Help-seeking behavior among Japanese school students who self-harm: results from a self-report survey of 18,104 adolescents

Directory of Open Access Journals (Sweden)

Furukawa TA

2012-11-01

seventy-six (3.3% junior and 396 (4.3% senior high school students reported having self-harmed. Of these, 40.6% of adolescents in junior and 37.6% in senior high schools were classified as poor help-seeking. Poor help-seeking with regard to self-harm was significantly more common in those who reported not having consulted anyone about psychological problems (odds ratio 9.2, 95% confidence interval 4.6–18.4 in juniors; odds ratio 9.9, confidence interval 5.5–17.9 in seniors and in those with current suicidal ideation (odds ratio 2.0, confidence interval 1.0–3.7 in juniors; odds ratio 1.9, confidence interval 1.1–3.4 in seniors. Family members were approached significantly less often as a resource for help by students who self-harmed than by those who did not, and school nurses were more often consulted by those who did self-harm.Conclusion: Around 40% of adolescents who self-harmed in the previous year did not seek help. School-based mental health should screen students at risk of self-harm, and educate school nurses about preventative care.Keywords: self-harm, adolescence, help-seeking, prevention, Japan

Elementary and Middle School Teachers' Self-Reported Use of Positive Behavioral Supports for Children with ADHD: A National Survey

Science.gov (United States)

Hart, Katie C.; Fabiano, Gregory A.; Evans, Steven W.; Manos, Michael J.; Hannah, Jane N.; Vujnovic, Rebecca K.

2017-01-01

This study examined elementary and middle school teachers' self-reported use of behavioral supports for students with attention-deficit/hyperactivity disorder (ADHD) from a national sample of teachers. This information is important given increased attention and emphasis on universal and targeted strategies within problem-solving models in schools.…

Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

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Lonigan, Christopher J; Spiegel, Jamie A; Goodrich, J Marc; Morris, Brittany M; Osborne, Colleen M; Lerner, Matthew D; Phillips, Beth M

2017-11-01

Findings from prior research have consistently indicated significant associations between self-regulation and externalizing behaviors. Significant associations have also been reported between children's language skills and both externalizing behaviors and self-regulation. Few studies to date, however, have examined these relations longitudinally, simultaneously, or with respect to unique clusters of externalizing problems. The current study examined the influence of preschool self-regulation on general and specific externalizing behavior problems in early elementary school and whether these relations were independent of associations between language, self-regulation, and externalizing behaviors in a sample of 815 children (44% female). Additionally, given a general pattern of sex differences in the presentations of externalizing behavior problems, self-regulation, and language skills, sex differences for these associations were examined. Results indicated unique relations of preschool self-regulation and language with both general externalizing behavior problems and specific problems of inattention. In general, self-regulation was a stronger longitudinal correlate of externalizing behavior for boys than it was for girls, and language was a stronger longitudinal predictor of hyperactive/impulsive behavior for girls than it was for boys.

Self-reported suicide attempts and associated risk and protective factors among secondary school students in New Zealand.

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Fleming, Theresa M; Merry, Sally N; Robinson, Elizabeth M; Denny, Simon J; Watson, Peter D

2007-03-01

To examine associations between individual, family, school and community characteristics and rates of suicide attempts in a national population sample of New Zealand secondary school students. A total of 9570 randomly selected 9- to 13-year-old students from 114 schools were surveyed, using the New Zealand Adolescent Health Survey. This is a 523-item anonymous self-report comprehensive questionnaire delivered by Multi-Media Computer-Assisted Self-Interviewing. Multivariate analyses were used to examine correlates of self-reported suicide attempts within the last 12 months. In total, 739 participants (4.7% of males and 10.5% of females) reported having made a suicide attempt within the last 12 months. Depressive symptoms, alcohol abuse, -having a friend or family member attempt suicide, family violence and non-heterosexual attractions were independently associated with increased rates of suicide attempts while parents caring, other family members caring, teachers being fair and feeling safe at school were independently associated with decreased rates of suicide attempts. Caring friendships, attending worship frequently, possible sexual abuse and anxiety symptoms were not independently associated with suicide attempts. Risk and protective factors operated in the same way for male and female students and for those with and without other suicide predictors. New Zealand secondary school students, particularly female students, report high rates of suicide attempts. Risk of suicide attempts is lower in students reporting caring home and fair, safe school environments and this effect remains once depression is taken into account. This study confirms the importance of depression, substance use, problem behaviour, negative life events, exposure to suicide behaviour by others and the significance of sexual orientation in suicidal behaviour among school students and provides evidence of the importance of the family and school environments in reducing risk among this group.

[Study on relationship between outdoor activities and self-reported myopia among middle school students].

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Zhai, L L; Wu, X Y; Xu, S J; Wan, Y H; Zhang, S C; Xu, L; Liu, W; Ma, S S; Zhang, H; Tao, F B

2017-09-06

Objective: To examine the relationship between the prevalence of self-reported myopia and outdoor activities among middle school students and to explore the influence factors of the self-reported myopia. Methods: A total of 12 979 participants were recruited from junior and senior middle school students in in Shenzhen, Nanchang, Zhengzhou and Shenyang by random cluster sampling method between December 2015 and March 2016. All participants completed an anonymous questionnaire to collect the information of demographic characteristics, self-reported myopia, outdoor activities, etc. 12 603 out of 12 979 copies of questionnaire were valid. The prevalence of self-reported myopia was compared among middle school students with different characteristics. Logistic regression models were used to analyze the relationship between myopia and outdoor activities. Results: The prevalence of self-reported myopia among middle school students was 69.6% (8 766/12 603); which was separately 52.1% (1 216/2 335) in seventh grader, 61.6% (1 459/2 369) in eighth grader, 69.0%(1 470/2 129) in ninth grader, 80.0% (1 812/2 265) in freshmen, 79.4% (1 622/2 042) in sophomore, and 81.1%(1 187/1 463) in junior. The prevalence of self-reported myopia showed an increasing trend with the increase of grade (χ(2)=639.67, Pmiddle school students ( OR= 1.58, 95 %CI: 1.36-1.82). The risk of self-reported myopia were significantly decreased by always physical exercise and recreational activities after school among middle school students: the ORs were separately 0.67 (95 %CI: 0.57-0.78) for physical exercise and 0.77 (95 %CI: 0.64-0.92) for recreational activities. After stratified analysis by the parents' myopia status, in non-myopic parents group, exercise and recreational activities after school among middle school students decreased the risk of myopia: the ORs were separately 0.68 (95 %CI: 0.55-0.82) for physical exercise and 0.76 (95 %CI: 0.61-0.95) for recreational activities; in either myopic parent

The influence of personality traits and emotional and behavioral problems on repetitive nonsuicidal self-injury in a school sample.

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Lüdtke, Janine; Weizenegger, Benedict; Rauber, Rachel; Contin, Brigitte; In-Albon, Tina; Schmid, Marc

2017-04-01

Nonsuicidal self-injury (NSSI) is highly prevalent among adolescents and associated with various mental health problems and suicidality. Previous studies have found that certain personality traits are related to NSSI behavior, however only few studies examined personality traits in adolescents with NSSI. Our study aimed to assess the relationship between personality traits and emotional and behavioral problems in predicting repetitive NSSI among adolescents from a school sample. Four hundred and forty-seven students (M=14.95years, SD=0.74, 52% male) completed self-report measures on NSSI, personality traits, and emotional and behavioral problems. The past year prevalence of occasional and repetitive NSSI was 4.9% and 6.3% respectively. Repetitive NSSI was significantly associated with female gender, higher levels of age, novelty seeking, harm avoidance, self-transcendence, antisocial behavior, and positive self and lower levels of persistence and self-directedness in univariate analyses. However, multivariate logistic regression analyses indicated that only high levels of antisocial behavior and low levels of self-directedness significantly predicted repetitive NSSI. The association between a lack of self-directedness and NSSI emphasizes the significance of targeting self-directedness in psychotherapy by strengthening self-awareness, affect tolerance and emotion regulation, as well as establishing and pursuing long-term goals. Copyright © 2017 Elsevier Inc. All rights reserved.

Perceptions of sexual harassment in Swedish high schools: experiences and school-environment problems.

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Witkowska, Eva; Menckel, Ewa

2005-02-01

Sexual harassment in schools is recognized as a public-health problem detrimental to girls' psychosomatic health. This study examines the magnitude of sexual harassment and types of behaviours related to sexual harassment that female students are exposed to in a school environment, and their perceptions of them as problems in school. A random sample of 540 female high school students, from all over Sweden, responded to an anonymous self-report mail questionnaire consisting of items related to personal experiences of different behaviours related to sexual harassment during the previous school year. Sexual harassment was identified by 49% of the female students as a problem present in their schools. The most common types were verbal behaviours, such as: sexualized conversations, attractiveness rating, demeaning comments about gender, name-calling, and sexual personal comments. The most common non-verbal displays were: sexualized contact seeking and sexual looks. Behaviours in the sexual assault and teacher-to-student categories were less prevalent. In all four categories, the respondents who reported exposure to a particular behaviour were significantly more likely to identify that behaviour as a problem in their school. However, many non-exposed respondents also perceived such behaviours as problems in their school. Female high-school students in Sweden are exposed to a variety of inappropriate and/or unacceptable behaviours of a sexual nature, or based on sex, that may infringe their right to a supportive, respectful and safe learning environment or their dignity. Greater efforts are needed to analyse and prevent sexual harassment in schools.

Shopping Problems among High School Students

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Grant, Jon E.; Potenza, Marc N.; Krishnan-Sarin, Suchitra; Cavallo, Dana A.; Desai, Rani A.

2010-01-01

Background Although shopping behavior among adolescents is normal, for some the shopping becomes problematic. An assessment of adolescent shopping behavior along a continuum of severity and its relationship to other behaviors and health issues is incompletely understood. Methods A large sample of high school students (n=3999) was examined using a self-report survey with 153 questions concerning demographic characteristics, shopping behaviors, other health behaviors including substance use, and functioning variables such as grades and violent behavior. Results The overall prevalence of problem shopping was 3.5% (95%CI: 2.93–4.07). Regular smoking, marijuana and other drug use, sadness and hopelessness, and antisocial behaviors (e.g., fighting, carrying weapons) were associated with problem shopping behavior in both boys and girls. Heavy alcohol use was significantly associated with problem shopping only in girls. Conclusion Problem shopping appears fairly common among high school students and is associated with symptoms of depression and a range of potentially addictive and antisocial behaviors. Significant distress and diminished behavioral control suggest that excessive shopping may often have significant associated morbidity. Additional research is needed to develop specific prevention and treatment strategies for adolescents who report problems with shopping. PMID:21497217

Shopping problems among high school students.

Science.gov (United States)

Grant, Jon E; Potenza, Marc N; Krishnan-Sarin, Suchitra; Cavallo, Dana A; Desai, Rani A

2011-01-01

Although shopping behavior among adolescents is normal, for some, the shopping becomes problematic. An assessment of adolescent shopping behavior along a continuum of severity and its relationship to other behaviors and health issues is incompletely understood. A large sample of high school students (n = 3999) was examined using a self-report survey with 153 questions concerning demographic characteristics, shopping behaviors, other health behaviors including substance use, and functioning variables such as grades and violent behavior. The overall prevalence of problem shopping was 3.5% (95% CI, 2.93-4.07). Regular smoking, marijuana and other drug use, sadness and hopelessness, and antisocial behaviors (e.g., fighting, carrying weapons) were associated with problem shopping behavior in both boys and girls. Heavy alcohol use was significantly associated with problem shopping only in girls. Problem shopping appears fairly common among high school students and is associated with symptoms of depression and a range of potentially addictive and antisocial behaviors. Significant distress and diminished behavioral control suggest that excessive shopping may often have significant associated morbidity. Additional research is needed to develop specific prevention and treatment strategies for adolescents who report problems with shopping. Copyright © 2011 Elsevier Inc. All rights reserved.

Self-Esteem and Adolescent Problems: Modeling Reciprocal Effects.

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Rosenberg, Morris; And Others

1989-01-01

Explores the reciprocal relationships between self-esteem and the following three problems of youth: (1) juvenile delinquency; (2) poor school performance; and (3) psychological depression. Findings include the following: (1) low self-esteem fosters delinquency, which may enhance self-esteem; (2) school performance affects self-esteem; and (3)…

Moral disengagement in self-reported and peer-nominated school bullying

DEFF Research Database (Denmark)

Obermann, Marie-Louise

2011-01-01

. Discrepancies between self-reported and peer-nominated bullying involvement indicates that a person’s social reputation has a stronger association with moral disengagement than so far expected. Implications are discussed, highlighting the importance of further research and theory development.......This study examined the relation between moral disengagement and different self-reported and peer-nominated positions in school bullying. The aims of this study were to (1) investigate moral disengagement among children for whom self-reported and peernominated bully status diverged and (2) compare...... levels of disengagement among self-reported and peer-nominated pure bullies, pure victims, bully–victims, and children not involved in bullying. A sample of 739 Danish sixth grade and seventh grade children (mean age 12.6) was included in the study. Moral disengagement was measured using a Danish version...

Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

Directory of Open Access Journals (Sweden)

Malpique Anabela

2017-11-01

Full Text Available We investigated cross-cultural differences in ninth-grade students’ reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (Mage = 14.3; 372 male and 306 female from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA with 12 dependent variables (self-regulated strategies for writing and 2 between-subjects variables (country and gender. There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.

The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

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Miatun, A.; Muntazhimah

2018-01-01

The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

Frequency, stability and differentiation of self-reported school fear and truancy in a community sample

OpenAIRE

Steinhausen, Hans-Christoph; Müller, Nora; Metzke, Christa Winkler

2008-01-01

Abstract Background Surprisingly little is known about the frequency, stability, and correlates of school fear and truancy based on self-reported data of adolescents. Methods Self-reported school fear and truancy were studied in a total of N = 834 subjects of the community-based Zurich Adolescent Psychology and Psychopathology Study (ZAPPS) at two times with an average age of thirteen and sixteen years. Group definitions were based on two behavioural items of the Youth Self-Report (YSR). Comp...

Relationships between School Climate and Adolescent Students' Self-Reports of Ethnic and Moral Identity

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Aldridge, Jill M.; Ala'i, Kate G.; Fraser, Barry J.

2016-01-01

This article reports research into associations between students' perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students' perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become…

The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum.

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Lucieer, Susanna M; van der Geest, Jos N; Elói-Santos, Silvana M; de Faria, Rosa M Delbone; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

2016-03-01

Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.

[Frequency of self-reported vocal problems and associated occupational factors in primary schoolteachers in Londrina, Paraná State, Brazil].

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Fillis, Michelle Moreira Abujamra; Andrade, Selma Maffei de; González, Alberto Durán; Melanda, Francine Nesello; Mesas, Arthur Eumann

2016-01-01

This study aimed to estimate the prevalence of self-reported vocal problems among primary schoolteachers and to identify associated occupational factors, using a cross-sectional design and face-to-face interviews with 967 teachers in 20 public schools in Londrina, Paraná State, Brazil. Prevalence of self-reported vocal problems was 25.7%. Adjusted analyses showed associations with characteristics of the employment relationship (workweek ≥ 40 hours and poor perception of salaries and health benefits), characteristics of the work environment (number of students per class and exposure to chalk dust and microorganisms), psychological factors (low job satisfaction, limited opportunities to express opinions, worse relationship with superiors, and poor balance between professional and personal life), and violence (insults and bullying). Vocal disorders affected one in four primary schoolteachers and were associated with various characteristics of the teaching profession (both structural and work-related).

Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.

Science.gov (United States)

Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek

2016-11-12

Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial.

Perceived school safety is strongly associated with adolescent mental health problems.

Science.gov (United States)

Nijs, Miesje M; Bun, Clothilde J E; Tempelaar, Wanda M; de Wit, Niek J; Burger, Huibert; Plevier, Carolien M; Boks, Marco P M

2014-02-01

School environment is an important determinant of psychosocial function and may also be related to mental health. We therefore investigated whether perceived school safety, a simple measure of this environment, is related to mental health problems. In a population-based sample of 11,130 secondary school students, we analysed the relationship of perceived school safety with mental health problems using multiple logistic regression analyses to adjust for potential confounders. Mental health problems were defined using the clinical cut-off of the self-reported Strengths and Difficulties Questionnaire. School safety showed an exposure-response relationship with mental health problems after adjustment for confounders. Odds ratios increased from 2.48 ("sometimes unsafe") to 8.05 ("very often unsafe"). The association was strongest in girls and young and middle-aged adolescents. Irrespective of the causal background of this association, school safety deserves attention either as a risk factor or as an indicator of mental health problems.

Parent-reported problem behavior among children with sensory disabilities attending elementary regular schools

NARCIS (Netherlands)

Maes, B; Grietens, H

2004-01-01

Parent-reported problem behaviors of 94 children with visual and auditory disabilities, attending elementary regular schools, were compared with problems reported in a general population sample of nondisabled children. Both samples were matched by means of a pairwise matching procedure, taking into

Is it Feasible to Use Students' Self-reported Step Data in a Local School Policy Process?

DEFF Research Database (Denmark)

Bonde, Ane Høstgaard; Bruselius-Jensen, Maria

2017-01-01

Objective: We examined students’ self-reported step data and discussed the feasibility of using these data in a local school policy process. Methods: For 5 days during school hours, 281 stu- dents from grades 5–7 participating in a health education program, measured their steps using a pedometer......: Student-collected data showed similar patterns as reported in the literature, and therefore, a feasible perspective could be to use students’ self-reported step data in a local school policy process....

Self-reported quality of life and self-esteem in sad and anxious school children.

Science.gov (United States)

Martinsen, Kristin D; Neumer, Simon-Peter; Holen, Solveig; Waaktaar, Trine; Sund, Anne Mari; Kendall, Philip C

2016-09-13

Anxiety and depressive symptoms are common in childhood, however problems in need of intervention may not be identified. Children at risk for developing more severe problems can be identified based on elevated symptom levels. Quality of life and self-esteem are important functional domains and may provide additional valuable information. Schoolchildren (n = 915), aged 9-13, who considered themselves to be more anxious or sad than their peers, completed self-reports of anxiety (Multidimensional Anxiety Scale for children (MASC-C), depression (The Short Mood and Feelings Questionnaire; SMFQ), quality of life (Kinder Lebensqualität Fragebogen; KINDL) and self-esteem (Beck self-concept inventory for youth (BSCI-Y) at baseline of a randomized controlled indicative study. Using multivariate analyses, we examined the relationships between internalizing symptoms, quality of life and self-esteem in three at-risk symptom groups. We also examined gender and age differences. 52.1 % of the screened children scored above the defined at-risk level reporting elevated symptoms of either Anxiety and Depression (Combined group) (26.6 %), Depression only (15.4 %) or Anxiety only (10.2 %). One-way ANOVA analysis showed significant mean differences between the symptom groups on self-reported quality of life and self-esteem. Regression analysis predicting quality of life and self-esteem showed that in the Depression only group and the Combined group, symptom levels were significantly associated with lower self-reported scores on both functional domains. In the Combined group, older children reported lower quality of life and self-esteem than younger children. Internalizing symptoms explained more of the variance in quality of life than in self-esteem. Symptoms of depression explained more of the variance than anxious symptoms. Female gender was associated with higher levels of internalizing symptoms, but there was no gender difference in quality of life and self

Prevalence and Correlates of Self-Reported ADHD Symptoms in Children Attending School in India.

Science.gov (United States)

Jaisoorya, T S; Beena, K V; Beena, M; Ellangovan, K; George, Sanju; Thennarasu, K; Srinath, Shoba

2016-09-02

To study the prevalence and correlates of self-reported ADHD symptoms among school-going adolescents from Kerala, India. Seven thousand five hundred sixty students from Classes 8, 10, and 12, aged 12 to 19 years, across 73 schools selected by cluster random sampling, were invited to participate, but only 7,150 successfully completed the questionnaire incorporating standardized instruments. Three hundred five (4.3%) self-reported symptoms for ADHD combined type, 131 (1.8%) for ADHD hyperactive-impulsive type, and 102 (1.4%) for ADHD inattentive type with a male predominance. Binary logistic regression analysis showed that those with symptoms of ADHD (combined type) compared with the non-ADHD group had poorer academic performance, significantly higher substance use, psychological distress, suicidality, and sexual abuse. The high prevalence of self-reported ADHD symptoms and its association with negative correlates previously reported in literature in those with a diagnosis of ADHD suggests that clinically significant self-reported ADHD symptoms could be as disabling as ADHD. © The Author(s) 2016.

Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

Science.gov (United States)

Girard, Beverly Lawler

2010-01-01

This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

Self-affirmation improves problem-solving under stress.

Science.gov (United States)

Creswell, J David; Dutcher, Janine M; Klein, William M P; Harris, Peter R; Levine, John M

2013-01-01

High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

Low adolescent self-esteem leads to multiple interpersonal problems: a test a social-adaptation theory.

Science.gov (United States)

Kahle, L R; Kulka, R A; Klingel, D M

1980-09-01

This article reports the results of a study that annually monitored the self-esteem and interpersonal problems of over 100 boys during their sophomore, junior, and senior years of high school. Cross-lagged panel correlation differences show that low self-esteem leads to interpersonal problems in all three time lags when multiple interpersonal problems constitute the dependent variable but not when single interpersonal problem criteria constitute the dependent variable. These results are interpreted as supporting social-adaptation theory rather than self-perception theory. Implications for the conceptual status of personality variables as causal antecedents and for the assessment of individual differences are discussed.

Validity of Self-Reported Concentration and Memory Problems: Relationship with Neuropsychological Assessment and Depression

Science.gov (United States)

Background: This study investigated the validity of self-reported concentration and memory problems (CMP) in residents environmentally exposed to manganese (Mn). Method: Self-report of CMP from a health questionnaire (HQ) and the Symptoms Checklist-90-Revised (SCL-90-R) was com...

Sex Differences and Self-Reported Attention Problems During Baseline Concussion Testing.

Science.gov (United States)

Brooks, Brian L; Iverson, Grant L; Atkins, Joseph E; Zafonte, Ross; Berkner, Paul D

2016-01-01

Amateur athletic programs often use computerized cognitive testing as part of their concussion management programs. There is evidence that athletes with preexisting attention problems will have worse cognitive performance and more symptoms at baseline testing. The purpose of this study was to examine whether attention problems affect assessments differently for male and female athletes. Participants were drawn from a database that included 6,840 adolescents from Maine who completed Immediate Postconcussion Assessment and Cognitive Testing (ImPACT) at baseline (primary outcome measure). The final sample included 249 boys and 100 girls with self-reported attention problems. Each participant was individually matched for sex, age, number of past concussions, and sport to a control participant (249 boys, 100 girls). Boys with attention problems had worse reaction time than boys without attention problems. Girls with attention problems had worse visual-motor speed than girls without attention problems. Boys with attention problems reported more total symptoms, including more cognitive-sensory and sleep-arousal symptoms, compared with boys without attention problems. Girls with attention problems reported more cognitive-sensory, sleep-arousal, and affective symptoms than girls without attention problems. When considering the assessment, management, and outcome from concussions in adolescent athletes, it is important to consider both sex and preinjury attention problems regarding cognitive test results and symptom reporting.

Self-affirmation improves problem-solving under stress.

Directory of Open Access Journals (Sweden)

J David Creswell

Full Text Available High levels of acute and chronic stress are known to impair problem-solving and creativity on a broad range of tasks. Despite this evidence, we know little about protective factors for mitigating the deleterious effects of stress on problem-solving. Building on previous research showing that self-affirmation can buffer stress, we tested whether an experimental manipulation of self-affirmation improves problem-solving performance in chronically stressed participants. Eighty undergraduates indicated their perceived chronic stress over the previous month and were randomly assigned to either a self-affirmation or control condition. They then completed 30 difficult remote associate problem-solving items under time pressure in front of an evaluator. Results showed that self-affirmation improved problem-solving performance in underperforming chronically stressed individuals. This research suggests a novel means for boosting problem-solving under stress and may have important implications for understanding how self-affirmation boosts academic achievement in school settings.

Self-reported behaviour problems and sibling relationship quality by siblings of children with autism spectrum disorder.

Science.gov (United States)

Hastings, R P; Petalas, M A

2014-11-01

There are few published research studies in which siblings of children with autism spectrum disorder (ASD) provide self-reports about their own behavioural and emotional problems and their sibling relationships. Reliance on parent reports may lead to incomplete conclusions about the experiences of siblings themselves. Siblings 7-17 years and their mothers from 94 families of children with ASD were recruited. Mothers reported on family demographics, the behavioural and emotional problems of their child with ASD, and on their own symptoms of depression. Siblings reported on their relationship with their brother or sister with ASD, and siblings 11+ years of age also self-reported on their behavioural and emotional problems. Compared with normative British data, siblings reported very slightly elevated levels of behavioural and emotional problems. However, none of the mean differences were statistically significant and all group differences were associated with small or very small effect sizes - the largest being for peer problems (effect size = 0.31). Regression analysis was used to explore family systems relationships, with sibling self-reports predicted by the behaviour problems scores for the child with ASD and by maternal depression. Maternal depression did not emerge as a predictor of siblings' self-reported sibling relationships or their behavioural and emotional problems. Higher levels of behaviour problems in the child with ASD predicted decreased warmth/closeness and increased conflict in the sibling relationship. These data support the general findings of recent research in that there was little indication of clinically meaningful elevations in behavioural and emotional problems in siblings of children with ASD. Although further research replication is required, there was some indication that sibling relationships may be at risk where the child with ASD has significant behaviour problems. © 2014 John Wiley & Sons Ltd.

Individual and maternal determinants of self-reported dental health among Turkish school children aged 10-12 years

DEFF Research Database (Denmark)

Cinar, A B; Kosku, N; Sandalli, N

2008-01-01

To assess the influence of maternal and individual characteristics on self-reported dental health of Turkish school children aged 10-12 years with different socio-economic backgrounds.......To assess the influence of maternal and individual characteristics on self-reported dental health of Turkish school children aged 10-12 years with different socio-economic backgrounds....

Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data.

Science.gov (United States)

Leecaster, Molly; Toth, Damon J A; Pettey, Warren B P; Rainey, Jeanette J; Gao, Hongjiang; Uzicanin, Amra; Samore, Matthew

2016-01-01

Estimates of contact among children, used for infectious disease transmission models and understanding social patterns, historically rely on self-report logs. Recently, wireless sensor technology has enabled objective measurement of proximal contact and comparison of data from the two methods. These are mostly small-scale studies, and knowledge gaps remain in understanding contact and mixing patterns and also in the advantages and disadvantages of data collection methods. We collected contact data from a middle school, with 7th and 8th grades, for one day using self-report contact logs and wireless sensors. The data were linked for students with unique initials, gender, and grade within the school. This paper presents the results of a comparison of two approaches to characterize school contact networks, wireless proximity sensors and self-report logs. Accounting for incomplete capture and lack of participation, we estimate that "sensor-detectable", proximal contacts longer than 20 seconds during lunch and class-time occurred at 2 fold higher frequency than "self-reportable" talk/touch contacts. Overall, 55% of estimated talk-touch contacts were also sensor-detectable whereas only 15% of estimated sensor-detectable contacts were also talk-touch. Contacts detected by sensors and also in self-report logs had longer mean duration than contacts detected only by sensors (6.3 vs 2.4 minutes). During both lunch and class-time, sensor-detectable contacts demonstrated substantially less gender and grade assortativity than talk-touch contacts. Hallway contacts, which were ascertainable only by proximity sensors, were characterized by extremely high degree and short duration. We conclude that the use of wireless sensors and self-report logs provide complementary insight on in-school mixing patterns and contact frequency.

School Leaders' Problem Framing: A Sense-Making Approach to Problem-Solving Processes of Beginning School Leaders

Science.gov (United States)

Sleegers, Peter; Wassink, Hartger; van Veen, Klaas; Imants, Jeroen

2009-01-01

In addition to cognitive research on school leaders' problem solving, this study focuses on the situated and personal nature of problem framing by combining insights from cognitive research on problem solving and sense-making theory. The study reports the results of a case study of two school leaders solving problems in their daily context by…

Transitions in the Swedish school system and the impact on student's positive self-reported-health.

Science.gov (United States)

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-10-07

To explore three school based transitions and their impact on positive self-reported-health (SRH), pre-school to elementary school (6-10 y), elementary school to junior high school (10-13 y), and junior high school to upper secondary school/high school (13-16 y), in a long-term longitudinal population based study. The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were collected in the middle of Sweden during 2007-2012 with school children age 6-16 years old. Several significant factors were identified with an impact for a positive self-reported-health among children age 6-16 y; not feeling sad or depressed, afraid or worried, positive school environment (schoolyard and restrooms), not bullied, good sleep, daily physical activity and ability to concentrate. There was no single factor identified, the factors differed according to gender and age. The study have identified several gender and age specific factors for successful school transitions relevant for a positive SRH. This is valuable information for school staff, parents and school children and provides a possibility to provide support and assistance when needed.

The Effects of Computer Programming on High School Students' Reasoning Skills and Mathematical Self-Efficacy and Problem Solving

Science.gov (United States)

Psycharis, Sarantos; Kallia, Maria

2017-01-01

In this paper we investigate whether computer programming has an impact on high school student's reasoning skills, problem solving and self-efficacy in Mathematics. The quasi-experimental design was adopted to implement the study. The sample of the research comprised 66 high school students separated into two groups, the experimental and the…

Parent-reported Mental Health Problems and Mental Health Services Use in South Australian School-aged Children

Directory of Open Access Journals (Sweden)

Jing Wu

2016-09-01

Full Text Available Background:Monitoring and reporting childhood mental health problems and mental health services utilization over time provide important information to identify mental health related issues and to guide early intervention. This paper aims to describe the recent prevalence of parent-reported mental health problems among South Australian (SA children; to identify mental health problems associated characteristics; and to describe mental health services utilization and its related characteristics among this population. Methods:Parent-reported mental health problems were assessed against the first item of the Strength and Difficulties Questionnaire. School-aged children were randomly sampled monthly and data were collected using a surveillance system between 2005 and 2015. Associations between mental health problems and various factors were analysed using univariable analysis and multivariable logistic regression modelling. Results:Prevalence of parent-reported mental health problems among children was 9.1% and 9.3% for children aged 5 to 11 years and children aged 12 to 15 years, respectively. No change in prevalence was observed during the past decade. Mental health problems were associated with male sex, long-term illness or pain, negative school experiences, not living with biological parents, and living in a rental dwelling. Less than half (48.7% of the children with mental health problems received professional help. An increasing trend was found in mental health services utilisation among children aged 5 to 15 years. Utilization of mental health services was associated with male sex, older age, long-term illness or pain, and feeling unhappy at school. Conclusion:This study reports the prevalence of parent-reported mental and mental health services utilisation among SA school-aged children. Identified characteristics associated with mental health problems and mental health services utilisation provide useful information for the planning of

[How valid are student self-reports of bullying in schools?].

Science.gov (United States)

Morbitzer, Petra; Spröber, Nina; Hautzinger, Martin

2009-01-01

In this study we examine the reliability and validity of students' self-reports about bullying and victimization in schools. 208 5th class students of four "middle schools" in Southern Germany filled in the Bully-Victim-Questionnaire (Olweus, 1989, adapted by Lösel, Bliesener, Averbeck, 1997) and the School Climate Survey (Brockenborough, 2001) to assess the prevalence of bullying/victimization, and to evaluate attitudes towards aggression and support for victims. By using reliability and validity criteria, one third (31%) of the questionnaires was classified as "unreliable/invalid". Mean comparisons of the "unreliable/invalid" group and the "valid" group of the subscales concerning bullying/victimization found significant differences. The "unreliable/invalid" group stated higher values of bullying and victimization. Based on the "unreliable/invalid" questionnaires more students could be identified as bullies/victims or bully-victims. The prevalence of bullying/victimization in the whole sample was reduced if "unreliable/invalid" questionnaires were excluded. The results are discussed in the framework of theories about the presentation of the self ("impression management', "social desirability") and systematic response patterns ("extreme response bias").

Estimates of Social Contact in a Middle School Based on Self-Report and Wireless Sensor Data.

Directory of Open Access Journals (Sweden)

Molly Leecaster

Full Text Available Estimates of contact among children, used for infectious disease transmission models and understanding social patterns, historically rely on self-report logs. Recently, wireless sensor technology has enabled objective measurement of proximal contact and comparison of data from the two methods. These are mostly small-scale studies, and knowledge gaps remain in understanding contact and mixing patterns and also in the advantages and disadvantages of data collection methods. We collected contact data from a middle school, with 7th and 8th grades, for one day using self-report contact logs and wireless sensors. The data were linked for students with unique initials, gender, and grade within the school. This paper presents the results of a comparison of two approaches to characterize school contact networks, wireless proximity sensors and self-report logs. Accounting for incomplete capture and lack of participation, we estimate that "sensor-detectable", proximal contacts longer than 20 seconds during lunch and class-time occurred at 2 fold higher frequency than "self-reportable" talk/touch contacts. Overall, 55% of estimated talk-touch contacts were also sensor-detectable whereas only 15% of estimated sensor-detectable contacts were also talk-touch. Contacts detected by sensors and also in self-report logs had longer mean duration than contacts detected only by sensors (6.3 vs 2.4 minutes. During both lunch and class-time, sensor-detectable contacts demonstrated substantially less gender and grade assortativity than talk-touch contacts. Hallway contacts, which were ascertainable only by proximity sensors, were characterized by extremely high degree and short duration. We conclude that the use of wireless sensors and self-report logs provide complementary insight on in-school mixing patterns and contact frequency.

Influence of Perceived Parental Rearing on Adolescent Self-Concept and Internalizing and Externalizing Problems in Japan

Science.gov (United States)

Nishikawa, Saori; Sundbom, Elisabet; Hagglof, Bruno

2010-01-01

We examined the associations between perceived parental rearing, attachment style, self-concept, and mental health problems among Japanese adolescents. About 193 high school students (143 boys and 50 girls, mean = 16.4) completed a set of self-report questionnaires including EMBU-C (My Memories of Child Upbringing for Children), AQC (Attachment…

A Measure for Pupils' Inconsistency of Response to a Self-Report Instrument of Attitudes toward School.

Science.gov (United States)

Darom, Efraim; Rich, Yisrael

1983-01-01

To measure pupils' inconsistency in replying to a self-report questionnaire regarding attitudes toward school, 6,000 elementary and secondary school students participated in a nation-wide project to construct and validate the Israeli Quality of School Life Questionnaire (IQSL). (PN)

Explaining Discrepancies Between the Digit Triplet Speech-in-Noise Test Score and Self-Reported Hearing Problems in Older Adults.

Science.gov (United States)

Pronk, Marieke; Deeg, Dorly J H; Kramer, Sophia E

2018-04-17

The purpose of this study is to determine which demographic, health-related, mood, personality, or social factors predict discrepancies between older adults' functional speech-in-noise test result and their self-reported hearing problems. Data of 1,061 respondents from the Longitudinal Aging Study Amsterdam were used (ages ranged from 57 to 95 years). Functional hearing problems were measured using a digit triplet speech-in-noise test. Five questions were used to assess self-reported hearing problems. Scores of both hearing measures were dichotomized. Two discrepancy outcomes were created: (a) being unaware: those with functional but without self-reported problems (reference is aware: those with functional and self-reported problems); (b) reporting false complaints: those without functional but with self-reported problems (reference is well: those without functional and self-reported hearing problems). Two multivariable prediction models (logistic regression) were built with 19 candidate predictors. The speech reception threshold in noise was kept (forced) as a predictor in both models. Persons with higher self-efficacy (to initiate behavior) and higher self-esteem had a higher odds to being unaware than persons with lower self-efficacy scores (odds ratio [OR] = 1.13 and 1.11, respectively). Women had a higher odds than men (OR = 1.47). Persons with more chronic diseases and persons with worse (i.e., higher) speech-in-noise reception thresholds in noise had a lower odds to being unaware (OR = 0.85 and 0.91, respectively) than persons with less diseases and better thresholds, respectively. A higher odds to reporting false complaints was predicted by more depressive symptoms (OR = 1.06), more chronic diseases (OR = 1.21), and a larger social network (OR = 1.02). Persons with higher self-efficacy (to complete behavior) had a lower odds (OR = 0.86), whereas persons with higher self-esteem had a higher odds to report false complaints (OR = 1.21). The explained variance

The relationship between self-esteem and problem behaviour, social and academic competence

OpenAIRE

Theie, Steinar

2007-01-01

This study analyses the relationship between low self-esteem and problem behaviour, social competence and academic achievement among students in lower secondary schools in Norway. 2164 students in 11 lower secondary schools filled in a self-evaluation scale on self-esteem (Harter 1999). Teachers evaluated the same students using the problem-behaviour-scale, social competence scale and academic achievement scale developed by Gresham and Elliott (1990). Correlations were computed between each f...

Peering into the Brain to Predict Behavior: Peer-Reported, but not Self-Reported, Conscientiousness Links Threat-Related Amygdala Activity to Future Problem Drinking

Science.gov (United States)

Swartz, Johnna R.; Knodt, Annchen R.; Radtke, Spenser R.; Hariri, Ahmad R.

2016-01-01

Personality traits such as conscientiousness as self-reported by individuals can help predict a range of outcomes, from job performance to longevity. Asking others to rate the personality of their acquaintances often provides even better predictive power than using self-report. Here, we examine whether peer-reported personality can provide a better link between brain function, namely threat-related amygdala activity, and future health-related behavior, namely problem drinking, than self-reported personality. Using data from a sample of 377 young adult university students who were rated on five personality traits by peers, we find that higher threat-related amygdala activity to fearful facial expressions is associated with higher peer-reported, but not self-reported, conscientiousness. Moreover, higher peer-reported, but not self-reported, conscientiousness predicts lower future problem drinking more than one year later, an effect specific to men. Remarkably, relatively higher amygdala activity has an indirect effect on future drinking behavior in men, linked by peer-reported conscientiousness to lower future problem drinking. Our results provide initial evidence that the perceived conscientiousness of an individual by their peers uniquely reflects variability in a core neural mechanism supporting threat responsiveness. These novel patterns further suggest that incorporating peer-reported measures of personality into individual differences research can reveal novel predictive pathways of risk and protection for problem behaviors. PMID:27717769

Peering into the brain to predict behavior: Peer-reported, but not self-reported, conscientiousness links threat-related amygdala activity to future problem drinking.

Science.gov (United States)

Swartz, Johnna R; Knodt, Annchen R; Radtke, Spenser R; Hariri, Ahmad R

2017-02-01

Personality traits such as conscientiousness as self-reported by individuals can help predict a range of outcomes, from job performance to longevity. Asking others to rate the personality of their acquaintances often provides even better predictive power than using self-report. Here, we examine whether peer-reported personality can provide a better link between brain function, namely threat-related amygdala activity, and future health-related behavior, namely problem drinking, than self-reported personality. Using data from a sample of 377 young adult university students who were rated on five personality traits by peers, we find that higher threat-related amygdala activity to fearful facial expressions is associated with higher peer-reported, but not self-reported, conscientiousness. Moreover, higher peer-reported, but not self-reported, conscientiousness predicts lower future problem drinking more than one year later, an effect specific to men. Remarkably, relatively higher amygdala activity has an indirect effect on future drinking behavior in men, linked by peer-reported conscientiousness to lower future problem drinking. Our results provide initial evidence that the perceived conscientiousness of an individual by their peers uniquely reflects variability in a core neural mechanism supporting threat responsiveness. These novel patterns further suggest that incorporating peer-reported measures of personality into individual differences research can reveal novel predictive pathways of risk and protection for problem behaviors. Copyright © 2016 Elsevier Inc. All rights reserved.

The prevalence of self-reported deliberate self harm in Irish adolescents.

LENUS (Irish Health Repository)

Morey, Carolyn

2008-01-01

BACKGROUND: Deliberate self harm is major public health problem, in particular among young people. Although several studies have addressed the prevalence of deliberate self harm among young people in the community, little is known about the extent to which deliberate self harm comes to the attention of medical services, the self harm methods used and the underlying motives. The aim of this study was to determine the prevalence of deliberate self harm in adolescents and the methods, motives and help seeking behaviour associated with this behaviour. METHODS: A cross-sectional survey using an anonymous self-report questionnaire was administered in 39 schools in the Southern area of the Health Service Executive, Ireland. Of the 4,583 adolescents aged 15-17 years who were invited to participate in the survey, 3,881 adolescents took part (response: 85%). RESULTS: A lifetime history of DSH was reported by 9.1% (n = 333) of the adolescents. DSH was more common among females (13.9%) than males (4.3%). Self cutting (66.0%) and overdose (35.2%) were the most common DSH methods. A minority of participants accessed medical services after engaging in DSH (15.3%). CONCLUSION: DSH is a significant problem in Irish adolescents and the vast majority do not come to the attention of health services. Innovative solutions for prevention and intervention are required to tackle DSH in adolescents.

School promotion of healthful diet and physical activity: impact on learning outcomes and self-reported behavior.

Science.gov (United States)

Parcel, G S; Simons-Morton, B; O'Hara, N M; Baranowski, T; Wilson, B

1989-01-01

The Go For Health Program included classroom health education and environmental changes in school lunch and physical education to foster healthful diet and exercise among elementary school children. Interventions were based on social learning theory and implementation was based on an organizational change strategy for school innovations. Two schools were assigned to intervention and two to control conditions. Cognitive measures (behavioral capability, self-efficacy, behavioral expectations) and self-reported diet and exercise behavior were assessed at baseline and following intervention. Data were analyzed by ANOVA using the student and then the school as the unit of analysis. Statistically significant changes were observed for diet behavioral capability, self-efficacy, and behavioral expectations, use of salt, and exercise behavioral capability (fourth grade), self-efficacy (fourth grade) and frequency of participation in aerobic activity. The results provide evidence for program impact on learning outcomes and student behavior.

Food safety knowledge, attitudes and self-reported practices among Ontario high school students.

Science.gov (United States)

Majowicz, Shannon E; Diplock, Kenneth J; Leatherdale, Scott T; Bredin, Chad T; Rebellato, Steven; Hammond, David; Jones-Bitton, Andria; Dubin, Joel A

2016-03-16

To measure the food safety knowledge, attitudes and self-reported practices of high school students in Ontario. We administered a school-wide paper survey to the student body (n = 2,860) of four Ontario high schools. We developed the survey by selecting questions from existing, validated questionnaires, prioritizing questions that aligned with the Canadian Partnership for Consumer Food Safety Education's educational messages and the food safety objectives from the 2013 Ontario High School Curriculum. One in five students reported currently handling food in commercial or public-serving venues; of these, 45.1% had ever taken a course that taught them how to prepare food (e.g., food and nutrition classes, food handler certification). Food safety knowledge among respondents was low. For example, 17.3% knew that the best way to determine whether hamburgers were cooked enough to eat was to measure the temperature with a food thermometer. Despite low knowledge, most respondents (72.7%) reported being confident that they could cook safe, healthy meals for themselves and their families. Safe food handling practices were frequently self-reported. Most students (86.5%) agreed that being able to cook safe, healthy meals was an important life skill, although their interest in learning about safe food handling and concern about foodborne disease were less pronounced. Our findings suggest that food safety knowledge is low, yet confidence in preparing safe, healthy meals is high, among high school students. Because work and volunteer opportunities put students in contact with both the public and food, this group is important to target for increased education about safe food handling.

Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

Science.gov (United States)

Baele, Loren C.

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the

A population-based investigation into the self-reported reasons for sleep problems.

Directory of Open Access Journals (Sweden)

David Armstrong

Full Text Available Typologies of sleep problems have usually relied on identifying underlying causes or symptom clusters. In this study the value of using the patient's own reasons for sleep disturbance are explored. Using secondary data analysis of a nationally representative psychiatric survey the patterning of the various reasons respondents provided for self-reported sleep problems were examined. Over two thirds (69.3% of respondents could identify a specific reason for their sleep problem with worry (37.9% and illness (20.1% representing the most commonly reported reasons. And while women reported more sleep problems for almost every reason compared with men, the patterning of reasons by age showed marked variability. Sleep problem symptoms such as difficulty getting to sleep or waking early also showed variability by different reasons as did the association with major correlates such as worry, depression, anxiety and poor health. While prevalence surveys of 'insomnia' or 'poor sleep' often assume the identification of an underlying homogeneous construct there may be grounds for recognising the existence of different sleep problem types particularly in the context of the patient's perceived reason for the problem.

Transitions in the Swedish school system and the impact on student’s positive self-reported-health

OpenAIRE

Holmström, Malin Rising; Olofsson, Niclas; Asplund, Kenneth; Kristiansen, Lisbeth

2014-01-01

Background To explore three school based transitions and their impact on positive self- reported- health (SRH), pre-school to elementary school (6–10 y), elementary school to junior high school (10-13y), and junior high school to upper secondary school/high school (13-16y), in a long-term longitudinal population based study. Methods The study followed three cohorts through one school transition each. A longitudinal study with data from 6693 Health Dialogue questionnaires were used. Data were ...

Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

Science.gov (United States)

Busacca, Margherita L.; Anderson, Angelika; Moore, Dennis W.

2015-01-01

This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC…

School Self-Concept in Adolescents With Chronic Pain.

Science.gov (United States)

Logan, Deirdre E; Gray, Laura S; Iversen, Christina N; Kim, Susan

2017-09-01

This study investigated school self-efficacy and sense of school membership (collectively "school self-concept") as potential influences on impaired school function among adolescents with chronic pain, including comparison of adolescents with primary pain to those with disease-based pain and pain-free peers. In all, 264 adolescents (12-17 years old) with primary pain conditions, juvenile idiopathic arthritis, or no pain completed measures of functional disability, school functioning, pain characteristics, and school self-concept, the Self-Efficacy Questionnaire for School Situations (SEQ-SS), and Psychological Sense of School Membership (PSSM). Both the SEQ-SS and PSSM demonstrated reliability and some validity, with the SEQ-SS more strongly supported. As a group, adolescents with primary pain conditions reported poorer school self-concept. School self-efficacy, but not school belongingness, predicted school functioning later in the school year. School self-concept, especially as assessed with the SEQ-SS, is relevant and important to assess when addressing school functioning in youth with chronic pain. © The Author 2017. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com

Comparison of self-reported emotional and behavioural problems in adolescents from Greece and Finland.

Science.gov (United States)

Kapi, Aikaterini; Veltsista, Alexandra; Sovio, Ulla; Järvelin, Marjo-Riitta; Bakoula, Chryssa

2007-08-01

To compare self-reported emotional and behavioural problems among Greek and Finnish adolescents. Youth Self-Report scores were analysed for 3373 Greek adolescents aged 18 years and 7039 Finnish adolescents aged 15-16 years from the general population in both countries. The impact of country, gender, place of residence, socioeconomic status (SES) and family stability on the scores was evaluated. Only country and gender yielded small to medium effect on the scores. Greek boys scored significantly higher than Finns on 10 of the 11 YSR syndromes, particularly on the anxious/depressed scale. Greek girls scored significantly lower than Finnish girls on the somatic complaints and delinquent behaviour scales. In general, girls scored higher than boys on both internalising and externalising problems. The gender by country interaction revealed that Finnish girls reported more externalising problems. The main differences marked in this comparison were the higher level of anxiety and depression in Greeks than Finns and the higher level of externalising problems in Finnish girls than boys. Cultural standards could play an important role in explaining these differences. Overall, it seems that only a small number of differences exist between a northern and southern European region.

Students’ Representation in Mathematical Word Problem-Solving: Exploring Students’ Self-efficacy

Science.gov (United States)

Sahendra, A.; Budiarto, M. T.; Fuad, Y.

2018-01-01

This descriptive qualitative research aims at investigating student represented in mathematical word problem solving based on self-efficacy. The research subjects are two eighth graders at a school in Surabaya with equal mathematical ability consisting of two female students with high and low self-efficacy. The subjects were chosen based on the results of test of mathematical ability, documentation of the result of middle test in even semester of 2016/2017 academic year, and results of questionnaire of mathematics word problem in terms of self-efficacy scale. The selected students were asked to do mathematical word problem solving and be interviewed. The result of this study shows that students with high self-efficacy tend to use multiple representations of sketches and mathematical models, whereas students with low self-efficacy tend to use single representation of sketches or mathematical models only in mathematical word problem-solving. This study emphasizes that teachers should pay attention of student’s representation as a consideration of designing innovative learning in order to increase the self-efficacy of each student to achieve maximum mathematical achievement although it still requires adjustment to the school situation and condition.

Education and Self-Reported Health: Evidence from 23 Countries on the Role of Years of Schooling, Cognitive Skills and Social Capital.

Directory of Open Access Journals (Sweden)

Francesca Borgonovi

Full Text Available We examine the contribution of human capital to health in 23 countries worldwide using the OECD Survey of Adult Skills, a unique large-scale international assessment of 16-65 year olds that contains information about self-reported health, schooling, cognitive skills and indicators of interpersonal trust, which represents the cognitive dimension of social capital. We identify cross-national differences in education, skill and social capital gradients in self-reported health and explore the interaction between human capital and social capital to examine if and where social capital is a mediator or a moderator of years of schooling and cognitive abilities. We find large education gaps in self-reported health across all countries in our sample and a strong positive relationship between self-reported health and both literacy and trust in the majority of countries. Education and skill gradients in self-reported health appear to be largest in the United States and smallest in Italy, France, Sweden and Finland. On average around 5.5% of both the schooling gap in self-reported health and the literacy gap in self-reported health can be explained by the higher levels of interpersonal trust that better educated/more skilled individuals have, although the mediating role of trust varies considerably across countries. We find no evidence of a moderation effect: the relationships between health and years of schooling and health and cognitive skills are similar among individuals with different levels of trust.

The Association between Motivation in School Physical Education and Self-Reported Physical Activity during Finnish Junior High School: A Self-Determination Theory Approach

Science.gov (United States)

Jaakkola, Timo; Washington, Tracy; Yli-Piipari, Sami

2013-01-01

The main purpose of this longitudinal study was to investigate the role of motivational climates, perceived competence and motivational regulations as antecedents of self-reported physical activity during junior high school years. The participants included 237 Finnish students (101 girls, 136 boys) that were 13 years old at the first stage of the…

Physical activity, screen time, and school absenteeism: self-reports from NHANES 2005-2008.

Science.gov (United States)

Hansen, Andrew R; Pritchard, Tony; Melnic, Irina; Zhang, Jian

2016-01-01

The purpose of this study was to examine how lifestyle behaviors in the context of physical activity levels and screen time are associated with school absenteeism. We analyzed 2005-2008 NHANES data of proxy interviews for 1048 children aged 6-11 years and in-person self-reports of 1117 adolescents aged 12-18 years. Missing 10% of school days during the past school year was defined as severe school absenteeism (SSA). Watching TV ≥2 hours a day was significantly associated with SSA among both children (OR = 3.51 [1.03-12.0]) and adolescents (OR = 3.96 [1.84-8.52]) compared with their peers watching Absenteeism was not validated with report cards. Unable to account for the absence type or frequency of illness or injury. No psychometric properties provided for subjective measures regarding participants' attitudes and characteristic traits towards physical activity, TV viewing, and school attendance. Excessive TV watching among children and adolescents, and inactivity and high activity levels (≥7 times per week) among children are independently associated with severe school absenteeism.

Self-Reports of Increased Prospective and Retrospective Memory Problems in Adults with Developmental Dyslexia.

Science.gov (United States)

Smith-Spark, James H; Zięcik, Adam P; Sterling, Christopher

2016-08-01

Short-term and working memory problems in dyslexia are well-documented, but other memory domains have received little empirical scrutiny, despite some evidence to suggest that they might be impaired. Prospective memory is memory for delayed intentions, whilst retrospective memory relates to memory for personally experienced past events. To gain an understanding of subjective everyday memory experience, a self-report measure designed to tap prospective and retrospective memory was administered to 28 adults with dyslexia and 26 IQ-matched adults without dyslexia. Adults with dyslexia reported experiencing significantly more frequent problems with memory than the adults without dyslexia. Group differences were found across seven out of the eight questionnaire scales. Further to these analyses, the participants' own ratings were compared with proxy ratings provided by close associates. The perception of poorer memory abilities in the participants did not differ between respondent types. The self-reported difficulties are, thus, unlikely to be the result of lowered self-esteem or metacognitive awareness. More frequent difficulties with both types of memory would seem, therefore, to be experienced by adults with dyslexia in everyday life. Further laboratory-based research is recommended to explore both memory domains in dyslexia and to identify the cognitive mechanisms by which these problems occur. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Epistemic beliefs of middle and high school students in a problem-based, scientific inquiry unit: An exploratory, mixed methods study

Science.gov (United States)

Gu, Jiangyue

Epistemic beliefs are individuals' beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students' self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students' epistemic beliefs contribute to the construction of students' problem solving processes, and (c) how and why do students' epistemic beliefs change by engaging in PBL. Twenty-one middle and high school students participated in a summer science class to investigate local water quality in a 2-week long problem-based learning (PBL) unit. The students worked in small groups to conduct water quality tests at in their local watershed and visited several stakeholders for their investigation. Pretest and posttest versions of the Epistemological Beliefs Questionnaire were conducted to assess students' self-reported epistemic beliefs before and after the unit. I videotaped and interviewed three groups of students during the unit and conducted discourse analysis to examine their epistemic beliefs revealed from scientific inquiry activities and triangulate with their self-reported data. There are three main findings from this study. First, students in this study self-reported relatively sophisticated epistemic beliefs on the pretest. However, the comparison between their self-reported beliefs and beliefs revealed from practice indicated that some students were able to apply sophisticated beliefs during the unit while others failed to do so. The inconsistency between these two types of epistemic beliefs may due to students' inadequate cognitive ability, low validity of self-report measure, and the influence of contextual factors. Second, qualitative analysis indicated that students' epistemic beliefs of the nature of knowing influenced their problem

Perceptions of Stigma and Self-Reported School Engagement In Same-Sex Couples with Young Children.

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Goldberg, Abbie E; Smith, JuliAnna Z

2014-09-01

Little research has explored same-sex parents' school engagement, although there is some evidence that same-sex parents' perceptions of openness versus exclusion in the school setting -as well as other interrelated contexts - may have implications for their relationships with and perceptions of their children's schools. The current cross-sectional study used multilevel modeling to examine the relationship between same-sex parents' perceptions of stigma in various contexts and their self-reported school involvement, relationships with teachers, and school satisfaction, using a sample of 68 same-sex adoptive couples (132 parents) of kindergarten-age children. Parents who perceived their communities as more homophobic reported higher levels of school-based involvement. Parents who perceived lower levels of sexual orientation-related stigma at their children's schools reported higher levels of school satisfaction. Parents who perceived lower levels of exclusion by other parents reported higher levels of school-based involvement and better relationships with teachers. However, perceived exclusion interacted with parents' level of outness with other parents, such that parents who were very out and reported high levels of exclusion reported the lowest quality relationships with teachers. Our findings have implications for scholars who study same-sex parent families at various stages of the life cycle, as well as for teachers and other professionals who work with diverse families.

Public School Finance Problems in Texas. An Interim Report.

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Texas Research League, Austin.

The U.S. District Court ruling in Rodriguez vs San Antonio Independent School District, which struck down Texas' school finance system as inequitable and unconstitutional, provided the impetus for publishing this interim report. The report documents the growing cost of State-supported public school programs--the primary concern prior to the…

Deliberate Self-Harm in Adolescence: A Challenge for Schools

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Best, Ron

2006-01-01

Acts of deliberate self-harm (DSH) by adolescents are thought to be on the increase. Many of those who self-harm are of school age and it is to be expected that schools (and their teachers) will be aware of the problem and will respond appropriately as part of their pastoral-care provision. However, a recent survey of research in pastoral care and…

Analysis of Workforce Skills in High School Graduates: Self Report of High School Seniors in Northwest Ohio

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Jason A. Hedrick

2015-03-01

Full Text Available Analysis of workforce competencies at the conclusion of high school graduation are discussed in this paper. Researchers sampled over 875 graduating seniors from 16 high schools within six counties throughout Northwestern Ohio. Results highlight future career and educational goals of these young people and a self-report of skills based on the SCANS competencies and basic foundation skills. When evaluating Foundation Skills of Personal Qualities, Basic Skills, and Thinking Skills, students indicated highest ratings in Personal Qualities and overall lowest ratings in Basic Skills. A series of five Workforce Competencies were also evaluated, including Using Resources, Using Information, Using Technology, Interpersonal Skills, and Working in Systems. Highest ratings for Competencies were reported in Interpersonal Skills and lowest in Using Resources.

The effects of problem-based learning during medical school on physician competency: a systematic review.

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Koh, Gerald Choon-Huat; Khoo, Hoon Eng; Wong, Mee Lian; Koh, David

2008-01-01

Systematic reviews on the effects of problem-based learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, Cochrane Databases, and the tables of contents of 5 major medical education journals from earliest available date through Oct. 31, 2006. We included studies in our review if they met the following criteria: problem-based learning was a teaching method in medical school, physician competencies were assessed after graduation and a control group of graduates of traditional curricula was used. We developed a scoring system to assess the quality of the studies, categorized competencies into 8 thematic dimensions and used a second system to determine the level of evidence for each competency assessed. Our search yielded 102 articles, of which 15 met inclusion criteria after full text review. Only 13 studies entered final systematic analysis because 2 studies reported their findings in 2 articles. According to self-assessments, 8 of 37 competencies had strong evidence in support of problem-based learning. Observed assessments had 7 competencies with strong evidence. In both groups, most of these competencies were in the social and cognitive dimensions. Only 4 competencies had moderate to strong levels of evidence in support of problem-based learning for both self-and observed assessments: coping with uncertainty (strong), appreciation of legal and ethical aspects of health care (strong), communication skills (moderate and strong respectively) and self-directed continuing learning (moderate). Problem-based learning during medical school has positive effects on physician competency after graduation, mainly in social and cognitive dimensions.

Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

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Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

2010-03-01

Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

What can Parents' Self-report of Reading Difficulties Tell Us about Their Children's Emergent Literacy at School Entry?

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Esmaeeli, Zahra; Lundetrae, Kjersti; Kyle, Fiona E

2018-02-01

Research has linked family risk (FR) of reading difficulties (RD) with children's difficulties in emergent literacy development. This study is the first to apply parents' self-report of RD as a proxy for FR in a large sample (n = 1171) in order to test group differences in children's emergent literacy. Emergent literacy, the home literacy environment and children's interest in literacy and letters were compared across different groups of FR children around the school entry. The FR children performed lower in emergent literacy compared with not-FR children. Furthermore, when comparing FR children with one parent reporting RD and children with both parents reporting RD, moderate group differences were found in Emergent Literacy. Finally, parents' self-report of RD was a significant contributor of emergent literacy after controlling for the home literacy environment, children's gender, their interest in literacy and letters, months in kindergarten, vocabulary and parents' education. Our findings suggest that schools should monitor the reading development of children with parents self-reporting RD closely - especially if both parents self-report RD. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd. © 2017 The Authors. Dyslexia published by John Wiley & Sons Ltd.

Self-reported sleep duration and weight-control strategies among U.S. high school students.

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Wheaton, Anne G; Perry, Geraldine S; Chapman, Daniel P; Croft, Janet B

2013-08-01

To determine if self-reported sleep duration was associated with weight-control behaviors among US high school students. National Youth Risk Behavior Survey. United States, 2007. US high school students (N = 12,087). Students were asked if they had engaged in several weight-control behaviors during the 30 days before the survey to lose or maintain weight. Self-reported sleep duration categories included very short (≤ 5 h), short (6 or 7 h), referent moderate (8 or 9 h), and long (≥ 10 h). Sex-specific logistic regression analyses with race/ethnicity, grade, and body mass index category as covariates were conducted using SUDAAN to account for complex study design. Approximately half the students reported short sleep duration (51.8% of males and 54.3% of females), whereas very short sleep durations were reported by another 14.8% of males and 16.9% of females. Among males, very short sleepers were significantly (P sleep duration was associated with dieting and three unhealthy weight-control behaviors in this population. If our findings are confirmed, intervention studies should be conducted to examine the effect of educational interventions.

SELF CONCEPT, SELF ESTEEM AND SCHOOL SYSTEM: THE STUDY OF COMPARATION BETWEEN FULLDAY SCHOOL AND HALFDAY SCHOOL IN PURWOREJO

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Itsna Iftayani

2016-06-01

Full Text Available Abstract: Self concept and self esteem are two psychological aspects that need to be attention in learning at school because a high of self concept and self esteem can influence students success in their learning. The objective of this research is to know about the differences about  self concept and self esteem among elementary students with full day school and half day school system. The method used in this observation is comparison by comparing self concept and self esteem of elementary students with full day and half day system. The population of this research is 3 fullday Islamic elementary schools and 6 halfday Islamic elementary schools. The sample of this research is SD Islam Al-Madina as fullday school and SD Muhammadiyah Purworejo as halfday school. The data is gotten by the scale, observation, interviews and documentation. The result shows that there are no significant differences between self concept (t=0,096 with df :47  and self esteem (t=0,396 with df :47 among student who study in full day school and half day (regular school system so it means that school system doesn’t influence the quality of self concept and self esteem. Keywords: self concept, self esteem, full day school, half day school.

Correlates of Self-Report of Rape Among Male School Adolescents in Ile-Ife, Nigeria.

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Ogunfowokan, Adesola A; Olagunju, Oluwayemisi E; Olajubu, Aanuoluwapo O; Faremi, Funmilola A; Oloyede, Ajoke S; Sharps, Phyllis W

2016-02-01

This study examined male adolescents' self-report of rape of adolescent girls and the socio-demographic variables that correlated with self-report of rape. Descriptive-correlational design was used and the study was conducted in five public senior secondary schools in Ile-Ife, Nigeria. Three hundred and thirty-eight male adolescents participated in the study. A structured questionnaire was used to collect data. Findings from the study revealed the mean age of the adolescent males to be 16 years, with the majority (73%) of them in the middle adolescent stage. Six percent of the adolescent males reported they had raped an adolescent girl in the past. Among the boys who reported rape, 55% reported they had raped their sexual partners, and 55% reported they had perpetrated gang rape. Smoking (p = .0001), alcohol consumption (p = .001), and birth order (p = .006) predicted self-report of rape. The coefficient of birth order showed that odds of self-report of rape by first-born male increases by 6 times compared with other children. Study findings also provided evidence that adolescent males are moving from lone rape to gang rape in intimate partner relationships. Male adolescents are important group to target in rape prevention programs. © The Author(s) 2014.

Multidimensional assessment of self-regulated learning with middle school math students.

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Callan, Gregory L; Cleary, Timothy J

2018-03-01

This study examined the convergent and predictive validity of self-regulated learning (SRL) measures situated in mathematics. The sample included 100 eighth graders from a diverse, urban school district. Four measurement formats were examined including, 2 broad-based (i.e., self-report questionnaire and teacher ratings) and 2 task-specific measures (i.e., SRL microanalysis and behavioral traces). Convergent validity was examined across task-difficulty, and the predictive validity was examined across 3 mathematics outcomes: 2 measures of mathematical problem solving skill (i.e., practice session math problems, posttest math problems) and a global measure of mathematical skill (i.e., standardized math test). Correlation analyses were used to examine convergent validity and revealed medium correlations between measures within the same category (i.e., broad-based or task-specific). Relations between measurement classes were not statistically significant. Separate regressions examined the predictive validity of the SRL measures. While controlling all other predictors, a SRL microanalysis metacognitive-monitoring measure emerged as a significant predictor of all 3 outcomes and teacher ratings accounted for unique variance on 2 of the outcomes (i.e., posttest math problems and standardized math test). Results suggest that a multidimensional assessment approach should be considered by school psychologists interested in measuring SRL. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Self-reported and reported injury patterns in contemporary dance students.

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Baker, Jo; Scott, Daniel; Watkins, Katherine; Keegan-Turcotte, Sheramy; Wyon, Matthew

2010-03-01

Injury is a major concern among dancers, as currently rates are reported as being high. The purpose of the present study was to assess the incidence and details of injuries across an academic year at a full-time contemporary dance school. A questionnaire was distributed to 57 dancers at the end of their first academic year. Reported injury information was also retrieved from a database as collected from a physiotherapist over the same period. Differences were found between the reported and self-reported information, particularly with reference to shin injuries. The majority of injuries occurred in November and May, noted to be close to assessment periods. Injury rates in contemporary dance are high; notably, 89% of dancers reported one or more injuries. This problem is particularly evident in the lower limb. Med Probl Perform Art 2010; 25:10-15.

Self-injury and suicide behavior among young people with perceived parental alcohol problems in Denmark

DEFF Research Database (Denmark)

Pisinger, Veronica S C; Hawton, Keith; Tolstrup, Janne S

2018-01-01

parental alcohol problems and self-injury, suicide ideation, and suicide attempt among young people differed depending on the gender of the child and the parent. Data came from the Danish National Youth Study 2014, a web-based national survey. A total of 75,853 high school and vocational school students......The aim of this study was to test the hypothesis that young people who perceive their parents to have alcohol problems are more likely to self-injure, have suicide ideation, and to attempt suicide than young people without parental alcohol problems. We also tested whether the association between...... participated. Self-injury, suicidal ideation, and suicide attempts were outcomes and the main exposure variables were perceived parental alcohol problems, gender of the parent with alcohol problems, cohabitation with a parent with alcohol problems, and severity of the parents' alcohol problems. Young people...

Preschoolers’ Self-Regulation Moderates Relations between Mothers’ Representations and Children’s Adjustment to School

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Sher-Censor, Efrat; Khafi, Tamar Y.; Yates, Tuppett M.

2016-01-01

Consistent with models of environmental sensitivity (Pluess, 2015), research suggests that the effects of parents’ behaviors on child adjustment are stronger among children who struggle to regulate their thoughts, feelings, and behaviors compared to children with better self-regulation. This study extended prior research by assessing maternal representations of the child, which presumably underlie mothers’ parenting behaviors, to evaluate the moderating influence of preschoolers’ self-regulation on relations between mothers’ representations and changes in children’s negative and positive developmental adjustment outcomes from preschool to first grade. Participants were 187 mothers and their preschoolers. Mothers’ representations were assessed via the coherence of their verbal narratives regarding their preschooler and teachers reported on preschoolers’ self-regulation. In preschool and first grade, examiners rated children’s externalizing behavior problems and ego-resilience, and teachers rated children’s externalizing behavior problems and peer acceptance. Consistent with the environmental sensitivity framework, the coherence of mothers’ narratives predicted changes in adjustment among children with self-regulation difficulties, but not among children with better self-regulation. Preschoolers with self-regulation difficulties whose mothers produced incoherent narratives showed increased externalizing behavior problems, decreased ego-resilience and lower peer acceptance across the transition to school. In contrast, preschoolers with better self-regulation did not evidence such effects when their mothers produced incoherent narratives. The implications of these findings for understanding and supporting children’s adjustment during the early school years are discussed. PMID:27598254

Diet and behavioral problems at school in Norwegian adolescents

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Rune Høigaard

2012-06-01

Full Text Available Background: Discussion about dietary factors in relation to behavioral problems in children and adolescents has been going on for a long time. Objective: The aim of this study was to investigate the cross-sectional relation between diet and self-reported behavioral problems at school in adolescents in the southern part of Norway. Design: In total, 475 ninth- and tenth-grade students (236 boys and 239 girls out of 625 eligible students from four different secondary schools in three different communities in Vest-Agder County, Norway, participated, giving a participation rate of 77%. The students filled in a questionnaire with food frequency questions of selected healthy (e.g. fruits, vegetables, and fish and unhealthy (e.g. sweets, sugar-sweetened beverages, and crisps food items, questions of meal frequency, and four questions regarding behavioral problems at school. Results: Having breakfast regularly was significantly associated with decreased odds of behavioral problems (OR: 0.29 (0.15 − 0.55, p≤0.001. A high intake of unhealthy foods, such as sugar-sweetened soft drinks (OR: 2.8 (1.06 − 7.42, p=0.03 and sweets (OR: 2.63 (1.39 − 4.98, p=0.003, was significantly associated with increased odds of behavioral problems. At the same time, a high intake of fruits was associated with decreased odds of behavioral problems in Norwegian adolescents (OR: 0.30 (0.10 − 0.87, p=0.03. All ORs are adjusted for sex and BMI. Conclusions: This study shows that having an optimal diet and not skipping meals are associated with decreased odds of behavioral problems at school in Norwegian adolescents. Hence, it is important to improve the dietary intake and meal pattern of Norwegian adolescents. The cross-sectional design of this study limits any causal interpretations of the results of the study.

The effect of school meals with fatty fish on adolescents' self-reported symptoms for mental health: FINS-TEENS - a randomized controlled intervention trial.

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Skotheim, Siv; Handeland, Katina; Kjellevold, Marian; Øyen, Jannike; Frøyland, Livar; Lie, Øyvind; Eide Graff, Ingvild; Baste, Valborg; Stormark, Kjell Morten; Dahl, Lisbeth

2017-01-01

There is a growing body of evidence linking fish consumption and n-3 LCPUFAs to mental health. Still, the results from randomized trials with n-3 LCPUFAs show conflicting results, and it is possible that the combined effect of several nutrients in fish may explain the observed associations. To aim of the present study was to investigate if school meals with fatty fish three times per week for 12 weeks could alter mental health in a sample of typically developing adolescents. In the Fish Intervention Studies-TEENS (FINS-TEENS), adolescents from eight secondary schools (n=425) in Norway, were randomized to receive school meals with fatty fish, meat or n-3 LCPUFA supplements. Mental health was assessed with the Strengths and Difficulties Questionnaire (SDQ) and the differences between the groups were assessed with linear mixed effect models, unadjusted and adjusted for baseline and dietary compliance. The results showed no effects of school meals with fatty fish compared to similar meals with meat or n-3 LCPUFAs on the adolescents' self-reported symptom scores for mental health. Among adolescents scoring above the SDQ cut-offs (high-scorers), the fish- improved less than the meat group in the self-reported symptom scores for total difficulties- and emotional problems. However, the findings should be regarded as preliminary, as the analyses for the high-scorer group were underpowered. In conclusion, serving school meals with fatty fish did not alter mental health in a typically developing sample of adolescents. It is possible that serving healthy school meals with meat is more beneficial than similar meals with fatty fish in adolescents scoring high on mental health problems. However, the results should be seen as preliminary, as the dietary compliance in the fish group was low and the analyses in the high score group underpowered. Thus, further studies should investigate the associations between fish consumption and adolescents' mental health.

Impact of residential schooling and of child abuse on substance use problem in Indigenous Peoples.

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Ross, Amélie; Dion, Jacinthe; Cantinotti, Michael; Collin-Vézina, Delphine; Paquette, Linda

2015-12-01

Residential schools were the institutions, in operation from the 19th century to the late 20th century, which Indigenous children in Canada were forced to attend. The literature shows that many young people who attended these institutions were victims of neglect and abuse. Negative psychological effects resulting from child abuse have been amply documented. However, very few studies on this subject have been carried out among Canada's Indigenous Peoples. The objective of this study is to evaluate, for an Indigenous population in Quebec (Canada), the impact of residential schooling as well as self-reported experiences of sexual and physical abuse during childhood on the development of alcohol and drug use problems in adulthood. A total of 358 Indigenous participants were interviewed (164 men [45.8%] and 194 women [54.2%]). Alcoholism was evaluated using the Michigan Alcoholism Screening Test (MAST). Drug abuse was assessed with the Drug Abuse Screening Test-20 (DAST). Child abuse and residential schooling were assessed with dichotomous questions (yes/no). Among the participants, 28.5% (n=102) had attended residential schools, 35.2% (n=121) reported having experienced sexual abuse, and 34.1% (n=117) reported having experienced physical abuse before adulthood. Results of the exact logistic regression analyses indicated that residential school attendance was linked to alcohol problems, while child abuse was related to drug use problems. The results of this study highlight the importance of considering the consequences of historical traumas related to residential schools to better understand the current situation of Indigenous Peoples in Canada. Copyright © 2015 Elsevier Ltd. All rights reserved.

A STUDY OF THE PROBLEM SOLVING ACTIVITY IN HIGH SCHOOL STUDENTS: STRATEGIES AND SELF-REGULATED LEARNING

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Alexandru Brad

2011-03-01

Full Text Available This study was conducted with the purpose of analyzing high school students’ approach to problem solving activities, namely the metacognitive abilities and the strategies they employ. The results show that although students apply basic strategies well, they use a trial-and-error approach, they give-up when faced with difficulties and have deficiencies in metacognitive abilities, which are signals that must be taken into account. The conclusions suggest that greater attention should be given to the students’ needs, putting more emphasis on reasoning and understanding, so that students can improve their self-regulated learning.

Association between Parental Involvement in School and Child Conduct, Social, and Internalizing Problems: Teacher Report

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Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore

2013-01-01

The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…

Smartphone Addiction and School Life Adjustment Among High School Students: The Mediating Effect of Self-Control.

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Heo, YoungJin; Lee, Kyunghee

2018-05-08

Previous studies have reported associations among smartphone addiction, school adjustment, and self-control. However, the causal relationship between smartphone addiction and school adjustment has not been clearly demonstrated. The current study examined the association between smartphone addiction and school adjustment and investigated the mediating effect of self-control in this association. A total of 790 students from five high schools in Daegu City, South Korea, were asked to provide demographic information and complete a self-diagnostic smartphone addiction scale and validated Korean version of a self-control scale. Among at-risk students, self-control did not mediate the relation between smartphone addiction and school adjustment; among those not at risk, there was a partial mediating effect. To improve school adjustment among high school students, prevention of smartphone addiction seems important. Smartphone addiction could be managed by strengthening self-control to promote healthy use of smartphones. The current results can serve as groundwork for the development of programs to improve school adjustment among high school students. [Journal of Psychosocial Nursing and Mental Health Services, xx(x), xx-xx.]. Copyright 2018, SLACK Incorporated.

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

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Martine Baars

2017-08-01

Full Text Available Self-regulated learning (SRL skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale, motivation (i.e., autonomous and controlled motivation, mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels. In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

Science.gov (United States)

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

Self-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale), motivation (i.e., autonomous and controlled motivation), mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels). In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

Direct and self-reported measures of physical activity and sedentary behaviours by weight status in school-aged children: results from ISCOLE-Kenya.

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Muthuri, Stella K; Wachira, Lucy-Joy M; Onywera, Vincent O; Tremblay, Mark S

2015-01-01

Previous work has shown little association between self-report and directly measured physical activity. The objective of this study was to investigate the relationships between self-reported and directly assessed measures of physical activity and sedentary time by weight status in Kenyan children. Direct assessment of body weight, physical activity and sedentary time of 563 children was collected through anthropometry and accelerometry, while self-reported assessment was achieved by administering a questionnaire. Under/healthy weight children had significantly higher directly measured mean daily minutes of moderate-to-vigorous physical activity (MVPA) compared to overweight/obese children (39 vs 20 minutes); had lower mean weekend-day minutes of sedentary time (346 vs 365 minutes); had a higher proportion who met accepted physical activity guidelines (15.3% vs 2.6%); and a higher number reported using active transportation to/from school (49.2% vs 32.4%). Self-reported time spent outside before and after school and active transport to/from school were significantly associated with mean weekday minutes of MVPA (r-value range = 0.12-0.36), but only for the under/healthy weight children. The results of this study found a number of differences in the accumulation of MVPA and sedentary time by weight status and weak-to-moderate correlations between self-report and direct measures of weekday and weekend-day physical activity among the under/healthy weight children.

The associations among fundamental movement skills, self-reported physical activity and academic performance during junior high school in Finland.

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Jaakkola, Timo; Hillman, Charles; Kalaja, Sami; Liukkonen, Jarmo

2015-01-01

The purpose of this study was to analyse the longitudinal associations between (1) fundamental movement skills (FMSs) and academic performance, and (2) self-reported physical activity and academic performance through junior high school in Finland. The participants of the study were 325 Finnish students (162 girls and 163 boys), who were 13 years old at the beginning of the study at Grade 7. Students performed three FMS tests and responded to a self-reported physical activity questionnaire at Grades 7 and 8. Marks in Finnish language, mathematics and history from Grades 7, 8 and 9 were collected. Structural equation modelling with multigroup method demonstrated that in the boys' group, a correlation (0.17) appeared between FMS and academic performance measured at Grade 7. The results also indicated that FMS collected at Grade 8 were significantly but weakly (path coefficient 0.14) associated with academic performance at Grade 9 for both gender groups. Finally, the results of this study demonstrated that self-reported physical activity was not significantly related to academic performance during junior high school. The findings of this study suggest that mastery of FMS may contribute to better student achievement during junior high school.

Increasing self-efficacy in learning to program: exploring the benefits of explicit instruction for problem solving

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Irene Govender

2014-07-01

Full Text Available The difficulty of learning to program has long been identified amongst novices. This study explored the benefits of teaching a problem solving strategy by comparing students’ perceptions and attitudes towards problem solving before and after the strategy was implemented in secondary schools. Based on self-efficacy theory, students’ problem solving self-efficacy as well as teachers’ self-efficacy were investigated, showing that both students’ and teachers’ self-efficacy may have benefited from the explicit instruction. This would imply that teaching problem solving explicitly should be encouraged to increase self-efficacy to program.

Association of psychological distress and work psychosocial factors with self-reported musculoskeletal pain among secondary school teachers in Malaysia.

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E N Zamri

Full Text Available Musculoskeletal pain is common among teachers. Work-related psychosocial factors are found to be associated with the development of musculoskeletal pain, however psychological distress may also play an important role.To assess the prevalence of self-reported low back pain (LBP, and neck and/or shoulder pain (NSP among secondary school teachers; and to evaluate the association of LBP and NSP with psychological distress and work-related psychosocial factors.This was a cross-sectional study conducted among teachers in the state of Penang, Malaysia. The participants were recruited via a two stage sampling method. Information on demographic, psychological distress, work-related psychosocial factors, and musculoskeletal pain (LBP and NSP in the past 12 months was collected using a self-administered questionnaire. Poisson regression was used to estimate the prevalence ratio (PR for the associations between psychological distress and work-related psychosocial factors with LBP and NSP.The prevalence of self-reported LBP and NSP among 1482 teachers in the past 12 months was 48.0% (95% Confidence Interval (CI 45.2%, 50.9% and 60.1% (95% CI 57.4%, 62.9% respectively. From the multivariate analysis, self-reported LBP was associated with teachers who reported severe to extremely severe depression (PR: 1.71, 95% CI 1.25, 2.32, severe to extremely severe anxiety (1.46, 95% CI 1.22, 1.75, high psychological job demand (1.29, 95% CI 1.06, 1.57, low skill discretion (1.28, 95% CI 1.13, 1.47 and poorer mental health (0.98, 95% CI 0.97, 0.99. Self-reported NSP was associated with mild to moderate anxiety (1.18, 95% CI 1.06, 1.33, severe to extremely severe anxiety (1.25, 95% CI 1.09, 1.43, low supervisory support (1.13, 95% CI 1.03, 1.25 and poorer mental health (0.98, 95% CI 0.97, 0.99.Self-reported LBP and NSP were common among secondary school teachers. Interventions targeting psychological distress and work-related psychosocial characteristics may reduce

Self- and Peer-Identified Victims in Late Childhood: Differences in Perceptions of the School Ecology.

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Dawes, Molly; Chen, Chin-Chih; Farmer, Thomas W; Hamm, Jill V

2017-11-01

Patterns of adjustment for youth victimized by peers vary depending on whether youth are identified as victims through self-reports, peer-reports, or both. In order to provide more targeted strategies that may help mitigate negative consequences associated with specific victimization groups, more information is needed about how these youth perceive their school ecology (bullying and academic ecology), their feelings of school belonging, and their valuing of school. Based on the convergence of self- and peer-reports of victimization, we identified four victim groups from a sample of students in 5th grade classrooms (N = 1360; 52.8% girls, 53.1% White, 34.6% Black or Hispanic, 12.2% Native American, Asian, or other) using Latent Profile Analysis (LPA): convergent victims (high self- and peer-reports), self-identified victims (high self-, low peer-reports), peer-identified victims (low self-, high peer-reports), and nonvictims (low self- and peer-reports). Convergent victims' perceptions were similar to nonvictims with key differences being convergent victims' greater willingness to protect peers being bullied but lower feelings of school belonging compared to nonvictims. Peer-identified and self-identified victims perceived differences in the bullying and academic ecology including peer-identified victims' greater willingness to protect peers and expectations for more peers to encourage bulling against them compared to self-identified victims. However, both peer- and self-identified victims perceived greater emotional risk of participating in class and had lower feelings of school belonging compared to nonvictims. Implications for supporting youth with divergent self- and peer-reported victimization status as they transition to middle school are discussed.

The association between motivation, affect, and self-regulated learning when solving problems

NARCIS (Netherlands)

M.A. Baars (Martine); L. Wijnia (Lisette); G.W.C. Paas (Fred)

2017-01-01

textabstractSelf-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a

Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem.

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Coelho, Vitor Alexandre; Marchante, Marta; Jimerson, Shane R

2017-03-01

The middle school transition is a salient developmental experience impacting adolescents around the world. This study employed a randomized-controlled treatment design, with randomization at the school level, to investigate the impact of a school adjustment program for middle school transition and potential gender differences. Participants included 1147 students (M age  = 9.62; SD = 0.30, 45.7 % girls), who were assessed at four time points during the transition, regarding five dimensions of self-concept (academic, social, emotional, physical and family) and self-esteem. Parallel growth curves were employed to analyze the evolution of self-concept. Following the transition to middle school, students reported lower levels of self-concept (academic, emotional and physical) and self-esteem, while participation in the intervention led to increases in self-esteem and gains in social self-concept. No gender differences were found. These results provide preliminary evidence supporting such interventions in early middle school transitions.

[School absenteeism in Germany: prevalence of excused and unexcused absenteeism and its correlation with emotional and behavioural problems].

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Lenzen, Christoph; Fischer, Gloria; Jentzsch, Anika; Kaess, Michael; Parzer, Peter; Carli, Vladimir; Wasserman, Danuta; Resch, Franz; Brunner, Romuald

2013-01-01

Data about the prevalence of school absenteeism and its correlation with emotional and behavioural problems in Germany is scarce, in particular regarding excused absenteeism. This study aims to close the gap by examining a sample of 2,679 pupils attending the different types of secondary school (Hauptschule, Realschule, Gymnasium), who participated in a clinical trial for the prevention of truancy (WE-STAY-Project). Pupils' mean age was 14 years (M = 13.94, SD = 0.85, Range = 11-19) and gender distribution was balanced (49.35% males, 50.65% females). Using a self-report questionnaire, pupils where asked on how many days they had missed school on average per month during the last school year (excused and unexcused). Emotional and behavioural problems were measured by using the "Strengths and Difficulties Questionnaire" (SDQ). 4.1% of the pupils reported to have missed school without a valid excuse on more than four days per month (unexcused absenteeism). 6.1% had missed school having an excuse on more than ten days per month (excused absenteeism). Both, unexcused and excused absenteeism, showed an increase of emotional and behavioural problems dependent on the intensity of absenteeism. In conclusion, these findings show the relevance of school absenteeism in Germany. In the future, more attention should be given to pupils with also excused absenteeism.

Self-Reported Drug and Alcohol Use and Attitudes toward Drug Testing in High Schools with Random Student Drug Testing

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DuPont, Robert L.; Campbell, Michael D.; Campbell, Teresa G.; Shea, Corinne L.; DuPont, Helen S.

2013-01-01

Many schools implement random student drug testing (RSDT) programs as a drug prevention strategy. This study analyzes self-report surveys of students in eight secondary schools with well-established RSDT programs, comparing students who understood they were subject to testing and students who understood they were not subject to testing. Students…

The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study

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Xiaoqin Wang

2018-05-01

Full Text Available School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi’an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ, Self-Esteem Scale (SES, and Regulatory Emotional Self-Efficacy Scale (RESE. Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0% reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = −0.275, 95% CI = −0.381–−0.034, and RESE mediated the association between self-esteem and school bullying (indirect effect: β = −0.136, 95% CI = −0.245–−0.037. Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students’ self-esteem, but should also pay more attention to students’ RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

The Mediating Effect of Regulatory Emotional Self-Efficacy on the Association between Self-Esteem and School Bullying in Middle School Students: A Cross-Sectional Study.

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Wang, Xiaoqin; Zhang, Yue; Hui, Zhaozhao; Bai, Wanyue; Terry, Paul D; Ma, Mei; Li, Yang; Cheng, Li; Gu, Wei; Wang, Mingxu

2018-05-15

School bullying is negatively associated with self-esteem, but psychological mediators of bullying have yet to be clarified. We examined regulatory emotional self-efficacy (RESE) as a possible mediator in the association between self-esteem and school bullying. A cross-sectional study of 995 adolescents was conducted in two middle schools of Xi'an. All of the participants completed the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ), Self-Esteem Scale (SES), and Regulatory Emotional Self-Efficacy Scale (RESE). Descriptive statistics analysis, the bias corrected percentile Bootstrap CI method, and structural equation modelling were used to analyze the data. The results showed that 418 students (42.0%) reported that they were involved in school bullying in the past year. Self-esteem was negatively associated with school bullying (total effect: β = -0.275, 95% CI = -0.381⁻-0.034), and RESE mediated the association between self-esteem and school bullying (indirect effect: β = -0.136, 95% CI = -0.245⁻-0.037). Furthermore, self-esteem had an indirect effect through perceived self-efficacy in managing negative affect, while self-esteem had no indirect effect through self-efficacy in the expression of positive affect. The present study suggests that school authorities and the related education departments should not only focus on improving students' self-esteem, but should also pay more attention to students' RESE, in order to mitigate, and potentially reduce, the occurrence of bullying.

Problems Facing Rural Schools.

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Stewart, C. E.; And Others

Problems facing rural Scottish schools range from short term consideration of daily operation to long term consideration of organizational alternatives. Addressed specifically, such problems include consideration of: (1) liaison between a secondary school and its feeder primary schools; (2) preservice teacher training for work in small, isolated…

Relationship between Problem-Solving Ability and Career Maturity ...

African Journals Online (AJOL)

This study investigated the relationship between problem-solving ability and career maturity of secondary school students in Ibadan, Oyo State, Nigeria. 230 final year secondary school students completed self-report measures of problem solving and career maturity. Multiple regression analysis was used to analyse the data ...

Problem music and self-harming.

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North, Adrian C; Hargreaves, David J

2006-10-01

Academics and protest groups have claimed that "problem music" (hard rock, hip hop/rap, & punk) causes self-injurious thoughts/behaviors among fans. In this study we investigated whether the relationship is mediated by self-esteem, delinquency, and conservatism; and whether first exposure to problem music preceded self-injurious thoughts. A liking for problem music was associated with four of the five self-injurious measures, although these significant relationships were weakened (into nonsignificance in the case of two self-injurious measures) when the mediating variables were included. Listening to problem music did not precede self-injurious thoughts. Problem music is associated with self-injurious thoughts and behaviors, but this relationship is mediated by other factors and the former does not seem to cause the latter.

The gifted underachiever in school: A student who has a problem or a 'rebel' making problems?

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Jovanović Vitomir

2010-01-01

Full Text Available The main goal of this research was to study the correlates of school underachievement and to sketch the possible profile of the gifted underachiever. The study was conducted on a sample of high school students in Belgrade (N = 434. The subjects were administered a battery of ability tests and asked to self-estimate their intelligence. On the basis of ability test and school achievement data, the subjects were classified into three groups: gifted underachievers (N1 = 26, gifted students (N2 = 81, and others (N3 = 332. The results of ANOVAs indicate that these three groups differ significantly on the dimensions of Attitudes towards school: academic self-perception, attitudes toward teachers, assessment goals, and motivation and self-regulation. Also, significant between-group differences emerge on the following dimensions of self-concept: assessment of ability, assessment of achievement, and academic self-confidence. These dimensions show the highest correlation with the canonical function that efficiently discriminates between underachievers and gifted students (canonical correlation coefficient = .70, performance of classification = 91.6%. Students who do not realize their potential in school, although they consider themselves to be equally intelligent as gifted students, do not draw their confidence and self-esteem from academic achievement. Gifted underachievers evaluate educational goals as less important and are not motivated to make an effort in school. Also, they are likely to come into conflict with teachers in order to challenge their authority. These results suggest that being an underachiever is a 'choice of will', rather than the unwilling result of difficulties in the environment, psychological problems or underdeveloped meta-cognitive skills, but an alternative interpretation is also plausible. The roots of this hypothetical choice are examined with reference to the educational system and its possible effects of 'normalization'.

Self-Regulation in the Midst of Complexity: A Case Study of High School Physics Students Engaged in Ill-Structured Problem Solving

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Milbourne, Jeffrey David

The purpose of this dissertation study was to explore the experiences of high school physics students who were solving complex, ill-structured problems, in an effort to better understand how self-regulatory behavior mediated the project experience. Consistent with Voss, Green, Post, and Penner's (1983) conception of an ill-structured problem in the natural sciences, the 'problems' consisted of scientific research projects that students completed under the supervision of a faculty mentor. Zimmerman and Campillo's (2003) self-regulatory framework of problem solving provided a holistic guide to data collection and analysis of this multi-case study, with five individual student cases. The study's results are explored in two manuscripts, each targeting a different audience. The first manuscript, intended for the Science Education Research community, presents a thick, rich description of the students' project experiences, consistent with a qualitative, case study analysis. Findings suggest that intrinsic interest was an important self-regulatory factor that helped motivate students throughout their project work, and that the self-regulatory cycle of forethought, performance monitoring, and self-reflection was an important component of the problem-solving process. Findings also support the application of Zimmerman and Campillo's framework to complex, ill-structured problems, particularly the cyclical nature of the framework. Finally, this study suggests that scientific research projects, with the appropriate support, can be a mechanism for improving students' selfregulatory behavior. The second manuscript, intended for Physics practitioners, combines the findings of the first manuscript with the perspectives of the primary, on-site research mentor, who has over a decade's worth of experience mentoring students doing physics research. His experience suggests that a successful research experience requires certain characteristics, including: a slow, 'on-ramp' to the research

Strengthening Teacher's Learning Management for Self-Reliance of Students in Thai Secondary School

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Paso, Chalad; Chantarasombat, Chalard; Tirasiravech, Watanachai

2017-01-01

This research aimed to 1) study the present conditions, problems, and needs of teachers development in learning management in self-reliance for students in secondary schools, 2) develop a model for teacher development in learning management in self-reliance for students in secondary schools, and 3) evaluate the results of usage from teachers in…

Prospective associations of social self-control with drug use among youth from regular and alternative high schools

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Sun Ping

2007-07-01

Full Text Available Abstract Background This study examined the one year prospective associations between adolescent social self-control and drug outcomes (cigarette use, alcohol use, marijuana use, hard drug use, and problem drug use among adolescents from regular and continuation high schools. In our previous cross-sectional study, poor social self-control was found to be associated with higher drug use, controlling for 12 personality disorder categories. In this study, we attempted to find out (a whether lack of social self-control predicted drug use one year later, and (b whether drug use at baseline predicted social self-control one year later. Methods We surveyed 2081 older adolescents from 9 regular (N = 1529 and 9 continuation (alternative (N = 552 high schools in the Los Angeles area. Data were collected at two time points in an interval of approximately 1 year. Results Past 30-day cigarette smoking, marijuana use, hard drug use, and problem drug use at baseline were found to predict lower social self-control at follow-up, controlling for baseline social self-control and demographic variables. The effect of problem drug use as a one-year predictor of social self-control was found to be moderated by school type (regular or continuation high school, such that the relationship was significant for continuation high school students only. Conversely, social self-control was found to predict past 30-day alcohol use, marijuana use, and problem drug use, controlling for baseline drug use and demographic variables. For alcohol use, marijuana use, and problem drug use outcomes, school type was not found to moderate the effects of social self-control, though an interaction effect was found regarding cigarette smoking. Social self-control was a significant predictor of cigarette use only at regular high school. Conclusion The results indicate that social self-control and drug use share a reciprocal relationship. Lack of social self-control in adolescents seems to

Primary schoolchildren’s self-reported sun-related knowledge, attitudes and behaviours: a South African school-based study

CSIR Research Space (South Africa)

Wright, C

2013-09-01

Full Text Available The objective of this paper is to describe the self-reported sun-related knowledge, attitudes and behaviours of a sample of South African multi-ethnic primary schoolchildren and consider the roles of sex and skin type as well as school sun...

Associations Between Stressful Events and Self-Reported Mental Health Problems Among Non-Western Immigrants in Denmark

DEFF Research Database (Denmark)

Singhammer, John; Bancila, Delia

2011-01-01

The aim of the present paper is to investigate the relationships of stressful events with self-reported mental health problems in the general population, comparing non-western immigrants with Danish nationals. 11.500 individuals aged 18-64 years from eight ethnic groups were invited to participat...

High School Students' Self-Reported Use of School Clinics and Nurses

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Harper, Christopher R.; Liddon, Nicole; Dunville, Richard; Habel, Melissa A.

2016-01-01

Access to school health clinics and nurses has been linked with improved student achievement and health. Unfortunately, no studies have examined how many students report using school clinics or nurses and for which services. This study addressed this gap with data from a nationally representative sample of 15- to 25-year-olds. Respondents who…

Experiences of university students living with mental health problems: Interrelations between the self, the social, and the school.

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Kirsh, Bonnie; Friedland, Judith; Cho, Sunny; Gopalasuntharanathan, Nisha; Orfus, Shauna; Salkovitch, Marni; Snider, Katrina; Webber, Colleen

2015-01-01

A university education is becoming ever-more important in preparing for employment in the knowledge-driven economy. Yet, many university students are not able to complete their degrees because they experience mental health problems during the course of their higher education. Despite the growing numbers of students seeking help, there is limited knowledge about the issues that these students face. The purpose of this study was to understand the range of individual, interpersonal, and environmental factors that affect the lives of university students living with mental health problems. The study was based at a large public university in Canada. Semi-structured interviews were conducted with 19 students with self-identified mental health problems. Their narratives were analyzed using grounded theory methods and a model was developed which drew upon social-ecological theory. Findings depict student experiences as a function of the self (individual factors), the social (interpersonal factors) and the school (environmental factors) and their interrelations. Interventions must be designed to address all three of these areas and their interrelations. The model can be used to guide universities in designing interventions; however, a fourth level that incorporates a university policy that values and supports student mental health, should be included.

Problems in diabetes managment in school setting in children and adolescents with type 1 diabetes in Serbia.

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Jesić, Maja D; Milenković, Tatjana; Mitrović, Katarina; Todorović, Sladjana; Zdravković, Vera; Jesić, Milos M; Bosnjović-Tucaković, Tatjana; Marković, Slavica; Vorguin, Ivana; Stanković, Sandra; Sajić, Silvija

2016-03-01

The obtained results show that not all children test blood glucose levels at school (50% of children in the 6-10-year-old age group and 67.3% in the age group over 11 years) and that not all children receive insulin at school (81.1% vs. 18.9%, and 57.7% vs. 42.3%, respectively). The frequency of severe hypoglycemia was 2.7% in children and 3.3% in adolescents. A high proportion of teachers did not have diabetes training. This brief report about problems in children and adolescents with type 1 diabetes at school in Serbia indicates what happens in the school setting and suggests how to improve control of this disease and facilitate the complete integration of children with diabetes at school. Children with type 1 diabetes typically spend one-third of the day in school and they should achieve the same level of diabetes management there as they do outside the school environment. The aim of this study was to identify problems in diabetes management in children with type 1 diabetes at school according to the perceptions reported by children and parents. This cross-sectional survey was carried out at nine public hospitals in Serbia with a cohort of 6-18-year old children/adolescents. The parents were personally informed about the objectives of the survey and the necessity to involve their children. The self-reporting questionnaire included demographic information as well as some questions that helped to evaluate the general situation of children with type 1 diabetes at school.

Self reported behavioral and emotional difficulties in relation to dentition status among school going children of Dilsukhnagar, Hyderabad, India.

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Srilatha, Adepu; Doshi, Dolar; Reddy, Madupu Padma; Kulkarni, Suhas; Reddy, Bandari Srikanth

2016-01-01

Oral health has strong biological, psychological, and social projections, which influence the quality of life. Thus, developing a common vision and a comprehensive approach to address children's social, emotional, and behavioral health needs is an integral part of the child and adolescent's overall health. To assess and compare the behavior and emotional difficulties among 15-year-olds and to correlate it with their dentition status based on gender. Study Settings and Design: A cross-sectional questionnaire study among 15-year-old schoolgoing children in six private schools in Dilsukhnagar, Hyderabad, India. The behavior and emotional difficulties were assessed using self-reported Strengths and Difficulties Questionnaire (SDQ). The dentition status was recorded by the criteria given by the World Health Organization (WHO) in the Basic Oral Health Survey Assessment Form (1997). Independent Student's t-test was used for comparison among the variables. Correlation between scales of SDQ and dentition status was done using Karl Pearson's correlation coefficient method. Girls reported more emotional problems and good prosocial behavior and males had more conduct problems, hyperactivity, peer problems, and total difficulty problems. Total decayed-missing-filled teeth (DMFT) and decayed component were significantly and positively correlated with total difficulty, emotional symptom, and conduct problems scale while missing component was correlated with the hyperactivity scale and filled component with prosocial behavior. DMFT and its components showed an association with all scales of SDQ except for peer problem scale. Thus, the oral health of children was significantly influenced by behavioral and emotional difficulties; so, changes in the mental health status will affect the oral health of children.

Family Influences on Self-Reported Delinquency among High School Students.

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Peiser, Nadine C.; Heaven, Patrick C. L.

1996-01-01

Analyzes the effect of certain family processes on adolescents' self-reported delinquency and investigates whether self-esteem and locus of control mediate these effects. Results indicate that parental discipline style predicts self-reported delinquency. Also, a link between positive family relations and high self-esteem among males emerged. (RJM)

Self-reported physical activity and food intake patterns in schoolchildren aged 7-10 from public and private schools.

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Filipe Ferreira da Costa

2012-08-01

Physical activity and diet are related to several health outcomes. The aim of this study was to analyze physical activity (PA and diet patterns among Brazilian schoolchildren attending private or public schools. A cross-sectional, school-based study of elementary schoolchildren aged 7-10 years old (n = 2,936 was carried out in Florianopolis (southern Brazil. Self-reported food consumption and PA patterns were assessed by means of a questionnaire. A higher percentage of girls than boys met the rec­ommendations for consumption of fruits and vegetables and limited their consumption of sweets and soft drinks. Boys reported higher PA levels than girls (P < 0.001. Children attending private schools were more likely to be in the highest tertile of PA (odds ratio = 1.53, 1.14-2.05 and 80% less likely to be active in commuting to school compared to public school students. Private schoolchildren were more likely to meet recommendations for fruits and vegetables, limit sweet consumption, report adequate meal frequency and no consumption of fast food or soft drinks. In summary, girls and private schoolchildren reported better eating patterns, while boys and private schoolchildren reported higher PA levels. Such results highlight the public school setting as a target for health promotion initiatives, along with other strategies, in developing countries.

Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning.

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Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

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Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Background Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26). Conclusions The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

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Meral Demirören

2016-03-01

Full Text Available Background: Problem-based learning (PBL is most commonly used in medical education to enhance self-regulated learning (SRL skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods: A cross-sectional study was conducted with second (286; 83.1% and third (275; 80.2% year students at the Ankara University School of Medicine. The SRL perception (SRLP scale and self-efficacy for problem-based learning (SPBL scale were used in the study. Results: The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017, and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001 with small effect sizes (Cohen's d is 0.17 and 0.27. There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26. Conclusions: The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum

THE QUALITY OF MATHEMATICAL PROBLEMS - EVALUATION AND SELF-EVALUATION

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Patáková, Eva

2013-09-01

Full Text Available The research presented in the article consists of two parts. Firstly, opinions on mathematical problem quality are explored within four groups of participants (novices, specialists and experts in problem posing; high school students who never posed their own problems. Secondly, self-reflections written by the participants who have some experience in problem posing (novices, specialists and experts are explored and compared with the general view of problem quality received in the first part of the research. The more experienced problem posers have more requirements on problem quality (both as general requirements and within their own work on posing problems. There is a slight decrease in ability to notice important features of mathematical problem quality after the first experience in problem posing. Experts lay stress on mathematical features of the problem whilst novices and specialists more on problem – student interaction.

Testing a novel account of the dissociation between self-reported memory problems and memory performance in chemotherapy-treated breast cancer survivors.

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Paquet, Lise; Verma, Shailendra; Collins, Barbara; Chinneck, Anne; Bedard, Marc; Song, Xinni

2018-01-01

A puzzling observation pertaining to the impact of breast cancer on memory is the frequently reported dissociation between breast cancer survivors' self-reported memory problems and memory performance. We evaluated the hypothesis that the dissociation is related to the fact that the objective memory measures previously used assessed retrospective memory (RM) and did not tap prospective memory (PM), a domain about which survivors are complaining. In a case-healthy-control (N = 80) cross-sectional study, the Memory for Intention Screening Test was used to assess PM and the Wechsler Logical Memory Test was used to evaluate RM. Self-reported problems were assessed with the Prospective and Retrospective Memory Questionnaire. Measures of depression (Center for Epidemiologic Studies Depression Scale) and fatigue (Functional Assessment of Cancer Therapy: Fatigue) were also administered. Both groups reported more PM than RM problems (P memory problems than controls (all P memory problems. Although unrelated to performance, memory complaints should not be dismissed, as they are closely associated with depression and fatigue and reveal an important facet of the cancer experience. Copyright © 2017 John Wiley & Sons, Ltd.

Relation of depression and anxiety to self- and peer-reported relational aggression.

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Zimmer-Gembeck, Melanie J; Pronk, Rhiarne E

2012-01-01

The primary purpose of this multimethod and multimeasure study was to identify how the peer relationships of Australian adolescents (ages 9-15 years; N = 335) at school, including relational aggression and victimization, correlated with their symptoms of depression and anxiety. Moreover, relational aggression and victimization were measured via both self- and peer report, and discrepancies between reports were considered as correlates of symptoms and peer relationship status. Adolescents who reported more symptoms of depression and anxiety also self-reported more relational victimization and reported their peers as less trustworthy. Adolescents who overreported their own relational victimization and aggression compared with peer report had more symptoms compared with those who agreed with their peers or underreported their aggression and victimization. Adolescents who underreported their own aggression were not only more socially prominent but were also more disliked by their peers. When considered independent of self-reports, no measure of peer-reported peer status, aggression, or victimization was associated with depressive symptoms; but adolescents reported as more accepted by their peers had fewer anxiety symptoms. Longitudinal research should be conducted to examine adolescents' increasing socioemotional problems as correlates of discrepancies between self- and peer reports of relational aggression and victimization. © 2011 Wiley Periodicals, Inc.

Validity of self-reported lunch recalls in Swedish school children aged 6-8 years.

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Hunsberger, Monica; Pena, Pablo; Lissner, Lauren; Grafström, Lisen; Vanaelst, Barbara; Börnhorst, Claudia; Pala, Valeria; Eiben, Gabriele

2013-09-18

Previous studies have suggested that young children are inaccurate reporters of dietary intake. The purpose of this study was to validate a single recall of the previous day's school lunch reported by 6-8 year old Swedish children and to assess teacher-recorded intake of the same meal in a standardized food journal. An additional research question was whether parents could report their child's intake of the previous day's lunch. Subjects constituted a convenience sample from the large, multi-country study Identification and prevention of Dietary- and lifestyle-induced health EFfects In Children and infantS (IDEFICS). Validations of both children's recalls and teachers' records were made by comparing results with the duplicate plate reference method. Twenty-five children (12 boys/13 girls) aged 6-8 years participated in the validation study at one school in western Sweden. Children were accurate self-reporters of their dietary intake at lunch, with no significant difference between reported and weighed intake (Mean difference (SD): 7(50) kcals, p=0.49). Teachers significantly over-reported intake (Mean difference (SD): 65(79) kcals, p=0.01). For both methods, child-reported and teacher-recorded, correlations with weighed intake were strong (Pearson's correlations r=0.92, pteacher-records and weighed intakes. Foods were recalled by children with a food-match rate of 90%. In all cases parents themselves were unable to report on quantities consumed and only four of 25 children had parents with knowledge regarding food items consumed. Children 6-8 years of age accurately recalled their school lunch intake for one occasion while teachers recorded with less accuracy. Our findings suggest that children as young as six years of age may be better able to report on their dietary intake than previously suggested, at least for one main meal at school. Teacher-recorded intake provides a satisfactory estimate but with greater systematic deviation from the weighed intake

Adjustment problems in the family and school contexts, attitude towards authority, and violent behavior at school in adolescence.

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Musitu Ochoa, Gonzalo; Estévez Lopez, Estefania; Emler, Nicholas P

2007-01-01

This study analyzed the role of different but interrelated variables in the family and school contexts in relation to problems of violent behavior at school during adolescence. Participants were 1,068 students aged 11 to 16 (47% male) drawn from secondary schools in the Valencian Community (Spain). Statistical analyses were carried out using structural equation modeling. The model accounted for 32% of the variance in school violence. Results showed a direct association between quality of communication with father and teacher's expectations of the student with the adolescent's involvement in violent behavior at school. Moreover, findings showed indirect paths by which adolescents' self-concept (family and school domains), acceptance by peers, and attitude toward authority, seemed to be influenced by the quality of interactions with parent and teachers, and also were closely associated with violent behavior at school. Findings are discussed in relation to previous research on adolescent psychosocial adjustment and behavioral problems at school.

Students’ Self-Monitoring on Mathematics Ability: Cube and Cuboid Problem Solving

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Lusiana, N. T.; Lukito, A.; Khabibah, S.

2018-01-01

This study aims at describing students’ activity to understand the behaviors processes called self-monitoring in a cube and cuboid problem solving viewed from mathematics ability. The subjects were eight graders of junior high school who studied surface area and volume of cube and cuboid clussified into high, average and low mathematics abilities. Mathematics ability test to select the subjects the study. Data were collected through self-monitoring task and interviews. Data triangulation was used to verify the credibillity findings. Data analysis was done by data condensation, data display and conclusion drawing and verification. Results showed that students’ self-monitoring with high math ability is more fullfilled self-monitoring components. Students with average and low math abilities not fullfilled the component that covers verifying the results during solving the problem. It is expected that teachers must provide different learning treatments to improve students’ self-monitoring for better learning outcomes.

Associations of self-reported sleep disturbance and duration with academic failure in community-dwelling Swedish adolescents: sleep and academic performance at school.

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Titova, Olga E; Hogenkamp, Pleunie S; Jacobsson, Josefin A; Feldman, Inna; Schiöth, Helgi B; Benedict, Christian

2015-01-01

To examine associations of self-reported sleep disturbance and short sleep duration with the risk for academic failure. A cohort of ~40,000 adolescents (age range: 12-19 years) who were attending high school grades 7, 9, and 2nd year of upper secondary school in the Swedish Uppsala County were invited to participate in the Life and Health Young Survey (conducted between 2005 and 2011 in Uppsala County, Sweden). In addition to the question how many subjects they failed during the school year (outcome variable), subsamples of adolescents also answered questions related to subjective sleep disturbance (n = 20,026) and habitual sleep duration (n = 4736) (exposure variables). Binary logistic regression analysis was utilized to explore if self-reported sleep disturbances and habitual short sleep duration (defined as less than 7-8 h sleep per night) increase the relative risk to fail subjects during the school year (controlled for possible confounders, e.g. body-mass-index). Adolescents with self-reported sleep disturbances had an increased risk for academic failure (i.e., they failed at least one subject during the school year; OR: boys, 1.68; girls, 2.05, both P sleep disturbances. In addition, adolescents who reported short sleep duration on both working and weekend days were more likely to fail at least one subject at school than those who slept at least 7-8 h per night (OR: boys, 4.1; girls, 5.0, both P sleep disturbance and short sleep duration are linked to academic failure in adolescents. Based on our data, causality cannot be established. Copyright © 2014 The Authors. Published by Elsevier B.V. All rights reserved.

Hearing loss prevention education using adopt-a-band: changes in self-reported earplug use in two high school marching bands.

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Auchter, Melissa; Le Prell, Colleen G

2014-06-01

Hearing loss prevention has always been an important issue for audiologists. The importance of hearing loss prevention education for young musicians is now recognized by the National Association for Music Education as well as the National Association of Schools of Music. Adopt-a-Band is a commercial program designed to foster hearing loss prevention behavior in young musicians. This study assessed changes in earplug use, measured using self-report surveys, after Adopt-a-Band training. Participants were members of 2 high school marching bands who viewed an informational DVD and reviewed fact sheets. Flat-attenuation earplugs were distributed, and training was provided. In addition, study participants engaged in discussion of hearing loss with a doctor of audiology student. Before training, 23% of participants reported they had previously used hearing protection. Immediately after training, 94% of participants reported they planned to use hearing protection at least occasionally. In a final end-of-season survey, earplug use had reliably increased; 62% of participants reported they used earplugs at least occasionally. Earplug use increased, but self-reported behavioral change was not as robust as predicted from self-reported participant intentions. Participant comments regarding factors that influenced their earplug use decisions suggest opportunities to improve training.

A study of school adjustment, self-concept, self-esteem, general wellbeing and parent child relationship in Juvenile Idiopathic Arthritis.

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Yadav, Anita; Yadav, T P

2013-03-01

To assess school adjustment, self-concept, self-esteem, general wellbeing and parent-child relationship in children with Juvenile Idiopathic Arthritis (JIA)and to study the correlation of these parameters with chronicity of disease, number of active joints, laboratory parameters of disease activity and JIA subtypes. A total of 64 children (32 cases and 32 controls) were recruited for analysis. Self report questionnaires which included PGI General Wellbeing Measure, Adjustment Inventory for School Students, Parent Child Relationship Scale, Self Esteem Inventory and Self Concept Questionnaires were used to assess all the enrolled subjects. Cases had significantly lower general physical well being (p self-esteem, self-concept, adjustment in school, general wellbeing and evokes disturbed parent-child relationship.

Anxiety, Self-Esteem and Coping with Stress in Secondary School Students in Relation to Involvement in Organized Sports.

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Dolenc, Petra

2015-09-01

The objective of the study was to examine self-esteem, anxiety level and coping strategies among secondary school students in relation to their involvement in organized sports. The sample included 280 Slovenian male and female secondary school students aged between 15 and 19 years. The participants completed The Adolescent Coping Scale, the Spielberger State-Trait Anxiety Inventory, and the PSDQ Selfesteem Scale. Participants engaged in organized sports exhibited higher self-esteem scores and lower anxiety scores in comparison to non-sport participants. Differences between the two groups have also been identified with respect to the use of certain coping strategies. Sport participants reported more productive coping than non-sport participants, which represents an active and problem-focused approach to dealing with everyday problems. Gender differences in the referred variables have also been studied, with female athletes exhibiting higher levels of anxiety than male athletes. Female participants were also found to use more non-productive coping than males, focused mainly on reducing emotional effects of stress. Organized youth sports have an important role in improving and maintaining a favorable sense of self-worth, reducing anxiety, and promoting productive coping strategies in adolescents when dealing with everyday problems.

Self reported behavioral and emotional difficulties in relation to dentition status among school going children of Dilsukhnagar, Hyderabad, India

Directory of Open Access Journals (Sweden)

Adepu Srilatha

2016-01-01

Full Text Available Background: Oral health has strong biological, psychological, and social projections, which influence the quality of life. Thus, developing a common vision and a comprehensive approach to address children′s social, emotional, and behavioral health needs is an integral part of the child and adolescent′s overall health. Aim: To assess and compare the behavior and emotional difficulties among 15-year-olds and to correlate it with their dentition status based on gender. Study Settings and Design: A cross-sectional questionnaire study among 15-year-old schoolgoing children in six private schools in Dilsukhnagar, Hyderabad, India. Materials and Methods: The behavior and emotional difficulties were assessed using self-reported Strengths and Difficulties Questionnaire (SDQ. The dentition status was recorded by the criteria given by the World Health Organization (WHO in the Basic Oral Health Survey Assessment Form (1997. Statistical Analysis: Independent Student′s t-test was used for comparison among the variables. Correlation between scales of SDQ and dentition status was done using Karl Pearson′s correlation coefficient method. Results: Girls reported more emotional problems and good prosocial behavior and males had more conduct problems, hyperactivity, peer problems, and total difficulty problems. Total decayed-missing-filled teeth (DMFT and decayed component were significantly and positively correlated with total difficulty, emotional symptom, and conduct problems scale while missing component was correlated with the hyperactivity scale and filled component with prosocial behavior. Conclusion: DMFT and its components showed an association with all scales of SDQ except for peer problem scale. Thus, the oral health of children was significantly influenced by behavioral and emotional difficulties; so, changes in the mental health status will affect the oral health of children.

Psychological maltreatment, emotional and behavioral problems in adolescents: The mediating role of resilience and self-esteem.

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Arslan, Gökmen

2016-02-01

In this study, structural equation modeling was used to examine the mediating role of resilience and self-esteem in the relationships between psychological maltreatment-emotional problems and psychological maltreatment-behavioral problems in adolescents. Participants were 937 adolescents from different high schools in Turkey. The sample included 502 female (53.6%) and 435 male (46.4%) students, 14-19 years old (mean age=16.51, SD=1.15). Results indicated that psychological maltreatment was negatively correlated with resilience and self-esteem, and positively correlated with behavioral problems and emotional problems. Resilience and self-esteem also predicted behavioral problems and emotional problems. Finally, psychological maltreatment predicted emotional and behavioral problems mediated by resilience and self-esteem. Resilience and self-esteem partially mediated the relationship between psychological maltreatment-behavioral and psychological maltreatment-emotional problems in adolescents. Thus, resilience and self-esteem appear to play a protective role in emotional problems and behavioral problems in psychologically maltreated individuals. Implications are discussed and suggestions for psychological counselors and other mental health professionals are presented. Copyright © 2015 Elsevier Ltd. All rights reserved.

[Effects of Group Counseling Program Based on Goal Attainment Theory for Middle School Students with Emotional and Behavioral Problems].

Science.gov (United States)

Jeong, In Ju; Kim, Soo Jin

2017-04-01

The purpose of this study was to examine the effects of a group counseling program based on goal attainment theory on self-esteem, interpersonal relationships, and school adjustment of middle school students with emotional and behavioral problems. Forty-four middle school students with emotional and behavioral problems (22 in the experimental group and 22 in the control group) from G city participated in this study. Data were collected from July 30 to September 24, 2015. The experimental group received the 8-session program, scheduled once a week, with each session lasting 45 minutes. Outcome variables included self-esteem, interpersonal relationship, and school adjustment. There were significant increases for self-esteem (t=3.69, p=.001), interpersonal relationship (t=8.88, pgroup compared to the control group. These results indicate that the group counseling program based on goal attainment theory is very effective in increasing self-esteem, interpersonal relationship, and school adjustment for middle school students with emotional and behavioral problems. Therefore, it is recommended that the group counseling program based on goal attainment theory be used as an effective psychiatric nursing intervention for mental health promotion and the prevention of mental illness in adolescents. © 2017 Korean Society of Nursing Science

Adolescent self-harm: a school-based study in Northern Ireland.

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O'Connor, Rory C; Rasmussen, Susan; Hawton, Keith

2014-04-01

The prevalence of adolescent self-harm in Northern Ireland (NI) and its associated factors are unknown. Given the established relationship between conflict and mental health, and NI׳s recent history of conflict, it is important to investigate the factors associated with self-harm in NI. This study aimed to determine the prevalence of self-harm in NI adolescents and the factors associated with it, including exposure to the NI conflict. Observational study of 3596 school pupils employing an anonymous self-report survey. Information was obtained on demographic characteristics, lifestyle, life events and problems, exposure to the NI conflict, social and internet influences, and psychological variables. Self-harm was reported by 10% of respondents. In univariate analyses, exposure to the NI conflict was associated with self-harm alongside established risk factors. In multivariate analyses, bullying and exposure to self-harm were associated with lifetime self-harm in both girls and boys. Alcohol use, drug use, physical and sexual abuse, and self-esteem were also associated with self-harm in girls. In boys, absence of exercise, sexual orientation concerns, anxiety and impulsivity were additional risk factors. The internet/social media and the self-harm of others were also key influences. This is a cross-sectional study. The rate of self-harm was lower than elsewhere in the UK/Ireland. The study highlights the factors which should be considered in terms of risk assessment. In addition to established risk factors, the findings suggest that more research on the legacy of the NI conflict as well as the influence of new technologies warrant urgent attention. Copyright © 2014 Elsevier B.V. All rights reserved.

Kindergarteners' self-reported social inhibition and observed social reticence: moderation by adult-reported social inhibition and social anxiety disorder symptoms.

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Kiel, Elizabeth J; Buss, Kristin A; Molitor, Joseph G

2015-04-01

Prevention of later anxiety problems would best be accomplished by identifying at-risk children early in development. For example, children who develop Social Anxiety Disorder (SAD) may show social withdrawal in the form of social inhibition (i.e., shyness with unfamiliar adults and peers) at school entry. Although the use of children's perceptions of their own social inhibition would provide insight into early risk, the utility of young children's self-reports remains unclear. The current study examined whether children deemed more extreme on social inhibition or social anxiety by adult report provided self-report of social inhibition that related to observed social reticence in the laboratory. Participants included 85 kindergarten children (36 female, 49 male), their parents, and their teachers. Moderation analyses revealed that children's self-reported social inhibition related significantly to observed social reticence under the conditions of high parent-reported social inhibition, high teacher-reported social inhibition, and high SAD symptoms. These results suggest that the most inhibited children are aware of their behavior and can report it in a meaningfully way as young as kindergarten age.

Boarding school influence on self-reported concern for perceived body and face morphology in Taiwan.

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Chang, Chieh Ting; Garg, Prerna; Giddon, Donald B

2016-08-01

To determine the influence of boarding school on self-perceived body and facial morphology, the Body Shape Questionnaire (BSQ) and exploratory questions about the orofacial area (OFA) were administered to female boarding (B) and nonboarding (NB) students at two Catholic schools in Taiwan. The mean total BSQ scores of Bs were significantly higher than NBs, with both being significantly higher than the published normative score but lower than probable bulimics with no significant B vs. NB difference in mean total OFA scores. Because the Bs were significantly taller and reported more orthodontic treatment than NBs, the possible confounding by the higher economic status of the Bs was minimized by finding similar significantly higher BSQ scores for the small number of Bs (5%) than the remaining NBs (95%) in the documented lower socio-economic school. In summary, the experience of boarding in religion-dominated schools significantly increases body image concerns of adolescent females. Copyright © 2016 Elsevier B.V. All rights reserved.

Health Problems at School

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... the Word Shop AAP Find a Pediatrician Ages & Stages Prenatal Baby Toddler Preschool Gradeschool Fitness Nutrition Puberty School Teen Young Adult Healthy Children > Ages & Stages > Gradeschool > School > Health Problems at School Ages & Stages ...

Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement.

Science.gov (United States)

Cleary, Timothy J; Velardi, Brittany; Schnaidman, Bracha

2017-10-01

The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The relation of narcissism and self-esteem to conduct problems in children: a preliminary investigation.

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Barry, Christopher T; Frick, Paul J; Killian, Amber L

2003-03-01

Investigated several possible models to explain the seemingly discrepant relations between self-esteem and conduct problems, as both low self-esteem and exaggerated levels of self-esteem, thought to be captured by narcissism, have been associated with aggressive and antisocial behavior. Our sample consisted of 98 nonreferred children (mean age = 11.9 years; SD = 1.68 years) recruited from public schools to oversample children at risk for severe aggressive and antisocial behavior. Results indicated that certain aspects of narcissism (i.e., those indicating a need to be evaluated well by, and obtain status over, others) were particularly predictive of maladaptive characteristics and outcomes such as low self-esteem, callous-unemotional (CU) traits, and conduct problems. In addition, the relation between narcissism and conduct problems was moderated by self-esteem level, such that children with relatively high levels of narcissism and low self-esteem showed the highest rates of conduct-problem symptoms.

School Absenteeism: An Online Survey via Social Networks.

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Pflug, Verena; Schneider, Silvia

2016-06-01

School absenteeism is a significant social and public health problem. However, existing prevalence rates are often not representative due to biased assessment processes at schools. The present study assessed school absenteeism in Germany using a nationwide online self-report survey. Although our definition of school absenteeism was more conservative than in previous studies, nearly 9 % of the 1359 high school students reported school absenteeism within the past 7 days. Absent students lived less often with both parents, were on average of lower socioeconomic status, and reported more emotional problems, behavioral problems and less prosocial behavior than attending students. Being an indicator of a wide variety of problems in children and adolescents, school absenteeism deserves much more attention. Future directions for research and implications for prevention and intervention programs are discussed.

Multi-Program High School Students' Attitudes and Self-Efficacy Perceptions toward Mathematics

Science.gov (United States)

Yavuz Mumcu, Hayal; Cansiz Aktas, Meral

2015-01-01

Problem Statement: So far, there have been many problems in maths education in the world; negative attitudes and low self-efficacy perceptions towards mathematics are the two important reasons for these problems. Though there are several studies regarding the topic, choosing random students from secondary school for the sample group of the study…

Children’s social self-concept and internalizing problems: the influence of peers and teachers.

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Spilt, Jantine L; van Lier, Pol A C; Leflot, Geertje; Onghena, Patrick; Colpin, Hilde

2014-01-01

This study aimed to understand how relationships with peers and teachers contribute to the development of internalizing problems via children’s social self-concept. The sample included 570 children aged 7 years 5 months (SD = 4.6 months). Peer nominations of peer rejection, child-reported social self-concept, and teacher-reported internalizing problems were assessed longitudinally in the fall and spring of Grades 2 and 3. Teacher reports of support to the child were assessed in Grade 2. Results showed that peer rejection impeded children’s social self-concept, which in turn affected the development of internalizing problems. Partial support was found for individual (but not classroom-level) teacher support to buffer the adverse effects of peer problems on children’s self-concept, thereby mitigating its indirect effects on internalizing problems.

School Response to Self-Injury: Concerns of Mental Health Staff and Parents

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Kelada, Lauren; Hasking, Penelope; Melvin, Glenn A.

2017-01-01

Nonsuicidal self-injury (NSSI) among adolescents poses a significant problem for schools, adolescents, and their families. However, appropriate guidelines for addressing NSSI, including when to disclose the behavior to parents, are currently lacking. The present study aimed to understand how school mental health staff and parents of secondary…

Parent emotional expressiveness and children's self-regulation: Associations with abused children's school functioning

Science.gov (United States)

Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

2012-01-01

Objective Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results Parents’ expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. PMID:22565040

Student Self-Esteem and the School System: Perceptions and Implications.

Science.gov (United States)

Scott, Cynthia G.; And Others

1996-01-01

Reports a study that examined similarities and differences in perceptions of K-12 school administrators, counselors, and teachers about student self-esteem, and how they perceived their impact on student self-esteem. Surveys yielded noteworthy similarities and differences in their perceptions of student self-esteem and statistical significance…

Protective Factors Against the Impact of School Bullying Perpetration and Victimization on Young Adult Externalizing and Internalizing Problems

OpenAIRE

Hemphill, Sheryl A.; Tollit, Michelle; Herrenkohl, Todd I.

2014-01-01

School-based bullying perpetration and victimization is common worldwide and has profound impacts on student behavior and mental health. However, few studies have examined young adult outcomes of bullying perpetration or victimization. Research on factors that protect students who have bullied or been bullied is also lacking. This study examined young adult externalizing and internalizing problems (aged 18-19 years) and adolescent protective factors related to self-reported bullying perpetrat...

Health and Self-Regulation among School-Age Children Experiencing Family Homelessness

Directory of Open Access Journals (Sweden)

Andrew J. Barnes

2017-08-01

Full Text Available Children in homeless families have high levels of adversity and are at risk for behavior problems and chronic health conditions, however little is known about the relationship between cognitive-emotional self-regulation and health among school-aged homeless children. Children (n = 86; mean age 10.5 living in shelters were assessed for health, family stress/adversity, emotional-behavioral regulation, nonverbal intellectual abilities, and executive function. Vision problems were the most prevalent health condition, followed by chronic respiratory conditions. Cumulative risk, child executive function, and self-regulation problems in children were uniquely related to child physical health. Homeless children experience problems with cognitive, emotional, and behavioral regulation as well as physical health, occurring in a context of high psychosocial risk. Several aspects of children’s self-regulation predict physical health in 9- to 11-year-old homeless children. Health promotion efforts in homeless families should address individual differences in children’s self-regulation as a resilience factor.

Accuracy of self-reported intake of signature foods in a school meal intervention study: comparison between control and intervention period

DEFF Research Database (Denmark)

Biltoft-Jensen, Anja Pia; Damsgaard, Camilla Trab; Andersen, Rikke

2015-01-01

school meal study, 8- to 11-year-old children (n 834) were served the New Nordic Diet (NND) for lunch. The present study examined the accuracy of self-reported intake of signature foods (berries, cabbage, root vegetables, legumes, herbs, potatoes, wild plants, mushrooms, nuts and fish) characterising......Bias in self-reported dietary intake is important when evaluating the effect of dietary interventions, particularly for intervention foods. However, few have investigated this in children, and none have investigated the reporting accuracy of fish intake in children using biomarkers. In a Danish...... the NND. Children, assisted by parents, self-reported their diet in a Web-based Dietary Assessment Software for Children during the intervention and control (packed lunch) periods. The reported fish intake by children was compared with their ranking according to fasting whole-blood EPA and DHA...

Association between adolescents' self-perceived oral health and self-reported experiences of abuse.

Science.gov (United States)

Kvist, Therese; Annerbäck, Eva-Maria; Sahlqvist, Lotta; Flodmark, Olof; Dahllöf, Göran

2013-12-01

This study investigated the association between self-perceived oral health and self-reported exposure to different types of child abuse. It was hypothesized that self-perceived oral health is compromised in exposed adolescents. All Grade-9 compulsory school and second-year high-school pupils in Södermanland County, Sweden (n = 7,262) were invited to take part in a population-based survey; 5,940 adolescents responded. Survey items on health and social wellbeing included self-perceived oral health and exposure to abuse. The results showed that poor self-perceived oral health was associated with self-reported experience of physical abuse, intimate partner violence, forced sex, and bullying (adjusted OR = 2.3-14.7). The likelihood of reporting poor oral health increased from an adjusted OR of 2.1 for a single incident of abuse to an adjusted OR of 23.3 for multiple abuses. In conclusion, poor self-perceived oral health and previous exposure to child physical abuse, intimate partner violence, bullying, and forced sex is associated. It is important that dental professionals recognize adolescents with poor subjective oral health and take into consideration child abuse as a possible cause in order to prevent these adolescents from further victimization. These results further strengthen that dental professionals are an important resource in child protection. © 2013 Eur J Oral Sci.

Personality and Social Problem-Solving: The Mediating Role of Self-Esteem

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Koruklu, Nermin

2015-01-01

The purpose of the present study was to examine direct and indirect relationships among personality, selfesteem and social problem-solving, as well as the mediating role of self-esteem in the link between personality and social problem-solving among Turkish youth. The study utilized a cross-sectional design comprising several self-reports. Data…

School education on energy and environment problems

International Nuclear Information System (INIS)

Imakita, Manami

2005-01-01

In Japanese school, elementary and junior- and senior-high, it is widely agreed that teaching of energy and environment is desirable, as has been adopted in a course of study of the Ministry of Education, Culture, Sports, Science and Technology. This paper reports the present state of affairs on these problems from elementary schools to high schools, describing of each school year or grade and each lessons separately. It contains the results of the author's investigation on curriculum and syllabus including some classroom practices and measurement of natural radioactivity and radiation with the help of adequate measuring instruments and visits to some related facilities. Methods of learning and teaching are also studied together with some future prospect. (S. Ohno)

The Association between Self-Reported Mother-Child Attachment and Social Initiative and Withdrawal in Chinese School-Aged Children

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Chen, Bin-Bin

2012-01-01

The purpose of this study was to examine relations between mother-child attachment and social initiative and withdrawal in Chinese urban children. Participants were 487 school-aged children (247 boys, 240 girls) in Shanghai, the People's Republic of China. Data on mother-child attachment styles were collected from children's self-reports.…

Prevalence and associated factors of emotional and behavioural problems in Chinese school adolescents: a cross-sectional survey.

Science.gov (United States)

Wang, J-N; Liu, L; Wang, L

2014-05-01

Emotional and behavioural problems are key health issues in adolescence. The aim of this study was to evaluate the prevalence of emotional and behavioural problems in Chinese school adolescents and to explore associated factors. This cross-sectional study was conducted during the period of November/December 2009. A questionnaire including the Strengths and Difficulties Questionnaire (SDQ) self-reported version, and the characteristics of child (age, gender, only child and study pressure), parents (parent-adolescent relationship and parental expectations) and families (living area, family structure, socio-economic status and negative life events) was distributed to our study population. A total of 5220 Chinese adolescents (aged 11-18) from 30 public schools in Liaoning province completed the questionnaire. Multivariate logistic analysis was used to explore the factors associated with emotional and behavioural problems. The average problem score was 11.28 (SD = 5.86) and the 10.7% scored above the cut-off for emotional and behavioural problems. Factors that increased the risk of having emotional and behavioural problems were: poor parent-adolescent relationship, experiencing more negative life events, older age, having study pressure, living in rural areas, boys and lower parental expectations. The prevalence of emotional and behavioural problems among Chinese adolescents was lower level compared with those reported in other countries. We found parent-adolescent relationship, negative life events and age to be the strongest contributing factors of emotional and behavioural problems. © 2013 John Wiley & Sons Ltd.

INVESTIGATING THE PROBLEMS OF TEACHING AND LEARNING ENGLISH IN MIDDLE SCHOOLS IN IRAN

OpenAIRE

Saloumeh Khodabakhshi; Ali Rahimi

2013-01-01

The present research aimed to investigate the problems of teaching and learning English in middle schools in Esfahan, Iran. These problems are associated with the learner, teacher, textbook, syllabus, and language policy. The instrument used was a self-constructed likert scale questionnaire. All the variables had a hand in the problems among which textbook, syllabus and language policy had the most effect. Twenty five problems were distinguished among which some are as follows: students do no...

Kindergarteners’ Self-Reported Social Inhibition and Observed Social Reticence: Moderation by Adult-Reported Social Inhibition and Social Anxiety Disorder Symptoms

Science.gov (United States)

Kiel, Elizabeth J.; Buss, Kristin A.; Molitor, Joseph G.

2014-01-01

Prevention of later anxiety problems would best be accomplished by identifying at-risk children early in development. For example, children who develop Social Anxiety Disorder (SAD) may show social withdrawal in the form of social inhibition (i.e., shyness with unfamiliar adults and peers) at school entry. Although the use of children’s perceptions of their own social inhibition would provide insight into early risk, the utility of young children’s self-reports remains unclear. The current study examined whether children deemed more extreme on social inhibition or social anxiety by adult report provided self-report of social inhibition that related to observed social reticence in the laboratory. Participants included 85 kindergarten children (36 female, 49 male), their parents, and their teachers. Moderation analyses revealed that children’s self-reported social inhibition related significantly to observed social reticence under the conditions of high parent-reported social inhibition, high teacher-reported social inhibition, and high SAD symptoms. These results suggest that the most inhibited children are aware of their behavior and can report it in a meaningfully way as young as kindergarten age. PMID:25113397

The adolescent outcome of hyperactive girls: self-report of psychosocial status.

Science.gov (United States)

Young, Susan; Heptinstall, Ellen; Sonuga-Barke, Edmund J S; Chadwick, Oliver; Taylor, Eric

2005-03-01

The aim of the study was to clarify the developmental risk associated with hyperactive behaviour in girls in a longitudinal epidemiological design. This was investigated in a follow-up study of girls who were identified by parent and teacher ratings in a large community survey of 6- and 7-year-olds as showing pervasive hyperactivity or conduct problems or the comorbid mixture of both problems or neither problem. They were later investigated, at the age of 14 to 16 years, with a detailed self-report interview technique. Hyperactivity was a risk factor for later development, even allowing for the coexistence of conduct problems. Hyperactivity predicted academic problems and interpersonal relationship problems. Relationships with parents, by contrast, were not portrayed to be as problematic as relationships with peers and the opposite sex. Their psychological, social and occupational functioning was objectively rated to be more deviant and their self-report showed them to be more ambivalent about their future. There was a trend for hyperactivity to be self-reported as a risk for the development of continuing symptomatology but neither hyperactivity nor conduct problems were self-reported to be a risk for antisocial behaviour, substance misuse or low self-esteem in adolescence. However, they were at risk for the development of state anxiety. The results suggested girls' pattern of functioning may differ from that of boys because girls self-report a more pervasive range of social dysfunction than that previously reported in boys.

Implicit and Explicit Self-Esteem Discrepancies, Victimization and the Development of Late Childhood Internalizing Problems.

Science.gov (United States)

Leeuwis, Franca H; Koot, Hans M; Creemers, Daan H M; van Lier, Pol A C

2015-07-01

Discrepancies between implicit and explicit self-esteem have been linked with internalizing problems among mainly adolescents and adults. Longitudinal research on this association in children is lacking. This study examined the longitudinal link between self-esteem discrepancies and the development of internalizing problems in children. It furthermore examined the possible mediating role of self-esteem discrepancies in the longitudinal link between experiences of peer victimization and internalizing problems development. Children (N = 330, M(age) = 11.2 year; 52.5 % female) were followed over grades five (age 11 years) and six (age 12 years). Self-report measures were used annually to test for victimization and internalizing problems. Implicit self-esteem was assessed using an implicit association test, while explicit self-esteem was assessed via self-reports. Self-esteem discrepancies represented the difference between implicit and explicit self-esteem. Results showed that victimization was associated with increases in damaged self-esteem (higher levels of implicit than explicit self-esteem. Additionally, damaged self-esteem at age 11 years predicted an increase in internalizing problems in children over ages 11 to 12 years. Furthermore, damaged self-esteem mediated the relationship between age 11 years victimization and the development of internalizing problems. No impact of fragile self-esteem (lower levels of implicit than explicit self-esteem) on internalizing problems was found. The results thus underscore that, as found in adolescent and adult samples, damaged self-esteem is a predictor of increases in childhood internalizing problems. Moreover, damaged self-esteem might explain why children who are victimized develop internalizing problems. Implications are discussed.

Family Conflict, Mood, and Adolescents’ Daily School Problems: Moderating Roles of Internalizing and Externalizing Symptoms

Science.gov (United States)

Timmons, Adela C.; Margolin, Gayla

2014-01-01

Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; mean age = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multi-day spillover between parent-adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father-adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent-adolescent conflict and daily negative mood. By demonstrating cross-domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets. PMID:25346538

Detecting Careless Responses to Self-Reported Questionnaires

Science.gov (United States)

Kountur, Ronny

2016-01-01

Problem Statement: The use of self-report questionnaires may lead to biases such as careless responses that distort the research outcomes. Early detection of careless responses in self-report questionnaires may reduce error, but little guidance exists in the literature regarding techniques for detecting such careless or random responses in…

The Effect of Psychological Suzhi on Problem Behaviors in Chinese Adolescents: The Mediating Role of Subjective Social Status and Self-esteem.

Science.gov (United States)

Liu, Guangzeng; Zhang, Dajun; Pan, Yangu; Ma, Yuanxiao; Lu, Xingyue

2017-01-01

In this study, we examined subjective social status (SSS) and self-esteem as potential mediators between the association of psychological suzhi and problem behaviors in a sample of 1271 Chinese adolescents (44.5% male, grades 7-12). The results showed that SSS and self-esteem were fully mediating the relationship between psychological suzhi and problem behaviors. Moreover, the indirect effect was stronger via self-esteem than via SSS. These findings perhaps provide insight into the preliminary effect that SSS and self-esteem underlie psychological suzhi 's effect on adolescents' problem behaviors, and also are important in helping school-teachers and administrators to develop a better understanding of problem behaviors in their schools as a pre-requisite to the development of more effective behaviors management practices from the perspective of psychological suzhi. Implications and limitations in the present study have also been discussed.

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

NARCIS (Netherlands)

Frambach, J.M.; Driessen, E.W.; Chan, L.C.; Vleuten, C.P.M. van der

2012-01-01

Medical Education 2012: 46: 738-747 Context Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their

Damaged Self-Esteem is Associated with Internalizing Problems.

Science.gov (United States)

Creemers, Daan H M; Scholte, Ron H J; Engels, Rutger C M E; Prinstein, Mitchell J; Wiers, Reinout W

2013-01-01

Implicit and explicit self-esteem are assumed to be important factors in understanding the onset and maintenance of psychological problems. The current study aims to examine the association between implicit and explicit self-esteem and their interaction with depressive symptoms, suicidal ideation, and loneliness. Specifically, the relationship between the size and the direction of the discrepancy between implicit and explicit self-esteem with depressive symptoms, suicidal ideation, and loneliness were examined. Participants were 95 young female adults (M = 21.2 years, SD = 1.88) enrolled in higher education. We administered the IAT to assess implicit self-esteem, and the Rosenberg self-esteem scale to measure explicit self-esteem while psychological problems were assessed through self-reports. Results showed that discrepancies between implicit and explicit self-esteem were positively associated with depressive symptoms, suicidal ideation, and loneliness. In addition, the direction of the discrepancy was specifically relevant: damaged self-esteem (i.e., high implicit self-esteem and low explicit self-esteem) was consistently associated with increased levels of depressive symptoms, suicidal ideation, and loneliness. In contrast, defensive or fragile self-esteem (i.e., low implicit and high explicit self-esteem) was solely associated with loneliness. These findings provide further support that specifically damaged self-esteem is an important vulnerability marker for depressive symptoms, suicidal ideation, and loneliness.

Damaged Self-Esteem is Associated with Internalizing Problems

Science.gov (United States)

Creemers, Daan H. M.; Scholte, Ron H. J.; Engels, Rutger C. M. E.; Prinstein, Mitchell J.; Wiers, Reinout W.

2013-01-01

Implicit and explicit self-esteem are assumed to be important factors in understanding the onset and maintenance of psychological problems. The current study aims to examine the association between implicit and explicit self-esteem and their interaction with depressive symptoms, suicidal ideation, and loneliness. Specifically, the relationship between the size and the direction of the discrepancy between implicit and explicit self-esteem with depressive symptoms, suicidal ideation, and loneliness were examined. Participants were 95 young female adults (M = 21.2 years, SD = 1.88) enrolled in higher education. We administered the IAT to assess implicit self-esteem, and the Rosenberg self-esteem scale to measure explicit self-esteem while psychological problems were assessed through self-reports. Results showed that discrepancies between implicit and explicit self-esteem were positively associated with depressive symptoms, suicidal ideation, and loneliness. In addition, the direction of the discrepancy was specifically relevant: damaged self-esteem (i.e., high implicit self-esteem and low explicit self-esteem) was consistently associated with increased levels of depressive symptoms, suicidal ideation, and loneliness. In contrast, defensive or fragile self-esteem (i.e., low implicit and high explicit self-esteem) was solely associated with loneliness. These findings provide further support that specifically damaged self-esteem is an important vulnerability marker for depressive symptoms, suicidal ideation, and loneliness. PMID:23565101

Damaged Self-Esteem is Associated with Internalizing Problems

Directory of Open Access Journals (Sweden)

Daan eCreemers

2013-04-01

Full Text Available Implicit and explicit self-esteem are assumed to be important factors in understanding the onset and maintenance of psychological problems. The current study aims to examine the association between implicit and explicit self-esteem and their interaction with depressive symptoms, suicidal ideation and loneliness. Specifically, the relationship between the size and the direction of the discrepancy between implicit and explicit self-esteem with depressive symptoms, suicidal ideation and loneliness were examined. Participants were 95 young female adults (M= 21.2 years, SD = 1.88 enrolled in higher education. We administered the IAT to assess implicit self-esteem, and the Rosenberg self-esteem scale to measure explicit self-esteem while psychological problems were assessed through self-reports. Results showed that discrepancies between implicit and explicit self-esteem were positively associated with depressive symptoms, suicidal ideation, and loneliness. In addition, the direction of the discrepancy was specifically relevant: damaged self-esteem (i.e., high implicit self-esteem and low explicit self-esteem was consistently associated with increased levels of depressive symptoms, suicidal ideation, and loneliness. In contrast, defensive or fragile self-esteem (i.e., low implicit and high explicit self-esteem was solely associated with loneliness. These findings provide further support that specifically damaged self-esteem is an important vulnerability marker for depressive symptoms, suicidal ideation, and loneliness.

Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils

NARCIS (Netherlands)

Verpoorten, Dominique; Glahn, Christian; Chatti, Amine; Westera, Wim; Specht, Marcus

2011-01-01

Verpoorten, D., Glahn, C., Chatti, A., Westera, W., & Specht, M. (2011). Self-Reported Learning Effects of a Tagging Activity Carried out in a Personal Learning Environment (PLE) by Secondary-School Pupils. International Journal for Cross-Disciplinary Subjects in Education, 2(1), 276-284.

An Analysis of Bullying among Students within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate

Science.gov (United States)

Gendron, Brian P.; Williams, Kirk R.; Guerra, Nancy G.

2011-01-01

The current study examined the relations among self-esteem, approving normative beliefs about bullying, school climate, and bullying perpetration using a large, longitudinal sample of children from elementary, middle, and high school. Self-report surveys were collected at two points in time over the course of 1 year from 7,299 ethnically diverse…

Domain-Specific Self-Reported and Objectively Measured Physical Activity in Children

Directory of Open Access Journals (Sweden)

Ole Sprengeler

2017-03-01

Full Text Available Little is known about the extent that different domains contribute to total sedentary (SED, light (LPA and moderate-to-vigorous physical activity (MVPA. We aimed to identify domain-specific physical activity (PA patterns in school-aged children who were assessed by questionnaire and accelerometry. For the study, 298 German school children and adolescents aged 6–17 years wore an accelerometer for one week and completed a PA recall-questionnaire for the same period. Spearman coefficients (r were used to evaluate the agreement between self-reported and objectively measured PA in five domains (transport, school hours, physical education, leisure-time, organized sports activities. School hours mainly contributed to the total objectively measured SED, LPA and MVPA (55%, 53% and 46%, respectively, whilst sports activities contributed only 24% to total MVPA. Compared to accelerometry, the proportion of self-reported LPA and MVPA during school hours was substantially underestimated but overestimated during leisure-time. The agreement of self-reported and objectively measured PA was low for total LPA (r = 0.09, 95% CI (confidence interval: −0.03–0.20 and total MVPA (r = 0.21, 95% CI: 0.10–0.32, while moderate agreement was only found for total SED (r = 0.44, 95% CI: 0.34–0.53, LPA during transport (r = 0.59; 95% CI: 0.49–0.67 and MVPA during organized sports activities (r = 0.54; 95% CI: 0.38–0.67. Since school hours mainly contribute to total SED, LPA and MVPA and self-reported LPA and MVPA during school were importantly underestimated compared to objectively measured LPA and MVPA, the application of objective measurements is compulsory to characterize the entire activity pattern of school-aged children.

Intertester reliability of clinical shoulder instability and laxity tests in subjects with and without self-reported shoulder problems.

Science.gov (United States)

Eshoj, Henrik; Ingwersen, Kim Gordon; Larsen, Camilla Marie; Kjaer, Birgitte Hougs; Juul-Kristensen, Birgit

2018-03-03

First, to investigate the intertester reliability of clinical shoulder instability and laxity tests, and second, to describe the mutual dependency of each test evaluated by each tester for identifying self-reported shoulder instability and laxity. A standardised protocol for conducting reliability studies was used to test the intertester reliability of the six clinical shoulder instability and laxity tests: apprehension, relocation, surprise, load-and-shift, sulcus sign and Gagey. Cohen's kappa (κ) with 95% CIs besides prevalence-adjusted and bias-adjusted kappa (PABAK), accounting for insufficient prevalence and bias, were computed to establish the intertester reliability and mutual dependency. Forty individuals (13 with self-reported shoulder instability and laxity-related shoulder problems and 27 normal shoulder individuals) aged 18-60 were included. Fair (relocation), moderate (load-and-shift, sulcus sign) and substantial (apprehension, surprise, Gagey) intertester reliability were observed across tests (κ 0.39-0.73; 95% CI 0.00 to 1.00). PABAK improved reliability across tests, resulting in substantial to almost perfect intertester reliability for the apprehension, surprise, load-and-shift and Gagey tests (κ 0.65-0.90). Mutual dependencies between each test and self-reported shoulder problem showed apprehension, relocation and surprise to be the most often used tests to characterise self-reported shoulder instability and laxity conditions. Four tests (apprehension, surprise, load-and-shift and Gagey) out of six were considered intertester reliable for clinical use, while relocation and sulcus sign tests need further standardisation before acceptable evidence. Furthermore, the validity of the tests for shoulder instability and laxity needs to be studied. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Self-Concept and Sport Participation in Sixth Grade Basic School Students

Directory of Open Access Journals (Sweden)

Špela Virag

2016-04-01

Full Text Available The purpose of the study was to examine self-concept in relation to sport participation among basic school children. The sample included 109 sixth grade students of different Slovenian basic schools. The participants completed the Slovenian version of the SelfPerception Profile for Children – SPPC. The results show significant gender differences in some specific components of self-concept. Boys exhibited higher scores in perceived physical appearance and athletic competence, whereas girls exhibited higher levels in perceived behavioural conduct. Mean values show that students, engaged in organized sport practice, reported higher scores in all self-concept subscales than their inactive peers, although significant differences between these two groups were found in perceived scholastic competence and athletic competence. The study offers a detailed insight into the multidimensional self-perceptions of sixth grade basic school students. The results highlight the importance of physical/sports activity in the self-concept development and can be useful in promoting an active lifestyle among youth.

Non-Suicidal Self-Injury and Indirect Self-Harm among Danish High School Students

DEFF Research Database (Denmark)

Møhl, Bo; la Cour, Peter; Skandsen, Annika

2014-01-01

Background: Non-suicidal self-injury (NSSI) and indirect self-harm are prevalent among adolescents, but it is rare to see them described as related topics. Objective: The purpose of this study was to investigate whether there is a correlation between the frequencies of NSSI and indirect self-harm...... (e.g., eating problems, alcohol and drug use) and how this may be influenced by gender. Method: Questionnaires about NSSI (e.g., cutting, burning, scratching, hitting oneself) and indirect self-harm were distri­buted to high school students in theCopenhagen area (N = 5650; response rate 53%; females...... 60.8%). Results: A total of 21.5% of the survey respondents had engaged in NSSI (lifetime prevalence), and 16.2% had practiced NSSI within the previous year. Gender differences in NSSI methods were identified. A total of 53.9% of the students had engaged in one or more types of indirect self-harm...

The Effect of Psychological Suzhi on Problem Behaviors in Chinese Adolescents: The Mediating Role of Subjective Social Status and Self-esteem

Directory of Open Access Journals (Sweden)

Guangzeng Liu

2017-08-01

Full Text Available In this study, we examined subjective social status (SSS and self-esteem as potential mediators between the association of psychological suzhi and problem behaviors in a sample of 1271 Chinese adolescents (44.5% male, grades 7–12. The results showed that SSS and self-esteem were fully mediating the relationship between psychological suzhi and problem behaviors. Moreover, the indirect effect was stronger via self-esteem than via SSS. These findings perhaps provide insight into the preliminary effect that SSS and self-esteem underlie psychological suzhi’s effect on adolescents’ problem behaviors, and also are important in helping school-teachers and administrators to develop a better understanding of problem behaviors in their schools as a pre-requisite to the development of more effective behaviors management practices from the perspective of psychological suzhi. Implications and limitations in the present study have also been discussed.

Experimental instruction in photonics for high school students: approaches to managing problems faced

Science.gov (United States)

Choong, Zhengyang

2017-08-01

Student research projects are increasingly common at the K-12 level. However, students often face difficulties in the course of their school research projects such as setting realistic timelines and expectations, handling problems stemming from a lack of self-confidence, as well as being sufficiently disciplined for sustained communication and experimentation. In this work, we explore manifestations of these problems in the context of a photonics project, characterising the spectrum of the breakdown flash from Silicon Avalanche Photodiodes. We report on the process of planning and building the setup, data collection, analysis and troubleshooting, as well as the technical and human problems at each step. Approaches that were found to be helpful in managing the aforementioned problems are discussed, including an attention to detail during experimental work, as well as communicating in a forthcoming manner. Œe former allowed for clearer planning and the setting of quantifiable proximal goals; the latter helped in motivating discipline, and also helped in the understanding of research as an iterative learning process without a clear definition of success or failure.

Cross-informant agreement between parent-reported and adolescent self-reported problems in 25 societies

DEFF Research Database (Denmark)

Rescorla, Leslie A; Ginzburg, Sofia; Achenbach, Thomas M

2013-01-01

We used population sample data from 25 societies to answer the following questions: (a) How consistently across societies do adolescents report more problems than their parents report about them? (b) Do levels of parent-adolescent agreement vary among societies for different kinds of problems? (c...

Peer Aggression and Mental Health Problems: Self-Esteem as a Mediator

Science.gov (United States)

Ybrandt, Helene; Armelius, Kerstin

2010-01-01

This study examined whether self-esteem mediates the association between peer aggression and internalizing and externalizing problems in adolescents. A total of 204 Swedish adolescents aged between 12- and 16-years-old completed self-report measures; self-esteem was assessed with "I think I am" (ITIA) and internalizing and externalizing…

Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls.

Science.gov (United States)

Cribb, Victoria L; Haase, Anne M

2016-01-01

As society continues to advocate an unrealistically thin body shape, awareness and internalization of appearance and its consequent impact upon self-esteem has become increasingly of concern, particularly in adolescent girls. School gender environment may influence these factors, but remains largely unexplored. This study aimed to assess differences between two different school environments in appearance attitudes, social influences and associations with self-esteem. Two hundred and twelve girls (M = 13.8 years) attending either a single-sex or co-educational school completed measures on socio-cultural attitudes towards appearance, social support and self-esteem. Though marginal differences between school environments were found, significantly higher internalization was reported among girls at the co-educational school. School environment moderated relations between internalization and self-esteem such that girls in co-educational environments had poorer self-esteem stemming from greater internalization. Thus, in a single-sex school environment, protective factors may attenuate negative associations between socio-cultural attitudes towards appearance and self-esteem in adolescent girls. Copyright © 2015 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Family conflict, mood, and adolescents' daily school problems: moderating roles of internalizing and externalizing symptoms.

Science.gov (United States)

Timmons, Adela C; Margolin, Gayla

2015-01-01

Using daily diary data, this study examined cross-day associations between family conflict and school problems and tested mediating effects of daily negative mood and moderating effects of psychological symptoms. For 2 weeks, parents and adolescents (N = 106; Mage = 15.4) reported daily conflict; adolescents reported daily negative mood and school problems. Results indicated bidirectional, multiday spillover between parent-adolescent conflict and school problems with daily negative mood statistically accounting for spillover both within and across days. Externalizing symptoms strengthened links between father-adolescent conflict and school problems, whereas depressive and anxious symptoms strengthened links between parent-adolescent conflict and daily negative mood. By demonstrating cross-domain transmission of daily problems, these findings highlight the salience of everyday events as possible intervention targets. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

International survey of self-reported medicine use among adolescents

DEFF Research Database (Denmark)

Hansen, Ebba H; Holstein, Bjørn E; Due, Pernille

2003-01-01

OBJECTIVE: To examine gender, age, and country variations in adolescents' self-reported medicine use. DESIGN: Cross-sectional school surveys of representative samples of 11- to 15-year-old girls and boys were used. The 1997/1998 Health Behaviour in School-aged Children study was referenced. A sta...

Will Not Want: Self-Control Rather than Motivation Explains the Female Advantage in Report Card Grades

Science.gov (United States)

Duckworth, Angela L.; Shulman, Elizabeth P.; Mastronarde, Andrew J.; Patrick, Sarah D.; Zhang, Jinghui; Druckman, Jeremy

2015-01-01

Girls earn better grades than boys, but the mechanism explaining this gender difference is not well understood. We examined the relative importance of self-control and motivation in explaining the female advantage in grades. In Study 1, we surveyed middle school teachers and found they judged girls to be higher in both school motivation and self-control. In Studies 2 and 3—using self-reported motivation and teacher- and/or parent-reported self-control, and quarterly and final grades obtained from school records—we find that self-control, but not school motivation, helps to explain the gender gap in academic performance. In these studies, girls appeared to be more self-controlled than boys, but—contrary to teacher judgments in Study 1—did not appear to be more motivated to do well in school. PMID:25883522

Excessive computer game playing among Norwegian adults: self-reported consequences of playing and association with mental health problems.

Science.gov (United States)

Wenzel, H G; Bakken, I J; Johansson, A; Götestam, K G; Øren, Anita

2009-12-01

Computer games are the most advanced form of gaming. For most people, the playing is an uncomplicated leisure activity; however, for a minority the gaming becomes excessive and is associated with negative consequences. The aim of the present study was to investigate computer game-playing behaviour in the general adult Norwegian population, and to explore mental health problems and self-reported consequences of playing. The survey includes 3,405 adults 16 to 74 years old (Norway 2007, response rate 35.3%). Overall, 65.5% of the respondents reported having ever played computer games (16-29 years, 93.9%; 30-39 years, 85.0%; 40-59 years, 56.2%; 60-74 years, 25.7%). Among 2,170 players, 89.8% reported playing less than 1 hr. as a daily average over the last month, 5.0% played 1-2 hr. daily, 3.1% played 2-4 hr. daily, and 2.2% reported playing > 4 hr. daily. The strongest risk factor for playing > 4 hr. daily was being an online player, followed by male gender, and single marital status. Reported negative consequences of computer game playing increased strongly with average daily playing time. Furthermore, prevalence of self-reported sleeping problems, depression, suicide ideations, anxiety, obsessions/ compulsions, and alcohol/substance abuse increased with increasing playing time. This study showed that adult populations should also be included in research on computer game-playing behaviour and its consequences.

Faculty self-reported experience with racial and ethnic discrimination in academic medicine.

Science.gov (United States)

Peterson, Neeraja B; Friedman, Robert H; Ash, Arlene S; Franco, Shakira; Carr, Phyllis L

2004-03-01

Despite the need to recruit and retain minority faculty in academic medicine, little is known about the experiences of minority faculty, in particular their self-reported experience of racial and ethnic discrimination at their institutions. To determine the frequency of self-reported experience of racial/ethnic discrimination among faculty of U.S. medical schools, as well as associations with outcomes, such as career satisfaction, academic rank, and number of peer-reviewed publications. A 177-item self-administered mailed survey of U.S. medical school faculty. Twenty-four randomly selected medical schools in the contiguous United States. A random sample of 1,979 full-time faculty, stratified by medical school, specialty, graduation cohort, and gender. Frequency of self-reported experiences of racial/ethnic bias and discrimination. The response rate was 60%. Of 1,833 faculty eligible, 82% were non-Hispanic white, 10% underrepresented minority (URM), and 8% non-underrepresented minority (NURM). URM and NURM faculty were substantially more likely than majority faculty to perceive racial/ethnic bias in their academic environment (odds ratio [OR], 5.4; P discrimination by a superior or colleague. Faculty with such reported experiences had lower career satisfaction scores than other faculty (P discrimination achieved academic productivity similar to that of other faculty.

Promoting Mental Health in Italian Middle and High School: A Pilot Study.

Science.gov (United States)

Veltro, Franco; Ialenti, Valentina; Morales García, Manuel Alejandro; Bonanni, Emiliana; Iannone, Claudia; D'Innocenzo, Marinella; Gigantesco, Antonella

2017-01-01

In Italy, a handbook has been developed based on the principles of cooperative learning, life skills, self-effectiveness, and problem-solving at high school level. Early studies have shown the handbook's effectiveness. It has been hypothesized that the revised handbook could be more effective in middle schools. The study design is a "pre- and posttest" that compares the results obtained from 91 students of the high schools with those of the 38 students from middle schools. The assessment was made through "self-reporting" questionnaires of (a) learning skills including problem-solving and (b) perceived self-efficacy in managing emotions, dysfunctional beliefs, and unhealthy behaviours (i.e., drinking/smoking). Significant improvements were observed in both groups with the exceptions of perceived self-efficacy in managing emotions. The improvement of dysfunctional beliefs and the learning of problem-solving skills were better in middle schools. The results confirm the authors' hypothesis that the use of this approach is much more promising in middle school.

Self-reported extracurricular activity, academic success, and quality of life in UK medical students.

Science.gov (United States)

Lumley, Sophie; Ward, Peter; Roberts, Lesley; Mann, Jake P

2015-09-19

To explore the relationship between academic performance, extracurricular activity, and quality of life at medical school in the UK to aid our understanding of students' work-life balance. A cross-sectional study, using an electronic questionnaire distributed to UK final year medical students across 20 medical schools (4478 students). Participants reported the hours of self-regulated learning and extracurricular activities undertaken each year at medical school; along with their academic decile (1 = highest, 10 = lowest). Self-reported quality of life (QoL) was assessed using an established screening tool (7 = highest, 1 = lowest). Seven hundred responses were obtained, across 20 participating medical schools, response rate 16% (700/4478). Factors associated with higher academic achievement were: graduate entry course students (2 deciles higher, p students attain higher decile scores despite similar self-reported duration of study.

Music Taste Groups and Problem Behavior.

Science.gov (United States)

Mulder, Juul; Bogt, Tom Ter; Raaijmakers, Quinten; Vollebergh, Wilma

2007-04-01

Internalizing and externalizing problems differ by musical tastes. A high school-based sample of 4159 adolescents, representative of Dutch youth aged 12 to 16, reported on their personal and social characteristics, music preferences and social-psychological functioning, measured with the Youth Self-Report (YSR). Cluster analysis on their music preferences revealed six taste groups: Middle-of-the-road (MOR) listeners, Urban fans, Exclusive Rock fans, Rock-Pop fans, Elitists, and Omnivores. A seventh group of musically Low-Involved youth was added. Multivariate analyses revealed that when gender, age, parenting, school, and peer variables were controlled, Omnivores and fans within the Exclusive Rock groups showed relatively high scores on internalizing YSR measures, and social, thought and attention problems. Omnivores, Exclusive Rock, Rock-Pop and Urban fans reported more externalizing problem behavior. Belonging to the MOR group that highly appreciates the most popular, chart-based pop music appears to buffer problem behavior. Music taste group membership uniquely explains variance in both internalizing and externalizing problem behavior.

The Relationship of Self-Esteem and Self-Consciousness in High School Students

OpenAIRE

柴田, 雄企; 吉戒, 聡美

2015-01-01

In order to clarify the relationship of self-esteem and self-consciousness in high school students, I performed the Rosenberg self-esteem scale (RSES), the Coopersmith Self-Esteem Inventory (CSEI) and self-onsciousness scale. 161 high school students (98 boys and 63 girls) were assessed based on these scales. It was found that there were negative correlations between self-consciousness and self-rejection of CSEI in boys and there were negative correlations between self-consciousness and self-...

Left behind and left out: The impact of the school environment on young people with continence problems.

Science.gov (United States)

Whale, Katie; Cramer, Helen; Joinson, Carol

2018-05-01

To explore the impact of the secondary school environment on young people with continence problems. In-depth qualitative semi-structured interviews. We interviewed 20 young people aged 11-19 years (11 female and nine male) with continence problems (daytime wetting, bedwetting, and/or soiling). Interviews were conducted by Skype (n = 11) and telephone (n = 9). Transcripts were analysed using inductive thematic analysis. We generated five main themes: (1) Boundaries of disclosure: friends and teachers; (2) Social consequences of avoidance and deceit; (3) Strict and oblivious gatekeepers; (4) Intimate actions in public spaces; and (5) Interrupted learning. Disclosure of continence problems at school to both friends and teachers was rare, due to the perceived stigma and fears of bullying and social isolation. The lack of disclosure to teachers and other school staff, such as pastoral care staff, creates challenges in how best to support these young people. Young people with continence problems require unrestricted access to private and adequate toilet facilities during the school day. There is a need for inclusive toilet access policies and improved toilet standards in schools. Addressing the challenges faced by young people with continence problems at school could help to remove the barriers to successful self-management of their symptoms. It is particularly concerning that young people with continence problems are at higher risk of academic underachievement. Increased support at school is needed to enable young people with continence problems to achieve their academic potential. Statement of Contribution What is already known on this subject? Continence problems are among the most common paediatric health problems Self-management of continence problems requires a structured schedule of fluid intake and bladder emptying Inadequate toilet facilities and restricted access make it difficult for young people to manage their incontinence What does this study add

Effects of a self-esteem intervention program on school-age children.

Science.gov (United States)

Dalgas-Pelish, Peggy

2006-01-01

Self-esteem is essential for school-aged children's optimum health. High self-esteem is linked to increased school performance, improved health, and productive behavior. This study reports on the effects of a four-lesson self-esteem enhancement program for six groups of 5th and 6th grade children (N=98). The interactive lessons dealt with an overview of self-esteem, media influences, hiding emotions, and changes in self-esteem. Using a pre-test/ post-test design, Coopersmith's Self-Esteem Inventory (SEI) was used to measure self-esteem. The self-esteem subscales dealing with general and social areas were found to significantly increase over time (pself-esteem score. Mean scores showed that children who had friends had more significant changes than those who did not have friends. Children with lower socioeconomic status had lower scores at both the pre and post testing with significance in the general and social subscales. No significance was found related to racial group, family make-up, or the number of household chores or activities. This study supports the effectiveness of a self-esteem enhancement program for girls, those children with friends, and those in lower socioeconomic status. Future research is needed to understand what contributes to the self-esteem of children who report that they do not have friends.

Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

Directory of Open Access Journals (Sweden)

Meirav Tzohar-Rozen

2014-11-01

Full Text Available Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000. Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010. 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009. These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL, a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000. Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC and motivational-emotional regulation (ME. It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form. After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.

Bystander Position Taking in School Bullying: The Role of Positive Identity, Self-Efficacy, and Self-Determination

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Sandra K. M. Tsang

2011-01-01

Full Text Available School bullying has become an explicit, burgeoning problem challenging the healthy development of children and adolescents in Hong Kong. Many bullying prevention and intervention programs focus on victims and bullies, with bystanders treated as either nonexistent or irrelevant. This paper asserts that bystanders actually play pivotal roles in deciding whether the bullying process and dynamics are benign or adversarial. Bystanders' own abilities and characteristics often influence how they respond to victims and bullies. “P.A.T.H.S. to Adulthood: A Jockey Club Youth Enhancement Scheme” (P.A.T.H.S. = Positive Adolescent Training through Holistic Social Programmes is an evidence-based positive youth development program which shows that primary intervention programs have constructive impacts on junior secondary school students' beliefs and behavior. This paper asserts that intrapsychic qualities, namely identity, self-efficacy, and self-determination, greatly influence how bystanders react in school bullying situations. The paper also explains how classroom-based educational programs based on the P.A.T.H.S. model have been designed to help junior secondary school students strengthen these characteristics, so that they can be constructive bystanders when they encounter school bullying.

Cross-Informant Agreement between Parent-Reported and Adolescent Self-Reported Problems in 25 Societies

Science.gov (United States)

Rescorla, Leslie A.; Ginzburg, Sofia; Achenbach, Thomas M.; Ivanova, Masha Y.; Almqvist, Fredrik; Begovac, Ivan; Bilenberg, Niels; Bird, Hector; Chahed, Myriam; Dobrean, Anca; Dopfner, Manfred; Erol, Nese; Hannesdottir, Helga; Kanbayashi, Yasuko; Lambert, Michael C.; Leung, Patrick W. L.; Minaei, Asghar; Novik, Torunn S.; Oh, Kyung-Ja; Petot, Djaouida; Petot, Jean-Michel; Pomalima, Rolando; Rudan, Vlasta; Sawyer, Michael; Simsek, Zeynep; Steinhausen, Hans-Christoph; Valverde, Jose; van der Ende, Jan; Weintraub, Sheila; Metzke, Christa Winkler; Wolanczyk, Tomasz; Zhang, Eugene Yuqing; Zukauskiene, Rita; Verhulst, Frank C.

2013-01-01

We used population sample data from 25 societies to answer the following questions: (a) How consistently across societies do adolescents report more problems than their parents report about them? (b) Do levels of parent-adolescent agreement vary among societies for different kinds of problems? (c) How well do parents and adolescents in different…

Investigation of the self-reported health and health-related behaviours of Victorian mothers of school-aged children.

Science.gov (United States)

Bourke-Taylor, Helen; Lalor, Aislinn; Farnworth, Louise; Pallant, Julie F; Knightbridge, Elizabeth; McLelland, Gayle

2015-01-01

Lifestyle may influence many health-related issues currently facing Australian women. The extent to which women with school-aged children attend to their own health is unknown and the associations between health behaviours and health status requires investigation. This study aimed to investigate the prevalence of health behaviours (alcohol consumption, health-promoting activities) and their impact on self-reported health (weight, sleep quality, mental health) among mothers of school-aged children in Victoria. Mail-out survey design (n=263) including the Depression Anxiety Stress Scale (DASS) and Health Promoting Activities Scale was used to explore issues. The results indicated that substantial numbers of mothers reported moderate to extreme DASS scores: depression (n=45, 17%); anxiety (n=41, 15.6%); stress (n=57, 21.7%). The majority participated in physical activity less often than daily. High rates of daily alcohol use (20%) and poor sleep quality were reported. Nearly one-half (n=114, 46%) of the sample were overweight or obese and also reported poorer mental health than other women in the sample (Pmaternal weight, mental health and participation in health-promoting activities. The findings indicate that there is a need for increased health education and services for women with school-aged children. Direct services and population-based health promotion strategies may be required to address healthy lifestyle issues and educate mothers about the possible health legacy of poor health behaviours.

Self-reported difficulty in conceiving as a measure of infertility.

Science.gov (United States)

Dick, M-L B; Bain, C J; Purdie, D M; Siskind, V; Molloy, D; Green, A C

2003-12-01

This study aimed to explore the meaning and potential use of women's self-reported difficulties in conceiving as a measure of infertility in epidemiological studies, and to compare women's stated reasons for infertility with information in their medical records. Data were available from a population-based case-control study of ovarian cancer involving 1638 women. The sensitivity and specificity of women's self-reported infertility were calculated against their estimated fertility status based on detailed reproductive histories. Self-reported reasons for infertility were compared with diagnoses documented in women's medical records. The sensitivity of women's self-reported difficulty in conceiving was 66 and 69% respectively when compared with calendar-derived and self-reported times taken trying to conceive; its specificity was 95%. Forty-one (23%) of the 179 women for whom medical records were available had their self-reported fertility problem confirmed. Self-reported infertility causes could be compared with diagnoses in medical records for only 22 of these women. Self-reported difficulty conceiving is a useful measure of infertility for quantifying the burden of fertility problems experienced in the community. Validation of reasons for infertility is unlikely to be feasible through examination of medical records. Improved education of the public regarding the availability and success rates of infertility treatments is proposed.

How to implement the Science Fair Self-Help Development Program in schools

Energy Technology Data Exchange (ETDEWEB)

Menicucci, D.

1994-01-01

This manual is intended to act as a working guide for setting up a Science Fair Volunteer Support Committee at your school. The Science Fair Volunteer Support Committee, or SFVSC, is the key component of the Science Fair Self-Help program, which was developed by Sandia National Laboratories and is designed to support a school`s science activities. The SFVSC is a team of parents and community volunteers who work in concert with a school`s teaching staff to assist and manage all areas of a school Science and Engineering Fair. The main advantage of creating such a committee is that it frees the science teachers from the organizational aspects of the fair and lets them concentrate on their job of teaching science. This manual is based on information gained through a Self-Help Development pilot program that was developed by Sandia National Laboratories during the 1991--92 school year at three Albuquerque, NM, middle schools. The manual describes the techniques that were successful in the pilot program and discusses how these techniques might be implemented in other schools. This manual also discusses problems that may be encountered, including suggestions for how they might be resolved.

Factors associated with self-reported diabetes according to the 2013 National Health Survey

Science.gov (United States)

Malta, Deborah Carvalho; Bernal, Regina Tomie Ivata; Iser, Betine Pinto Moehlecke; Szwarcwald, Célia Landmann; Duncan, Bruce Bartholow; Schmidt, Maria Inês

2017-01-01

ABSTRACT OBJECTIVES To analyze the factors associated with self-reported diabetes among adult participants of the National Health Survey (PNS). METHODS Cross-sectional study using data of the PNS carried out in 2013, from interviews with adults (≥ 18 years) of 64,348 Brazilian households. The prevalence of self-reported diabetes, assessed by the question “Has a doctor ever told you that you have diabetes?,” was related to sociodemographic characteristics, lifestyle, self-reported chronic disease, and self-evaluation of the health condition. Prevalence ratios were adjusted according to age, sex, and schooling by Poisson regression with robust variance. RESULTS The diagnosis of diabetes was reported by 6.2% of respondents. Its crude prevalence was higher in women (7.0% vs. 5.4%), and among older adults, reaching 19.8% in the elderly. Black adults who received less schooling showed higher prevalence. Among those classified as obese, 11.8% reported having diabetes. Ex-smokers, those insufficiently active and those who consume alcohol abusively reported diabetes more often. Differences were not verified in eating habits among adults who reported, or did not, diabetes. A relation between diabetes and hypertension was found. CONCLUSIONS After adjustment according to age, schooling and sex, diabetes was shown to be associated with higher age, lower schooling, past smoking, overweight and obesity, and hypertension, as well as with a self-declared poor state of health, indicating a pattern of risk factors common to many chronic non-communicable diseases and the association of the disease with morbidity. PMID:28591347

Factors associated with self-reported diabetes according to the 2013 National Health Survey

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Deborah Carvalho Malta

Full Text Available ABSTRACT OBJECTIVES To analyze the factors associated with self-reported diabetes among adult participants of the National Health Survey (PNS. METHODS Cross-sectional study using data of the PNS carried out in 2013, from interviews with adults (≥ 18 years of 64,348 Brazilian households. The prevalence of self-reported diabetes, assessed by the question “Has a doctor ever told you that you have diabetes?,” was related to sociodemographic characteristics, lifestyle, self-reported chronic disease, and self-evaluation of the health condition. Prevalence ratios were adjusted according to age, sex, and schooling by Poisson regression with robust variance. RESULTS The diagnosis of diabetes was reported by 6.2% of respondents. Its crude prevalence was higher in women (7.0% vs. 5.4%, and among older adults, reaching 19.8% in the elderly. Black adults who received less schooling showed higher prevalence. Among those classified as obese, 11.8% reported having diabetes. Ex-smokers, those insufficiently active and those who consume alcohol abusively reported diabetes more often. Differences were not verified in eating habits among adults who reported, or did not, diabetes. A relation between diabetes and hypertension was found. CONCLUSIONS After adjustment according to age, schooling and sex, diabetes was shown to be associated with higher age, lower schooling, past smoking, overweight and obesity, and hypertension, as well as with a self-declared poor state of health, indicating a pattern of risk factors common to many chronic non-communicable diseases and the association of the disease with morbidity.

Academic Performance in Primary School Children With Common Emotional and Behavioral Problems.

Science.gov (United States)

Mundy, Lisa K; Canterford, Louise; Tucker, Dawn; Bayer, Jordana; Romaniuk, Helena; Sawyer, Susan; Lietz, Petra; Redmond, Gerry; Proimos, Jenny; Allen, Nicholas; Patton, George

2017-08-01

Many emotional and behavioral problems first emerge in primary school and are the forerunners of mental health problems occurring in adolescence. However, the extent that these problems may be associated with academic failure has been explored less. We aimed to quantify the association between emotional and behavioral problems with academic performance. A stratified random sample of 8- to 9-year-olds (N = 1239) were recruited from schools in Australia. Data linkage was performed with a national assessment of academic performance to assess reading and numeracy. Parent report assessed emotional and behavioral problems with students dichotomized into "borderline/abnormal" and "normal" categories. One in 5 grade 3 students fell in the "borderline/abnormal" category. Boys with total difficulties (β = -47.8, 95% CI: -62.8 to -32.8), conduct problems, and peer problems scored lower on reading. Numeracy scores were lower in boys with total difficulties (β = -37.7, 95% CI: -53.9 to -21.5) and emotional symptoms. Children with hyperactivity/inattention scored lower in numeracy. Girls with peer problems scored lower in numeracy. Boys with emotional and behavioral problems in mid-primary school were 12 months behind their peers. Children with emotional and behavioral problems are at high risk for academic failure, and this risk is evident in mid-primary school. © 2017, American School Health Association.

Prevalence and Risk Factors of Voice Problems Among Primary School Teachers in India.

Science.gov (United States)

Devadas, Usha; Bellur, Rajashekhar; Maruthy, Santosh

2017-01-01

Teachers are more prone to develop voice problems (VPs) when compared with other professional voice users. The aim of present study was to investigate the prevalence and risk factors of VPs among primary school teachers in India. Epidemiological cross-sectional survey. Self-reporting questionnaire data were collected from 1082 teachers. Out of 1082 teachers who participated in the present study, 188 teachers reported VPs that account for a prevalence rate of 17.4%. Tired voice after long hours of talking was the most frequently reported symptom, followed by sore/dry throat, strain in voice, neck muscle tension, and difficulty in projecting voice. The adjusted odds ratio values showed number of years of teaching, high background noise levels in the classroom, experiencing psychological stress while teaching classes, improper breath management (holding breath while speaking), poor focus of the tone (clenching jaw/teeth while speaking), upper respiratory tract infection, thyroid problems, and acid reflux as significant risk factors for the development of VPs in the current cohort of teachers. Current results suggest that teachers develop VPs due to multiple risk factors. These factors may be either biological, psychomotor, or environment-related factors. A holistic approach (which could include educating teachers about voice care during their training, and if they develop VP during their career, then managing the VP by taking into consideration different risk factors) addressing all these factors needs to be adopted to prevent VPs in primary school teachers. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

Bullying and Victimisation in School Children: The Role of Social Identity, Problem-Solving Style, and Family and School Context

Science.gov (United States)

Cassidy, Tony

2009-01-01

The relationship between social identity, family and school context, problem-solving style, self-esteem, health behaviour, psychological distress, and victimisation, was explored in a quasi-experimental survey of 461 children aged between 11 and 15 years old. There was a high prevalence of victimisation (29%) in the group and 44% of those…

Self-reported mental health in children ages 6-12 years across eight European countries.

Science.gov (United States)

Husky, Mathilde M; Boyd, Anders; Bitfoi, Adina; Carta, Mauro Giovanni; Chan-Chee, Christine; Goelitz, Dietmar; Koç, Ceren; Lesinskiene, Sigita; Mihova, Zlatka; Otten, Roy; Pez, Ondine; Shojaei, Taraneh; Kovess-Masfety, Viviane

2018-06-01

Worldwide, approximately one in eight children or adolescents suffers from a mental disorder. The present study was designed to determine the self-reported prevalence of mental health problems in children aged 6-11 years across eight European countries including Italy, France, Germany, the Netherlands, Lithuania, Bulgaria, Romania, and Turkey. Data were drawn from 6245 children participating in the School Children Mental Health in Europe (SCHME) study and a large cross-sectional survey in France. Self-reported child mental health was assessed using the Dominique Interactive (DI). Overall, 22.0% of children were identified per their own evaluation as having at least one mental disorder, ranging from 16.4% in the Netherlands to 27.9% in Bulgaria. The prevalence of internalizing disorders was 18.4% across countries and ranged from 11.8% in the Netherlands to 24.3% in Turkey. The prevalence of externalizing disorders was lower with an average of 7.8%, ranging from 3.5% in Turkey to 10.5% in Bulgaria. Combining samples across European countries, 1 in 5 children reported internalizing problems and 1 in 12 children externalizing problems. The net completion rates of 4.1-74.3% preclude conclusions about national differences in prevalence rates.

Improving Study Habits of Junior High School Students Through Self-Management versus Group Discussion

Science.gov (United States)

Harris, Mary B.; Trujillo, Amaryllis E.

1975-01-01

Both a self-management approach, teaching the principles of behavior modification and self-control (n=36), and a group-discussion technique, involving discussion of study habits and problems (n=41), led to improvements in grade point averages compared with a no-treatment control group (n=36) for low-achieving junior high school students. (Author)

Self-directed questions to improve students' ability in solving chemical problems

Science.gov (United States)

Sanjaya, Rahmat Eko; Muna, Khairiatul; Suharto, Bambang; Syahmani

2017-12-01

Students' ability in solving chemical problems is seen from their ability to solve chemicals' non-routine problems. It is due to learning faced directly on non-routine problems will generate a meaningful learning for students. Observations in Banjarmasin Public High School 1 (SMA Negeri 1 Banjarmasin) showed that students did not give the expected results when they were given the non-routine problems. Learning activities by emphasizing problem solving was implemented based on the existence of knowledge about cognition and regulation of cognition. Both of these elements are components of metacognition. The self-directed question is a strategy that involves metacognition in solving chemical problems. This research was carried out using classroom action research design in two cycles. Each cycle consists of four stages: planning, action, observation and reflection. The subjects were 34 students of grade XI-4 at majoring science (IPA) of SMA Negeri 1 Banjarmasin. The data were collected using tests of the students' ability in problem solving and non-tests instrument to know the process of implementation of the actions. Data were analyzed with descriptivequantitativeand qualitative analysis. The ability of students in solving chemical problems has increased from an average of 37.96 in cycle I became 61.83 in cycle II. Students' ability to solve chemical problems is viewed based on their ability to answer self-directed questions. Students' ability in comprehension questions increased from 73.04 in the cycle I became 96.32 in cycle II. Connection and strategic questions increased from 54.17 and 16.50 on cycle I became 63.73 and 55.23 on cycle II respectively. In cycle I, reflection questions were 26.96 and elevated into 36.27 in cycle II. The self-directed questions have the ability to help students to solve chemical problems through metacognition questions. Those questions guide students to find solutions in solving chemical problems.

High school dropouts: interactions between social context, self-perceptions, school engagement, and student dropout.

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Fall, Anna-Mária; Roberts, Greg

2012-08-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002-2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students' self-perceptions (perception of control and identification with school), which in turn predict students' academic and behavioral engagement, and academic achievement. Further, students' academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. Published by Elsevier Ltd.

High school dropouts: Interactions between social context, self-perceptions, school engagement, and student dropout☆

Science.gov (United States)

Fall, Anna-Mária; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students’ engagement or contribute to decisions to dropout from high school. The self-system model of motivational development represents a promising theory for understanding this complex phenomenon. The self-system model acknowledges the interactive and iterative roles of social context, self-perceptions, school engagement, and academic achievement as antecedents to the decision to dropout of school. We analyzed data from the Education Longitudinal Study of 2002–2004 in the context of the self-system model, finding that perception of social context (teacher support and parent support) predicts students’ self-perceptions (perception of control and identification with school), which in turn predict students’ academic and behavioral engagement, and academic achievement. Further, students’ academic and behavioral engagement and achievement in 10th grade were associated with decreased likelihood of dropping out of school in 12th grade. PMID:22153483

Parental Overprotection: Effects on Self-Concept and Social and School Functioning.

Science.gov (United States)

Oh, Susan Y.; And Others

Relationships between parental overprotection and fifth-graders' self-concept and level of social and school functioning were examined by means of systematic observations of parent-child interactions in the home, parent and child self-reports, teacher and peer ratings, grades, and achievement scores. Subjects were 43 middle-to-upper-middle income…

Factors Associated With Participation and Change Over Time in Domestic Life, Peer Relations, and School for Adolescents With and Without Self-Reported Neurodevelopmental Disorders. A Follow-Up Prospective Study

Directory of Open Access Journals (Sweden)

Frida Lygnegård

2018-04-01

Full Text Available Even though participation in everyday events is a vital part in the fulfillment of human rights, adolescents with neurodevelopmental disorders (NDD often face participation restrictions in every-day activities. Few studies have investigated the predictors for participation in different contexts, over time and in relation to the same outcome variables.Objective: Objective of the current study was therefore to investigate predictors of change in participation operationalized as frequency of attendance and perceived importance in domestic life activities, peer related activities, and school activities as experienced by adolescents with and without self-reported neurodevelopmental disorders.Method: Associations with participation, both in terms of frequency and perceived importance, in domestic life, peer relations, and the school setting were investigated using six independent variables measuring experience of time and self, sex, age, stress, support from siblings, and atmosphere in family at two-time (with ~2 years in between. The sample consisted of adolescents with and without self-reported NDD (n = 916. Adolescents with self-reported NDD were n = 154 and adolescents without self-reported NDD was n = 762. Data was collected via self-reported questionnaires administered in schools.Results: Three key findings are presented. (1 more factors were associated with participation outcomes at time1 for adolescents without NDD than for adolescents with NDD, but this difference in the number of factors decreases with time; (2 few associations were related to time for both adolescents with and without NDD; and (3 patterns of predicting variables were different for adolescents with and without NDD.Conclusion: The findings indicate that the factors related to participation in and outside school differs between groups, when the impairment or disability is not considered as a predictor for participation. This study supports the need for using a multidimensional

Self-Study Report for Candidacy. Prepared by Mennonite College of Nursing for the North Central Association of Colleges and Schools.

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Mennonite Coll. of Nursing, Bloomington, IN.

A self-evaluation report by the Mennonite College of Nursing, which is applying for candidacy status with the North Central Association of Colleges and Schools, is presented. Information is provided on the evolution of the program and the program evaluation process, as well as strengths and concerns of the college and plans for further…

Applying behavior analysis to school violence and discipline problems: Schoolwide positive behavior support

Science.gov (United States)

Anderson, Cynthia M.; Kincaid, Donald

2005-01-01

School discipline is a growing concern in the United States. Educators frequently are faced with discipline problems ranging from infrequent but extreme problems (e.g., shootings) to less severe problems that occur at high frequency (e.g., bullying, insubordination, tardiness, and fighting). Unfortunately, teachers report feeling ill prepared to deal effectively with discipline problems in schools. Further, research suggests that many commonly used strategies, such as suspension, expulsion, and other reactive strategies, are not effective for ameliorating discipline problems and may, in fact, make the situation worse. The principles and technology of behavior analysis have been demonstrated to be extremely effective for decreasing problem behavior and increasing social skills exhibited by school children. Recently, these principles and techniques have been applied at the level of the entire school, in a movement termed schoolwide positive behavior support. In this paper we review the tenets of schoolwide positive behavior support, demonstrating the relation between this technology and applied behavior analysis. PMID:22478439

Peer group self-identification as a predictor of relational and physical aggression among high school students.

Science.gov (United States)

Pokhrel, Pallav; Sussman, Steven; Black, David; Sun, Ping

2010-05-01

Adolescent peer group self-identification refers to adolescents' affiliation with reputation-based peer groups such as "Goths" or "Jocks." These groups tend to vary on normative characteristics, including the group members' attitudes and behaviors. This article examined whether adolescents' baseline peer group self-identification predicted their self-reported relational and physical aggression 1 year later. Self-report data were collected from 1614 students from 9 regular and 9 continuation (alternative) high schools in Southern California, at baseline and 1-year follow-up. Subjects' mean baseline age was 15.21 years (SD = 1.18) and 51.6% of the subjects were female. Findings indicated that compared with self-identified "Regular" or "Normal" students, adolescents who identified with high-risk peer groups (eg, "Druggies,"Goths") tended to report higher relational and physical aggression 1 year later, controlling for baseline aggression and demographic variables. In addition, adolescents' self-identification with high-status peer groups (eg, "Jocks,"Populars") was predictive of higher relational aggression 1 year later. Gender and school type (ie, regular vs continuation) were not found to moderate these effects. It appears that peer group self-identification is a salient predictor of physical and relational aggression across gender and school type. Adolescents who identify with high-risk peer groups tend to report higher levels of physical as well as relational aggression in the future. In addition, adolescents who affiliate with elite groups tend to become more relationally aggressive over time. School-based prevention programs targeting aggression may benefit from addressing the impacts of peer group self-identification on adolescents' aggressive behavior.

Studies of self-pollution in diesel school buses: methodological issues.

Science.gov (United States)

Borak, Jonathan; Sirianni, Greg

2007-09-01

Considerable interest has focused on levels of exhaust emissions in the cabins of diesel-powered school buses and their possible adverse health effects. Significantly different policy and engineering issues would be raised if compelling evidence found that inc-cabin contamination was due to self-pollution from bus emissions, rather than ambient pollution, neighboring vehicles, and/or re-entrained road dust. We identified 19 reports from 11 studies that measured diesel exhaust particulate in the cabins of 58 school bus of various type. Studies were evaluated in light of their experimental design, their data quality, and their capacity to quantify self-pollution. Only one study had a true experimental design, comparing the same buses with and without emission controls, while four others used intentional tracers to quantify tail pipe and/or crankcase emissions. Although definitive data are still lacking, these studies suggest that currently available control technologies can nearly eliminate particulate self-pollution inside diesel school buses.

Incorporating Library Provision in School Self-Evaluation

Science.gov (United States)

McNicol, Sarah

2004-01-01

Traditionally, school libraries have been evaluated primarily in terms of library management; the impact they have on teaching and learning has rarely been a focus. For this reason, they have often been omitted from whole school self-evaluation. Self-evaluation can help schools to prepare for inspection, but more importantly to identify strengths…

Self-esteem and social respect within the high school.

Science.gov (United States)

Yelsma, P; Yelsma, J

1998-08-01

A sample of 596 students in a Michigan high school completed 2 measures of self-esteem (S. Coopersmith, 1967; M. Rosenberg, 1979) and the English translation of the Social Behaviors Scale (M. Loranger, M. Poirier, D. Gauthier, & J. Talon, 1982). Factor analysis of the 36-item Social Behaviors Scale revealed 5 factors appropriate for assessing social respect. Regression analyses revealed that scores for total self-esteem and global self-esteem were significant predictors of total social respect. The scores for total self-esteem were also significantly associated with respect for teachers and for appropriate language. The females reported more respect for teachers, others, appropriate language, and physical property than the males did. The seniors reported more respect for appropriate language, teachers, and others than the freshmen did. Total self-esteem was significantly and negatively associated with respect for waiting and listening. Global self-esteem was significantly and negatively associated with respect for physical property.

The Impact of Validity Screening on Associations between Self-Reports of Bullying Victimization and Student Outcomes

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Jia, Yuane; Konold, Timothy R.; Cornell, Dewey; Huang, Francis

2018-01-01

Self-report surveys are widely used to measure adolescent risk behavior and academic adjustment, with results having an impact on national policy, assessment of school quality, and evaluation of school interventions. However, data obtained from self-reports can be distorted when adolescents intentionally provide inaccurate or careless responses.…

Self-reported adherence and biomarker levels of CoQ10 and alpha-tocopherol

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Vitolins MZ

2018-04-01

Full Text Available Mara Z Vitolins,1 L Douglas Case,1 Stephen R Rapp,2 Mark O Lively,3 Edward G Shaw,4 Michelle J Naughton,5 Jeffrey Giguere,6 Glenn J Lesser7 1Division of Public Health Sciences, Wake Forest School of Medicine, Winston-Salem, NC, USA; 2Department of Psychiatry and Behavioral Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA; 3Department of Biochemistry, Wake Forest School of Medicine, Winston-Salem, NC, USA; 4Department of Internal Medicine-Gerontology and Geriatric Medicine, Wake Forest School of Medicine, Winston-Salem, NC, USA; 5Department of Internal Medicine, The Ohio State University, Columbus, OH, USA; 6Greenville Community Oncology Research Program of the Carolinas, Greenville, SC, USA; 7Department of Internal Medicine-Hematology and Oncology, Wake Forest School of Medicine, Medical Center Boulevard, Winston-Salem, NC, USA Purpose: Women with breast cancer were randomized to receive coenzyme Q10 (CoQ10 plus Vitamin E or placebo in a clinical trial. The objective of this evaluation is to examine the association between participant self-reported adherence to the study supplements and changes in plasma biomarker levels.Patients and methods: Correlation coefficients quantified the association between changes in alpha-tocopherol and CoQ10 levels and the association between self-reported adherence and changes in biomarkers. Participants were categorized by self-reported adherence; Kruskal–Wallis tests compared changes in alpha-tocopherol and CoQ10 levels between self-reported adherence groups.Results: Women (N=155 provided baseline and post-treatment biomarkers; 147 completed at least one diary. While changes in alpha-tocopherol and CoQ10 levels were moderately correlated, correlations ranged from 0.40 to 0.48, association between self-reported adherence and plasma alpha-tocopherol or CoQ10 levels was weak; correlations ranged from 0.10 to 0.29 at weeks 8, 16, and 24. Some participants with high self-reported adherence actually

Profile of self-reported problems with executive functioning in college and professional football players.

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Seichepine, Daniel R; Stamm, Julie M; Daneshvar, Daniel H; Riley, David O; Baugh, Christine M; Gavett, Brandon E; Tripodis, Yorghos; Martin, Brett; Chaisson, Christine; McKee, Ann C; Cantu, Robert C; Nowinski, Christopher J; Stern, Robert A

2013-07-15

Repetitive mild traumatic brain injury (mTBI), such as that experienced by contact-sport athletes, has been associated with the development of chronic traumatic encephalopathy (CTE). Executive dysfunction is believed to be among the earliest symptoms of CTE, with these symptoms presenting in the fourth or fifth decade of life. The present study used a well-validated self-report measure to study executive functioning in football players, compared to healthy adults. Sixty-four college and professional football players were administered the Behavior Rating Inventory of Executive Function, adult version (BRIEF-A) to evaluate nine areas of executive functioning. Scores on the BRIEF-A were compared to published age-corrected normative scores for healthy adults Relative to healthy adults, the football players indicated significantly more problems overall and on seven of the nine clinical scales, including Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/Organize, and Task Monitor. These symptoms were greater in athletes 40 and older, relative to younger players. In sum, football players reported more-frequent problems with executive functioning and these symptoms may develop or worsen in the fifth decade of life. The findings are in accord with a growing body of evidence that participation in football is associated with the development of cognitive changes and dementia as observed in CTE.

Measuring School Psychology Trainee Self-Efficacy

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Lockwood, Adam B.; Mcclure, John; Sealander, Karen; Baker, Courtney N.

2017-01-01

There is an ever-increasing need for school psychology training programs to demonstrate their ability to produce competent practitioners. One method of addressing this need is through the assessment of self-efficacy. However, little research on self-efficacy in school psychology exists likely due to the lack of a psychometrically sound measure of…

Peer Victimization among Classmates-Associations with Students' Internalizing Problems, Self-Esteem, and Life Satisfaction.

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Låftman, Sara B; Modin, Bitte

2017-10-13

Bullying is a major problem in schools and a large number of studies have demonstrated that victims have a high excess risk of poor mental health. It may however also affect those who are not directly victimized by peers. The present study investigates whether peer victimization among classmates is linked to internalizing problems, self-esteem, and life satisfaction at the individual level, when the student's own victimization has been taken into account. The data were derived from the first wave of the Swedish part of Youth in Europe Study (YES!), including information on 4319 students in grade 8 (14-15 years of age) distributed across 242 classes. Results from multilevel analyses show a significant association between classes with a high proportion of students being victimized and higher levels of internalizing problems, lower self-esteem, and lower life satisfaction at the student level. This association holds when the student's own victimization has been taken into account. This suggests that peer victimization negatively affects those who are directly exposed, as well as their classmates. We conclude that efficient methods and interventions to reduce bullying in school are likely to benefit not only those who are victimized, but all students.

Parental Attachment and Adolescents' Perception of School Alienation: The Mediation Role of Self-Esteem and Adjustment.

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Kocayörük, Ercan; Şimşek, Ömer Faruk

2016-01-01

The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context.

The relationship between family functioning and self-esteem in female high school students of Isfahan, Iran, in 2013?2014

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Rezaei-Dehaghani, Abdollah; Paki, Somayeh; Keshvari, Mahrokh

2015-01-01

Background: One of the most critical periods of the life of a person is adolescence. During this period, individuals face many problems such as low self-esteem. Self-esteem can be influenced by many factors such as school, friends, and inner personality, but it seems that the family has a crucial role in shaping self-esteem. Therefore, the present study aimed to determine the relationship between family functioning and self-esteem in female high school students in Isfahan, Iran. Materials and...

Evolution of Self-Reporting Methods for Identifying Discrete Emotions in Science Classrooms

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Ritchie, Stephen M.; Hudson, Peter; Bellocchi, Alberto; Henderson, Senka; King, Donna; Tobin, Kenneth

2016-01-01

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and…

Primary School Principals' Self-Monitoring Skills

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Konan, Necdet

2015-01-01

The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In…

Effect of socioeconomic status on behavioral problems from preschool to early elementary school - A Japanese longitudinal study.

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Rikuya Hosokawa

Full Text Available Social inequalities are widely accepted to have a deleterious effect on children's mental health, and those with lower socioeconomic status generally experience more mental health issues. In this study, we examine the impact of socioeconomic situations of children's families during their early childhood on the children's social adaptation in Japanese elementary school.The current investigation consisted of two sets of data relating to two separate years (with a one-year interval. The participants included preschoolers aged five years at Time 1 (the first year and first graders aged six years at Time 2 (the second year; 1,712 met the inclusion criteria for both years. Parents of the participants completed a self-reported questionnaire regarding their SES (i.e., family economy and mother's education and their children's mental health. Mental health was assessed using the Child Behavior Checklist/4-18, Parent Report.For each SES indicator, we found an inverse relationship across all the symptom dimensions. Specifically, bivariate analyses revealed that lower family income, maternal education level, and paternal education level predict all three domains of behavioral problems (i.e., internalized problems, externalized problems, and total behavioral problems. Further, multivariate analyses revealed that lower family income consistently predicts all domains of behavioral problems, lower maternal education level predicted externalized problems and total behavioral problems, and paternal education level did not predict any clinically significant behavioral problems.In this sample, we found that, for children, family income and parental education when entering preschool were significant predictors of mental health problems after elementary school enrollment; in particular, low income and low maternal educational achievement predicted a high probability of the development of a psychiatric disorder. A greater understanding of the mechanisms of these

Effect of socioeconomic status on behavioral problems from preschool to early elementary school - A Japanese longitudinal study.

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Hosokawa, Rikuya; Katsura, Toshiki

2018-01-01

Social inequalities are widely accepted to have a deleterious effect on children's mental health, and those with lower socioeconomic status generally experience more mental health issues. In this study, we examine the impact of socioeconomic situations of children's families during their early childhood on the children's social adaptation in Japanese elementary school. The current investigation consisted of two sets of data relating to two separate years (with a one-year interval). The participants included preschoolers aged five years at Time 1 (the first year) and first graders aged six years at Time 2 (the second year); 1,712 met the inclusion criteria for both years. Parents of the participants completed a self-reported questionnaire regarding their SES (i.e., family economy and mother's education) and their children's mental health. Mental health was assessed using the Child Behavior Checklist/4-18, Parent Report. For each SES indicator, we found an inverse relationship across all the symptom dimensions. Specifically, bivariate analyses revealed that lower family income, maternal education level, and paternal education level predict all three domains of behavioral problems (i.e., internalized problems, externalized problems, and total behavioral problems). Further, multivariate analyses revealed that lower family income consistently predicts all domains of behavioral problems, lower maternal education level predicted externalized problems and total behavioral problems, and paternal education level did not predict any clinically significant behavioral problems. In this sample, we found that, for children, family income and parental education when entering preschool were significant predictors of mental health problems after elementary school enrollment; in particular, low income and low maternal educational achievement predicted a high probability of the development of a psychiatric disorder. A greater understanding of the mechanisms of these associations could

Inverse Problem in Self-assembly

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Tkachenko, Alexei

2012-02-01

By decorating colloids and nanoparticles with DNA, one can introduce highly selective key-lock interactions between them. This leads to a new class of systems and problems in soft condensed matter physics. In particular, this opens a possibility to solve inverse problem in self-assembly: how to build an arbitrary desired structure with the bottom-up approach? I will present a theoretical and computational analysis of the hierarchical strategy in attacking this problem. It involves self-assembly of particular building blocks (``octopus particles''), that in turn would assemble into the target structure. On a conceptual level, our approach combines elements of three different brands of programmable self assembly: DNA nanotechnology, nanoparticle-DNA assemblies and patchy colloids. I will discuss the general design principles, theoretical and practical limitations of this approach, and illustrate them with our simulation results. Our crucial result is that not only it is possible to design a system that has a given nanostructure as a ground state, but one can also program and optimize the kinetic pathway for its self-assembly.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

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Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

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Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

Self-Efficacy Beliefs, Motivation, Race, and Gender in Middle School Science

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Britner, Shari L.; Pajares, Frank

The purpose of this study was to discover whether the science motivation beliefs of middle school students (N = 262) vary as a function of their gender or race/ethnicity and to determine whether science self-efficacy beliefs predict science achievement when motivation variables shown to predict achievement in other academic areas are controlled. Girls reported stronger science self-efficacy and self-efficacy for self-regulation, and they received higher grades in science. Boys had stronger performance-approach goals. White students had stronger self-efficacy and achievement, and African American students reported stronger task goals. Self-efficacy was the only motivation variable to predict the science achievement of girls, boys, and White students. Self-efficacy and self-concept predicted the science achievement of African American students. Results are interpreted from the perspective of Bandura's social cognitive theory.

Investigating Turkish Primary School Students' Interest in Science by Using Their Self-Generated Questions

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Cakmakci, Gultekin; Sevindik, Hatice; Pektas, Meryem; Uysal, Asli; Kole, Fatma; Kavak, Gamze

2012-06-01

This paper reports on an attempt to investigate Turkish primary school students' interest in science by using their self-generated questions. We investigated students' interest in science by analyzing 1704 self-generated science-related questions. Among them, 826 questions were submitted to a popular science magazine called Science and Children. Such a self-selected sample may represent a group of students who have a higher level of motivation to seek sources of information outside their formal education and have more access to resources than the students of low social classes. To overcome this problem, 739 students were asked to write a question that they wanted to learn from a scientist and as a result 878 questions were gathered. Those students were selected from 13 different schools at 9 cities in Turkey. These schools were selected to represent a mixture of socioeconomic areas and also to cover different students' profile. Students' questions were classified into two main categories: the field of interest and the cognitive level of the question. The results point to the popularity of biology, astrophysics, nature of scientific inquiry, technology and physics over other science areas, as well as indicating a difference in interest according to gender, grade level and the setting in which the questions were asked. However, our study suggests that only considering questions submitted to informal learning environments, such as popular science magazines or Ask-A-Scientist Internet sites has limitations and deficiencies. Other methodologies of data collection also need to be considered in designing teaching and school science curriculum to meet students' needs and interest. The findings from our study tend to challenge existing thinking from other studies. Our results show that self-generated questions asked in an informal and a formal setting have different patterns. Some aspects of students' self-generated questions and their implications for policy, science

High School Dropouts: Interactions between Social Context, Self-Perceptions, School Engagement, and Student Dropout

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Fall, Anna-Maria; Roberts, Greg

2012-01-01

Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development…

Rating Students' Problem Behaviour: The Role of Teachers' Individual Characteristics

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Kokkinos, Constantinos M.; Kargiotidis, Apostolos

2016-01-01

This study examined the role of teachers' personal characteristics and mental health status on their frequency ratings of student problem behaviour. A sample of 121 primary school teachers were asked to rate the frequency of a student's behavioural problems, and to self-report their personality traits, psychopathology symptoms and burnout.…

Self-Esteem Among Children in Grade R in an Urban South African School

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Anita Keller

2012-12-01

Full Text Available This paper presents the first assessment of the Behavioural Rating Scale of Presented Self-Esteem (Haltiwanger, 1989 in South Africa. The analyses are based on teachers’ evaluation of self-esteem of 57 young isiZulu and Sesotho-speaking children attending a South African government-funded urban primary school. Although we found Cronbach’s Alpha to be very high (α = .96, an exploratory factor analysis revealed a possible two-factor solution. However, the second factor did not match the two-factor solution reported in previous research (Fuchs-Beauchamp, 1996 and explained only a small amount of total variance. No self-esteem differences were detected between boys and girls, or between isiZulu- and Sesotho-speakers. The association between subjective summary ratings of self-esteem by teachers and the PSE scores in Soweto matches the associations measured in the US by Haltiwanger (1989. Interestingly, teachers’ subjective assessment of children’s future leadership status correlated positively with evaluation of the children’s self-esteem, while teachers’ subjective assessment of being burdened by major problems in the children’s future did not. Measurement issues relating to ecological validity, culture-sensitivity, and subsequent work on self-esteem of children and education in South Africa are discussed.

Reducing developmental risk for emotional/behavioral problems: a randomized controlled trial examining the Tools for Getting Along curriculum.

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Daunic, Ann P; Smith, Stephen W; Garvan, Cynthia W; Barber, Brian R; Becker, Mallory K; Peters, Christine D; Taylor, Gregory G; Van Loan, Christopher L; Li, Wei; Naranjo, Arlene H

2012-04-01

Researchers have demonstrated that cognitive-behavioral intervention strategies - such as social problem solving - provided in school settings can help ameliorate the developmental risk for emotional and behavioral difficulties. In this study, we report the results of a randomized controlled trial of Tools for Getting Along (TFGA), a social problem-solving universally delivered curriculum designed to reduce the developmental risk for serious emotional or behavioral problems among upper elementary grade students. We analyzed pre-intervention and post-intervention teacher-report and student self-report data from 14 schools, 87 classrooms, and a total of 1296 students using multilevel modeling. Results (effect sizes calculated using Hedges' g) indicated that students who were taught TFGA had a more positive approach to problem solving (g=.11) and a more rational problem-solving style (g=.16). Treated students with relatively poor baseline scores benefited from TFGA on (a) problem-solving knowledge (g=1.54); (b) teacher-rated executive functioning (g=.35 for Behavior Regulation and .32 for Metacognition), and proactive aggression (g=.20); and (c) self-reported trait anger (g=.17) and anger expression (g=.21). Thus, TFGA may reduce risk for emotional and behavioral difficulties by improving students' cognitive and emotional self-regulation and increasing their pro-social choices. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Effects over time of self-reported direct and vicarious racial discrimination on depressive symptoms and loneliness among Australian school students.

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Priest, Naomi; Perry, Ryan; Ferdinand, Angeline; Kelaher, Margaret; Paradies, Yin

2017-02-03

Racism and racial discrimination are increasingly acknowledged as a critical determinant of health and health inequalities. However, patterns and impacts of racial discrimination among children and adolescents remain under-investigated, including how different experiences of racial discrimination co-occur and influence health and development over time. This study examines associations between self-reported direct and vicarious racial discrimination experiences and loneliness and depressive symptoms over time among Australian school students. Across seven schools, 142 students (54.2% female), age at T1 from 8 to 15 years old (M = 11.14, SD = 2.2), and from diverse racial/ethnic and migration backgrounds (37.3% born in English-speaking countries as were one or both parents) self-reported racial discrimination experiences (direct and vicarious) and mental health (depressive symptoms and loneliness) at baseline and 9 months later at follow up. A full cross-lagged panel design was modelled using MPLUS v.7 with all variables included at both time points. A cross-lagged effect of perceived direct racial discrimination on later depressive symptoms and on later loneliness was found. As expected, the effect of direct discrimination on both health outcomes was unidirectional as mental health did not reciprocally influence reported racism. There was no evidence that vicarious racial discrimination influenced either depressive symptoms or loneliness beyond the effect of direct racial discrimination. Findings suggest direct racial discrimination has a persistent effect on depressive symptoms and loneliness among school students over time. Future work to explore associations between direct and vicarious discrimination is required.

PISA 2012 Analysis of School Variables Affecting Problem-Solving Competency: Turkey-Serbia Comparison

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Emine YAVUZ

2017-12-01

Full Text Available According to the OECD's PISA 2012 Turkey problem-solving report, Turkey and Serbia are at the same mathematical literacy level. However, Serbia's average of problem-solving competency is said to be higher than Turkey's. In this study, school variables that affect problem-solving competency of the two countries were examined and compared. The method of the study was causal comparison method, and HLM analysis was performed on data of 4494 students from 147 schools in Turkey sample and 4059 students from 132 schools in Serbia sample separately. As a result of HLM analysis, "obstacle and family donation" variable for Serbia and "abandon, teacher morale and mathematics competition" variable for Turkey were statistically significant. Although it was found that for each countries different variables influence the problem-solving competency, it was quite remarkable that these variables are in common in that they are components of the school climate concept.

Sleep Insufficiency, Sleep Health Problems and Performance in High School Students

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Xue Ming

2011-01-01

Full Text Available A survey on sleep schedule, sleep health, school performance and school start times was conducted in 1,941 adolescents. A high level of early and circadian-disadvantaged sleep/wake schedules during weekdays was observed. Shorter sleep duration on weekdays was reported, especially in upper classmen. Complaints of inadequate sleep and sleepiness during weekdays, alarm clock use, and napping were prevalent. Night awakening and prolonged sleep onset were common and associated with poor school performance. Students with a sleep length of less than 7 hours on both weekdays and weekends exhibited poorer performance, while those who made up this sleep loss on weekends did not. The total number of poor sleep factors in an individual also correlated with poor school performance. Earlier school start times were associated with a perception of poor sleep quality, shorter sleep duration and more sleep health problems. We conclude that sleep inadequacies and sleep health problems were prevalent in this population, especially in those who started school earlier in the morning, and that these poor sleep factors were associated with school performance.

How Self-Evaluation can make schools more effective

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Davide Capperucci

2015-12-01

Full Text Available Recent European and North American government policies, implementing new systems of evaluation and accountability, have highlighted the use of performance data to inform judgments about schools and stimulate school improvement. This has led to the implementation of school self-evaluation considered as an effective means to increase school quality and effectiveness. Decentralization of education systems has promoted a broadening of educational evaluation methodologies and a conceptualization of theoretical approaches and research about school effectiveness and improvement.This study presents a self-evaluation model, called the ISSEMod, thought to improve school accountability, combining central control managed by public authorities (external control and the autonomy reserved for schools related to pedagogical, instructional and organizational practices (internal control. Using a sample of 58 Tuscan schools, an empirical and explorative model of school self-evaluation focused on a flexible system of areas and indicators to investigate and analyse school quality, is proposed here.

Self reported awareness of child maltreatment among school professionals in Saudi Arabia: impact of CRC ratification.

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AlBuhairan, Fadia S; Inam, Sarah S; AlEissa, Majid A; Noor, Ismail K; Almuneef, Maha A

2011-12-01

The Convention on the Rights of the Child (CRC) was ratified by Saudi Arabia 15 years ago; yet addressing the issue of child maltreatment only began in more recent years. School professionals play a significant role in children's lives, as they spend a great deal of time with them and are hence essential to protecting and identifying those in danger or at risk. The objective of this study is to identify school professional's awareness of child maltreatment and the existing national policies and procedures to examine the extent of efforts made in Saudi Arabia and to activate the roles of schools and school professionals in protecting children from violence and implementation of Article 19 of the CRC. This was a cross-sectional study, where school professionals from randomly selected schools throughout the country were invited to participate in a self-administered questionnaire. A total of 3,777 school professionals participated in the study. Fifty-five percent of professionals had at least 10 years of work experience. A low-level of awareness of child maltreatment was found in about 1/3 of school professionals. Only 1.9% of school professionals had ever attended any sort of specific training on child maltreatment, though 69.3% of those who had not, were willing to attend future training. With regards to awareness of CRC Article 19 or policies and procedures addressing child maltreatment, only 22% reported being aware of it. The majority of school professionals in Saudi Arabia have a low-intermediate level of awareness of child maltreatment, ratification of CRC, and related national policies and procedures, yet most are willing to attend training programs on this subject matter. Efforts need to be made in the country to fill this gap. Copyright © 2011 Elsevier Ltd. All rights reserved.

Peer Relationships and Internalizing Problems in Adolescents: Mediating Role of Self-Esteem

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Bosacki, Sandra; Dane, Andrew; Marini, Zopito

2007-01-01

This study examined whether self-esteem mediated the association between peer relationships and internalizing problems (i.e., depression and social anxiety). A total of 7290 (3756 girls) adolescents (ages 13-18 years) completed self-report measures of peer relationships, including direct and indirect victimization, social isolation, friendship…

Problems of One School Board Attorney.

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Fisher, M. Bryon

The speaker, a school board attorney, outlines four legal problems he has had to deal with. The cases concern teacher dismissal, the district's responsibility in the case of "hazardous transportation," school district purchases for student activities (student photographs), and school bus leasing. (IRT)

Problem signs in law school: Fostering attorney well-being early in professional training.

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Reed, Krystia; Bornstein, Brian H; Jeon, Andrew B; Wylie, Lindsey E

2016-01-01

Attorneys suffer from high rates of stress, alcoholism, and mental health problems that are costly for the legal system and impair their abilities to serve their clients. There is some indication that these problems begin in law school. The present study assessed a cohort of law students at an American law school for their reported levels of stress, depression, anxiety, substance use, and overall adjustment/coping. Findings indicate that law students suffer from high levels of stress, anxiety, depression, and alcohol use, and that these problem behaviors fluctuate throughout the course of law school. We discuss the implications for law student/lawyer well-being and legal education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Profile of Self-Reported Problems with Executive Functioning in College and Professional Football Players

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Seichepine, Daniel R.; Stamm, Julie M.; Daneshvar, Daniel H.; Riley, David O.; Baugh, Christine M.; Gavett, Brandon E.; Tripodis, Yorghos; Martin, Brett; Chaisson, Christine; McKee, Ann C.; Cantu, Robert C.; Nowinski, Christopher J.

2013-01-01

Abstract Repetitive mild traumatic brain injury (mTBI), such as that experienced by contact-sport athletes, has been associated with the development of chronic traumatic encephalopathy (CTE). Executive dysfunction is believed to be among the earliest symptoms of CTE, with these symptoms presenting in the fourth or fifth decade of life. The present study used a well-validated self-report measure to study executive functioning in football players, compared to healthy adults. Sixty-four college and professional football players were administered the Behavior Rating Inventory of Executive Function, adult version (BRIEF-A) to evaluate nine areas of executive functioning. Scores on the BRIEF-A were compared to published age-corrected normative scores for healthy adults Relative to healthy adults, the football players indicated significantly more problems overall and on seven of the nine clinical scales, including Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/Organize, and Task Monitor. These symptoms were greater in athletes 40 and older, relative to younger players. In sum, football players reported more-frequent problems with executive functioning and these symptoms may develop or worsen in the fifth decade of life. The findings are in accord with a growing body of evidence that participation in football is associated with the development of cognitive changes and dementia as observed in CTE. PMID:23421745

Do High School Students in India Gamble? A Study of Problem Gambling and Its Correlates.

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Jaisoorya, T S; Beena, K V; Beena, M; Ellangovan, K; Thennarassu, K; Bowden-Jones, Henrietta; Benegal, Vivek; George, Sanju

2017-06-01

Studies from the West suggest that significant numbers of high school students gamble, despite it being illegal in this age group. To date, there have been no studies on the prevalence of gambling among senior high school and higher secondary school students in India. This study reports point prevalence of gambling and its psychosocial correlates among high school students in the State of Kerala, India. 5043 high school students in the age group 15-19 years, from 73 schools, were selected by cluster random sampling from the district of Ernakulam, Kerala, South India. They completed questionnaires that assessed gambling, substance use, psychological distress, suicidality, and symptoms of Attention Deficit Hyperactivity Disorder (ADHD). Of a total of 4989 completed questionnaires, 1400 (27.9 %) high school students reported to have ever gambled and 353 (7.1 %) were problem gamblers. Of those who had ever gambled, 25.2 % were problem gamblers. Sports betting (betting on cricket and football) was the most popular form of gambling followed by the lottery. Problem gamblers when compared with non-problem gamblers and non-gamblers were significantly more likely to be male, have academic failures, have higher rates of lifetime alcohol and tobacco use, psychological distress, suicidality, history of sexual abuse and higher ADHD symptom scores. Gambling among adolescents in India deserves greater attention, as one in four students who ever gambled was a problem gambler and because of its association with a range of psychosocial variables.

Self-reported unemployment status and recession: An analysis on the Italian population with and without mental health problems.

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Fabrizio Starace

Full Text Available During economic recession people with mental health problems have higher risk of losing their job. This paper analyses the issue by considering the Italian rates of unemployment amongst individuals with and without mental health problems in 2005 and 2013, that is prior and during the economic crisis.We used data from the National surveys on "Health conditions and use of health services" carried out by the Italian National Institute of Statistics (ISTAT for the years 2005 and 2013. The surveys collected information on the health status and socioeconomic conditions of the Italian population. Self-reported unemployment status was analysed amongst individuals with and without reported mental health problems. In addition, descriptive statistics were performed in order to detect possible differences in the risk of unemployment within different regional contexts characterised by different socio-economic conditions.The recession determined increased disparities in unemployment rates between people with and without mental health problems. Regardless to the presence of mental health problems, young people were more likely to be unemployed. Among people who reported mental health problems, males were more likely to be unemployed than females. People with low education level were more likely to be unemployed, particularly during the recession and in presence of mental health problems. Changes in unemployment rates due to the crisis showed different patterns across different regions of the Country.These analyses confirm that in periods of economic crisis people with mental health problems are at risk of experiencing exclusion from labour market. In addition, the impact is even worse within the group with low education and younger age. These findings emphasise the importance of specific interventions aimed at promoting labour market participation and reintegration for people with mental health problems.

Self-reported unemployment status and recession: An analysis on the Italian population with and without mental health problems

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Starace, Fabrizio; Mungai, Francesco; Sarti, Elena; Addabbo, Tindara

2017-01-01

Purpose During economic recession people with mental health problems have higher risk of losing their job. This paper analyses the issue by considering the Italian rates of unemployment amongst individuals with and without mental health problems in 2005 and 2013, that is prior and during the economic crisis. Methods We used data from the National surveys on “Health conditions and use of health services” carried out by the Italian National Institute of Statistics (ISTAT) for the years 2005 and 2013. The surveys collected information on the health status and socioeconomic conditions of the Italian population. Self-reported unemployment status was analysed amongst individuals with and without reported mental health problems. In addition, descriptive statistics were performed in order to detect possible differences in the risk of unemployment within different regional contexts characterised by different socio-economic conditions. Results The recession determined increased disparities in unemployment rates between people with and without mental health problems. Regardless to the presence of mental health problems, young people were more likely to be unemployed. Among people who reported mental health problems, males were more likely to be unemployed than females. People with low education level were more likely to be unemployed, particularly during the recession and in presence of mental health problems. Changes in unemployment rates due to the crisis showed different patterns across different regions of the Country. Conclusions These analyses confirm that in periods of economic crisis people with mental health problems are at risk of experiencing exclusion from labour market. In addition, the impact is even worse within the group with low education and younger age. These findings emphasise the importance of specific interventions aimed at promoting labour market participation and reintegration for people with mental health problems. PMID:28376098

The Relationship Among School Safety, School Liking, and Students' Self-Esteem: Based on a Multilevel Mediation Model.

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Zhang, Xinghui; Xuan, Xin; Chen, Fumei; Zhang, Cai; Luo, Yuhan; Wang, Yun

2016-03-01

Perceptions of school safety have an important effect on students' development. Based on the model of "context-process-outcomes," we examined school safety as a context variable to explore how school safety at the school level affected students' self-esteem. We used hierarchical linear modeling to examine the link between school safety at the school level and students' self-esteem, including school liking as a mediator. The data were from the National Children's Study of China (NCSC), in which 6618 fourth- to fifth-grade students in 79 schools were recruited from 100 counties in 31 provinces in China. Multilevel mediation analyses showed that the positive relationship between school safety at the school level and self-esteem was partially mediated by school liking, controlling for demographics at both student and school levels. Furthermore, a sex difference existed in the multilevel mediation model. For boys, school liking fully mediated the relationship between school safety at the school level and self-esteem. However, school liking partially mediated the relationship between school safety at the school level and self-esteem among girls. School safety should receive increasing attention from policymakers because of its impact on students' self-esteem. © 2016, American School Health Association.

Emotional, self-conceptual, and relational characteristics of bullies and the bullied.

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Meland, Eivind; Rydning, Jan Henrik; Lobben, Stian; Breidablik, Hans-Johan; Ekeland, Tor-Johan

2010-06-01

To clarify distributions of emotional and somatic symptoms among different groups involved in bullying behaviour during early adolescence; to explore differences in social integration and self-perceptions; to explore how different cut-off limits for bullying behaviour may affect the impact of these measures; and to interpret our findings in the light of theories of identity that may suggest directions for interventions against bullying in schools. A cross-sectional study, based on self-completion questionnaire, of 1237 pupils aged 11-15 years in autumn 2000 in Alesund, Norway. Bullies and their victims reported similar and greater emotional impairments and psychosomatic complaints, lack of self-confidence, and pessimism than students not involved in bullying. With increasing involvement, bullies differed from non-involved students only in regard to depressive complaints and pessimism. The bullied group reported more depressive, somatic and anxiety complaints, and self-reproach with increasing victimisation. Both bullies and the bullied reported problems relating to school, parents, and teachers. Bullies enjoyed friendships to the same degree or better than their peers not involved in bullying, whereas the bullied group reported impaired peer relations and increasing problems with more serious involvement. Bullies, the bullied, and bully-victims reported diminishing peer support in their class with increasing involvement. Both the bullied and bullies share relational, emotional, and self-conceptual problems, but they also differ in whether they succeed in social arenas and to what extent they are affected by different emotional and self-conceptual problems. They are, however, fellow sufferers in many aspects.

Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.

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Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

2002-01-01

Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

Peer Victimization among Classmates—Associations with Students’ Internalizing Problems, Self-Esteem, and Life Satisfaction

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Sara B. Låftman

2017-10-01

Full Text Available Bullying is a major problem in schools and a large number of studies have demonstrated that victims have a high excess risk of poor mental health. It may however also affect those who are not directly victimized by peers. The present study investigates whether peer victimization among classmates is linked to internalizing problems, self-esteem, and life satisfaction at the individual level, when the student’s own victimization has been taken into account. The data were derived from the first wave of the Swedish part of Youth in Europe Study (YES!, including information on 4319 students in grade 8 (14–15 years of age distributed across 242 classes. Results from multilevel analyses show a significant association between classes with a high proportion of students being victimized and higher levels of internalizing problems, lower self-esteem, and lower life satisfaction at the student level. This association holds when the student’s own victimization has been taken into account. This suggests that peer victimization negatively affects those who are directly exposed, as well as their classmates. We conclude that efficient methods and interventions to reduce bullying in school are likely to benefit not only those who are victimized, but all students.

Psychosocial determinants of self-reported hand hygiene behaviour: a survey comparing physicians and nurses in intensive care units.

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von Lengerke, T; Lutze, B; Graf, K; Krauth, C; Lange, K; Schwadtke, L; Stahmeyer, J; Chaberny, I F

2015-09-01

Research applying psychological behaviour change theories to hand hygiene compliance is scarce, especially for physicians. To identify psychosocial determinants of self-reported hand hygiene behaviour (HHB) of physicians and nurses in intensive care units (ICUs). A cross-sectional survey using a self-administered questionnaire that applied concepts from the Health Action Process Approach on hygienic hand disinfection was conducted in 10 ICUs and two haematopoietic stem cell transplantation units at Hannover Medical School, Germany. Self-reported compliance was operationalized as always disinfecting one's hands when given tasks associated with risk of infection. Using seven-point Likert scales, behavioural planning, maintenance self-efficacy and action control were assessed as psychological factors, and personnel and material resources, organizational problems and cooperation on the ward were assessed as perceived environmental factors. Multiple logistic regression analysis was employed. In total, 307 physicians and 348 nurses participated in this study (response rates 70.9% and 63.4%, respectively). Self-reported compliance did not differ between the groups (72.4% vs 69.4%, P = 0.405). While nurses reported stronger planning, self-efficacy and action control, physicians indicated better personnel resources and cooperation on the ward (P Infection Society. Published by Elsevier Ltd. All rights reserved.

[A self administered survey to assess bullying in schools].

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Lecannelier, Felipe; Varela, Jorge; Rodríguez, Jorge; Hoffmann, Marianela; Flores, Fernanda; Ascanio, Lorena

2011-04-01

Bullying is common in schools and has negative consequences. It can be assessed using a self-reported instrument. To validate a Spanish self-reporting tool called "Survey of High School Bullying Abuse of Power" (MIAP). The instrument has 13 questions, of which 7 are multiple choice, rendering a total of 49 items. It was applied to 2.341 children of seventh and eighth grade attending private, subsidized and municipal schools in the city of Concepción, Chile. Expert judge analysis and estimated reliability using the Cronbach Alpha were used to validate the survey. The instrument obtained a Cronbach Alpha coefficient of 0.8892, classified as good. This analysis generated four scales that explained 30.9% of the variance. They were called "Witness Bullying" with 18 items, accounting for 11.4% of the variance, "Bullying Victim" with 12 items, accounting for 7.5% of the variance, "Bullying Perpetrator and Severe bullying Victim", with 10 items explaining 6.4% of the variance and "Aggressor Bullying" with 6 items accounting for 5.7% of the variance. The MIAP can recognize four basic factors that facilitate the analysis and understanding of bullying, with good levels of reliability and validity. The remaining questions also deliver valuable information.

Parents and the School Dropout Problem.

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Ferguson, Earl E.; Killingsworth, Jerry

1987-01-01

The school dropout problem is discussed, with suggestions for parents on ensuring that their children do not become part of the dropout population, including; monitoring children's school attendance patterns; making sure children understand how important school and attendance is; maintaining close contact with teachers; and helping children…

More than Just Fun and Games: The Longitudinal Relationships between Strategic Video Games, Self-Reported Problem Solving Skills, and Academic Grades

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Adachi, Paul J. C.; Willoughby, Teena

2013-01-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem…

Psychosocial problems of clinical students in the University of Ibadan Medical School.

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Omokhodion, F O; Gureje, O

2003-03-01

A cross sectional study was carried out among medical students in the University of Ibadan to identify their socio economic and psychological problems. Three hundred and sixteen students, 159 males and 157 females participated in the study. The questionnaire, which was self-administered, sought information about sources of financial support, type of accommodation, use of recreational facilities, smoking and drinking habits and sources of stress and insecurity on the campus. The GHQ-12 was used to assess their mental status. Ninety-four percent of students were sponsored by their parents. Average monthly income as pocket money ranged from N800-N15,000. Sixty-three (20%) reported that their pocket money was inadequate and 11 (3.5%) engage in business ventures to supplement their income. Two hundred and fifty-seven (81%) live on the campus, 11 (3.5%) were current smokers and 54 (18%) were current drinkers. Stealing and lack of money were the commonest causes of insecurity on the campus. Lack of money, fear of failure of examinations, family problems and broken relationships were reported as causes of depression among this study population. GHQ scores ranged from 1 to 9 using a cut-off point of 3 scores, 38 students (12.0%) were categorised as having traits of poor mental health. GHQ scores were not associated with age, sex, smoking or drinking status or students' assessment of the adequacy of their pocket money. However, living off campus and poor self-perception were associated with poor mental health (p < 0.01). Counseling services should be provided in the medical school to assist students to handle issues that constitute a source of stress in their psychosocial environment.

The Effect of Vocal Hygiene and Behavior Modification Instruction on the Self-Reported Vocal Health Habits of Public School Music Teachers

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Hackworth, Rhonda S.

2007-01-01

This study examined the effects of vocal hygiene and behavior modification instruction on self-reported behaviors of music teachers. Subjects (N = 76) reported daily behaviors for eight weeks: water consumption, warm-up, talking over music/noise, vocal rest, nonverbal commands, and vocal problems. Subjects were in experimental group 1 or 2, or the…

Self-Efficacy and Burnout in Professional School Counselors

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Gunduz, Bulent

2012-01-01

This study investigated the relationships between burnout and self-efficacy among school counselors. Also, the level of their burnout and self-efficacy was examined in terms of the social support, task perception and the number of students. A sample of 194 school counselors filled out the Maslach Burnout Inventory, The School Counselors…

Personality and self-reported use of mobile phones for games.

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Phillips, James G; Butt, Sarah; Blaszczynski, Alex

2006-12-01

Mobile phones are popular devices that may generate problems for a section of the community. A previous study using the Eysenck Personality Questionnaire found that extraverts with low self-esteem reported more problems with their mobile phone use. The present study used the NEO FI and Coopersmith Self-Esteem Inventory to predict the self reported mobile phone use of 112 participants. Multiple regression found that people low on agreeableness were more likely to use their mobile phones to play games. The findings imply an interplay between personality traits and excessive or problematic use on mobile phones that is relevant to proposed innovations such as gambling on mobile phones.

Motivation and Ways to Motivate Students of Middle School

Institute of Scientific and Technical Information of China (English)

朱洪琼

2012-01-01

Motivation is critical in English learning of middle school,thus,how to effectively motivate students in English learning is an important problem.This study intends to find ways to motivate students of middle school.Self-report data were collected from 45 students in The Experiment Middle School Attached to Yunnan Normal University by using a close-ended questionnaire.

Dispositions to school education and self concept in Slovenian and British high-school students

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Darja Kobal

2001-09-01

Full Text Available The article highlights the relationship between dispositions to school education and self-concept. What is meant by the expression "dispositions of school education" are phenomena like attitudes to school, achievement motivation, believes about personal control over learning, external constrains to learning etc. The definition of self-concept and its brief contemporary understanding is mentioned. The aim of the study is to find out the expression of certain areas of self-concept and dispositions to school education. A group of Slovenian and a group of British high school students participated in the study. The results of ANOVA and discriminant analysis showed significant differences as related to nationality. For example, British participants exceeded Slovenians in many areas of self-concept. They also expressed some significant differences in their dispositions to school. The results are interpreted in the light of personality and national differences.

Self-directed learning readiness of Asian students: students perspective on a hybrid problem based learning curriculum.

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Leatemia, Lukas D; Susilo, Astrid P; van Berkel, Henk

2016-12-03

To identify the student's readiness to perform self-directed learning and the underlying factors influencing it on the hybrid problem based learning curriculum. A combination of quantitative and qualitative studies was conducted in five medical schools in Indonesia. In the quantitative study, the Self Directed Learning Readiness Scale was distributed to all students in all batches, who had experience with the hybrid problem based curriculum. They were categorized into low- and high -level based on the score of the questionnaire. Three focus group discussions (low-, high-, and mixed level) were conducted in the qualitative study with six to twelve students chosen randomly from each group to find the factors influencing their self-directed learning readiness. Two researchers analysed the qualitative data as a measure of triangulation. The quantitative study showed only half of the students had a high-level of self-directed learning readiness, and a similar trend also occurred in each batch. The proportion of students with a high level of self-directed learning readiness was lower in the senior students compared to more junior students. The qualitative study showed that problem based learning processes, assessments, learning environment, students' life styles, students' perceptions of the topics, and mood, were factors influencing their self-directed learning. A hybrid problem based curriculum may not fully affect the students' self-directed learning. The curriculum system, teacher's experiences, student's background and cultural factors might contribute to the difficulties for the student's in conducting self-directed learning.

Life skills, mathematical reasoning and critical thinking: a curriculum for the prevention of problem gambling.

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Turner, Nigel E; Macdonald, John; Somerset, Matthew

2008-09-01

Previous studies have shown that youth are two to three times more likely than adults to report gambling related problems. This paper reports on the development and pilot evaluation of a school-based problem gambling prevention curriculum. The prevention program focused on problem gambling awareness and self-monitoring skills, coping skills, and knowledge of the nature of random events. The results of a controlled experiment evaluating the students learning from the program are reported. We found significant improvement in the students' knowledge of random events, knowledge of problem gambling awareness and self-monitoring, and knowledge of coping skills. The results suggest that knowledge based material on random events, problem gambling awareness and self-monitoring skills, and coping skills can be taught. Future development of the curriculum will focus on content to expand the students' coping skill options.

Occupational Stressors and Job Satisfaction of Pennsylvania School District Superintendents

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Kane, Kevin T.

2017-01-01

Today's superintendents face increasingly non-routine and complex problems that are educational, managerial, and political in nature. This study investigated occupational stressors and job satisfaction of school superintendents in Pennsylvania. This was accomplished through self-report of superintendents and through the perspective of school board…

Child Maltreatment: Optimizing Recognition and Reporting by School Nurses.

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Jordan, Kathleen S; MacKay, Peggy; Woods, Stephanie J

2017-05-01

School nurses perform a crucial role in the prevention, identification, intervention, and reporting of child maltreatment. The purpose of this article is to share the highlights of a research project conducted to (a) examine the effectiveness of an educational intervention program in increasing the knowledge, confidence, and self-efficacy in school nurses regarding children at risk of maltreatment; and (b) discover issues surrounding the comfort level engaging with children, communicating with teachers and other personnel, and ethical issues. The study consisted of two phases. Phase 1 was a face-to-face evidenced-based educational intervention. Focus groups implemented in Phase 2 discovered specific concerns of school nurses. Results indicate a significant increase in school nurse knowledge, confidence, and self-efficacy related to children at risk. Five themes were identified from the focus groups: the importance of interprofessional collaboration, identifiers of children at risk of maltreatment, the role of the school nurse as a mentor and leader, the importance of advancing one's knowledge and skill set, and constraints faced by school nurses.

Modeling Associations between Principals' Reported Indoor Environmental Quality and Students' Self-Reported Respiratory Health Outcomes Using GLMM and ZIP Models.

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Toyinbo, Oluyemi; Matilainen, Markus; Turunen, Mari; Putus, Tuula; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla

2016-03-30

The aim of this paper was to examine associations between school building characteristics, indoor environmental quality (IEQ), and health responses using questionnaire data from both school principals and students. From 334 randomly sampled schools, 4248 sixth grade students from 297 schools participated in a questionnaire. From these schools, 134 principals returned questionnaires concerning 51 IEQ related questions of their school. Generalized linear mixed models (GLMM) were used to study the associations between IEQ indicators and existence of self-reported upper respiratory symptoms, while hierarchical Zero Inflated Poisson (ZIP)-models were used to model the number of symptoms. Significant associations were established between existence of upper respiratory symptoms and unsatisfactory classroom temperature during the heating season (ORs 1.45 for too hot and cold, and 1.27 for too cold as compared to satisfactory temperature) and dampness or moisture damage during the year 2006-2007 (OR: 1.80 as compared to no moisture damage), respectively. The number of upper respiratory symptoms was significantly associated with inadequate ventilation and dampness or moisture damage. A higher number of missed school days due to respiratory infections were reported in schools with inadequate ventilation (RR: 1.16). The school level IEQ indicator variables described in this paper could explain a relatively large part of the school level variation observed in the self-reported upper respiratory symptoms and missed school days due to respiratory infections among students.

Brief report: the association between non-suicidal self-injury, self-concept and acquaintance with self-injurious peers in a sample of adolescents.

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Claes, Laurence; Houben, Adinda; Vandereycken, Walter; Bijttebier, Patricia; Muehlenkamp, Jennifer

2010-10-01

The current study investigated the association between non-suicidal self-injury (NSSI), self-concept and acquaintance with NSSI peers in a sample of 150 high school students (60% female) with a mean age of 15.56 (SD=2.00) years. Analyses showed that students with NSSI rated themselves lower on academic intelligence, physical attractiveness, social skills and emotional stability than their non-NSSI peers. The self-injurers also had more friends who engaged in NSSI, and having more NSSI acquaintances was negatively related to self-esteem. It could be that adolescents with lower self-esteem are more attracted to self-injuring peers, or that adolescents with low self-esteem are more vulnerable to copy NSSI to deal with their problems or to gain a certain identity in their peer group. Future studies must test these possible NSSI pathways.

Black Self-Esteem and Desegregated Schools.

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Drury, Darrel W.

1980-01-01

Discusses a study to determine attitudes among Black and White students in 194 southern high schools regarding desegregation. Data are presented on differences between schools; test-score achievement; and variations in self-esteem among students in predominantly White, Black, and racially mixed schools. Findings are interpreted in light of…

SCHOOL VIOLENCE AMONG ARAB ADOLESCENTS IN ISRAEL AND ITS RELATION TO SELF-CONTROL SKILLS AND SOCIAL SUPPORT.

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Agbaria, Qutaiba; Daher, Wajeeh

2015-08-01

In this paper, the author used a cross-sectional design to assess the association between the tendency toward school violence, on the one hand, and self-control, social support, and sex, on the other, among 148 Arab-Israeli adolescents in schools in northern Israel. Standard questionnaires on violence, self-control, and social support were administered. In line with expectations, self-reported violence was significantly associated with males, as well as low scores on self-control and social support.

Screen time on school days and risks for psychiatric symptoms and self-harm in mainland Chinese adolescents: A multicenter cross-sectional study

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Mingli eLiu

2016-04-01

Full Text Available Objective To investigate associations of television and of video game or non-educational computer use (VG/CU exposure volumes in a typical school day with psychiatric symptoms and suicidal ideation/self-injurious behavior (self-harm, in mainland Chinese adolescents.Methods Secondary school pupils (N = 13,659; mean age: 15.18 ± 1.89 from 10 urban areas sampled from different regions of mainland China were recruited. The subjects were divided into the follow four screen exposure volume groups for television and VG/CU respectively based on a self-administered questionnaire: 0 h/d, >0 to ≤1 h/d, >1 to ≤2 h/d, and >2 h/d. Demographic and psychiatric symptoms were recorded for each respondent. Odds ratios (ORs and 95% confidence intervals (CIs for several types of psychological problems and self-harm were calculated.Results For television, >2 hours per school day was associated with greater risk of depression in both boys (OR = 1.33, 95%CI: 1.02–1.73 and girls (OR = 1.62, 95%CI: 1.19– 2.21, of anxiety in boys (OR = 1.43, 95%CI: 1.05–1.95, of general emotional, behavioral, and social problems (GEBSPs in girls (OR = 1.55, 95%CI: 1.01–2.39, and of oppositional defiant problems (ODPs in girls (OR = 1.65, 95% CI: 1.09–2.50, compared with the reference group. Conversely, television exposure of >0 to ≤1 hour per school day was associated with lower self-harm risk in boys (OR = 0.81, 95%CI: 0.67–0.99 compared with the no television exposure group. For VG/CU, higher risks of anxiety (OR = 1.40, 95%CI: 1.06–1.86 and of attention deficit/hyperactivity problems (ADHPs (OR = 1.56, 95%CI: 1.02–2.38 were associated with excessive VG/CU time (>2 h per school day in boys compared with the no VG/CU exposure group. Higher risks of self-harm and all other psychiatric problems (including anxiety and ADHPs in girls were associated with any school-day VG/CU exposure, compared to no VG/CU exposure, in both genders.Conclusion For mainland Chinese

Self-reported memory problems in adult-onset cancer survivors: effects of cardiovascular disease and insomnia.

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Jean-Pierre, Pascal; Grandner, Michael A; Garland, Sheila N; Henry, Elizabeth; Jean-Louis, Girardin; Burish, Thomas G

2015-07-01

Cancer and its treatments can deleteriously affect memory. Cardiac function and insomnia can exacerbate memory problems. To examine the relationships among cardiovascular disease, insomnia, and self-reported memory problems (SRMP) in adult-onset cancer survivors. We included data from participants (41-64 year-old) of the 2007-2008 National Health and Nutrition Examination Survey, a nationally representative probability sample of the civilian, non-institutionalized population of the US. We excluded participants with brain cancer/stroke history since these conditions are expected to cause cognitive problems. Using binary logistic regression, we determined the prevalence of SRMP relative to cardiac problems and insomnia by weighting our results proportionally. We adjusted for predictors of memory problems: age, sex, race, education and general health. The sample included 2289 adults (49% females), 9% with a cancer history. The results pertain only to cancer survivors. Those with insomnia were 16 times as likely to have SRMP. Only insomnia symptoms (OR, 15.74; 95% CI, 1.73-143.30; p Insomnia accounted for 18.8% of the association between cardiac issues and SRMP, demonstrating mediation (Sobel p insomnia were not associated with SRMP (p > 0.05). We could not determine severity and time-related changes in SRMP. Likelihood of SRMP was higher in cancer survivors with a history of cardiovascular disease and insomnia symptoms. Future studies are needed to delineate the cardiac-insomnia-memory interrelationships. Copyright © 2015 Elsevier B.V. All rights reserved.

Self-esteem at school and self-handicapping in childhood: comparison of groups with learning disabilities.

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Alesi, Marianna; Rappo, Gaetano; Pepi, Annamaria

2012-12-01

Recent research has focused on the role of self-esteem and self-handicapping strategies in the school domain. Self-handicapping refers to maladaptive strategies employed by adults and children for protection and maintenance of positive school self esteem. In this study the self-esteem and the self-handicapping strategies of children with dyslexia, reading comprehension disabilities, and mathematical disabilities were compared to a control group with normal learning. There were 56 children whose mean age was 8 (23 girls, 33 boys), attending Grade 3 of primary school. These pupils were selected by scores on a battery of learning tests commonly used in Italy for assessment of learning disabilities. Analyses suggested these children with dyslexia, reading comprehension disabilities, and mathematical disabilities had lower ratings of self-esteem at school and employed more self-handicapping strategies than did children whose learning was normal. More research is required to identify and examine in depth the factors that promote adaptive strategies to cope with children's reading difficulties.

Junior High School Students’ Perception about Simple Environmental Problem as an Impact of Problem based Learning

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Tapilouw, M. C.; Firman, H.; Redjeki, S.; Chandra, D. T.

2017-09-01

Environmental problem is a real problem that occur in student’s daily life. Junior high school students’ perception about environmental problem is interesting to be investigated. The major aim of this study is to explore junior high school students’ perception about environmental problems around them and ways to solve the problem. The subject of this study is 69 Junior High School Students from two Junior High School in Bandung. This study use two open ended question. The core of first question is environmental problem around them (near school or house). The core of second question is the way to prevent or to solve the problem. These two question are as an impact of problem based learning in science learning. There are two major findings in this study. The first finding, based on most students’ perception, plastic waste cause an environmental problem. The second finding, environmental awareness can be a solution to prevent environmental pollution. The third finding, most student can classify environmental pollution into land, water and air pollution. We can conclude that Junior High School Students see the environmental problem as a phenomenon and teacher can explore environmental problem to guide the way of preventing and resolving environmental problem.

Profil Problem Emosi/ Perilaku Pada Remaja Pelajar SMP-SMA Di Kota Semarang

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Annastasia Ediati

2015-10-01

Full Text Available The aims of this study is to identify the profile of emotional/behavioral problems on adolescents students of junior and senior high school (SMP-SMA in Semarang, Central Java. The subjects comprised 568 students (grade VII and X; males and females, aged between 13-17 years. Data were collected using the Indonesian translation of the Youth Self Report (YSR. The results of data analysis showed that adolescents in the junior high school/SMP reported emotional/behavioral problems more frequently than the adolescents in the senior high school/SMA (t (566 = 2.08, p = .038, especially in terms of social relations (t (566 = 2.92, p = .004, thought problems (t (566 = 2.47, p = .014, somatic complaints (t(566 = 2.98, p = .002, rule-breaking behavior (t (566 = 6.63, p < .001, and externalizing problems (t(566 = 3,37; p = .001. Gender differences was found in the adolescents’ emotional/behavioral problems. In group of junior high school students (SMP, girls reported more emotional problems than boys (t(335 = -3.55; p < .001, particularly in anxiety/depression (t(335 = -6.51; p < .001; withdrawal (t(335 = -4.26; p < .001, somatic complaints (t(335 = -2.86; p = .004; social problems (t(335 = -3.30; p = .001, attention problems (t(335 = -2.39; p = .017; and internalizing problem (t(335 = -5.76; p < .001. In group of senior high school students (SMA, boys reported more externalizing problems (t(229 = 2.10; p = .037 and rule-breaking behavior (t(229 = 4.44; p < .001 than girls. In contrasts, girls reported more somatic complaints than boys (t(229 = -3.09; p = .001. Adolescents’ emotional/behavioral problems should gained more attention. Preventive as well as curative intervention is needed, particularly intervention that sensitive to gender and age, which also involve significant figures for adolescents (parents, school teachers, and peers.

Problem Solving Strategies among Primary School Teachers

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Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng

2017-01-01

The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

Pupils' liking for school: ability grouping, self-concept and perceptions of teaching.

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Ireson, Judith; Hallam, Susan

2005-06-01

Research indicates that affective aspects of development provide a basis for autonomous learning. Pupils' liking for school may be a useful indicator of their relationships with teachers and the school. The aim of the research reported in this paper is to establish the properties of a measure of pupils' liking for school and to examine associations between this measure, pupils' experiences in lessons, their self-concepts and the amount of setting implemented in school. A stratified sample of 45 mixed secondary comprehensive schools was selected for the research. Schools represented a variety of ability-grouping practices in the lower school (Years 7-9), from completely mixed-ability to setting in all academic subjects. All Year 9 pupils were included in the sample. Pupils completed a questionnaire containing items on their self-concept, liking for school, and their perceptions of teaching in English, mathematics, and science. Data on pupils' gender, ethnic origin, social disadvantage and attainment was also collected. The properties and correlates of scales indicating pupils' liking for school and their perceptions of teaching in English, mathematics, and science are established. Liking for school is greater among girls, pupils with higher academic self-concepts, and those with more positive perceptions of teaching. Pupils are more positive about teaching they experience in English than in mathematics or science. When other variables are statistically controlled, there is no significant effect of the extent of ability grouping in the school as a whole. Affective aspects of learning should not be neglected in the drive to raise standards.

Earlier school start times are associated with higher rates of behavioral problems in elementary schools.

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Keller, Peggy S; Gilbert, Lauren R; Haak, Eric A; Bi, Shuang; Smith, Olivia A

2017-04-01

Early school start times may curtail children's sleep and inadvertently promote sleep restriction. The current study examines the potential implications for early school start times for behavioral problems in public elementary schools (student ages 5-12 years) in Kentucky. School start times were obtained from school Web sites or by calling school offices; behavioral and disciplinary problems, along with demographic information about schools, were obtained from the Kentucky Department of Education. Estimated associations controlled for teacher/student ratio, racial composition, school rank, enrollment, and Appalachian location. Associations between early school start time and greater behavioral problems (harassment, in-school removals, suspensions, and expulsions) were observed, although some of these associations were found only for schools serving the non-Appalachian region. Findings support the growing body of research showing that early school start times may contribute to student problems, and extend this research through a large-scale examination of elementary schools, behavioral outcomes, and potential moderators of risk. Copyright © 2017 National Sleep Foundation. Published by Elsevier Inc. All rights reserved.

Childhood psychological problems in school settings in rural Southern Africa.

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Melissa A Cortina

Full Text Available BACKGROUND: Many children can be exposed to multiple adversities in low and middle-income countries (LMICs placing them at potential risk of psychological problems. However, there is a paucity of research using large representative cohorts examining the psychological adjustment of children in school settings in these countries. Children's psychological adjustment has been shown to affect educational progress which is critical for their future. This study, based in a rural, socio-economically disadvantaged area of South Africa, aimed to examine the prevalence of children's psychological problems as well as possible risk and protective factors. METHODS: Rates of psychological problems in 10-12 year olds were examined using teacher- and child-report questionnaires. Data on children from 10 rural primary schools, selected by stratified random sampling, were linked to individual and household data from the Agincourt health and socio-demographic surveillance system collected from households over 15 years. RESULTS: A total of 1,025 children were assessed. Teachers identified high levels of behavioural and emotional problems (41%. Children reported lower, but substantial rates of anxiety/depression (14%, and significant post-traumatic stress symptoms (24%; almost a quarter felt unsafe in school. Risk factors included being a second-generation former refugee and being from a large household. Protective factors highlight the importance of maternal factors, such as being more educated and in a stable partnership. CONCLUSION: The high levels of psychological problems identified by teachers are a serious public health concern, as they are likely to impact negatively on children's education, particularly given the large class sizes and limited resources in rural LMIC settings. Despite the high levels of risk, a proportion of children were managing well and research to understand resilience could inform interventions.

Critical Thinking Skills Of Junior High School Female Students With High Mathematical Skills In Solving Contextual And Formal Mathematical Problems

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Ismail; Suwarsono, St.; Lukito, A.

2018-01-01

Critical thinking is one of the most important skills of the 21st century in addition to other learning skills such as creative thinking, communication skills and collaborative skills. This is what makes researchers feel the need to conduct research on critical thinking skills in junior high school students. The purpose of this study is to describe the critical thinking skills of junior high school female students with high mathematical skills in solving contextual and formal mathematical problems. To achieve this is used qualitative research. The subject of the study was a female student of eight grade junior high school. The students’ critical thinking skills are derived from in-depth problem-based interviews using interview guidelines. Interviews conducted in this study are problem-based interviews, which are done by the subject given a written assignment and given time to complete. The results show that critical thinking skills of female high school students with high math skills are as follows: In solving the problem at the stage of understanding the problem used interpretation skills with sub-indicators: categorization, decode, and clarify meaning. At the planning stage of the problem-solving strategy is used analytical skills with sub-indicators: idea checking, argument identification and argument analysis and evaluation skills with sub indicators: assessing the argument. In the implementation phase of problem solving, inference skills are used with subindicators: drawing conclusions, and problem solving and explanatory skills with sub-indicators: problem presentation, justification procedures, and argument articulation. At the re-checking stage all steps have been employed self-regulatory skills with sub-indicators: self-correction and selfstudy.

How Culture Influences Teacher Self-Reflective Problem Solving Behavior and Self-Efficacy: Experiences of White Female Teachers Working through Relationship with Black Students in a Mid-Western American City

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Tolson, Bonnie Lynn

2013-01-01

Teachers make a difference. White female middle-class teachers represent 84 percent of Americas' teachers. How does culture influence the self-reflective problem-solving behaviors of urban teachers? Urban schools fail youth by opening the doors for a mass exodus. The problem solving behavior of urban teachers may contribute to the student exodus…

School Health Index: A Self-Assessment and Planning Guide. Middle School/High School.

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Barrios, Lisa C.; Burgeson, Charlene R.; Crossett, Linda; Harrykissoon, Samantha D.; Pritzl, Jane; Wechsler, Howell; Kuester, Sarah A.; Pederson, Linda; Graffunder, Corinne; Rainford, Neil; Sleet, David

2004-01-01

The "School Health Index" is a self-assessment and planning guide that will enable schools to: (1) identify the strengths and weaknesses of school policies and programs for promoting health and safety; (2) develop an action plan for improving student health and safety, and (3) involve teachers, parents, students, and the community in improving…

[Reading ability of junior high school students in relation to self-evaluation and depression].

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Yamashita, Toshiya; Hayashi, Takashi

2012-01-01

Guidelines for the diagnosis of reading disorders in elementary school students were published recently in Japan. On the basis of these guidelines, we administrated reading test batteries to 43 Japanese junior high-school students from grade two. The reading test consisted of single sounds, single words, and single sentences. We evaluated the reading speed and the number of reading errors made by the test takers; their performance was compared with the normal value for elementary school students in grade six, as stated in the guidelines. The reading ability of the junior high-school students was not higher than that of the elementary school students. Seven students (16.3%) were found to have reading difficulties (RD group) and they met the criterion for diagnosis of reading disorder as per the guidelines. Three students had difficulties in reading single sounds and single words, but they faced no problems when reading single sentences. It was supposed that the strategies used by the students for reading sentences may have differed from those used for reading single sounds or single words. No significant differences were found between the RD and non-RD group students on scores of scholastic self-evaluation, self-esteem, and depressive symptoms. Therefore, reading difficulty did not directly influence the level of self-evaluation or depression.

Exploring Principals' Nonroutine Problems in Bilingual Immersion Schools: Lessons Learned for Multicultural Leadership

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Schwabsky, Nitza

2013-01-01

The present study examines the nonroutine problems that eight Anglo-American principals encountered in managing three elementary bilingual immersion schools in the Northwest United States. Using qualitative inquiry to collect data, I employed the multisited ethnographic research model. The principals reported nonroutine problems in the following…

Perceived parental alcohol problems, internalizing problems and impaired parent — child relationships among 71 988 young people in Denmark

DEFF Research Database (Denmark)

Pisinger, Veronica Sofie Clara; Bloomfield, Kim; Tolstrup, Janne

2016-01-01

AIMS: To test the hypothesis that young people with perceived parental alcohol problems have poorer parent-child relationships and more emotional symptoms, low self-esteem, loneliness, and depression than young people without perceived parental alcohol problems. DESIGN: Cross-sectional analysis...... internalizing problems such as emotional symptoms, depression, self-esteem, loneliness and aspects of the parent-child relationship. The main predictor variable was perceived parental alcohol problems, including the severity of the perceived problems and living with a parent with alcohol problems. Control...... using data from the Danish National Youth Study 2014, a web-based national survey. SETTING: DENMARK: PARTICIPANTS: 71.988 high school and vocational school students (aged 12-25, nested in 119 schools and 3.186 school classes) recruited throughout 2014. MEASUREMENTS: Outcome variables included...

Authoritative School Climate and High School Student Risk Behavior: A Cross-sectional Multi-level Analysis of Student Self-Reports.

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Cornell, Dewey; Huang, Francis

2016-11-01

Many adolescents engage in risk behaviors such as substance use and aggression that jeopardize their healthy development. This study tested the hypothesis that an authoritative school climate characterized by strict but fair discipline and supportive teacher-student relationships is conducive to lower risk behavior for high school students. Multilevel logistic regression models were used to analyze cross-sectional, student-report survey data from a statewide sample of 47,888 students (50.6 % female) in 319 high schools. The students included ninth (26.6 %), tenth (25.5 %), eleventh (24.1 %) and twelfth (23.8 %) grade with a racial/ethnic breakdown of 52.2 % White, 18.0 % Black, 13.1 % Hispanic, 5.9 % Asian, and 10.8 % reporting another or two or more race/ethnicities. Schools with an authoritative school climate had lower levels of student-reported alcohol and marijuana use; bullying, fighting, and weapon carrying at school; interest in gang membership; and suicidal thoughts and behavior. These results controlled for demographic variables of student gender, race, grade, and parent education level as well as school size, percentage of minority students, and percentage of low income students. Overall, these findings add new evidence that an authoritative school climate is associated with positive student outcomes.

Encountering Problems at Home and at School: Language and Cognition in Two Settings.

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Martini, Mary

This paper discusses cognitive communicative training in preschool and reports on a study of 11 Hawaiian preschoolers that examined how these children interacted with others, used language, manipulated objects, and solved problems at home and at school. The study observed the children at school and at home over a 5-month period, collecting…

Interpersonal Problem-Solving Deficits in Self-Poisoning Patients.

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McLeavey, Breda C.; And Others

1987-01-01

Compared self-poisoning patients with psychiatric patients and nonpatient controls on problem-solving skills and locus of control. The psychiatric and self-poisoning groups showed deficits on interpersonal problem solving compared with nonpatient controls. The self-poisoning group performed below or at the level of the psychiatric group. Locus of…

The Effect of Self-Regulation Training on Social Problem Solving of Male and Female Preschoolers

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*A. Jelvegar

2014-12-01

Full Text Available Since self-regulation is important for development of cognitive and social skills in children and the role of gender differences in the relation is notable, this study was conducted for this purpose. Initially, 40 children (20 girls and 20 boys from two pre-schools of Meybod city were randomly chosen and assigned to two experimental and control groups. After performing Wally Child Social Problem-Solving Detective Game Test (WCSPD as the pre-test on all the children, a self-regulation training program was taught for 20 hours over a month to the experimental group with techniques of play and story therapy. Wally Child Social Problem-Solving Detective Game Test was then used as the post-test measure. The results of analysis of covariance showed that the difference between the means of the two grpups was significant (p0.0001, that is, the training group did better but the difference between the means of boys and girls in social problem solving was not significant. It was suggested that self-regulatory training during childhood be provided for both boys and girls to promote their social problem solving skills.

Ethics in School Psychologists Report Writing: Acknowledging Aporia

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Attard, Sunaina; Mercieca, Daniela; Mercieca, Duncan P.

2016-01-01

Research in school psychologist report writing has argued for reports that connect to the client's context; have clear links between the referral questions and the answers to these questions; have integrated interpretations; address client strengths and problem areas; have specific, concrete and feasible recommendations; and are adapted to the…

Student Mental Health in California's K–12 Schools: School Principal Reports of Common Problems and Activities to Address Them

OpenAIRE

Kaufman, Julia H.; Seelam, Rachana; Woodbridge, Michelle W.; Sontag-Padilla, Lisa; Osilla, Karen Chan; Stein, Bradley D.

2016-01-01

Reports results of a survey of K–12 principals to take inventory of student mental health and wellness needs and the types of programs schools are most often implementing to help students in California's public schools.

Components of Self-Regulated Learning; Implications for School Performance

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Mih, Codruta; Mih, Viorel

2010-01-01

Self-regulated school learning behavior includes the activation of a relatively large number of psychological dimensions. Among the most important self-regulation constructs that influence school learning are: learning goals, personal self-efficacy, metacognition and test-anxiety. The adaptive functioning of these is associated with high…

The effect of Think Pair Share (TPS) using scientific approach on students’ self-confidence and mathematical problem-solving

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Rifa’i, A.; Lestari, H. P.

2018-03-01

This study was designed to know the effects of Think Pair Share using Scientific Approach on students' self-confidence and mathematical problem-solving. Quasi-experimental with pre-test post-test non-equivalent group method was used as a basis for design this study. Self-confidence questionnaire and problem-solving test have been used for measurement of the two variables. Two classes of the first grade in religious senior high school (MAN) in Indonesia were randomly selected for this study. Teaching sequence and series from mathematics book at control group in the traditional way and at experiment group has been in TPS using scientific approach learning method. For data analysis regarding students’ problem-solving skill and self-confidence, One-Sample t-Test, Independent Sample t-Test, and Multivariate of Variance (MANOVA) were used. The results showed that (1) TPS using a scientific approach and traditional learning had positive effects (2) TPS using scientific approach learning in comparative with traditional learning had a more significant effect on students’ self-confidence and problem-solving skill.

Modeling Associations between Principals’ Reported Indoor Environmental Quality and Students’ Self-Reported Respiratory Health Outcomes Using GLMM and ZIP Models

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Oluyemi Toyinbo

2016-03-01

Full Text Available Background: The aim of this paper was to examine associations between school building characteristics, indoor environmental quality (IEQ, and health responses using questionnaire data from both school principals and students. Methods: From 334 randomly sampled schools, 4248 sixth grade students from 297 schools participated in a questionnaire. From these schools, 134 principals returned questionnaires concerning 51 IEQ related questions of their school. Generalized linear mixed models (GLMM were used to study the associations between IEQ indicators and existence of self-reported upper respiratory symptoms, while hierarchical Zero Inflated Poisson (ZIP—models were used to model the number of symptoms. Results: Significant associations were established between existence of upper respiratory symptoms and unsatisfactory classroom temperature during the heating season (ORs 1.45 for too hot and cold, and 1.27 for too cold as compared to satisfactory temperature and dampness or moisture damage during the year 2006–2007 (OR: 1.80 as compared to no moisture damage, respectively. The number of upper respiratory symptoms was significantly associated with inadequate ventilation and dampness or moisture damage. A higher number of missed school days due to respiratory infections were reported in schools with inadequate ventilation (RR: 1.16. Conclusions: The school level IEQ indicator variables described in this paper could explain a relatively large part of the school level variation observed in the self-reported upper respiratory symptoms and missed school days due to respiratory infections among students.

Modeling Associations between Principals’ Reported Indoor Environmental Quality and Students’ Self-Reported Respiratory Health Outcomes Using GLMM and ZIP Models

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Toyinbo, Oluyemi; Matilainen, Markus; Turunen, Mari; Putus, Tuula; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla

2016-01-01

Background: The aim of this paper was to examine associations between school building characteristics, indoor environmental quality (IEQ), and health responses using questionnaire data from both school principals and students. Methods: From 334 randomly sampled schools, 4248 sixth grade students from 297 schools participated in a questionnaire. From these schools, 134 principals returned questionnaires concerning 51 IEQ related questions of their school. Generalized linear mixed models (GLMM) were used to study the associations between IEQ indicators and existence of self-reported upper respiratory symptoms, while hierarchical Zero Inflated Poisson (ZIP)—models were used to model the number of symptoms. Results: Significant associations were established between existence of upper respiratory symptoms and unsatisfactory classroom temperature during the heating season (ORs 1.45 for too hot and cold, and 1.27 for too cold as compared to satisfactory temperature) and dampness or moisture damage during the year 2006–2007 (OR: 1.80 as compared to no moisture damage), respectively. The number of upper respiratory symptoms was significantly associated with inadequate ventilation and dampness or moisture damage. A higher number of missed school days due to respiratory infections were reported in schools with inadequate ventilation (RR: 1.16). Conclusions: The school level IEQ indicator variables described in this paper could explain a relatively large part of the school level variation observed in the self-reported upper respiratory symptoms and missed school days due to respiratory infections among students. PMID:27043595

The Effects of School-Based Maum Meditation Program on the Self-Esteem and School Adjustment in Primary School Students

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Yoo, Yang Gyeong; Lee, In Soo

2013-01-01

Self-esteem and school adjustment of children in the lower grades of primary school, the beginning stage of school life, have a close relationship with development of personality, mental health and characters of children. Therefore, the present study aimed to verify the effect of school-based Maum Meditation program on children in the lower grades of primary school, as a personality education program. The result showed that the experimental group with application of Maum Meditation program had significant improvements in self-esteem and school adjustment, compared to the control group without the application. In conclusion, since the study provides significant evidence that the intervention of Maum Meditation program had positive effects on self-esteem and school adjustment of children in the early stage of primary school, it is suggested to actively employ Maum Meditation as a school-based meditation program for mental health promotion of children in the early school ages, the stage of formation of personalities and habits. PMID:23777717

Latent profile analysis of sixth graders based on teacher ratings: Association with school dropout.

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Orpinas, Pamela; Raczynski, Katherine; Peters, Jaclyn Wetherington; Colman, Laura; Bandalos, Deborah

2015-12-01

The goal of this study was to identify meaningful groups of sixth graders with common characteristics based on teacher ratings of assets and maladaptive behaviors, describe dropout rates for each group, and examine the validity of these groups using students' self-reports. The sample consisted of racially diverse students (n = 675) attending sixth grade in public schools in Northeast Georgia. The majority of the sample was randomly selected; a smaller group was identified by teachers as high risk for aggression. Based on teacher ratings of externalizing behaviors, internalizing problems, academic skills, leadership, and social assets, latent profile analysis yielded 7 classes that can be displayed along a continuum: Well-Adapted, Average, Average-Social Skills Deficit, Internalizing, Externalizing, Disruptive Behavior with School Problems, and Severe Problems. Dropout rate was lowest for the Well-adapted class (4%) and highest for the Severe Problems class (58%). However, students in the Average-Social Skills Deficit class did not follow the continuum, with a large proportion of students who abandoned high school (29%). The proportion of students identified by teachers as high in aggression consistently increased across the continuum from none in the Well-Adapted class to 84% in the Severe Problems class. Students' self-reports were generally consistent with the latent profile classes. Students in the Well-Adapted class reported low aggression, drug use, and delinquency, and high life satisfaction; self-reports went in the opposite direction for the Disruptive Behaviors with School Problems class. Results highlight the importance of early interventions to improve academic performance, reduce externalizing behaviors, and enhance social assets. (c) 2015 APA, all rights reserved).

Self-Reported Sleep Duration and Self-Rated Health in Young Adults.

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Štefan, Lovro; Juranko, Dora; Prosoli, Rebeka; Barić, Renata; Sporiš, Goran

2017-07-15

This study aimed to determine the associations between the self-reported sleep duration and self-rated health in young adults. In this cross-sectional study, participants were 689 young adults (mean age 20 ± 1.35 years, 49.8% female). Sleep duration and self-rated health, as the main outcome of interest, were measured as self-reported. As potential covariates, we included sex, age, smoking status, alcohol consumption, physical activity, sedentary behavior, psychological distress, and body mass index. Approximately 30% of participants slept 7-8 hours, 17.4% were short sleepers (categories 10 hours of sleep). In an unadjusted model, compared with the reference category (7-8 hours of sleep), those who slept health. In an adjusted model, short (sleep (> 10 hours) were both associated with poor self-rated health. Our results suggest that both short ( 10 hours) sleepers have lower odds of having good self-rated health after adjusting for potential covariates. Health professionals should pay more attention to young adults, who have both short and long period of sleep, in order to prevent health problems and potential acute or chronic diseases. © 2017 American Academy of Sleep Medicine

Family environment and adolescent psychological well-being, school adjustment, and problem behavior: a pioneer study in a Chinese context.

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Shek, D T

1997-03-01

Chinese secondary school students (N = 365) responded to instruments measuring their family environment, psychological well-being, school adjustment, and problem behavior. Measures of the family environment include perceived paternal and maternal parenting styles, family functioning, and conflict with father and mother. Results from bivariate and canonical correlation analyses showed that in general, adolescents' perceptions of parenting styles, family functioning, and parent-adolescent conflict were significantly related to scores on measures of psychological well-being (general psychiatric morbidity, life satisfaction, purpose in life, hopelessness, and self-esteem), school adjustment (perceived academic performance and school conduct), and problem behavior (smoking and psychotropic drug abuse). The findings suggest that family factors play an important role in influencing the psychosocial adjustment, particularly the positive mental health, of Chinese adolescents.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

OpenAIRE

Fernández Río, Francisco Javier; Cecchini Estrada, José Antonio; Méndez Giménez, Antonio; Prieto Saborit, José Antonio

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.20...

Adolescent Self-Reported and Peer-Reported Self-Esteem.

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O'Donnell, William James

1979-01-01

The study is an examination of the relationship between adolescents' self-reported and peer-reported self-esteem and how this relationship is affected by sex, race, and age variables. Significant sex and race variations interacted with age. Explanatory hypotheses for these findings are given. (Author/KC)

Solving Multiple Timetabling Problems at Danish High Schools

DEFF Research Database (Denmark)

Kristiansen, Simon

name; Elective Course Student Sectioning. The problem is solved using ALNS and solutions are proven to be close to optimum. The algorithm has been implemented and made available for the majority of the high schools in Denmark. The second Student Sectioning problem presented is the sectioning of each...... high schools. Two types of consultations are presented; the Parental Consultation Timetabling Problem (PCTP) and the Supervisor Consultation Timetabling Problem (SCTP). One mathematical model containing both consultation types has been created and solved using an ALNS approach. The received solutions...... problems as mathematical models and solve them using operational research techniques. Two of the models and the suggested solution methods have resulted in implementations in an actual decision support software, and are hence available for the majority of the high schools in Denmark. These implementations...

Self-Concept and Achievement Motivation of High School Students

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Lawrence, A. S. Arul; Vimala, A.

2013-01-01

The present study "Self-concept and Achievement Motivation of High School Students" was investigated to find the relationship between Self-concept and Achievement Motivation of High School Students. Data for the study were collected using Self-concept Questionnaire developed by Raj Kumar Saraswath (1984) and Achievement Motive Test (ACMT)…

Ecological Factors Influencing Emotional/Behavioral Problems and Self-Concept in Adolescents from Low-Income Families in South Korea.

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Baek, Suyon; Yoo, Haewon

2017-09-01

In this study, we examined emotional/behavioral problems and self-concept in adolescents from low-income families in Korea; additionally, we identified ecological factors associated with these traits. This descriptive study employed an ecological model to analyze data from the Korean Children and Youth Panel Survey. A nationwide stratified multistage cluster sampling methodology was used. Overall, 2534 first-year middle school students were included in the survey, and the survey was conducted from 2010 to 2016. Hierarchical multiple regression models were generated. The mean score of emotional/behavioral problem has been changed from 2.20 (2011), 2.15 (2013), to 2.11 (2015) out of 4, and the mean score of self-concept has been changed from 2.73 (2012), 2.73 (2014), to 2.77 (2015) out of 4. Factors that influenced emotional/behavioral problems and self-concept among adolescents were health perception and academic achievement (only associated with self-concept) at the intrapersonal level and parenting style, peer attachment (only associated with self-concept), and relationships with teachers at the interpersonal level. These results may be used to inform the development of interventions designed to decrease emotional/behavioral problems and improve positive self-concept in adolescents from low-income families.

Assessing the Accuracy of Self-Reported Self-Talk

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Thomas M. Brinthaupt

2015-05-01

Full Text Available Self-Talk Scale (STS; Brinthaupt, Hein, & Kramer, 2009 is a self-report measure of self-talk frequency that has been shown to possess acceptable reliability and validity. However, no research using the STS has examined the accuracy of respondents’ self-reports. In the present paper, we report a series of studies directly examining the measurement of self-talk frequency and functions using the STS. The studies examine ways to validate self-reported self-talk by (1 comparing STS responses from 6 weeks earlier to recent experiences that might precipitate self-talk, (2 using experience sampling methods to determine whether STS scores are related to recent reports of self-talk over a period of a week, and (3 comparing self-reported STS scores to those provided by a significant other who rated the target on the STS. Results showed that (1 overall self-talk scores, particularly self-critical and self-reinforcing self-talk, were significantly related to reports of context-specific self-talk; (2 high STS scorers reported talking to themselves significantly more often during recent events compared to low STS scorers, and, contrary to expectations, (3 friends reported less agreement than strangers in their self-other self-talk ratings. Implications of the results for the validity of the STS and for measuring self-talk are presented.

The effects of cosmetic surgery on body image, self-esteem, and psychological problems.

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von Soest, T; Kvalem, I L; Roald, H E; Skolleborg, K C

2009-10-01

This study aims to investigate whether cosmetic surgery has an effect on an individual's body image, general self-esteem, and psychological problems. Further tests were conducted to assess whether the extent of psychological problems before surgery influenced improvements in postoperative psychological outcomes. Questionnaire data from 155 female cosmetic surgery patients from a plastic surgery clinic were obtained before and approximately 6 months after surgery. The questionnaire consisted of measures on body image, self-esteem, and psychological problems. Pre- and postoperative values were compared. Pre- and postoperative measures were also compared with the data compiled from a representative sample of 838 Norwegian women, aged 22-55, with no cosmetic surgery experience. No differences in psychological problems between the presurgery patient and comparison samples were found, whereas differences in body image and self-esteem between the sample groups were reported in an earlier publication. Analyses further revealed an improvement in body image (satisfaction with own appearance) after surgery. A significant but rather small effect on self-esteem was also found, whereas the level of psychological problems did not change after surgery. Postoperative measures of appearance satisfaction, self-esteem, and psychological problems did not differ from values derived from the comparison sample. Finally, few psychological problems before surgery predicted a greater improvement in appearance satisfaction and self-esteem after surgery. The study provides evidence of improvement in satisfaction with own appearance after cosmetic surgery, a variable that is thought to play a central role in understanding the psychology of cosmetic surgery patients. The study also points to the factors that surgeons should be aware of, particularly the role of psychological problems, which could inhibit the positive effects of cosmetic surgery.

Effects of self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors.

Science.gov (United States)

Park, Kyung Min; Park, Heeok

2015-03-01

The purpose of this study was to investigate the effects of a self-esteem improvement program on self-esteem and peer attachment in elementary school children with observed problematic behaviors. This study is a quasi-experimental study with a nonequivalent control group pretest-post-test design. A total of 47 fourth grade elementary school students participated in this study. The program was provided for 45 minutes once a week; a total of 12 sessions were completed with a group in the classroom for the experimental group. Child Problem-Behavior Screening Questionnaire was used to measure problematic behavior. Self-esteem was measured using the Rosenberg's Self-esteem Questionnaire, and peer attachment was measured using the Inventory of Parent and Attachment. Measuring was performed right after the program was done (post 1) and 1 month after the program was finished (post 2). To compare the differences in self-esteem and peer attachment between groups, repeated measures analysis of variance was used. Most participants in the experimental group were 10 years old (62.5%, range 10-11), male (52.0%) and with middle grade point average (64.0%). The self-esteem scores in the experimental group were significantly higher than those of the control group (F = 26.64, p < .001). The peer attachment scores in the experimental group were significantly higher than those of the control group (F = 6.48, p = .014). The self-esteem improvement program in this study improved the self-esteem and peer attachment in elementary school children. The self-esteem program helped acknowledge the peer's name and increased their connections. The program needs to be considered as a formal and consistent program. Copyright © 2015. Published by Elsevier B.V.

Self-monitoring of blood glucose is associated with problem-solving skills in hyperglycemia and hypoglycemia.

Science.gov (United States)

Wang, Jing; Zgibor, Janice; Matthews, Judith T; Charron-Prochownik, Denise; Sereika, Susan M; Siminerio, Linda

2012-01-01

The purpose of this study was to examine the association between self-monitoring of blood glucose (SMBG) and problem-solving skills in response to detected hyperglycemia and hypoglycemia among patients with type 2 diabetes. Data were obtained from the American Association of Diabetes Educators Outcome System, implemented in 8 diabetes self-management education programs in western Pennsylvania. SMBG was measured by asking patients how often they checked, missed checking, or checked blood glucose later than planned. Problem-solving skill was measured by asking how often they modified their behaviors after detecting high or low blood glucose. Most patients checked their blood glucose at least once per day. However, when blood glucose was high or low, many of them reported doing nothing, and only some of them resolved the problem. There were significant associations between self-monitoring of blood glucose and problem-solving skills for hyperglycemia and hypoglycemia, after controlling for age, gender, ethnicity, education, and time since diagnosis. Patients reported poor problem-solving skills when detecting hyperglycemia and hypoglycemia via SMBG. Patients need to learn problem-solving skills along with SMBG training to achieve glycemic control.

Self-evaluation Maintenance in Actual School Performance and School Morale among Elementary Schoolchildren(Educational Psychology)

OpenAIRE

磯崎, 三喜年; イソザキ, ミキトシ; Mikitoshi, ISOZAKI

2001-01-01

The relation between self-evaluation maintenance in school performance and school morale among elementary school children was examined. Questionnaires were administered to two hundred and fifteen (113 male, 102 female) elementary schoolchildren. They were asked to name their close classmates and school subjects which they considered both relevant and not relevant to their self-definition. They were also asked to complete the School Morale Test (SMT, Nihon Bunka Kagakusha). The SMT consists of...

Psychological Impact of Virtual Reality Gaming on the Formation of Self-Image in Early School-Age Children

OpenAIRE

Pakhomova V.G.,

2017-01-01

The article investigates the problem of interaction between a modern primary school-aged child and the field of virtual reality gaming and, in particular, the impact of virtual reality on the formation of self-image. Our study enabled us to explore the differences in the self-image in active and non-active players of roleplaying video games. The outcomes proved that there are certain changes in the self-image of active players related to their self-identification with characters of computer g...

Assessing conflict communication in couples: comparing the validity of self-report, partner-report, and observer ratings.

Science.gov (United States)

Sanford, Keith

2010-04-01

This study of married couples investigated the short-term predictive validity of the partner-report and self-report scales of the Conflict Communication Inventory and compared the validity of these scales with the validity of observer ratings. A sample of 83 married couples completed two problem-solving conversations. Self-report, partner-report, and observer ratings from Conversation 1 were used to predict behavior in Conversation 2, as rated by a separate panel of observers. The short-term predictive validity of partner-report ratings was extremely high and indistinguishable from the validity of observer ratings. Self-report ratings also demonstrated good validity, albeit slightly lower than other methods. Both partner-report and self-report scores explained a substantial amount of variance in concurrent observer ratings of communication after controlling for relationship satisfaction. 2010 APA, all rights reserved

Deaf and hard of hearing students' perspectives on bullying and school climate.

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Weiner, Mary T; Day, Stefanie J; Galvan, Dennis

2013-01-01

Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data were derived from the Olweus Bullying Questionnaire (Olweus, 2007b), a standardized self-reported survey with multiple-choice questions focusing on different aspects of bullying problems. Significant bullying problems were found in deaf school programs. It appears that deaf and hard of hearing students experience bullying at rates 2-3 times higher than those reported by hearing students. Deaf and hard of hearing students reported that school personnel intervened less often when bullying occurred than was reported in the hearing sample. Results indicate the need for school climate improvement for all students, regardless of hearing status.

Enhancing Student Self-Worth in the Primary School Learning Environment: Teachers' Views and Students' Views

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Cushman, Penni; Cowan, Jackie

2010-01-01

This paper reports the findings from a study of teachers and students' views regarding self-worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self-worth in students' motivation and ability to learn. While the need to enhance self-worth in the classroom has been well established in the…

Sociodemographic Characteristics, Behavioral Problems, Parental Concerns and Children’s Strengths Reported by Parents

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Deisy Ribas Emerich

Full Text Available Abstract: Parental report is essential to understand adaptive difficulties in childhood. The aim of the study was to identify concerns of parents and qualities of children reported by parents, as well as the association of these variables with sociodemographic factors and child behavior problems. Parents of 353 schoolchildren from three public schools and one private school took part in the study. Assessment of behavior problems and parental reports about concerns and children’s strengths were obtained from the Child Behavior Checklist - CBCL. We submitted parents’ answers to the open-ended questions in the CBCL to a lexical analysis with the IRAMUTEQ software. Results concerning ‘strengths’ were related to affective and social interaction, while ‘concerns’ were related to academic performance and prevention of behavior problems. We concluded that parent concerns are targets of preventive interventions in childhood, while child strengths reported by parents are skills that need to be developed, as they help in adaptive functioning.

PTSD symptoms and perception of cognitive problems: The roles of posttraumatic cognitions and trauma coping self-efficacy.

Science.gov (United States)

Samuelson, Kristin W; Bartel, Alisa; Valadez, Racquel; Jordan, Joshua T

2017-09-01

Posttraumatic stress disorder (PTSD) is associated with mild neurocognitive deficits, yet clients often complain of cognitive problems that exceed what their objective performance demonstrates. In addition, PTSD is associated with negative appraisals about the self, traumatic event, and one's ability to cope. This study examined posttraumatic cognitions as a moderator, and trauma coping self-efficacy as a mediator, of the relationship between PTSD symptoms and self-report of cognitive problems. A sample of 268 trauma-exposed adults completed the PTSD Checklist for DSM-5, the Posttraumatic Cognitions Inventory, the Trauma Coping Self-Efficacy Scale, the Cognitive Self-Report Questionnaire, and the Quality of Life Scale. Negative self-appraisals was a significant moderator in the relationship between PTSD symptoms and perception of cognitive problems (β = -.252, p = .001). In participants with high levels of negative posttraumatic cognitions, perception of cognitive problems was high regardless of PTSD symptom level. In a mediator analysis, there was a significant indirect effect of trauma coping self-efficacy (b = .125, 95% CI [.088, .172]). Finally, there was evidence of moderated mediation, such that trauma coping self-efficacy was a mediator only when posttraumatic cognitions were low or average. Results indicate that posttraumatic appraisals and coping self-efficacy play significant roles in perception of cognitive problems following trauma. Clinically, in patients for which there is a perception of cognitive impairment that is not borne out in neuropsychological testing, cognitive-behavioral therapy focused on altering negative self-perceptions and appraisals may be beneficial. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Students' Self-Esteem at School: The Risk, the Challenge, and the Cure

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Prihadi Kususanto

2012-01-01

Full Text Available As one of the most important elements in students’ psychological well-being, self-esteem is often neglected at school. In schools where students are grouped based on their academic abilities (Between Class Ability Grouping or BCAG, or tracking, teachers are likely to have different expectancies toward different group of students; towards high-achieving students, they tend to be academically supportive, while towards low-achieving students, they tend to control students’ behavior in order to avoid disciplinary problems. In turn, students observe their teachers’ classroom behavior and develop different perception towards their teachers’ expectancy. Eventually, self-esteem of the students is affected by their perceived teachers’ expectancy (PTE, where the effect is not always positive. In other words, while most teachers would rather not to teach in mixed classrooms, the practice of BCAG might contribute negative effect to students’ self-esteem. Therefore, any strategy to improve students’ self-esteem might not be able to produce long-lasting result, because teachers’ expectancy towards the students is strongly influenced by the classroom segregation. However, it was discovered recently that Locus of Control (LoC mediates the effect of PTE on students’ self-esteem. In the light of that, there is a hope to develop or maintain students’ self-esteem levels by developing some strategies based on Behavior Modification Theories to alter students’ LoC.

Self-Reported Halitosis in relation to Oral Hygiene Practices, Oral Health Status, General Health Problems, and Multifactorial Characteristics among Workers in Ilala and Temeke Municipals, Tanzania.

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Kayombo, C M; Mumghamba, E G

2017-01-01

Aim. To assess self-reported halitosis, oral hygiene practices, oral health conditions, general health problems, sociodemographic factors, and behavioural and psychological characteristics among workers in Ilala and Temeke municipals. Materials and Methods. This was a cross-sectional descriptive study. Four hundred workers were recruited using a self-administered structured questionnaire. Results. Self-reported tooth brushing practice was 100%, tongue cleaning 58.5%, dental flossing 4.3%, gum bleeding on tooth brushing 79.3%, presence of hard deposits on teeth 32%, mobile teeth 15.3%, and self-reported halitosis (SRH) 48.5%. Tea users were 95%, coffee users 75.8%, smokers 21%, and alcohol consumers 47%. The SRH was significantly associated with bleeding gums, hard deposits, and mobile and malaligned teeth. Tongue cleaning and regular change of toothbrush were associated with low prevalence of SRH ( P promotion are recommended.

The role of schools in children and young people's self-harm and suicide: systematic review and meta-ethnography of qualitative research.

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Evans, Rhiannon; Hurrell, Chloe

2016-05-14

Evidence reports that schools influence children and young people's health behaviours across a range of outcomes. However there remains limited understanding of the mechanisms through which institutional features may structure self-harm and suicide. This paper reports on a systematic review and meta-ethnography of qualitative research exploring how schools influence self-harm and suicide in students. Systematic searches were conducted of nineteen databases from inception to June 2015. English language, primary research studies, utilising any qualitative research design to report on the influence of primary or secondary educational settings (or international equivalents) on children and young people's self-harm and suicide were included. Two reviewers independently appraised studies against the inclusion criteria, assessed quality, and abstracted data. Data synthesis was conducted in adherence with Noblit and Hare's meta-ethnographic approach. Of 6744 unique articles identified, six articles reporting on five studies were included in the meta-ethnography. Five meta-themes emerged from the studies. First, self-harm is often rendered invisible within educational settings, meaning it is not prioritised within the curriculum despite students' expressed need. Second, where self-harm transgresses institutional rules it may be treated as 'bad behaviour', meaning adequate support is denied. Third, schools' informal management strategy of escalating incidents of self-harm to external 'experts' serves to contribute to non-help seeking behaviour amongst students who desire confidential support from teachers. Fourth, anxiety and stress associated with school performance may escalate self-harm and suicide. Fifth, bullying within the school context can contribute to self-harm, whilst some young people may engage in these practices as initiation into a social group. Schools may influence children and young people's self-harm, although evidence of their impact on suicide remains

Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

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Lavie Alon, Nirit; Tal, Tali

2015-05-01

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

The impact of health on individual retirement plans: self-reported versus diagnostic measures

DEFF Research Database (Denmark)

Datta Gupta, Nabanita; Larsen, Mona

2009-01-01

provides evidence that men's self-report of myalgia and back problems and women's self-report of osteoarthritis possibly yield biased estimates of the impact on planned retirement age, and that this bias ranges between 1.5 and 2 years, suggesting that users of survey data should be wary of applying self...

Potential life-threatening events in schools involving rescue inhalers, epinephrine autoinjectors, and glucagon delivery devices: reports from school nurses.

Science.gov (United States)

Allen, Katherine; Henselman, Kimbra; Laird, Brian; Quiñones, Ana; Reutzel, Thomas

2012-02-01

The purpose of this research is to use the reports of school nurses to facilitate the understanding of how schools experience and manage asthmatic, anaphylactic, and diabetic emergencies by quantitative and qualitative analysis of online surveys. E-mails with a link to SurveyMonkey® were sent to all U.S. members of the National Association of School Nurses (13,695). Subjects were asked to describe their self-reported knowledge, opinions, practices, and experiences with such emergencies and the devices used to manage them. Regarding the frequency of emergencies in a given school year, the medians were 8 for asthma, 0 for anaphylaxis, and 10 for hypoglycemia. Twenty-two, five, and one subjects, respectively, reported that events like these resulted in deaths during their careers as school nurses. These diseases create substantial potential for emergencies in schools, and the schools represented by these nurses appear to be somewhat, but not ideally, equipped to handle such crises.

Student Teachers’ Self-Appraised Problem-Solving Ability and Willingness to Engage in Troubleshooting Activities

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Benedict Iorzer Labe

2015-07-01

Full Text Available The purpose of this research was to determine the extent of student teachers’ willingness to engage in troubleshooting activities and their technological problem-solving self-appraised ability. The study used a cross-sectional descriptive correlational design to collect data from 310 purposively random sampled students from three universities in Northern Nigeria. Results of data analyses indicated that student teachers from the universities surveyed reported a moderate willingness to engage in troubleshooting activities as well as a moderately positive self-appraisal of their problem-solving ability. The student teachers’ willingness to engage in troubleshooting activities was also significantly related to the pattern of their self-appraised problem-solving ability. It was therefore concluded that the findings from this research do not support the pedestrian view that students from Nigerian universities are reluctant to engage in problem-solving activities.

Self-Reported Health and Gender: The Role of Social Norms

OpenAIRE

Caroli, Eve; Weber-Baghdiguian, Lexane

2016-01-01

We investigate the role of social norms in accounting for differences in self-reported health as reported by men and women. Using the European Working Conditions Survey (EWCS, 2010), we first replicate the standard result that women report worse health than men, whatever the health outcome we consider – i.e. general self-assessed health but also more specific symptoms such as skin problems, backache, muscular pain in upper and lower limbs, headache and eyestrain, stomach ache, respiratory dif...

Behaviour problems in children with dyslexia.

Science.gov (United States)

Heiervang, E; Stevenson, J; Lund, A; Hugdahl, K

2001-01-01

The association between behaviour problems and dyslexia was assessed in a population sample of 10- to 12-year-old children. Twenty-five dyslexic children and a matched control group were recruited through a screening in primary schools in the city of Bergen, Norway. For the assessment of behaviour problems the Child Behavior Checklist (CBCL), Teacher Self Report (TRF), and Youth Self Report (YSR) were filled out by parents, teachers, and children, respectively. Information on health and developmental factors were obtained from parents on a separate questionnaire designed for the study. The dyslexic group had significantly more behaviour problems than the control group according to both the CBCL and the TRF. On the YSR there was no significant difference between the groups. Dyslexic children had higher CBCL and TRF scores on the Total Behaviour Problem scale, the Internalizing and Externalizing subdomains, and the Attention problem subscale. The groups differed in social background, prenatal risk factors, birth weight, preschool language problems, and IQ, but these variables showed no relationship to the level of behaviour problems in the present sample. We conclude that pre-adolescent dyslexic children show a wide range of behaviour problems that cannot be attributed to social or developmental background variables.

Academic self-efficacy for high school scale: search for psychometrics evidence

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Soely Polydoro

2015-05-01

Full Text Available This article aims to present the adaptation and the search for psychometrics evidence of an academic self-efficacy scale. High school students (N = 453 participated of the research (mean age 15.93; SD 1.2. The Academic Self-efficacy Scale for High School is an adapted scale composed of 16 items and organized into three factors: self-efficacy for learning, self-efficacy to act in school life, and self-efficacy for the career decision. Through exploratory factor analysis, a KMO = 0.90 was verified, and 56.57% of the variance was explained. The internal consistency was 0.88. The scale demonstrated good conditions to identify academic self-efficacy of high school students.

The Effects of Self-Monitoring of Story Elements on the Reading Comprehension of High School Seniors with Learning Disabilities

Science.gov (United States)

Crabtree, Tim; Alber-Morgan, Sheila R.; Konrad, Moira

2010-01-01

This study used a multiple baseline across participants design to examine the effects of self-monitoring and active responding on the reading comprehension of three high school seniors with learning disabilities and significant attention problems. The self-monitoring intervention required the participants to read a story and stop reading at three…

Primary School Children and Self Harm: The Emotional Impact upon Education Professionals, and Their Understandings of Why Children Self Harm and How This Is Managed

Science.gov (United States)

Simm, Rebecca; Roen, Katrina; Daiches, Anna

2010-01-01

There is evidence suggesting that self harm among young people is beginning earlier, in childhood and adolescent years. This paper reports on a qualitative study of primary school staff responses to self harm among children. Some studies with adolescents show self harm presents challenges to education professionals who may lack training or…

Interpersonal Problems and Their Relationship to Depression, Self-Esteem, and Malignant Self-Regard.

Science.gov (United States)

Huprich, Steven K; Lengu, Ketrin; Evich, Carly

2016-12-01

DSM-5 Section III recommends that level of personality functioning be assessed. This requires an assessment of self and other representations. Malignant self-regard (MSR) is a way of assessing the level of functioning of those with a masochistic, self-defeating, depressive, or vulnerably narcissistic personality. In Study 1, 840 undergraduates were assessed for MSR, depressive symptoms, self-esteem, anaclitic and introjective depression, and interpersonal problems. MSR, self-esteem, depressive symptoms, and anaclitic and introjective depression were correlated with multiple dimensions of interpersonal problems, and MSR predicted the most variance in interpersonal scales measuring social inhibition, nonassertion, over-accommodation, and excessive self-sacrifice. MSR, anaclitic, and introjective depression predicted unique variance in six of the eight domains of interpersonal problems assessed. In Study 2, 68 undergraduates were provided positive or negative feedback. Consistent with theory, MSR predicted unique variance in state anxiety but not state anger. Results support the validity of the MSR construct.

Elementary school students’ health-related self-beliefs

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Alicia L. Fedewa

2016-09-01

Full Text Available OBJECTIVE: Increased action is needed to combat the growing epidemic of pediatric obesity. It is imperative that researchers investigate psychological and demographic variables that may be associated with pediatric obesity in order to formulate and implement more appropriate and effective interventions. The present study examined the univariate and multivariate relationships between child physical and psychological characteristics in a diverse sample of elementary students. METHODS: Questionnaires were collected from 109 students (63 girls, 46 boys; Mean age= 9.25 years in grades 3-5 from two elementary schools in the Southeastern United States. Explanatory variables were gender, ethnicity, grade level, and body mass index; outcomes examined were self-reported life satisfaction, physical self-concept, social self-concept, general self-concept, eating self-efficacy, and exercise self-efficacy scores. Univariate and multivariate statistics were used. RESULTS: Correlations showed children with higher physical self-concept, social self-concept, general self-concept, and eating self-efficacy tend to have higher life satisfaction. Regressions revealed that African American students had a higher physical self-concept than both White and Hispanic students and older students had a higher perceived social self-concept than younger students. Multivariate regression results showed that the explanatory influence of gender, ethnicity, and grade level varied across outcome variables. CONCLUSIONS: The strongest explanatory variables of children’s perceived life satisfaction, self-concept and self-efficacy were children’s characteristics (age, gender, and race. Interestingly, children’s psychological functioning was not found to be in direct relationship with their weight classification and children’s body mass index was not significantly related to most outcome variables.

Causes of learning problems in primary school students

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Mirkov Snežana I.

2003-01-01

Full Text Available Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335. The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible, textbook and teacher’s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students’ responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

Associations between Indigenous Australian oral health literacy and self-reported oral health outcomes

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Jamieson Lisa M

2010-03-01

Full Text Available Abstract Objectives To determine oral health literacy (REALD-30 and oral health literacy-related outcome associations, and to calculate if oral health literacy-related outcomes are risk indicators for poor self-reported oral health among rural-dwelling Indigenous Australians. Methods 468 participants (aged 17-72 years, 63% female completed a self-report questionnaire. REALD-30 and oral health literacy-related outcome associations were determined through bivariate analysis. Multivariate modelling was used to calculate risk indicators for poor self-reported oral health. Results REALD-30 scores were lower among those who believed teeth should be infrequently brushed, believed cordial was good for teeth, did not own a toothbrush or owned a toothbrush but brushed irregularly. Tooth removal risk indicators included being older, problem-based dental attendance and believing cordial was good for teeth. Poor self-rated oral health risk indicators included being older, healthcare card ownership, difficulty paying dental bills, problem-based dental attendance, believing teeth should be brushed infrequently and irregular brushing. Perceived need for dental care risk indicators included being female and problem-based dental attendance. Perceived gum disease risk indicators included being older and irregular brushing. Feeling uncomfortable about oro-facial appearance risk indicators included problem-based dental attendance and irregular brushing. Food avoidance risk indicators were being female, difficulty paying dental bills, problem-based dental attendance and irregular brushing. Poor oral health-related quality of life risk indicators included difficulty paying dental bills and problem-based dental attendance. Conclusions REALD-30 was significantly associated with oral health literacy-related outcomes. Oral health literacy-related outcomes were risk indicators for each of the poor self-reported oral health domains among this marginalised population.

Sleep, Cognition, and Behavioral Problems in School-Age Children: A Century of Research Meta-Analyzed

NARCIS (Netherlands)

Astill, R.G.; van der Heijden, K.B.; van IJzendoorn, M.H.; van Someren, E.J.W.

2012-01-01

Clear associations of sleep, cognitive performance, and behavioral problems have been demonstrated in meta-analyses of studies in adults. This meta-analysis is the first to systematically summarize all relevant studies reporting on sleep, cognition, and behavioral problems in healthy school-age

Mediating Effect of School Nurses' Self Efficacy between Multicultural Attitude and Cultural Sensitivity in Korean Elementary Schools.

Science.gov (United States)

Suk, Min Hyun; Oh, Won Oak; Im, Yeo Jin; Cho, Hun Ha

2015-09-01

This study examined the mediating effect of school nurses' self efficacy, which is one of the significant cognitive factors influencing cultural sensitivity, on the mutual relationships between multicultural attitude and cultural sensitivity in Korean elementary schools. A cross-sectional descriptive survey design was used. Participants were 157 school nurses in elementary schools located in Gyeonggi-do, South Korea. The survey instruments included Teacher Multicultural Attitude Survey, Teacher Efficacy Scale, and Multicultural Sensitivity Scale. Data were analyzed using three regression equations to test the mediation model. The mean score of the school nurses' cultural sensitivity was relatively low. A positive correlation among multicultural attitude, self efficacy, and cultural sensitivity was noted. Self efficacy of school nurses showed a significant mediating effect on the relationships between multicultural attitude and cultural sensitivity. Given the meaningful influence of positive multicultural attitude on cultural sensitivity and significant mediator effect of self efficacy as a school nurse between the two variables, the strategies to cultivate a positive multicultural attitude and enhance school nurses' self efficacy in their unique role should be considered in a training program. School nurses' health care services will benefit from the improvement of cultural sensitivity toward young children from multicultural families. Copyright © 2015. Published by Elsevier B.V.

Life satisfaction, coping, self-esteem and suicide ideation in Chinese adolescents: a school-based study.

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Yao, Y-S; Chang, W-W; Jin, Y-L; Chen, Y; He, L-P; Zhang, L

2014-09-01

To determine the prevalence and associated risk factors of suicidal ideation (SI) among junior, senior high and college school students. A total of 5249 students in Anhui Province of China participated in a self-administered anonymous survey. Females were more likely to report SI than males (32.1% vs. 20.6%). Using binary logistic regression analysis, we found that being female, passive coping, lower family satisfaction, lower school satisfaction, lower living environment satisfaction and higher self-esteem were associated with an increased risk of SI. This study suggested that SI was common among Chinese adolescents. Being female, high score of passive coping, lower family satisfaction, lower school satisfaction, lower living environment satisfaction and higher self-esteem were significantly associated with an increased risk of SI. There is an urgent need to take effective measures reducing the rate of SI among adolescents through collaboration among families, schools and society. © 2014 John Wiley & Sons Ltd.

Self-reported confidence and skills of general practitioners in management of mental health disorders.

Science.gov (United States)

Oakley Browne, Mark; Lee, Adeline; Prabhu, Radha

2007-10-01

To identify the predictors of self-reported confidence and skills of GPs in management of patients with mental health problems. Cross-sectional survey, with questionnaire presented to 246 GPs working in 62 practices throughout Gippsland. Rural general practices in Gippsland. One hundred and thirty-four GPs across Gippsland. GPs completed a questionnaire assessing self-perception of knowledge and skills in recognition and management of common mental health problems. Of 134 GPs, 45% reported that they have a specific interest in mental health, and 39% of GPs reported that they had previous mental health training. Only 22% of GPs describe having both an interest and prior training in mental health care. Age and years since graduation are not significantly related to self-reported confidence and skills. The results of this study highlight that self-professed interest and prior training in mental health are associated. Self-professed interest in mental health care predicts confidence and self-perceived skills in recognition, assessment and management of common mental health disorders. Similarly, prior training in mental health care predicts confidence and self-perceived skills in recognition, assessment and management of common mental health problems. Self-professed interest in mental health issues is also associated with hours of participation in continuing medical education related to mental health care. Unfortunately, only a minority described having both interest and prior training in mental health care.

Difference in Voice Problems and Noise Reports Between Teachers of Public and Private Schools in Upper Egypt.

Science.gov (United States)

Abo-Hasseba, Ahmed; Waaramaa, Teija; Alku, Paavo; Geneid, Ahmed

2017-07-01

This study aimed to assess teachers' voice symptoms and noise in schools in Upper Egypt and to study possible differences between teachers in public and private schools. A cross-sectional analysis via questionnaire was carried out. Four schools were chosen randomly to represent primary and preparatory schools as well as public and private ones. In these schools, a total of 140 teachers participated in the study. They answered a questionnaire on vocal and throat symptoms and their effects on working and social activities, as well as levels and effects of experienced noise. Of all teachers, 47.9% reported moderate or severe dysphonia within the last 6 months, and 21.4% reported daily dysphonia. All teachers reported frequent feelings of being in noise, with 82.2% feeling it sometimes or always during the working day, resulting in a need to raise their voice. Teachers in public schools experienced more noise from nearby classes. The working conditions and vocal health of teachers in Upper Egypt, especially in public schools, are alarming. Copyright © 2017 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

On Teaching Problem Solving in School Mathematics

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Erkki Pehkonen

2013-12-01

Full Text Available The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open problems (i.e., problem fields. Next we discuss the objectives of the Finnish curriculum that are connected with problem solving. Some examples and research results are taken from a Finnish–Chilean research project that monitors the development of problem-solving skills in third grade pupils. Finally, some ideas on “teacher change” are put forward. It is not possible to change teachers, but only to provide hints for possible change routes: the teachers themselves should work out the ideas and their implementation.

Self-harm in young adolescents (12-16 years): onset and short-term continuation in a community sample.

Science.gov (United States)

Stallard, Paul; Spears, Melissa; Montgomery, Alan A; Phillips, Rhiannon; Sayal, Kapil

2013-12-02

To investigate the prevalence of self-harm in young adolescents and factors associated with onset and continuity over a one year period. Prospective longitudinal study. Participants were young adolescents (n = 3964) aged 12-16 years attending 8 secondary schools in the Midlands and South West of England. Over a one year period 27% of young adolescents reported thoughts of self-harm and 15% reported at least one act of self-harm. Of those who self-harmed, less than one in five (18%) had sought help for psychological problems of anxiety or depression. Compared with boys, girls were at increased risk of developing thoughts (OR 1.61, 95% CI 1.26-2.06) and acts (OR 1.40, 95% CI 1.06-1.84) of self-harm, particularly amongst those girls in school year 9 (aged 13/14, thoughts adjusted Odds Ratio (aOR) 1.97, 95% CI 1.27-3.04; acts aOR 2.59, 95% CI 1.52-4.41). Of those reporting thoughts of self-harm at baseline, 60% also reported these thoughts at follow-up. Similarly 55% of those who reported an act of self-harm at baseline also reported that they had self-harmed at follow-up. Insecure peer relationships increased the likelihood that boys and girls would develop self-harming behaviours, as did being bullied for boys. Low mood was associated with the development of self-harming thoughts and behaviours for boys and girls, whilst a strong sense of school membership was associated with a reduced risk of developing thoughts of self-harm for boys and increased the likelihood of self-harming thoughts and behaviours ceasing for girls. Self harm in young adolescents is common with one in four reporting self-harming thoughts and one in six engaging in self-harming behaviour over a one year period. Self-harm is already established by 12/13 years of age and for over half of our sample, self-harming thoughts and behaviour persisted over the year. Secure peer and strong school relationships were associated with less self-harm. Few seek help for psychological problems, suggesting a

The interaction between self-regulation and motivation prospectively predicting problem behavior in adolescence.

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Rhodes, Jessica D; Colder, Craig R; Trucco, Elisa M; Speidel, Carolyn; Hawk, Larry W; Lengua, Liliana J; Das Eiden, Rina; Wieczorek, William

2013-01-01

A large literature suggests associations between self-regulation and motivation and adolescent problem behavior; however, this research has mostly pitted these constructs against one another or tested them in isolation. Following recent neural-systems based theories (e.g., Ernst & Fudge, 2009 ), the present study investigated the interactions between self-regulation and approach and avoidance motivation prospectively predicting delinquency and depressive symptoms in early adolescence. The community sample included 387 adolescents aged 11 to 13 years old (55% female; 17% minority). Laboratory tasks were used to assess self-regulation and approach and avoidance motivation, and adolescent self-reports were used to measure depressive symptoms and delinquency. Analyses suggested that low levels of approach motivation were associated with high levels of depressive symptoms, but only at high levels of self-regulation (p = .01). High levels of approach were associated with high levels of rule breaking, but only at low levels of self-regulation (p theories that posit integration of motivational and self-regulatory individual differences via moderational models to understand adolescent problem behavior.

The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

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Çiğdem Özcan, Zeynep

2016-04-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).

The effectiveness of collaborative problem based physics learning (CPBPL) model to improve student’s self-confidence on physics learning

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Prahani, B. K.; Suprapto, N.; Suliyanah; Lestari, N. A.; Jauhariyah, M. N. R.; Admoko, S.; Wahyuni, S.

2018-03-01

In the previous research, Collaborative Problem Based Physic Learning (CPBPL) model has been developed to improve student’s science process skills, collaborative problem solving, and self-confidence on physics learning. This research is aimed to analyze the effectiveness of CPBPL model towards the improvement of student’s self-confidence on physics learning. This research implemented quasi experimental design on 140 senior high school students who were divided into 4 groups. Data collection was conducted through questionnaire, observation, and interview. Self-confidence measurement was conducted through Self-Confidence Evaluation Sheet (SCES). The data was analyzed using Wilcoxon test, n-gain, and Kruskal Wallis test. Result shows that: (1) There is a significant score improvement on student’s self-confidence on physics learning (α=5%), (2) n-gain value student’s self-confidence on physics learning is high, and (3) n-gain average student’s self-confidence on physics learning was consistent throughout all groups. It can be concluded that CPBPL model is effective to improve student’s self-confidence on physics learning.

[Suicidal ideation, self-directed violence and depression among Chilean school adolescents].

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Barroilhet, Sergio; Fritsch, Rosemarie; Guajardo, Viviana; Martínez, Vania; Vöhringer, Paul; Araya, Ricardo; Rojas, Graciela

2012-07-01

Suicidal behaviors and depression are prevalent phenomena among adolescents, and are considered a public health problem. To determine the prevalence of depressive symptoms and suicidal behaviors and the relationship between both phenomena, in a representative sample of students from ninth grade in Santiago, Chile. We recruited a probability sample of 2,597 adolescents who answered a questionnaire with questions about suicidal behavior and the Beck Depression Inventory (BDI-II). The lifetime prevalence of suicidal ideation and planning was 21 and 14%, respectively. The prevalence for the past two weeks was 6.7 and 4.4% for suicidal ideation and planning, respectively. Autolytic behaviors, once in lifetime and in the past week were referred by 26 and 4% of respondents, respectively. In one third of these, self-harm coincided with recent suicide ideation or planning. All levels of suicidal behavior were more frequently reported by women. Clinically significant depressive symptoms were present in 23.5% of adolescents. Females doubled male rates. Severe depressive symptoms were present in 9.4% of the sample. A higher level of suicidal behavior correlated with more severe forms of depression. Sixty percent of adolescents who reported recent self-harm, had clinically relevant depressive symptoms. Two thirds of them had severe symptoms. Suicidal behavior in Chilean adolescents is prevalent, and there is an association between this behavior and the level of depression. The school is a good place to identify and develop preventive measures for teenagers.

Agreement between parents and adolescents on emotional and behavioral problems and its associated factors among Chinese school adolescents: a cross-sectional study.

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Wang, Jiana; Liu, Li; Wu, Hui; Yang, Xiaoshi; Wang, Yang; Wang, Lie

2014-04-15

Most studies about informant agreements on adolescents' emotional and behavioral problems have been conducted in Western countries, but this subject has not been well researched in China. The aim of this study was to evaluate the pattern of parent-adolescent agreement on adolescents' problems and its associated factors among school-age adolescents in China. This cross-sectional study was conducted in November and December of 2010. A questionnaire including the Child Behavior Checklist (CBCL), the Youth Self-Report (YSR), the Family Environment Scale (FES) and the characteristics of the child (age and gender), parents (parent-adolescent relationship and parental expectations) and family (family structure, negative life events) was distributed to our study population. A total of 2,199 Chinese adolescents (aged 11-18) from 15 public schools in Liaoning Province, who completed the questionnaire, became our final participants. Pearson's correlation coefficient was used to assess parent-adolescent agreement, and linear regression analysis was used to explore the associated factors of parent-adolescent discrepancies on emotional and behavioral problems. The parent-adolescent agreement on emotional and behavioral problems was high (mean r = 0.6). The scores of YSR were higher than those of CBCL. Factors that increased informant discrepancies on emotional and behavioral problems were boys, older age, the experience of negative life events, low levels of cohesion and organization, and high levels of conflict in the family. A high level of parent-adolescent agreement on emotional and behavioral problems was found. Adolescents reported more problems than their parents did. Family environment is an important factor to be considered when interpreting informant discrepancies on the mental health of Chinese adolescents.

The Use of School Self-Evaluation Results in the Netherlands and Flanders

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Schildkamp, Kim; Vanhoof, Jan; van Petegem, Peter; Visscher, Adrie

2012-01-01

This article presents the results of two studies on the use of school self-evaluation in the Netherlands and Flanders. It focuses on which forms of instrumental use of school self-evaluation results can be found in schools, and how differences in self-evaluation use between schools can be explained. Results show that the instrumental use of…

The Impact of Self-Regulatory Skills Training for Reducing in School Suspension Placement: A Case Study

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Schilling-Dickey, Gwen

2013-01-01

Researchers have been looking for solutions to disciplinary problems within the school setting. Many studies have been conducted to assess the impact of a variety of intervention strategies with research indicating that strategies involving self-regulatory control of behavioral responses can benefit students. Additionally, positive behavioral…

Adolescent Self-Esteem and the Schools.

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Higgins, Keith B.

This book was written to help schools and educators in their efforts to raise the self-esteem of adolescent students. The first chapter presents the layout of the book. Chapter 2 explains Coopersmith's (1967) model of self-esteem, emphasizing the model's relevance to secondary education. Experiences leading to feelings of significance, competence,…

Achievement, School Integration, and Self-Efficacy in Single-Sex and Coeducational Parochial High Schools