School Year Research Articles

The impact of math anxiety and self-efficacy in middle school STEM choices: A 3-year longitudinal study.

In today's world, which is progressively oriented towards science and technology and facing a growing demand for skilled professionals, it becomes essential to identify the factors that encourage individuals to pursue careers in STEM fields (Science, Technology, Engineering and Mathematics). Previous research has shown that affective-motivational factors, math performance and gender influence STEM occupational and academic choices in adulthood. However, few studies examined how these factors may influence STEM choices as early as middle school. This study aims to assess how math anxiety, math self-efficacy, math performance and gender influence STEM school choices during middle school. We longitudinally assessed a group of 109 students (Year 6) over three school years, with measurements taken on three different occasions. Findings indicated that individuals who made an STEM school choice experienced lower math anxiety, higher self-efficacy and math performance and were predominantly male. Furthermore, the results indicated that both math anxiety in Year 7 and self-efficacy in Year 6 made the most substantial unique contributions to the STEM school choice. Math anxiety and math self-efficacy seem to be both crucial in influencing middle school students' STEM choices, offering new perspectives for early interventions aimed at promoting more informed school choices.

Contextual Triggers and Tic Severity Across Life Periods: A Retrospective Analysis in Adults with Tic Disorders.

In tic disorders (TD), tic expression varies across the lifespan and as a function of contextual factors. This study explored connections between tic expression and contextual triggers across life periods in 74 adults (Mage = 23.2) with TDs. The Tic History and Coping Strategies form assessed retrospective self-reports of contextual antecedents, consequences, and tic severity during four life periods (middle school; 9th/10th grade; 11th/12th grade; college/work) and past month. Tics reportedly worsened during and after school in school-aged years and worsened in the evening during college/work years. Stress and anxiety were reported to consistently trigger tics across time. The impact of activities, places, and emotions did not differ across life periods. Attention-based consequences, most prevalent during middle school, were more common than escape- or avoidance-related consequences across all periods. Findings illuminate how contextual factors may influence tics across life periods and underscore the consistent impact of tic-triggering emotions and attention-related consequences.

Facilitators and Barriers to Implementing a Comprehensive Sexual Health Education Policy in Chicago Public Schools.

In 2013, the Chicago Public Schools (CPS) district passed a policy requiring schools to deliver comprehensive sexual health education (SHE) to all K-12th grade students. A performance improvement case study was conducted in the 2019-2020 school year to evaluate the implementation of the policy and identify lessons learned to support implementation in schools. Key informant interviews were conducted with 11 school principals and 29 teachers to discuss SHE implementation at their school. Interviews were recorded, transcribed, and analyzed to assess school and classroom factors that affect implementation. Themes that cut across these factors were then identified and summarized by 2 evaluators. The following themes were identified across key informant interviews: (a) principal prioritization of SHE helps ensure SHE is implemented, (b) the expansion of school and teacher capacity facilitates SHE implementation, and (c) the creation of accountability mechanisms in classrooms and schools fosters adherence to SHE policy. Principals play a crucial role in building capacity to deliver SHE and ensuring SHE accountability mechanisms are implemented in their school. CPS is using these findings to adjust technical assistance and resources provided to principals and SHE instructors.

Reciprocal relations between dimensions of attention-deficit/hyperactivity and anxiety disorders from preschool age to adolescence: sex differences in a birth cohort sample.

Symptoms of anxiety and attention-deficit/hyperactivity disorder (ADHD) are prospectively related from childhood to adolescence. However, whether the two dimensions of ADHD-inattention and hyperactivity-impulsivity-are differentially related to anxiety and whether there are developmental and sex/gender differences in these relations are unknown. Two birth cohorts of Norwegian children were assessed biennially from ages 4 to 16 (N = 1,077; 49% girls) with diagnostic parent interviews used to assess symptoms of anxiety and ADHD. Data were analyzed using a random intercept cross-lagged panel model, adjusting for all unobserved time-invariant confounding effects. In girls, increased inattention, but not hyperactivity-impulsivity, predicted increased anxiety 2 years later across all time-points and increased anxiety at ages 12 and 14 predicted increased inattention but not hyperactivity-impulsivity. In boys, increased hyperactivity-impulsivity at ages 6 and 8, but not increased inattention, predicted increased anxiety 2 years later, whereas increased anxiety did not predict increased inattention or hyperactivity-impulsivity. The two ADHD dimensions were differentially related to anxiety, and the relations were sex-specific. In girls, inattention may be involved in the development of anxiety throughout childhood and adolescence and anxiety may contribute to girls developing more inattention beginning in early adolescence. In boys, hyperactivity-impulsivity may be involved in the development of anxiety during the early school years. Effective treatment of inattention symptoms in girls may reduce anxiety risk at all time-points, while addressing anxiety may decrease inattention during adolescence. Similarly, treating hyperactivity-impulsivity may reduce anxiety risk in boys during late childhood (at ages 8-10).

Towards an advanced mathematical language task for the early primary school years: preliminary results on reliability and validity

Towards an advanced mathematical language task for the early primary school years: preliminary results on reliability and validity

Reading, Viewing, Writing, Creating and Talking about Persuasive Multimodal Texts in the Elementary Years

In this article, we overview the research literature exploring the teaching of evaluative language in written and/or visual texts in the elementary years of schooling. We then review the recently redrafted Australian Curriculum: English to identify the emphasis given to the teaching of evaluative language and the grammar of visual design across the elementary years of schooling in Australia. Also featured is the importance of the persuasive genre, and multimodal texts. The focus of our research work is on one Year 4 elementary years school teacher who scaffolds her students to bring all of this knowledge together to read/view and write/create in ways that take seriously the powerful written and visual language use of persuasive multimodal texts. The students are undertaking an inquiry topic “Sharks: Dangerous or Misunderstood?”. As part of the unit, students are exploring the written and visual grammar of danger signs. The students explore these texts by making a danger sign they would expect to see at the beach, as well as a danger sign for something that is not typically dangerous such as a ladybug. We examine the students’ use of the grammar of appraisal and the grammar of visual design, and their capacity to discuss the knowledge/power relationship of their own persuasive multimodal texts during an interview with their teacher.

Exposure to Treponema pallidum among Female Sex Workers: A Retrospective Study Conducted in the State of Pará, Brazilian Amazon

Background: Syphilis remains a significant global public health issue, and female sex workers (FSWs) are highly vulnerable to the etiological agent of this disease. This study aimed to describe the prevalence of exposure to Treponema pallidum, as well as the vulnerability factors among FSWs in the state of Pará, Brazilian Amazon. Methods: A cross-sectional, retrospective study involving 360 FSWs from five cities in Pará was conducted from 2005 to 2007. Blood samples were collected for treponemal and non-treponemal testing, and epidemiological information was obtained through interviews. Results: The exposure rate to T. pallidum was 37.7% (136/360), and the majority of FSWs had serological results indicating past exposure (21.1%). Among the FSWs exposed to T. pallidum, most of them were single, aged 23 to 42 years old, had less than 8 years of schooling, and had a family income of between 1 and 3 minimum wages. They reported using condoms during sexual intercourse and had no history of sexually transmitted infection (STI). Furthermore, many of the FSWs exposed to T. pallidum reported having more than 20 sexual partners per month, and had partners from other Brazilian states, but not from other countries. An age over 42 years and a reduced level of education were factors associated with exposure to T. pallidum. Finally, a high rate of exposure to T. pallidum among FSWs in the Brazilian state of Pará (from 2005 to 2007) was detected. In later years, epidemiological studies conducted with FSWs recorded that this rate remained high. Measures to control, treat, and prevent syphilis among FSWs were necessary between 2005 and 2007, and they are still imperative today. Actions related to educational programs and STI control, treatment, and prevention measures contained in Brazilian policies aimed at women’s health have not changed the vulnerability scenario of FSWs regarding their exposure to T. pallidum, even after 16 years, and must be reviewed and adapted to the conditions of the Brazilian Amazon.

Student’s Academic Achievement Predicts Clinical Internship in Radiological Sciences

Radiologic Technology Education is in a dynamic state that has evolved substantially from analog to digital radiography and from on-the-job training program to formal education which are now standard. Clinical internship in the hospital setting is crucial where experience is one of the most prime opportunities for the Rad-Tech interns. The purpose of this study is to determine the student’s academic achievement and the students internship performance in the radiological sciences of the school year 2023-2024. By utilizing an explanatory research design, the study focusing in the Rad-Tech internship performance aligned with performance indicators such as: area preparation, patient care and management, patient positioning, and image acquisition and processing. The challenges faced by the students during internship in the radiological sciences were all challenge and interpreted as low which obtained the over-all mean p- value of 2.62. This means that the challenges were poor performance in the radiological sciences. Based on the findings of the study, the respondents need to be guided by the Clinical Instructors and the preceptors in all radiological sciences procedures such as Ultrasound, Computed Tomography Scan, Magnetic Resonance Imaging, Nuclear Medicine, and Radiation Therapy.

The implementation of compulsory relationships and sex education in English secondary schools: qualitative research in the 2022–23 school year

ABSTRACT The quality of sex education varies. In England from 2020, the government attempted to improve provision by making lessons a statutory requirement. We assessed implementation in 25 secondary schools in 2022–23, framed by May’s general theory of implementation. This identifies processes of sense-making, cognitive participation, collective action and reflexive monitoring, influenced by an intervention’s capability, stakeholder potential (individual and collective commitment), and institutional capacity (norms, and material and cognitive resources). Interview data from staff leading relationships and sex education (RSE) were coded thematically informed by May’s concepts. Those leading implementation ‘made sense’ of statutory guidance, finding it relevant and clear. ‘Cognitive participation’ among participants was strong, promoted by individual support for RSE but undermined by social norms prioritising academic attainment, limited skills among non-specialist teachers, and lack of ‘collective commitment’ among some staff and students. ‘Collective action’ varied across schools, influenced by availability of material resources and specialist staff. Schools undertook internal the ‘reflexive monitoring’ of provision, supported by school leaders’ awareness work would be assessed by government inspectors. On its own, statutory status is likely insufficient to achieve a step-change in RSE implementation. Other forms of support may be needed including training and offering support to more specialist teachers.

Smartphone Addiction and its Relation to Social Phobia in Female University Students

Abstract Background As smartphones become more accessible and more psychologically gratifying, problematic smartphone use has emerged with negative mental health consequences, especially in young adults with poor social skills and self -confidence issues. The current study aims to assess the rate of occurrence of smartphone addiction and to highlight the relationship between smartphone addiction and social phobia and its severity in a sample of female university students. Subjects and Methods This is a cross-sectional study including 540 female students in the first medical school year divided equally among practical and theoretical faculties after excluding students with psychiatric disorders except for those with social phobia using the SCID-I scale. Subjects were assessed with the Social Phobia Inventory and the Smartphone Addiction Scale for severity of both social phobia and smartphone addiction respectively. Results Out of 540 female students, 28.7% have severe smartphone addiction with higher number in students of academic faculties, also, 71.86% of the whole sample have social phobia with 22.78%, 21.85%, 16.3%, and 10.93% reporting mild, moderate, severe, and very severe social phobia scores respectively. The number of students having very severe social phobia scores in the academic group is higher than that in the practical group. Also the study shows a statistically significant relation between smartphone addiction and social phobia. Conclusion There is a high rate of distribution of social phobia in young adult females, which is accompanied with a high rate of occurrence of smartphone addiction, so, there is a need for raising the public awareness regarding hazards of problematic smartphone use especially in students and the for highlighting the importance of screening of different psychiatric disorders, as social phobia in such population.

Universal free school meals: Examining factors influencing adoption of the Community Eligibility Provision

AbstractRecognizing school meals as critical safety nets for children in low‐income households, many states are passing legislation to adopt universal free school meals, linking their funding to the Community Eligibility Provision (CEP), a federally funded universal free school meal program. However, about half of all eligible school districts did not participate in CEP in the school year 2018–2019. Using a policy diffusion approach and a Cox regression model, this research demonstrates the importance of a school district's identified student percentage (poverty level) and a state's direct certification rate (certifying students for free meals) in increasing the likelihood of CEP adoption.

Transitions from primary to secondary school in Greater Manchester: A qualitative exploration of the perspectives of Year 6 children who receive pupil premium funding

AbstractPrimary–secondary school transitions are widely recognised as pivotal developmental periods, which can have positive and negative longitudinal implications on the education, wellbeing and mental health of children. Yet few studies have sought the voice of children through interviews, and especially children in receipt of pupil premium funding (PPF) (a government grant given to schools in England to support disadvantaged pupils from low socio‐economic status [SES] backgrounds). This is concerning, given that children who receive PPF are at greater risk of poorer academic, social and emotional outcomes and exclusion during this time. Our study aims to explore the perspectives of such children to better understand their lived experience of primary–secondary school transitions. The sample consisted of nine Year 6 (last year of primary school in England) children who received PPF, recruited from two schools in Greater Manchester. The children participated in semi‐structured Zoom interviews. Transcribed audio‐recordings were analysed using reflexive thematic analysis. The children discussed a mixture of contrasting feelings towards the emotional, social, academic and practical aspects of primary–secondary school transitions. In addition, children highlighted the supportive value of having older siblings, cousins and friends already at secondary school and discussed the range of support that had been offered by their schools and how this could be improved. The study makes a unique empirical contribution to understanding the lived experiences of children in receipt of PPF leading up to primary–secondary school transitions. In doing so, we make a unique theoretical contribution to multiple and multi‐dimensional transitions theory in exploring the impact of wider social factors, such as SES, on primary–secondary school transitions experiences. This understanding has important implications for educational policy and practice, in addition to further research, especially given the methodological, theoretical and conceptual considerations discussed.

156 A Survey of the Estimated Cost of Consumables Amongst UK Medical Students

Abstract Aim With increasing financial difficulties for the NHS, clinician’s awareness of the cost of consumable items utilised is vital. Unfortunately, clinician’s cost-awareness and exposure to health economics amongst students is limited. We hence undertook this survey to assess cost-awareness amongst medical students. Method An online questionnaire was distributed to London medical students. Participants were asked their demographic data and to estimate the cost of 10 consumable items. Each item’s actual cost was compared with the average, median and interquartile range of the estimated price. An estimate was deemed ‘correct’ if it was within 20% of the actual price. Results Across all items 9.63% of estimates were ‘correct’. There was no correlation between medical school or academic year and accuracy of cost-estimation. The most accurately estimated item cost was the ‘10ml syringe’ (19.55%), the least was the ‘1 litre bag of intravenous normal saline’ (0.50%). The most overestimated item cost was the ‘vial of 1.2g intravenous co-amoxiclav’ (median estimate/actual cost = 9.43), the ‘pair of standard sterile surgical gloves’ was the only underestimated item cost (median estimate/actual cost = 0.97). Conclusions We found a poor understanding of the cost of consumables amongst medical students. Whilst a lack of year 6 students and the London geographic limited this study, we believe this is the first large-scale survey assessing the cost of consumables amongst UK students. By providing a benchmark of current knowledge, this survey could serve as a catalyst for the inclusion of health economics in medical school, improving cost-awareness amongst students and doctors.

Structural Transformation of the Agricultural Sector and Influencing Factors in Sumatra Island

The objective of this research is to determine whether there has been a transformation in Sumatra Island during the period from 2010 to 2022 and to identify the influencing factors. The data utilized in this study is secondary data obtained from official sources such as the Central Statistics Agency. The collected data includes Gross Regional Domestic Product (GRDP), poverty rate, open unemployment rate, investment data, and average years of schooling. The findings reveal that over the 12-year period, Sumatra Island did not experience a significant transformation, despite the agricultural sector being its primary contributor. The island only underwent a shift of 0.62, a value smaller than that of the mining sector. The factors influencing the shift in the agricultural sector in Sumatra Island include the unemployment rate, poverty rate, investment, and average years of schooling.

Co-occurrence of problematic facebook and video game use: prevalence and association with mental health disorders among adolescents

IntroductionThe rapid proliferation of technology and its impact on adolescents’ lives have raised concerns about addictive behaviors and its potential consequences, including behavioral and mental health problems. This study investigates the prevalence and risk factors associated with the co-occurrence of Problematic Facebook Use and Problematic Video game Use among Tunisian adolescents.MethodologyWe conducted a cross-sectional study in the urban area of Sousse governorate in Tunisia during the 2018/2019 school year. We selected a representative sample of high school students enrolled in public educational institutions in Sousse. Data collection was performed through a self-administered structured questionnaire, which gathered information on sociodemographic characteristics, lifestyle behaviors, and mental health disorders. Problematic Facebook Use was assessed using the validated Arabic version of the Bergen Scale, while Problematic Video Game Use was measured using the 21-point Lemmens Scale, which was translated into Arabic. Statistical analysis was carried out using the SPSS program (version 20).ResultsWe enrolled a total of 1342 high school students in our study, of whom, 63.2% were female with a mean age of 17.5 ± 1.44 years. The prevalence of Problematic Facebook Use and Problematic Video Game Use was 28.3% and 13% respectively. Regarding the co-occurrence of the two problematic behaviors, 31.3% of participants faced a singular addictive behavior, either related to problematic Facebook or video game use, while 5% had both addictive behaviors simultaneously. In a multivariate analysis, risk factors for the co-occurrence of Problematic Facebook and Video Game Use, in decreasing order of significance, included severe depression (AOR = 4.527; p = 0.003), anxiety (AOR = 4.216; p = 0.001), male gender (AOR = 4.130; p < 0.001), problematic internet use (AOR = 3.477; p = 0.006), as well as moderate depression (AOR = 3.048; p = 0.007).ConclusionOur study found that Problematic Facebook and Video Game Use were prevalent among Tunisian adolescents. The co-occurrence of these disorders is strongly linked to male gender, problematic internet use, depression, and anxiety disorders. These findings underscore the urgency of implementing tailored and effective awareness and prevention programs to address these emerging challenges.

Work Ethics on Teachers’ Behavior, Attitude and Performance: Basis for Professional Development Plan

The work ethics of teachers significantly impact students, schools, and the broader community. This study examines the relationship between teachers’ work ethics and their professional lives, focusing on behavior, attitude, and performance. Conducted in seven mega schools in Misamis Oriental for the 2023-2024 school year, it aimed to describe the respondents’ profiles, identify their work ethics, and evaluate these in terms of attitude, behavior, and performance using the Individual Performance Commitment and Review Form (IPCRF). The study employed a descriptive-correlational research method with 300 respondents using adapted, modified, and researcher-made questionnaires. Data analysis used inferential statistics to explore the relationship between teachers’ work ethics and their professional attributes. Findings indicate that teachers with strong work ethics display more positive behavior and attitudes towards their profession, colleagues, and students. A significant relationship was found between work ethics—such as responsibility to the profession, professional competence, responsibility to students, school community, and ethical use of technology—and teachers’ behavior and attitude. The study concludes that work ethics influence teachers’ professional development, classroom management, and ethical behavior. It suggests that teachers should adopt a professional development plan that emphasizes work ethics to enhance their professional growth.

Greenhouse gas emissions of school lunches provided for children attending school nurseries: A cross-sectional study.

Schools and early years settings provide an opportunity to promote healthy and sustainable food, but standards and guidance in England focus predominantly on nutritional quality. The present study estimated greenhouse gas emissions (GHGE) of school lunches provided for children attending school nurseries, including comparison between meal options. Menus, recipes and portion weights for lunches provided for 3-4-year-old children attending nine school nurseries were collected daily for one week. GHGE for each food and recipe were calculated using Foodprint functionality of Nutritics software. GHGE were calculated for each menu option (main, vegetarian, jacket potato and sandwich) provided in each school, and for meals with and without meat/fish. In total, 161 lunches including 273 foods were analysed. Median GHGE across all meals was 0.53 kgCO2e (i.e. kilograms of carbon dioxide equivalent) per portion, with significantly higher GHGE associated with main meals (0.71 kgCO2e per portion) compared to all other meal types (0.43-0.50 kgCO2e per portion; p < 0.001) which remained after adjustment for meal size and energy density. Red meat-based meals were highest in GHGE (median 0.98 kgCO2e per portion and 0.34 kgCO2e per 100 g) and meals containing any meat/fish were significantly higher in GHGE (median 0.58 kgCO2e per portion) than vegetarian meals (median 0.49 kgCO2e per portion) (p = 0.014). Meals with higher adherence to the nutrient framework underpinning the early years guidelines had significantly higher GHGE than meals with lower adherence (p < 0.001). The results were comparable to previous estimates of school lunch GHGE and highlight variation by meal option. Consideration of GHGE alongside the nutritional quality of lunches by caterers could support provision of healthy and sustainable lunches.

Where Will I Go? Relative Location of Physical Medicine & Rehabilitation Residencies Compared to Medical Schools Among Recent Residents.

Physical Medicine and Rehabilitation (PM&R) has rapidly been garnering interest as healthcare increases the emphasis on rehabilitation and management for acute and chronic diseases. This study analyzes recent geographical trends of PM&R residents via PM&R residents from 2019 to 2023 which were identified from publicly available data. The relative distribution from medical school to residency, medical school to preliminary program, and preliminary program to residency were analyzed. These locations were categorized as within 100 miles, same state, same region, or different region. Odds ratio (OR) were calculated for the aforementioned relative locations with respect to the presence of a home residency program. A total of 1836 residents were included. The majority of residents (51%) stayed within the same region as their medical school. Residents from medical schools with a home program were more likely to stay within 100 miles (OR: 3.64), the same state (OR: 3.19), and same region (OR: 2.56). Overall, PM&R residents are likely to stay within the same region as their medical school and preliminary year. Additionally, the presence of a home program significantly increases the odds of matching within 100 miles, same state, and same region.

Age, but not education, affects social decision-making in the ultimatum game paradigm.

Social decision-making (SDM) is often studied through gaming paradigms, in which participants allocate resources among themselves and others based on predefined rules. In an adapted version of the ultimatum game (UG), SDM behavior was modulated in response to the degree of fairness of monetary offers and the social context of opponents, designed to generate either prosocial or punishing behaviors. To investigate whether SDM evaluated by the UG is affected by age and schooling, as it is relevant to know whether sociodemographic variables may bias UG results. A total of 131 healthy adults participated: 35 young university students and 96 participants in Universidade de São Paulo's USP 60+ program (formerly known as Universidade Aberta à Terceira Idade, a program for people aged ≥ 60 years to attend university). The sample was divided into 3 age groups (17-22, 60-69, and 70-79 years) and 3 schooling groups (4-8, 9-11, and ≥ 12 years of schooling). Age and schooling did not affect performance in fair monetary offers. Differences were observed in the unfair conditions. The oldest group (70-79 years) accepted less frequently the baseline unfair offers (without social context), when compared with the 17-22 and the 60-69 years groups (17-22 = 60-69 > 70-79). Regarding the prosocial unfair and punishing unfair conditions, older adults accepted such offers more frequently (17-22 < 60-69 = 70-79). Schooling effects were not observed. In the context of SDM, older adults may show prosocial behaviors more frequently than younger adults. The findings suggest performance in the UG is affected by age, but not by schooling.

استقلالية الشخصية وعلاقتها باختيار الجامعة والتخصص لدى الطلبة الجامعيين

The current study aimed to identify the autonomy of personality and its relationship to the choice of university and specialization among university students in Palestine, The researchers used the descriptive correlative approach. The study was applied to a random sample of (550) male and female students from the universities of the West Bank and Gaza Strip. The results showed that the satisfaction of their need for independence came to a medium degree, and there were no statistically significant differences in the satisfaction of that need according to the variables of gender, high school course, and school year. The results indicated that the most influential and predictive factors for students’ choice of university were: the quality of educational services, lower university fees, and the geographical location of the university. Additionally, the most influential and predictive factors for students’ choice of university major were: the social status of the major, exposure to academic advising services, and the freedom to choose a major that allows self-running. The study recommended the need to provide effective counseling spcaes in secondary schools and academic counseling in universities and colleges based on well-studied and systematic scientific priciples, with the results being implemented by universities