Year Of Secondary School Research Articles

Corrigendum: Brief alcohol intervention for risky drinking in young people aged 14–15 years in secondary schools: the SIPS JR-HIGH RCT

Abstract During independent re-analysis of the cost data for a PhD thesis, a coding error was identified in one of the sensitivity analyses of the cost-utility evaluation of the trial looking at the effect of excluding from the intervention and control costs the cost of missed school days.

Differenze di genere nella percezione e valutazione delle fake news: uno studio di caso con studenti di scuola secondaria di secondo grado

Il recente interesse dei media sul tema delle fake news evidenzia che va data una particolare attenzione educativa al fact-checking: ogni studente va formato a queste competenze che gli saranno utili durante il suo curricolo di studi e successivamente anche nei contesti di lavoro e di vita. Sono competenze non solo tecnologiche ma anche di critical thinking e oggi si esplicitano soprattutto come abilità di Information Literacy, ovvero come l'insieme di competenze tecniche e metodologiche che mettono in grado la persona di sapere dove e come cercare le informazioni, di filtrarle efficacemente e soprattutto di valutarle in modo adeguato (Head & Eisenberg, 2010). Nell'articolo vengono presentati i risultati di una indagine esplorativa su 184 studenti del terzo e quarto anno di scuola secondaria di secondo grado (16-18 anni) dove esprimono il loro parere sulle istituzioni che più dovrebbero occuparsi del problema (scuola e Università). In particolare, vengono confrontate le percezioni e l'approccio al fenomeno delle fake news da parte delle ragazze dei ragazzi che, pur presentando molte somiglianze, differiscono per alcuni aspetti fondamentali, come ad esempio la percezione delle proprie competenze tecnologiche e l'importanza data alle differenti caratteristiche della fonte.

Validizace konceptu akademické marnosti v českém středním vzdělávání

International research shows that the concept of academic futility is a promising one for studying the mechanisms that cause differences in educational outcomes in general and vocational secondary school programmes. Given that there are large differences between general and vocational programmes in the Czech education system, in terms of the content of education, the conditions of education, student composition, and learning outcomes, it is important to take a deeper look at the causes of these differences. The aim of this paper is to test the original, three-dimensional version of the concept of academic futility at Czech secondary schools. The concept was tested on data obtained from a sample of 4857 students from 29 grammar schools and 90 secondary technical schools who attended the third year of secondary school in the school year 2018/2019. Confirmatory factor analysis indicated a good model fit with the data for the one-level (student level) and two-level (student and class level) concepts. Measurement invariance was evaluated for different eduational tracks. The potential of using a two-level concept for research on the educational pathways of Czech secondary school students attending various educational programmes is discussed.

Please listen to us: Adolescent autistic girls speak about learning and academic success

Limited research is available with a focus on adolescent Autistic girls and their needs during secondary schooling. Consequently, many issues are often not recognised and addressed by educators. The small-scale Australian research reported here explored the experiences of five Autistic girls during their first 2 years of secondary school, with data being gathered via an online survey and semi-structured interviews. Findings are presented from the perspective of the girls themselves and highlight the negative impact of sensory, communication, and social difficulties, as well as the influence of anxiety and executive dysfunction on their learning and academic success. Unique insights into how the girls feel about school and the anxiety they experience there, together with everyday barriers to learning they encounter provide some important messages to schools and teachers.

Social Anxiety and Depression Stigma Among Adolescents

BackgroundThe stigma associated with mental disorders in adolescence has a range of detrimental consequences, negatively impacting help-seeking behaviours and quality of life. Social anxiety typically has its onset during adolescence, but the associated stigma is not well understood. This study was designed to improve understanding of social anxiety and depression stigma in adolescence by examining demographic and personal variables that predict them both. MethodsThree hundred and fifteen adolescents (150 males, 165 females), from 2nd and 4th year of secondary school (mean ages 13.92 and 15.92 years respectively), completed the Peer Mental Health Stigmatization Scale to measure both personal and perceived stigma towards vignettes depicting social anxiety and depression. They also answered demographic questions and completed the Social Anxiety Scale for Adolescents. ResultsHierarchical multiple regression revealed that gender predicted both personal and perceived stigma towards depression and personal stigma towards social anxiety. Males scored higher on measures of personal stigma whereas females had higher scores on perceived stigma. Ability to accurately identify symptoms described in a vignette, predicted lower personal stigma towards social anxiety and higher perceived stigma towards depression. Depression was more stigmatized than social anxiety. LimitationsThe study used vignettes to represent individuals with depression and social anxiety so participant responses may not reflect their behaviour towards real peers. ConclusionsFindings emphasise the importance of separately considering personal and perceived stigma for each condition and highlight gender differences in stigma responses that need to be considered in intervention design.

Self Recoded Video and diary Wrtiting Practices as a Way to Improve Higher Education Students’ English Speaking Skills

ABSTRACT
 Writing and Speaking are the productive Skills of a language. although higher education students have learned English for years in primary and secondary schools, many of them do not find it easy to speak English in their college years while they will need English during and after they graduate. To improve their English, especially speaking skill, self video recording and diary writing practice was carried out. This study was to analyze the effect of Self Recorded Video and Diary Writing on the improvement of English speaking skill of higher education students. The focus of this research is on four speaking skill categories; Pronunciation, Vocabulary, Grammar and Fluency. to get the answer error analysis is used and the result is presented using descriptive method. The data are students’ self recorded videos and diary writing were carried out once a week once a week in one semester. The result obtained is that self-recorded video and diary writing can improve student speaking skills especially in fluency, pronunciation and vocabulary. 
 Key words: fluency, self-recorded video, diary writing, error analysis, descriptive method

Can social support compensate for missing family support? An examination of dropout rates in Italy

AbstractSchool dropout limits the development of human capital, and despite the achievement of a third level degree being a common practice in western economies, the dropout at the secondary level is still a relatively widespread phenomenon in Italy. The household support to young people is relevant in influencing young people's educational opportunities, but nevertheless, this support sometimes is lacking in a country that has historically attributed little importance to advanced education. In Italy, the scarcity of school‐related support mechanisms is one of the causes of a dropout rate of more than 15% after the first year of upper secondary school in some regions. We suggest that another support may be necessary in society, and it could be integrated with family support. We test whether three different forms of social capital can counteract the dropout of young Italians considering regional data and using fixed and random effects models and a two‐stage least squares approach for Centre–North and South Italy. The results suggest that social capital does not function as a mechanism to counteract dropout in Italy, while the family's cultural‐economic background plays an important role, mainly in the Centre–North.

Factors associated with attitudes towards violence in schoolchildren from marginal urban areas of Metropolitan Lima, 2019.

To identify factors associated with attitudes towards violence (ATV) in schoolchildren from public educational institutions (EI) located in marginal urban areas of Metropolitan Lima in 2019. Observational, descriptive and transversal study. The sample was made up of adolescents from 10 mixed-gender EIs enrolled between the sixth grade of primary school and the third year of secondary school. The questionnaire of attitudes towards violence (CAHV-25) was used. During the bivariate analysis, the Spearman Correlation Coefficient, the Mann-Whitney U test and the Kruskal-Wallis H test with Dunn's post-hoc adjusted by Bonferroni were used. To determine the associated factors, multivariate analysis was performed using negative binomial regression model. 45.1% of the schoolchildren were female and 87.3% received information on school bullying. In the bivariate analysis, statistically significant differences were found between the ATV scores and age (p=0.003), sex (p<0.001), having a social network account (p = 0.009) and year of study (p<0.001); however, in the multivariate model, the factors associated with the total ATV scores were age (p=0.012) and sex (p<0.001). The factors associated with ATV in schoolchildren from public EIs were age and sex, these findings would indicate the need to consider the gender perspective in the analysis of school violence and differentiate interventions according to age.

Can failure be prevented? Using longitudinal data to identify at‐risk students upon entering secondary school

In 2016, Uruguay started gathering longitudinal student data to improve educational trajectories by putting in place an ‘early alert’ system. Underlying the system is the understanding that prior schooling predicts likelihood of grade repetition and grade repetition predicts later school dropout, while close follow‐up can help prevent both repetition and dropout. We used a database of administrative registries from a national public primary school graduating cohort on their last year in primary and first year in secondary education (2015–2016, n = 36,754). We conducted two‐level cross‐classified logistic regression analyses to assess the suitability of using features of Uruguayan students’ primary school trajectories, individual, family and primary school characteristics to predict their success or failure in their first year of secondary school. All considered prior schooling factors (previous repetition experiences, achievement, behaviour and absenteeism), the student’s family socio‐economic status (SES) and primary school’s SES composition, as well as the location of the school in an urban or rural setting, help explain differences in chances of first‐year success or failure (grade repetition) in secondary school. While these results support the ‘early alert’ system’s approach, predictive performance analyses are needed when using explanatory models for planning interventions with scarce resources and making decisions affecting individual students’ trajectories. The importance of testing resulting models’ sensitivity, as well as their false positive rates, is highlighted.

Norwegian upper secondary students’ experiences of their teachers’ assessment of and for learning in physical education: examining how assessment is interpreted by students of different physical abilities

ABSTRACT Teachers’ assessment enhances students’ learning in many situations in physical education (PE). The present study aims to examine the issue of potential unequal assessment of students due to their different physical abilities in PE in upper secondary school, where the research question is: What experiences do students with high or low levels of physical fitness have of their PE teacher’s assessment of and for learning? Individual interviews were conducted with thirteen boys and thirteen girls in the second year in upper secondary school to answer the question. Respondents were recruited on the basis of scores on physical fitness tests (measurement of oxygen uptake). Thirteen respondents scored on the lowest level and thirteen on the highest level of the fitness scale. Two main themes emerged from the analysis, revealing an unequal assessment of learning given to the students in the two groups, but a shared, equal experience of assessment for learning. Unfortunately, assessment for learning was experienced ‘rarely or never’, and the unequal assessment of learning did not favour the students with low physical fitness, who perhaps need more assessment than the students with high physical fitness. The study contributes new insight into students’ experience of assessment due to unequal conditions for learning. The analysis revealed elements that were lacking in the PE teaching and assessment, especially for the students with low physical fitness. Another finding is that few students experienced that they owned their learning process, even though some students experienced to be in a learning environment, wherein the teacher gave them learning-promoting assessment. The study reinforces the finding in earlier research to integrate assessment for learning in theories of teaching in PE, and from this perspective we support further exploration of assessment for learning as well as the concept of assessment literacy.

Can more people be “Happy Being Me”? Testing the delivery of a universal body satisfaction program by clinicians and school staff

ABSTRACT The research presented here evaluates the delivery of Happy Being Me (HBM; Dunstan, Paxton & McLean, 2017) with boys and girls in their first year of secondary school in the UK (Year 7 and after comparisons aged 11–12). HBM is a manualised universal prevention programme which aims to improve body dissatisfaction and associated risk factors. Risk factors studied here were internalization of the thin ideal, physical appearance comparisons, appearance conversations. Secondary outcomes measured were self-esteem and eating disorder symptoms Study 1 tested the effectiveness of HBM (n = 172) compared to a control group (n = 197) who received curriculum as usual. HBM resulted in significantly improved body satisfaction post-intervention which was maintained at follow up. There were no significant changes in risk factors. Study 2 compared clinician (n = 172) and teacher (n = 174) delivery. Students who received clinician-led, but not teacher-led, HBM had improved body satisfaction and this was maintained at follow up. Internalization of the thin ideal and self-esteem, improved in both clinician and teacher-led groups with small to medium sized effects. HBM can be delivered by clinicians independent of programme developers in a heterogeneous sample with positive effects on body satisfaction. Issues arising for wider delivery are discussed

Externalizing problem behaviors among adolescents in a southern city of China: Gender differences in prevalence and correlates

• Boys had a higher prevalence rates of externalizing behaviors than girls. • Correlates were found from personal, family and school dimensions. • Grade 11 was the peak of reported problem behaviors in the secondary school years. • Four significant interactions were found between gender and examined correlates. • Gender-specific design and school-home collaboration to impart PYD were suggested. This study aimed to test whether there are gender differences in the prevalence of and correlates for various externalizing problem behaviors among secondary school adolescents in a southern city of China. A large cross-sectional sample survey of 12,244 adolescents from Grade 7 to Grade 12 was conducted in Shenzhen, a metropolis in southern China. The participants completed measures assessing externalizing behaviors, positive youth development (PYD), family functioning, school maladjustment and sociodemographic characteristics. Multiple liner regression analyses were performed to identify factors associated with externalizing problem behaviors among participants. The results showed that (1) 35.1% of the sample displayed at least one externalizing problem behavior (i.e. alcohol consumption, tobacco use, running away from home, truancy, gang fighting, and stealing) during the previous year. Boys were more likely than girls to engage in all the examined behaviors. (2) Grade 11 was the peak of reported problem behaviors in the secondary school years and there was no difference between scores from participants in Grade 9 and Grade 7. (3) Having siblings, male gender, lower positive youth development level, lack of an intact family, lower family functioning, and school maladjustment were statistically significantly associated with more externalizing problem behaviors. (4) Four significant interactions were found between gender and Grade 11, gender and Grade 12, gender and PYD, and gender and school maladjustment. Boys in Grades 11 and 12, and with school maladjustment, and girls with lower PYD were more likely to report externalizing behaviors. The findings suggest that greater focus should be placed on late adolescent boys who have school difficulties, girls with low PYD levels, and adolescents with sibling(s), who are from non-intact families or who live in poor family environments, to prevent or intervene in the possibility of developing externalizing problem behaviors. Further Prevention and intervention work may require gender-specific design and school-home collaboration to impart positive youth qualities among adolescents.

Factors Affecting Cambodian Upper Secondary School Students’ Choice of Science Track

Upper secondary school years have been considered as a critical period for attracting students into future science-related majors and careers; yet, Cambodia is facing a worrisome decline trend in the students’ choice of science track. Through the lens of the making of engineers and scientists conceptual framework, the study aims to investigate the factors affecting Cambodian upper secondary school students’ choice of science track. With self-rating questionnaire survey, which randomly covered 751 11th graders in nine upper secondary schools in three provinces of Cambodia, the researcher collected data on three significant factors namely individual ability and personality, family background and encouragement, and upper secondary school experience and support. Binary logistic regression analysis revealed that performance in science and mathematics subjects, attitude towards science, plan to major in STEM, time spent self-studying in science and mathematics subjects, family encouragement, mother’s education, and school location significantly predicted students’ choice of science track. Some important implications for pedagogical orientation were also discussed.

Exams tested by Covid-19: An opportunity to rethink standardized senior secondary examinations.

The global Covid-19 pandemic is testing the responsiveness of school systems. Extensive discourse about disruptions to the standardized examinations students take in their final year of secondary school is symbolic of their high-stakes status worldwide. The interruptions provide an opportune moment to question the efficacy of exams as a measurement of achievement. To explore these issues, this article shares some on-the-ground illustrations from Australian teachers about how high-stakes exams shape their enactment of senior secondary history curriculum. The presence of a discourse of exam alignment, which places a disproportionate emphasis on preparing students for exams, has implications for teachers’ curricular practices and wider equity issues. These issues resonate in other international settings, especially during the pandemic. The severity of the Covid-19 economic downturn means it is more important than ever to investigate the relationship between curricular practices and socio-economic structures, to ensure examinations do not compound educational disadvantage.

Association between objectively measured physical activity and longitudinal changes in body composition in adolescents: the Tromsø study fit futures cohort

ObjectivesPhysical activity may be important in deterring the obesity epidemic. This study aimed to determine whether objectively measured physical activity in first year of upper secondary high school predicted changes...

Relación entre Funcionamiento familiar e Identidad sexual en estudiantes adolescentes de instituciones educativas de Lima

Objetivo: determinar la relación entre la variable de funcionamiento familiar e identidad sexual enestudiantes adolescentes de instituciones educativas de Lima. Metodología: diseño no experimental,enfoque cuantitativo, de corte transversal y de tipo correlacional. Para la medición de la variable defuncionamiento familiar se utilizó la escala de Family Assessment Device (FAD) elaborado por Epsteinet al (1983); y la para la medición de la variable identidad sexual se utilizó Cuestionario de exploraciónde identidad sexual (CEIS), elaborado por León, Chaigneau, Rodríguez y Peña (2014). La muestraestuvo compuesta por 285 estudiantes que cursan el tercer, cuarto y quinto año del nivel secundario.Resultados: Se encontró relación negativa entre el nivel de funcionamiento familiar y la dimensiónfantasía/ conducta homosexual (rho= -.003; p&gt;.05). Asimismo, no se encontró relación altamentesignificativa entre el funcionamiento familiar y la dimensión acuerdo con su sexo (rho = -.072; p&lt; .01).Sin embargo, se encontró relación positiva altamente significativa con la dimensión fantasía/ conductaheterosexual (rho= .177; p&gt; .01), es decir, cuánto mayor sea el funcionamiento familiar mayor será lafantasía/ conducta heterosexual. Conclusión: Existe relación negativa entre funcionamiento familiary la dimensión conducta homosexual, sin embargo se encontró relación positiva entre funcionamientofamiliar y la dimensión conducta heterosexual.

‘Be on the TEAM’ Study (Teenagers Against Meningitis): protocol for a controlled clinical trial evaluating the impact of 4CMenB or MenB-fHbp vaccination on the pharyngeal carriage of meningococci in adolescents

IntroductionCapsular group B Neisseria meningitidis (MenB) is the most common cause of invasive meningococcal disease (IMD) in many parts of the world. A MenB vaccine directed against the polysaccharide capsule...

Group creativity in children and adolescents

In the landscape of continuous change and technological innovations, educational settings need constant reforms to support children acquiring the skills that are necessary for adaptation to the future. In this research we investigated one of those skills, namely the collaborative creativity of children and adolescents. The first aim of this study was to understand whether group creativity progressed from childhood to adolescence. The second aim was to assess potential mechanisms behind developmental differences in collaborative creativity. We particularly explored the role of intersubjectivity, social perspective coordination, as well as intrinsic motivation in group creativity. Fourty-eight students from primary school years 5 and 6 and Fourty-five students from secondary school years 9 and 10 formed three person groups. Group members collaboratively wrote stories that were rated by three independent subject teachers. Stories written by secondary school students were rated as more creative compared to stories of primary school students. Social perspective coordination was found as a positive predictor of group creativity. Moreover, social perspective coordination mediated the positive relation between age and group creativity. Intersubjectivity variables were not significantly related with creativity of groups. Finally, there was a weak negative association between group creativity and intrinsic task motivation. These results indicate that similar to individual creativity group creativity also progressed with development and one explanatory mechanism was the advancement in social perspective coordination.

Narrative story-telling in developing signed and written texts for students with hearing loss in Bassa, Plateau state, Nigeria

Introduction: Many students with hearing loss start schooling with less or no prior experiences with written or signed narratives. In the school, these students often face serious challenges using narrative-retelling to develop written text. Purpose: The purpose of this study was to explore the students’ narrative written and signed texts development. Methodology: Qualitative design was used to understand the students’ experiences and to answer the research questions that were presented. The narrative stories were both from the students’ experiences and the teachers’ modelled stories. The students’ texts were analysed for common narrative structures such as characters, settings and events. The students were encouraged through the provision of experience stories, where they were asked to tell a story from their personal experiences. The intervention was carried out for 6 weeks. This involved teaching and learning about narrative genre. Two students with hearing loss who were in their third year in junior secondary school were purposefully selected for the study. Two students with hearing loss who were in their third year in junior secondary school were used for the study. Results:The result indicated that most of the students were able to organise information in their written texts well. This suggests that they understood what they were writing about as seen in their written texts. They were able to classify information into main and supporting ideas. They also made connections between previous and new knowledge. Recommendations: Based on findings of the study, it was recommended that teachers of students with hearing loss should be encouraged to use narrative-retelling for training students with hearing loss on written text development.

Efficiency of an Innovative Didactic Approach in Graphic Design Teaching

Modern educational methods enable the development of pupils’ creative design expression, but the role and importance of the didactic approaches in secondary schools have not been thoroughly researched. The paper presents the research results regarding the influence of an innovative didactic approach from the point of view of the development of art design creativity and artistic knowledge in graphic design teaching. The differences were monitored among pupils in the 3rd year of secondary school (age 17-18) in Slovenia. We have confirmed positive effects in favour of the experimental group, as a result of a set of didactic decisions, namely the combination, diversity and dynamics of teaching methods, teaching forms and didactic communication. The positive effects of the experimental approach show that the introduction of minor methodological changes can significantly improve the development of artistic creativity and artistic knowledge. By introducing the basic ideas of the innovative didactic approach (Duh, 2004), we have confirmed the effectiveness, flexibility and subtlety of innivation at the level of secondary school. We also found that the experimental program was suitable for both girls and boys, and that it could be implemented in various social environments. Keywords: artistic creativity; high school; teaching methods; teaching forms; didactic communication.