Young School Students Research Articles

Psychosocial Factors and Psychological Adjustment Among Adolescents and Young Adults: A Comparative Analysis of Occasional Drug Craving and Non-Craving.

The rate of drug craving not only in Pakistan is escalating rapidly, but also from a wide range of cultures and geographically have been impacted by the drug problem. Recently, drug cravings among young Pakistani school and college students have significantly increased, particularly illegal substances like hashish, heroin, and ecstasy. We recruited 338 students and gathered demographic and drug-craving data through a survey. To assess the study variables, we used the parental acceptance-rejection short version, peer pressure questionnaire, and adult personality assessment scale. The prevalence rate of occasional drug craving was 44.1% (tobacco, 39.9%; heroin, 1.8%; ice, 0.6%; and others), and 55.9% have never tried them. Initially, drug craving at the first onset at the age of 14 in friend gatherings (15.7%) in stressful situations (11.2%), high-income families, particularly in joint family systems with paternal rejection, peer enforcement, and maladjustment had a higher risk than affectionate parents and conventional peers. Stepwise binary logistic regression analysis disclosed that age, socioeconomic status, father affection, hostility, rejection, negligence, peer influences, and psychosocial adjustment, mother hostility were independently associated with occasional drug cravings. Findings suggested the high prevalence of occasional drug cravings in Pakistani students in the capital territory. Furthermore, the demographic and other social and clinical aspects could be linked. This study carried out theoretical significance in understanding the predictors of occasional drug craving and psychological adjustment, highlighting the peer and parent's roles and the educational institutions.

Associations Between Fundamental Motor Skill Domains and Physical Fitness Components in 5-11-Year-Old Children

High competence in fundamental motor skills (FMS) and adequate physical fitness (PF) levels are a solid foundation for acquiring an active and healthy lifestyle during childhood and adolescence. In this cross-sectional study, we aimed to compare gender and age groups and identify correlations between FMS and PF in young elementary school students. We used a structured questionnaire to gather sociodemographic information from parents, and we characterized the children’s economic profile with the Brazil Social Economic Status Criterion. We collected FMS data using the Furtado-Gallagher Children Observational Movement Pattern Assessment System (FG-COMPASS), and we used the Brazil Sports Project Battery Test to measure PF levels. Statistical analyses involved descriptive data and inferential tests to determine group differences in FMS and PF levels. Hierarchical regression helped identify the associations between FMS and PF, as controlled by sociodemographic factors. Participants were 720 students (and parents) of both genders (383 girls, 337 boys; M age = 8.8, SD = 1.52 years) from grades 1 to 5 in an elementary school in a municipality in the western region of the Paraná state in Brazil. The results showed significant differences in children’s motor skills and PF based on gender and age. The hierarchical regression model showed different combinations of flexibility, abdominal resistance, upper limb strength, agility, speed, and lower limb strength, which explained 33.7% of the variability in the global FMS index, 41% of the variability in manipulative skills, and 12.7% of the variability in locomotor skills. In addition, there was a positive association between FMS and PF related to neuromuscular development for both sexes, regardless of age.

A Screening Instrument for Trauma-Related Behavior Among Young Primary School Students: Development and Validation of the RaPTOSS

This article reports on the development and psychometric evaluation of a new teacher observation instrument to systematically assess young primary school students’ well-being and detect potential indicators of psychological trauma, the RaPTOSS: Risk and Protective factors Trauma Observation School Situations. The RaPTOSS is developed specifically for preschool and early primary school teachers, because of the limited abilities their young students have to verbally reflect and report on their well-being and stressful experiences. We examined the factor structure, internal consistency, convergent validity and criterion validity of the RaPTOSS in a sample of 406 4- to 8-year-old regular education students. Exploratory factor analyses yielded a four-factor structure for the risk items with the following factors: Withdrawn, Dysphoria, Destructive and Inattentive. The protective factor items revealed a four-factor structure closely aligning the theoretical factor structure: Safety and Relations, Self-Image, Everyday Life and Self-Regulation. All factors exhibited good to excellent internal consistency. Correlations between the RaPTOSS and existing measures of psychosocial well-being without a specific focus on trauma-related behavior demonstrated good convergent validity. Criterion validity was supported, as indicated by moderate to large positive correlations between teacher worries about a student and RaPTOSS risk factors, and moderate to large negative correlations between teacher worries and RAPTOSS protective factors. We conclude that the RaPTOSS is a promising measure for trauma-informed teaching and research, although future research is needed to establish its psychometric qualities in specific samples such as children diagnosed with PTSD and refugee children.

Impact of the level of physical activities on emotional exhaustion, depersonalization, lack of personal accomplishment and burnout among students in the city province of Kinshasa

The impact of the practice of physical activities on burnout and its dimensions remains very little documented among students living in subaerial African countries. The present study was to determine the impact of the level of physical activities on Burnout. In a cross-sectional analytical study, students from the Faculty of Medicine of the University of Kinshasa were recruited by convenience in the period from February 1 to August 1, 2023. The parameters of interest included intensity, frequency, duration of the practice of physical activities and the dimensions of Burnout. Analysis of Variance (ANOVA) was used to research the influence between the intensity, frequency and duration of physical activity practice on emotional exhaustion, depersonalization, lack of personal accomplishment and burnout syndrome. The moderate and high level of physical activity practice significantly reduces emotional exhaustion by -14 (30.08 ± 13.04 vs 16.10 ± 10.38; p < 0.001), depersonalization by -7 (12. 45 ± 6.42 vs 5.89 ± 5.99; p < 0.001), burnout of -17 (28.17 ± 10.05 vs 11.00 ± 8.47; p < 0.001) and increases the personal accomplishment of students of the faculty of medicine of +31 (42.00 ± 10.7 vs 11.00 ± 8.47; p < 0.002). The duration of the practice of physical activities of 30 minutes or more positively influences personalization in 28% (p < 0.001), 75% personal accomplishment (p < 0.003) and 63% burnout (p < 0.004). Furthermore, the frequency of 3 or more times per week of practicing physical activities positively improves emotional exhaustion by 56% (p < 0.001), professional accomplishment by 79% (p < 0.002) and 83% by burnout (p < 0.001). Young medical school students with burnout are inactive and sedentary. The latter are associated with a decrease in personal accomplishment and an increase in burnout syndrome. The duration of physical activities of 30 to 45 minutes per day practiced three or more times per week positively improves emotional exhaustion, personalization, and personal accomplishment and burnout syndrome. The dissemination of information programs, particularly to medical students, seems urgent.

Personal space invasion to prevent cyberbullying: design, development, and evaluation of an immersive prevention measure for children and adolescents

The previous work on cyberbullying has shown that the number of victims is increasing, and the need for prevention is exceptionally high among younger school students (5th–9th grade). Due to the omnipresence of cyberattacks, victims can hardly distance themselves psychologically, thus experience an intrusion in almost all areas of life. The perpetrators, on the other hand, feel the consequences of their actions even less in cyberspace. However, there is a gap between the need and the existence of innovative prevention programs tied to the digital reality of the target group and the treatment of essential aspects of psychological distance. This article explores the design space, feasibility, and effectiveness of a unique VR-based cyberbullying prevention component in a human-centered iterative approach. The central idea is reflected in creating a virtual personal space invasion with virtual objects associated with cyberbullying making the everyday intrusion of victims tangible. A pre-study revealed that harmful speech texts in bright non-removable message boxes best transferred the psychological determinants associated with a personal space invasion to virtual objects contextualized in cyberbullying scenarios. Therefore, these objects were incorporated into a virtual prevention program that was then tested in a laboratory study with 41 participants. The results showed that the intervention could trigger cognitive dissonance and empathy. In the second step, the intervention was evaluated and improved in a focus group with the actual target group of children and adolescents. The improved application was then evaluated in a school workshop for 5 days with 100 children and adolescents. The children understood the metaphor of virtual space invasion by the harmful text boxes and reported the expected psychological effects. They also showed great interest in VR. In summary, this paper contributes to the innovative and effective prevention of cyberbullying by using the potential of VR. It provides empirical evidence from a laboratory experiment and a field study with a large sample from the target group of children and adolescents and discusses implications for future developments.

Financial Literacy and Financial Technology Education for Adolescents at Santika High School, Cipayung District, Becoming Smart Adolescents in Managing Finances

Literacy is an important factor in understanding and increasing knowledge, including regarding finance, while financial technology is a form of technology-based service which, if financial literacy and financial technology are combined, not only those of productive age who have income but also all age groups can become smarter and more confident. in making financial decisions to improve the quality of life in the future. In the Bambu apus sub-district area there are several high schools (SMA) where, after a preliminary study, there was a lack of understanding regarding financial management and financial technology. For this reason, it is necessary to provide education to increase teenagers' knowledge about financial literacy and financial technology. The method used in carrying out community service activities is directly at Santika High School in the Bambu Apus sub-district with the theme of increasing financial literacy and financial technology among young upper secondary school students. The implementation of community service activities was carried out by a service team from Respati Indonesia University by explaining material about financial management based on financial technology and material on the types of investments that can be made by teenagers. After carrying out this activity, there was an increase in knowledge and understanding among the participants as seen from the enthusiasm of the participants and the many questions regarding financial literacy and financial technology and their benefits in improving the Indonesian economy.

The data awareness framework as part of data literacies in K-12 education

PurposeIn today’s digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This paper aims to address these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students’ data awareness.Design/methodology/approachThe study involves a teaching unit on data awareness framed by a pre- and post-test design using a questionnaire on students’ awareness and understanding of and reflection on data practices of data-driven digital artefacts.FindingsThe study’s findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour.Originality/valueStudents learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and artificial intelligence literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.

IDENTIFIKASI CEDERA PADA SISWA SEKOLAH SEPAK BOLA INDONESIA MUDA DI KABUPATEN PURWOREJO TAHUN 2021

Injuries to Indonesian Young Football School students have a bad impact on students. The aims of this study were (1) to identify injuries to young Indonesian soccer school students in Purworejo Regency in 2021 and (2) to determine the factors causing injuries to young Indonesian soccer school students in Purworejo Regency in 2021. This research method used qualitative descriptive. . Data analysis was carried out by reducing data, presenting data, drawing conclusions and reporting research results. The results showed identification of injuries to young Indonesian soccer school students in 2021 That the results of the study showed identification of injuries to young Indonesian soccer school students in 2021 That the most common injuries encountered in young Indonesian soccer school students Purworejo were bruises, cramps, dislocations , Strains, Sprains, Wounds and Bleeding. Factors that cause injuries to young Indonesian soccer school students in Purworejo Regency are External Violence (causes originating from outside), Internal Violence (causes originating from within) and also Over Use.

Use, Misuse, and Abuse of ICT in Nepalese Education Policy: A WPR Analysis

Of late, a young school student from Mahottari's Shree Kishor Janta Madhyamik Vidhyalay, has exposed the administration's blatant deceit. He was most concerned about the conspicuous dearth of high-quality education (see this Facebook video at: https://www.facebook.com/watch?v=308978328234703). Surprisingly, the school is egregiously deficient in even the most basic conveniences required for a conducive learning atmosphere. There are glaringly insufficient restrooms, not enough clean drinking water, and even not enough teachers at this facility. The sheer pace at which the internet and digital learning, among other technological advancements, have become so crucial in today’s everyday academic practices, pedagogy and parlance has become alarming. Owing to its efficiency, reliability, and the liberalization of knowledge, as well as its functionality in addressing crises such as the most recent Covid-19 pandemic, ICT has become an essential, irreplaceable tool. Hence, this paper explores the use, abuse and misuse of Information and Communication Technology, highlighting since its inception in 2012. This study explores how Information and Communication Technology (ICT) has been incorporated into Nepal's educational approach. The study applies the "What is the Problem Represented to be?" (WPR) analytical framework to examine the policy's implementation, outcomes, potential, and challenges within Nepal's educational system. ICT adoption aims to switch from traditional to student-centered learning by 2018 to increase educational access and quality. The report underlines persistent policy implementation, teacher ICT training, public-private partnerships, and community engagement as ways to preserve the use of ICT in education. It exhorts decision-makers to ensure policy objectives are carried out effectively and encourages resource allocation to address these problems. It also emphasizes how ICT may revolutionize schooling. The study uses a thorough WPR analysis to look at how ICT has been incorporated into Nepal's educational policy, highlighting challenges, inconsistencies, and workable solutions to make the most of ICT's potential to improve educational quality and accessibility.

Sociodemographic characteristics, social support, and family history as factors of depression, anxiety, and stress among young adult senior high school students in metro Manila, Philippines, during the COVID-19 pandemic.

Academic institutions must consider the students at risk for developing poor mental health and the factors influencing them. With the scarcity of literature concerning student mental health in the Philippines, this study determined the factors influencing the risk of anxiety, depression, and stress among senior high school students in metro Manila. This cross-sectional study explored the influence of sociodemographic characteristics, social support, and family history on depression, anxiety, and stress among young adult senior high school students using the Depression, Anxiety, and Stress Scale-21 (DASS-21) and the Multidimensional Scale of Perceived Social Support (MSPSS). After describing the data, regression analyses were performed. A total of 187 participants were recruited. Three out of five participants have a significant risk for depression. Four out of five participants were at significant risk for anxiety. One out of four participants was at risk for significant stress. Social support from a significant other and one's family may be protective factors for significant depression among the participants. Having female sex may be a risk factor for significant anxiety. In addition, having female sex and a family history of mental disorders may be risk factors for significant stress. Social support should be strengthened among senior high school students to improve their mental well-being. Students at risk for poor mental health, including females and those with a family history of mental disorders, may need additional support in school mental health programs. Finally, further research is recommended to fully understand mental health among Filipino students.

Hubungan Antara Body Image dengan Penerimaan Diri pada Remaja

This study aims to determine the relationship between body image and self-acceptance in young vocational school students. This research is quantitative research. The data collection technique used is random sampling technique using a Likert scale. The results showed a correlation coefficient of 0.533 with a sign of 0.000 (p <0.005), meaning that there was a significant positive relationship between body image and self-acceptance. The analysis showed that the hypothesis was accepted, namely that there was a relationship between body image and self-acceptance in vocational youth and the direction of the relationship, namely positive, which means that the higher the body image possessed by students, the higher self-acceptance in adolescents, conversely, the lower the body image possessed by adolescents, the lower the level of self-acceptance in adolescents.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF INFORMATION AND DIGITAL COMPETENCE IN YOUNGER SCHOOL STUDENTS AT COMPUTER SCIENCE LESSONS

The article presents the theoretical justification of the pedagogical conditions for the formation of information and digital competence in younger school students at Computer science classes. In the research process, certain pedagogical conditions were identified and systematized, which must be observed for the effective formation of information and digital competence in younger schoolchildren, namely: stepwise formation of information and digital competence; systematic digitization of the computer science education process; proper motivational provision of the educational process.
 Keywords: pedagogical conditions; information and digital competence; younger schoolchildren; informatics; information technologies; educational activity; information; information culture; computer

(Re‐)Discoveries in a time of disruption

(Re‐)Discoveries in a time of disruption

Impact of a physical activity program on body posture in young elementary school students

Impact of a physical activity program on body posture in young elementary school students

The integration and measurement of digital innovation in public schools

At the EU level, there is a wide consensus on the necessity to incorporate digital technologies at all levels of education to prepare young school students for the future. In Italy, many innovative projects have been launched since the initiation of the National Plan for Digital Education in 2015. However, it is not clear how this innovation strategy has been or should be integrated into existing strategic objectives. Empirical data, based on desk research and interviews, indicate that managerial tools and reports used by public schools do not clearly include digital innovation among the key areas of self-reflection, nor help school leaders to visualise the possible outcomes generated by digital technologies. Therefore, the paper elaborates on the advantages of a strategic control system like the balanced scorecard, contributing to the debate on what extent measurement in public sector organisations can be based on frameworks originally developed in a private sector context.

Reading motivation, well‐being and reading achievement in second grade students

BackgroundPrior research has indicated that high levels of motivation and subjective well‐being can predict engagement in challenging academic situations and achievement. Yet studies in the field have yielded inconsistent results in young elementary school students indicating a need to further examine this topic. This is particularly urgent for young children during the foundational years of early elementary school when they are learning critical academic skills including reading.MethodWe examined the relationships between reading motivation, school‐based well‐being as covitality, and literacy achievement in 268 second graders in the process of reading acquisition in Hebrew. Well‐being and reading motivation were examined by questionnaires designed and/or adapted for young elementary school students and literacy skills by language and reading tests.ResultsFindings showed a positive correlation between reading motivation and full‐scale covitality scores, as well as most of its first order factors (gratitude, optimism, zest and persistence). Furthermore, both reading motivation and covitality were positively correlated to reading skills and language abilities. Significant differences were found between students with low–medium reading motivation and those with high motivation in all covitality subfactors and most literacy measures, in favour of children with high reading motivation.ConclusionsThe worrisome picture, that children with low reading motivation also report low levels of covitality, suggests that proper attention should be paid throughout first grade to both reading motivation and school‐based well‐being, both of which might affect learning. Because children's cognitive readiness is related to their socioemotional well‐being, children with poor language abilities and emergent literacy skills may require special support to prevent their expected reading difficulties and the negative emotions attached to them. Thus, designing reading instruction programmes that implement motivational aspects should be a high priority interest for educators that teach young children.

Creativity-Induced Forms of Non-Verbal Communication in the Process of Vocabulary Internalization in Case of Young Learners

The study is aimed to answer whether the use of iconic nonverbal gestures positivelyinfluences the acquisition of selected vocabulary by young learners. The research entailed20 young private language school students split into Experimental (G1) group, wherestudents were taught by the use of the gestural method; and Control (G2) group taughtthe same material using the traditional way of acquiring vocabulary. In both cases,the treatment lasted 4 weeks with two 50 minute-long lessons weekly. To measure thedata from the treatment time, the pre-test and the post-test were employed. The t-testswere applied for statistical calculations. The basic measurement instruments, such asmean, mode, median, variance, and standard devotion were analysed. Additionally, theobservation sessions were conducted in each group during the third week of the study.The gathered information allowed us to prove the hypothesis that gestures have a positiveinfluence on retention of acquired vocabulary among six-year-old learners.

노래놀이 프로그램 모형 개발 연구

Objectives This study tries to develop a new teaching model of Singing Play in kindergartens and elementary schools based on the community. Methods This Community-based Singing Play Program was developed based on the ADDIE model. The ADDIE model is a stage of analysis, design, development, implementation, and evaluation. This Singing Play Program model applied to 13 kindergarten and elementary school students in Busan, and a final Singing Play Program model was developed. Results First, it was confirmed that a community-based Singing Play kindergarten and elementary School linked program could achieve its meaningful goal. Second, a mixed-age community consisting of young and elementary school students is a strong organization that increases feelings of leadership and belonging as a member of the community, which adds meaning and value to communities. Third, the Community Singing Play Program combines traditional and modern background songs with play, thus playing a role in connecting traditional and modern culture for participants. Fourth, not only did the songs used for singing serve as a useful medium for forming communities, but also played the role of ‘play facilitator’ that encouraged the community to engage in the play. Fifth, the activities of singing programs spread to families, aided in the resolving of conflicts between families and distrust and misunderstandings about each other, leading to the restoration of family functions. Conclusions The Development of Community-based Singing Play Program Model for Connected Education of Kindergarten and Elementary School that it have meaning and value as a program that implements children's and play-oriented curriculum, and the subjects have more leadership and sense of belonging than conflict caused by leadership tattoos or competition during play. In addition, this program played a bridging role in continuing traditional and modern games in this era when play was disappearing.

Management of a rare case of isolated U-shaped displaced sacral fracture in a young female high school student

Sacral fractures in young healthy patients are usually linked to high-energy trauma. They are often associated with multiple other injuries. Isolated sacral fractures are rare and can be easily missed in the absence of other surrounding pelvic or spinal injuries. In this article, we present a rare case of isolated U-shaped displaced sacral fracture despite the high-energy mechanism of injury being missed on initial presentation. This is a 17-year-old healthy female who presented to the emergency department after falling from five-meter height. She complained of lower back pain and inability to ambulate. Physical examination revealed significant sacral tenderness, bilateral lower limb weakness and hypoesthesia, anesthesia of the saddle area, weak anal tone and absent anal reflex. Initial radiographs showed no apparent fractures. Further imaging by pelvic computed tomography, however, revealed an isolated U-shaped displaced sacral fracture. The patient was treated by decompression and lumbopelvic fixation by triangular osteosynthesis and iliosacral screw. This fixation method restored stability of the spinopelvic junction and allowed for early mobilization. At her 18-month follow-up visit, she showed minimal disability score (10%) on the Oswestry Disability Index. In conclusion, sacral fractures are considered exceedingly rare to occur in isolation and in young healthy patients.

Participatory science communication for transformation

Participatory science communication featured in several sessions and individual papers at the 2021 online conference of the Public Communication of Science and Technology (PCST) Network. This coverage recognises the drive away from linear communication to more participatory forms of science communication. In this special edition we present practice insights, papers and essays that explore participatory science communication. These contributions explore definitions, processes and describe case-studies of participatory science communication which involve a variety of publics, from young school students to Indigenous groups to farmers. In this introductory editorial we reflect on the papers, describe the growth of a participatory approach as part of the continuing evolution of science communication; explore a definition for participatory science communication; and consider some of the key concepts and issues that emerged.