successfulness of a professional orientation work in schools is one of the important indicators of modernization of Kazakhstani education as a guarantee of future youth employment and competitive positions in labour market. Given article is devoted to the studying the professional preferences of urban and rural high school students. The aim of the research is determining factors, similarities and differences that affecting on professional preferences of urban and rural high school students. In theoretical part of the given article was made an overview of scientific conceptions of professional preferences of high school students. The empirical part shows the results of the research conducted by questionnaire method among students (N=270) of urban and rural high school students (Almaty city and Almaty region). The results of the research demonstrate that students of urban high schools apply independently career guidance and counselling institutions outside of school, as well as rural youth prefer only school career guidance activities. Psychological testing is the widely used form of professional orientation work in urban and rural schools. The main factors which were affected by changes in the professional preferences of urban youth are the demand for particular specialities in the labour market, as well as on students of rural schools affect of social ties. Rural youth don’t have a concrete position in choosing not only a profession, also a higher educational institution. The high level of remuneration is very important in future job as urban as rural youth. The results of the study can be used to develop recommendations and further improve the effectiveness of vocational guidance for young people in the education system.

Utility of education and educational aspiration of urban and rural high school students over the past 20 years: A historical comparative study based on three birth cohorts

Utility of education and educational aspiration of urban and rural high school students over the past 20 years: A historical comparative study based on three birth cohorts

Revisiting the correlates of youth attitudes toward the police: The role of conservative and liberal crime ideology

Two fairly consistent findings in the attitudes toward the police research are: (1) White citizens hold more favorable attitudes than citizens of color and (2) youth, particularly African American youth, possess less favorable perceptions than adults. However, only recently have scholars begun to explore the impact of political ideology on youths' perceptions of law enforcement. Using data collected through a survey of urban high school students, the current study extends the prior research by exploring the role conservative and liberal crime ideologies play in explaining the attitudes of adolescents toward the police. The findings indicate that conservative crime ideology and, contrary to expectations, liberal crime ideology both have significant and positive relationships with attitudes toward the police. Other measures commonly found in the existing literature, such as race, negative police-initiated contact, and vicarious police conduct, remained significant after controlling for both types of crime ideology. As a result, in the future, scholars must include ideology when examining youth attitudes toward the police or risk misspecified models.

The Relationship between Vaping Cannabis and Frequency of Cannabis Use and Cannabis-Related Problems among Urban High School Students

Background: Vaping, including vaping cannabis, is increasing among adolescents. In this longitudinal study, we examined the relationship between vaping cannabis and frequency of cannabis use and related problems over 6 months among adolescents. Material and Methods: Data were from 233 participants (46.8% male, 93.1% African American, mean age = 16.4 years) reporting cannabis use. The Alcohol, Smoking and Substance Involvement Screening Test (ASSIST) assessed frequency of past 30-day cannabis use and cannabis-related problems at baseline, 3- and 6-months post-baseline. We used latent growth curve modeling to compare vaping to non-vaping adolescents on trends in cannabis use frequency and ASSIST cannabis scores. Results: Adolescents who vaped cannabis (11.7%) had higher past 30-day frequency (mean = 17.89 days, SD = 10.49) of cannabis use at baseline compared to adolescents who had not vaped (mean = 12.1 days, SD = 10.93), but reported a significantly sharper decline in frequency of cannabis use (b = −0.34, p = 0.017). A significantly steeper decrease existed in the mean cannabis ASSIST scores for the vaping group than for the non-vaping group (b = −0.34, p = 0.014). Mean ASSIST scores on the cannabis subscale between the two groups were significantly different at 6-month follow-up (Vape mean = 6.00, SD = 8.12 vs. Non-vape mean = 9.6, SD = 9.39; p < 0.021). Conclusions: In a sample of cannabis-using adolescents, adolescents with experience vaping cannabis, compared to adolescents without vaping experience, on average reported sharper decreases in frequency of cannabis use and cannabis-related problems such as health or social problems.

Implementing Project-Based Learning in Urban High School STEM Career Pathways

Project-based learning (PBL) holds promise for students in urban high schools by creating personalized, engaging, and relevant experiences that prepare students for post-secondary pathways. This exploratory study focused on understanding the implementation of PBL in an urban STEM high school that includes career pathways where students engage in work that reflects industry practices. Data revealed essential features of successful PBL, including ideas for supporting and implementing PBL in an urban high school that enrolls students from historically under-resourced communities. Findings highlight the value of PBL for supporting urban students as they explore their interests.

Satisfaction of rural and urban high school students with the functioning of the general secondary education system

The modern system of Russian general education is in a state of permanent crisis. The thing is that during the transition from the Soviet educational system to modern educational standards, all the fundamental foundations of the educational process were changed, while the new standards did not receive due verification. As a result, modern educational standards and programs are regularly adjusted, shifting the vector of study from one direction of school subjects to another. In this case, the most vulnerable element in the educational system is the subject of the educational process – schoolchildren, especially high school students – persons studying from 9th to 11th grade. The existence of a crisis in the education system is confirmed by a wide range of educational services on the market, ranging from private tutors to online schools for preparing for the Unified State Exam. At first glance, there is nothing surprising in the fact that a high school student goes to classes with a tutor or studies at an online school – this will allow him to successfully pass the main state or unified state exam and enroll in a particular educational institution on a budget. But at the same time, this means the fact that the knowledge that is given to the student at school does not satisfy the educational needs of the student, namely the key request regarding the successful passing of the state exam.

A Corporate Mentoring Program Cross-Cultural Experience and the Impact on Self-Identity for Students From an Urban Community

Cross-cultural mentoring can lead to personal development through experiencing cultural differences that cultivate individual virtues and values. Culture is an aspect of self-identity. Self-identity for adolescents is important for their long-term development. This study examines a corporate mentoring program that offers a cross-cultural experience for participants. It aimed to determine if the mentoring program influenced participants’ self-identity and if there was a correlation between culture and their self-identity. The study was guided by identity control theory. A 10-question Likert scale survey was administered to the 20 urban high school students at the completion of their mentoring program for the academic year, which included nine sessions. The study found that the corporate mentoring program did impact the self-identity of urban youth; however, there was no correlation between the cross-cultural experience and their self-identity. This finding adds to the research on youth identity formation. Further research is needed on how different cultural influences may contribute to youth identity formation.

Research on the development of urban and rural basic education based on analytic hierarchy method

In order to analyze the factors affecting basic education, such as the number of schools, the condition of basic equipment, the number of teachers, and the proportion of school area in elementary, middle, and high schools, we derived the time difference between urban and rural basic education for this period by finding various types of data for rural and urban areas from 2010 to 2022 and then comparing and analyzing the various types of data for rural and urban areas. The analytical hierarchy was then used to determine the importance of these indicators. This shows that the gap between urban and rural basic education has widened over time in these areas discussed. From 2010 to 2022, the changes in the penetration of information technology, the number of multimedia devices, the promotion rate, and the students' and physical education; satisfaction with the use of multimedia devices and the problems that teachers encounter when using multimedia were analyzed for both urban and rural primary and secondary schools. The TOPSIS integrated analysis was used to determine the most important influencing factors and their impact on the level of basic education. Finally, it was concluded that multimedia technology has both favorable and unfavorable effects on the level of basic education, but the favorable effects far outweigh the unfavorable effects, and overall it still greatly promotes the development of the level of basic education and helps to promote the balanced development of education. Before the implementation of the double reduction policy, we looked for the extracurricular tuition of rural and urban primary, middle and high school students, the promotion rate of rural and urban primary and secondary schools, and the proportion of extracurricular activities. Then we looked for corresponding data after the implementation of the double reduction policy, analyzed the correlation of these data, determined the impact of these data on the level of basic education, and used the analytical hierarchy to rank the importance of these factors. This policy has reduced the pressure of involutional competition for urban students and enriched their after-school life. For rural children, transfer rates have increased.

Factors associated with food choice motivations among urban high school students in Indonesia

Factors associated with food choice motivations among urban high school students in Indonesia

Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students

During remote learning due to the COVID-19 pandemic, we developed and implemented a place-based, 5E mini-unit for New York City high school and community college Earth science students, most of whom identify as belonging to non-dominant groups. As well as supporting standard science skills such as graphing and interpreting data, we leveraged active learning and culturally responsive pedagogies such as reasoning by analogy, storytelling, virtual field trips, and sketching. These strategies were aimed at developing science content and skills, science identities, and science interest. The mini-unit was taught over 6 to 7.5 hours. Pre-and post-surveys for 107 students from three schools showed significant gains in learning (38% increase; p= <0.0001). Science identity measurements increased slightly although they stayed relatively low. Science interest measurements were higher with small increases. Teacher influence and science classroom experiences ranked as the most important influencers of science interest. For 33 community college students, no correlation was found between content learning, science identity, and science interest. In this group, females and White students had higher scores for all three measures. Between pre- and post-survey, science identity increased, particularly for Black students, while science interest decreased for all but White students. For all students, overall increases between pre- and post-survey suggest the pedagogical approaches used during remote synchronous learning were successful at helping students grow as scientists.

The Contribution of Scientific Literacy to the Biological Science Process Skills of Urban and Rural High School Students

The Contribution of Scientific Literacy to the Biological Science Process Skills of Urban and Rural High School Students