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Objective: To explore the prominent manifestations and internal associations of the overuse of short-form videos, inattention, and school refusal behavior in junior high school students. Methods: A survey was conducted among 1 106 junior high school students, utilizing the Short-form Video APP Overuse Scale, the Inattention subscale of the Swanson, Nolan, and Pelham Rating Scale (SNAP-IV), and the School Refusal Behavior Questionnaire to assess the extent of short-form video overuse, inattention, and school refusal behavior. By using the R language for network analysis, the core nodes of individual networks and the bridge nodes connecting the combined networks were analyzed, and the structural differences in networks across genders and grades were compared. Results: The core nodes of the network pertaining to overuse of short-form video, inattention, and school refusal behavior were "Using short videos enhances connection with others" (expected influence value = 1.03), "easily distracted" (expected influence value = 1.99), and "school alienation" (expected influence value = 0.83). The bridge nodes in the combined network were "defiant behavior" (bridge expected influence value = 0.69) and "difficulty sustaining mental activities" (bridge expected influence value = 0.47). Analysis of network structure differences identified that the core nodes within the combined networks of the first, second, and third grades of junior high school students were respectively "prioritizing short videos over other activities", "defiant behavior", and "academic aptitude". Conclusion: Junior high school students exhibiting overuse of short videos, inattention, or school refusal behavior are characterized by enhanced social connectivity through platforms such as short video apps, a propensity for distraction, and feelings of school alienation, respectively. When these three behaviors coexist, the most salient related factor is oppositional behavior, coupled with difficulties in sustaining cognitive tasks and maintaining concentration. [ABSTRACT FROM AUTHOR]

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Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective To analyze the co-morbidity of spinal curvature abnormality and myopia and the relevant factors in primary and middle school students in Guangzhou from 2019 to 2023, so as to provide references for the establishment of the mechanism of Co-morbidity, Shared Etiology, and Shared Prevention of common diseases in students. Methods From September 2019 to 2023, used stratified random cluster sampling, 4 248, 4 230, 4 266, 25 476, 25 587 primary and middle school students were selected as subjects for spinal curvature abnormality and myopia screening and questionnaire survey. The SymbolcA@2test was used for comparing the group differences and univariate analysis. The multivariable logistic regression model was used to explore the influencing factors of their co-morbidity. Results the co-morbidity rates of spinal curvature abnormality and myopia were 2.96%-6.00% from 2019 to 2023 in primary and middle school students in Guangzhou. The differences in the co-morbidity rates among students of each phases of studying and the difference of the co-morbidity rate in primary and middle school students over the past 5 years were statistically significant (P＜0.05). Multivariate logistic regression analysis showed that low BMI junior and senior high school students (OR=1.72, 1.89, 95%CI: 1.11-2.67, 1.47-2.41) were more likely to suffer these two diseases. Primary school students in grades 4 to 6 who had menarche or spermatorrhea (OR=1.77, 95%CI: 1.04-3.02), screening time 2-＜3h or≥3h per day (OR=3.06, 2.28, 95%CI: 1.41-6.68, 1.02-5.19), outdoor activities time＜2h per day (OR=2.28, 95%CI: 1.22-4.26), junior high school students with low BMI (OR=1.72, 95%CI: 1.11-2.67), whose teacher "never or occasionally" reminded reading and writing posture (OR=1.50, 95%CI: 1.06-2.12), who were not strict with requiring standing and sitting posture themselves (OR=2.51, 1.99, 95%CI: 1.29-4.86, 1.06-3.74), senior high school students with low BMI (OR=1.89, 95%CI: 1.47-2.41) who had activities in the teaching building during recess (OR=1.33, 95%CI: 1.02-1.75), distance from chest to the edge of table "never or occasionally" more than 1 fist away during reading and writing (OR=1.27, 95%CI: 1.05-1.53) had a higher risk of spinal curvature abnormality and myopiaco-morbidity (P＜0.05). Conclusion The co-morbidity of spinal curvature abnormality and myopia was associated with daytime outdoor exercise and sedentary behavior with bad posture. Early screening and early treatment of spinal curvature abnormality and myopia should be strengthened among adolescent students, especially in urban, female and emaciated students. [ABSTRACT FROM AUTHOR]

To explore the mediating effect of sleep duration on the relationship between qi stagnation constitution and anxiety/depression in junior high school students. Methods From March 20 to March 31, 2020, a total of 10, 325 students from 6 junior high schools in Henan, Liaoning, Shaanxi, Shandong, and Fujian provinces were sampled by cluster sampling. Firstly, the general conditions ( age, gender, grade, hometown, whether they are an only child) and sleep duration were collected, and their qi stagnation constitution, depression and anxiety status were evaluated by using the Qi Stagnation Subscale in the "' TCM Constitution Classification and Judgment Scale", the Patient Health Questionnaire (PHQ-9) and the Generalized Anxiety Disorder ( GAD-7). Secondly, Spearman correlation analysis was used to explore the correlation between qi stagnation constitution, sleep duration, and anxiety/ depression. Then, linear regression analysis and mediating effect test were used to explore the relationship between qi stagnation constitution and anxiety/depression in junior high school students, and the mediating effect of sleep duration was analyzed, and the results were verified. Results (i) The detection rate of anxiety in non-only children was higher than that of only children (X1 = 11. 198, P = 0. 001) ； The detection rate of anxiety (f = 106. 967, P<0. 001) or depression (f = 84. 692, P<0. 001) was higher among senior students than those in lower grades, while those of girls with anxiety = 100.441, P<0.001) or depression (太2 = 71.418, P <0.001) were higher than those of boys. The detection rates of anxiety (太2 = 1 092. 298, P<0. 001) and depression (X1 = 866. 740, P<0. 001) in qi stagnation constitution students were higher than those of non-qi stagnation constitution students, and the detection rates of anxiety (χ2 = 1 076. 716, P<0. 001) and depression (太2 = 1 099. 725, P<0. 001) in students whose sleep duration less than 8 h were higher than those of whose sleep duration more than 8 h, and the shorter the sleep duration, the higher the detection rate. (ii) Qi stagnation constitution positively predicted anxiety/depression (β = 0.679, P<0.001;β = 0.718, P<0.001), and sleep duration had a negative predictive effect on anxiety/depression (β = -0.403, P<0. 001 ；β = -0. 439, P<0.001). ( iii) Sleep duration played a partial mediating role in the relationship between qi stagnation constitution and anxiety/depression in junior high school students, and the mediating effect accounted for 13. 40% and 13. 79% of the total effect, respectively. Conclusion Although qi stagnation constitution mainly affects anxiety/depression through direct effect, it can still be partially indirectly realized through the mediating variable of sleep duration, that is, the shorter the sleep duration, the higher the risk of anxiety/depression in junior high school students. Therefore, the mental health problems of junior high school students can be prevented and improved by regulating qi stagnation constitution and ensuring adequate sleep duration. [ABSTRACT FROM AUTHOR]

Objective To explore the influence of family environment on depression in middle school students, and explore the role of coping styles in this process. Methods A multi-level sampling method was conduct in Qingpu District. A total of 1 902 junior and senior school students from four middle schools were investigated. The questionnaires included self-designed questionnaire which was used for collecting the students' information of gender, age, family environment and so on, coping style questionnaire for middle school students which was used for evaluating the scores of coping factors, Patient Health Questionnaire (PHQ-9) which was used for evaluating the scores of depression. The t-Test, Mann-Whitney Test, Pearson correlation analysis and Spearman rank correlation analysis were used for difference analysis or correlation analysis, and the SPSS Process was used for Mediation analysis. Results The PHQ-9 scores of junior high school students in the adverse family environment (divorced/single-parent family, unharmonious family atmosphere, and non-wealthy family) were significantly higher than those in favorable family environment (non-divorced/single-parent family, harmonious family atmosphere, and wealthy family). Students in the adverse family environment scored higher in "problem-focused coping" and lower in "emotion-focused coping", while students in adverse family environment scored the opposite. The results of mediation analysis showed that "emotion-focused coping" played a partial mediating role in the relationship between depression and family structure (β = 0.212, 95%CI: 0.029-0.421) or family atmosphere (β = 0.304, 95%CI: 0.169-0.461) or family economic status (β = 0.261, 95%CI: 0.058-0.491) in the middle school students, and the mediation effect accounted for 9.83%, 15.13% and 13.85% of the total effect respectively. "Problem-focused coping" also played a partial mediating role in the relationship between depression and family structure (β = 0.316, 95%CI: 0.139-0.521) or family atmosphere (β = 0.455, 95%CI: 0.311-0.626) or family economic status (β = 0.505, 95%CI: 0.306-0.730) in the middle school students, and the mediation effect accounted for 14.68%, 22.72% and 26.75% of the total effect respectively. Conclusion The adverse family environment is a risk factor for depression in middle school students, and coping styles play a partial mediating role in this process. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective To analyze the myopia of middle school students in Heilongjiang Province in 2022, and to provide scientific basis for the development of myopia prevention strategies and measures. Methods 99 114 middle school students in Heilongjiang Province in 2022 were selected to carry out a special survey on health risk behaviors. Their visual acuity and diopter were examined by using a 5 - meter standard logarithmic visual acuity chart and desktop optometer. Binary Logistic regression was used to analyze the factors affecting myopia of students. Results The total myopia rate of middle school students was 72. 44%, including 70.50% junior high school students, 76.91% senior high school students and 64. 47% vocational high school students. The myopia rate of students in urban area was higher than that in suburban county. The myopia rate of girls was higher than that of boys. Binary logistic regression analysis showed that: female students (OR = 1. 38, 95% CI: 1.35 -- 1.43), frequently or always switching seats(OR = 1.20, 95% CI: 1. 15 - 1.25), spending more than 2 hours reading and writing after school every day(OR = 1. 11, 95% CI: 1. 07 - 1, 14), spending more than 2 hours a week attending cultural tutoring classes (0/, = 1. 07, 95% CI: 1. 03 - 1. 11), parents often or always reminding them to pay attention to their reading and writing posture(OR = 1. 14, 95% CI: 1. 10 - 1. 19), and spending more time using the computer every day (h) M 2(OR = 1. 19, 95% CIz 1. 24 - 1. 45), using of mobile electronic devices in the past week (OR = 1. 11, 95% CIt 1. 06 - 1. 16), how often close range eye rest occurs(h) M 1 (OR = 1. 11, 95% CI: 1. 08 -- 1. 15), average daily indoor sitting time (h) M 8 (OR = 1. 15, 95% CI: 1. 12 - 1. 19) are risk factors for myopia; Suburban counties(OR = 0. 95, 95% CI: 0. 92 - 0. 98), frequently adjusting the height of desks and chairs according to one's own height(OR = 0. 94, 95% CI: 0. 91 - 0. 97), engaging in outdoor activities during breaks (OR = 0. 91, 95% CI: 0. 89 - 0. 94), having eyes more than 33 cm away from books while reading and writing (OR = 0. 84, 95% CI: 0. 81 - 0. 88), watching TV for 2 (OR = 0. 84, 95% CI: 0. 80 - 0. 88), and having outdoor activity time during the day(h) M 2(OR = 0. 93, 95% CI: 0. 90 - 0. 97), average daily sleep time (h) M 8 (OR = 0.80, 95% CI: 0. 78 -0.83) are protective factors for myopia. Conclusion Myopia is related to various factors such as residential area, gender, lifestyle, and behavioral habits. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Educational Practice & Research is the property of National Taipei University of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the prediction of English learning achievement by student characteristics (including self-education expectations, learning confidence, learning motivation and self-disciplined learning) and family cultural capital (including tutoring time, homework time and learning resources). Based on a study of 3,100 students from the learning status database of junior high school students, it showed that in the five semesters, in addition to homework assignments being negatively significant on academic achievement, self-educational expectations, learning confidence, learning motivation, self-disciplined learning, tutoring time, learning resources had a positively significant impact on learning achievement. The seven input factors had a predictive power of 42% to 47% on learning achievement. Among them, self-education expectations and learning motivation rank in the top three, and time to write home homework ranks last. As the semester went on, the importance of self-education expectations decreased, while the importance of self-disciplined learning and learning motivation increased. Self-disciplined learning became the most important factor in the second semester of ninth grade. Surprisingly, the more homework you write at home, the lower your English learning performance will be. The conclusion provided a reference for bilingual policies. [ABSTRACT FROM AUTHOR]

Copyright of Psychological Science is the property of Psychological Science Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective To explore the mediating role of self-esteem in the relationship between childhood adverse experiences (ACEs) and depressive symptoms of junior high school students, and the regulatory effect of social support. Methods A total of 1 308 students from 3 junior middle schools in Xiangxi were selected by stratified random cluster sampling from February to April 2023. A questionnaire survey was conducted with the use of Childhood adverse experience questionnaire, Adolescent social support scale, PHQ-9 Depression symptom screening scale, and Rosenberg self-esteem scale. The data were analyzed by correlation analysis, intermediary analysis, and moderated intermediary model test. Results (1) ACEs positively predicted depressive symptoms of junior high school students (β=0.801, t=7.246, P<0.05), while self-esteem and social support negatively predicted depressive symptoms of junior high school students (β=-0.406, t=-14.276, P < 0.05; β =-0.027, t=-2.781, P < 0.05). (2) Self-esteem played a mediating role between ACEs and depressive symptoms (effect=0.468, P < 0.05), and the mediating effect accounted for 31.33% of the total effect. (3) Social support directly regulated the relationship between ACEs and depressive symptoms (β=-0.017, t=-3.043, P<0.01), and social support played a regulatory role in the latter half of the mediating pathway of "ACEs self-esteem and depressive symptoms" (β=-0.004, t=-2.887, P<0.01). Conclusion There is a mediating effect between ACEs and depressive symptoms of junior high school students, and self-esteem is the mediating variable of the relationship between them. Social support buffers the influence of ACEs on the risk of depressive symptoms of junior high school students and strengthens the relationship between self-esteem and depressive symptoms. Therefore, giving more care and social support to junior high school students with ACEs and improving their self-esteem will help prevent and reduce the occurrence of depressive symptoms. [ABSTRACT FROM AUTHOR]

Background The period of junior high school age is a key development stage of adolescent mental health, during which mental maturity and physical and mental development imbalance may greatly increase the susceptibility of the students to depressed mood. Previous studies have shown that yin-deficiency constitution is a risk factor for depressed mood in adolescents, which has also been reported to be impacted by stressful life events and the time taken to fall asleep, but there is no systematic discussion about the mechanism of action in the relationships between the four factors. Objective To explore the relationship between yin-deficiency constitution and depressed mood in junior high school students, as well as the mediating effect of stressful life events and the time taken to fall asleep. Methods On March 2022, a convenient sample of junior high school students from a middle school in Meishan City, Sichuan Province were surveyed on their general data (gender, ethnicity, region of origin, grade), prevalence of yin-deficiency constitution assessed using the yin-deficiency Constitution subscale of the Traditional Chinese Medicine Constitution Scale for 7-14-year-olds, prevalence of stressful life events assessed using the Adolescent Self-Rating Life Events Checklist (ASLEC), and the time taken to fall asleep assessed using the items assessing how long it takes to fall asleep in the Munich Chronotype Questionnaire (MCTQ), and prevalence of depressed mood assessed using the Center for Epidemiologic Studies Depression (CES-D). The scores of yin-deficiency constitution, ASLEC and CES-D as well as the time taken to fall asleep were compared across the students by demographic characteristics. Spearman correlation analysis was used to explore the correlation between the variables. A multiple-mediator model was constructed to examine the mediating effect of stressful life events and the time taken to fall asleep on yin-deficiency constitution and depressed mood, and the significance of chain mediating effect was tested using bootstrap method. Results The survey achieved a response rate of 98.1% (2 570/2 620) in the 2 620 surveyed students. The detection rate of depressed mood in the respondents was 32.8% (844/2 570). Female students had higher scores of yin-deficiency constitution, ASLEC and CES-D than male students (P

Objective To investigate the relationship sleep time and video time with overweight and obesity and the interaction between sleep time and video time among junior high school students in Shandong Province, so as to provide scientific basis for the prevention of time overweight and obesity in junior high school students. Methods A total of 3 056 students from 17 cities in Shandong Province were selected by cluster random sampling. Sleep time, video time, and other obesity-related factors were collected by questionnaire. Logistic regression was used for correlation analysis, and additive and multiplicative interaction analyses were used for interaction analysis. Results The ovenveight and obesity rates of junior high school students in Shandong Province with sleep time < 9h/d and 3 9h/d were 28.4% and 22.8%, respectively, and those with video time < 2h/d and 3 2h/d were 25.8% and 30.5%, respectively, with statistically significant differences (£=7.843, P<0»05; £=7.413, P<0.05). Sleep time 3 9h/d and video time < 2h/d were associated with the reduced risk of ovenveight and obesity in junior high school students (OR二0,63, 95%CI: 0.51-0.7& OR=0.65, 95%CI: 0.54-0.78). In the stratified analysis of gender and grade, sleep time 3 9h/d and video time < 2h/d were protective factors in male and female, grade one and grade two of junior high school. There was a multiplicative interaction between sleep time and video time (OR &二0.75, 95%CZ: 0.68-0.82). The obesity rate was the lowest when sleep time 3 9 hours + screen time < 2h/d (OR=0.69, 95%CI: 0.64--0.75). Conclusion There is a positive interaction between sleep time and video time on ovenveight and obesity in junior high school students. The intervention of overweight and obesity in junior high school students should pay attention to the interaction between sleep time and video time. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To investigate the subthreshold processing bias of height words in junior high school students with short negative physical self. Methods: Totally 65 middle school students from a certain school were selected, including 31 in high height dissatisfaction（HHD） group with the Negative Physical Self Scale-Shortness Concern（NPSS-S） score of＞ 2.5,and 34 in low height dissatisfaction（LHD） group with NPSS-S score of ＜1.5.A 3（word pair classification: neutral words-neutral words（N-N）, short words-neutral words（S-N）,high words-neutral words（T-N）） x2（experimental group:HHD,LHD） ×2（Consistency: height words were consistent with probe, height words were inconsistent with probe） mixed experimental design was adopted to compare the differences of response time between two groups of subjects by the sub threshold point detection paradigm under the conditions of consistency and inconsistency of height words and target positions, N-N,S-N,and T-N conditions. Results: The response time in the HHD group was significantly shorter under S-N consistent condition than under T-N, N-N consistent condition（Ps ＜0.05）.The response time in the HHD and LHD groups was significantly shorter under S-N,T-N consistent condition than under N-N condition（Ps ＜0.05）.Conclusion:Junior high school students with short negative physical self may have subthreshold attentional vigilance to height words. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

本研究目的首先探討實驗組與對照組參與者在食安素養、食安態度與食安自陳行為和使用保健產品行為的現況及差異，並進而分析國中生食安素養現況及藉由實證知情實務（Evidence-Informed Practice, EIP）教學介入提升國中生食安素養之成效。在預試階段選取高雄市某所公立國中九年級467位學生填寫「食安素養情境測驗」、「食安態度量表」與「食安自陳行為量表」，經過信度、效度及鑑別度檢驗修正後成為正式研究工具。接著進行準實驗教學 法，本研究以便利取樣選取第一位作者班級53位學生在健康教育課實施六週EIP教學是為實驗組；對照組選取另一位健康教育老師51位九年級學生實施六週傳統講述教學是為對照組。所有參與學生在EIP教學前、教學後及三個月後填寫三份研究工具，以瞭解國中學生的食安素養、食安態度與食安自陳行為的差異。經由相關性檢驗、獨立樣本t考驗及單因子共變數分析發現多數國中生相信均衡飲食、規律運動與良好的衛生習慣能增加身體的抵抗力；當國中生使用保健食品行為愈高，則食安素養愈差。本研究結果顯示EIP教學能有效提升國中生的食安素養。本研究建議將EIP教學推廣至其他教學現場，並作為國中各校發展食安素養課程、教學與評量及相關研究之參考。 With the continual growth in global trade and the emergence of new food products, food hygiene and safety issues are becoming increasingly complex, with food safety receiving enormous international attention (Ministry of Health and Welfare, 2016). The World Health Organization (WHO) reported that eating unsafe substances can cause more than 200 diseases, including diarrhea and serious illnesses, such as cancer. Therefore, acquiring the necessary food safety literacy to distinguish between food safety and nutrition is a crucial competency to improve personal health. The Literacy Information and Communication System conducted a health literacy workshop in 2011, involving approximately 1,600 national and international public health and medical experts; it recommended establishing a hypothetical relationship between knowledge, attitudes, and behavior to create a new set of measurement methods for food safety literacy (Pleasant et al., 2011). Thus, integrating knowledge, attitude, and behavior is crucial in order to assess “food security literacy” in the 21st century (Frewer et al., 2013; Jevšnik et al., 2008; Rollin et al., 2011; Yeung & Morris, 2001). In recent years, there has been an international emphasis on literacy assessment, such as the Programme International Student Assessment, which was supported by the Organisation for Economic Co-operation and Development in 2013, using contextual-based tests to assess whether students can apply knowledge and analyze and solve problems in everyday life. First, this study aimed to develop effective food safety literacy tests, food security attitude scales, and food safety behavior scales. Second, we explored the effect of Evidence-Informed Practice (EIP) in teaching interventions on junior high school students’ food safety literacy. During our pilot study, we randomly selected 467 ninth-graders from southern Taiwan to respond to research instruments regarding food safety literacy, food security attitudes, and food safety behaviors. We used the content validity index (Lawshe, 1975), item analysis, and KR 20 to examine the tests’ validity, discrimination, reliability, respectively, and applied item response theory to determine a suitable model of the relationship between the tests and participants. We found that all the tests met the index of validity and reliability. Then, we conducted a quasi-experimental study design and selected 104 ninth-graders from a public junior high school in Kaohsiung City through convenience sampling; the school is known for its moral education, encouraging teachers to develop innovative teaching. This study lasted six weeks and included two teachers with similar teaching experiences who implemented different teaching styles. Both teachers had majored in health education and had 17 years of teaching experience. Teacher A was the first author of this article, graduated from the Department of Science and Education of Southern Normal University, taught two classes of students in the experimental group. The teacher B, who graduated from the Department of Health Promotion and Health Education of the Northern Normal University, was familiar with health education theory, and taught two classes of students in the comparison group. To ensure a high response rate, the first investigator informed the students of this study’s purpose and research tools, mentioning that the contents of the questionnaire would be properly preserved and not be used for individual comparison. Students agreed to participate in the study and responded to two scales and a food safety literacy test that took approximately 15-20 minutes, after which they were given a small gift. Four classes participated in this study, two of which comprised the comparison group that received traditional narrative teaching; the teaching content and time were the same for this group. The other two classes in the experimental group received an EIP teaching intervention. The experimental group students (n = 53) participated in a 6-week one period of EIP teaching model; with the same teaching intervention time, the comparison group students (n = 51) received a teacher-centered intervention concerning new trends in dietary consumption; the intervention convened 45 minutes per week for 6 consecutive weeks. The EIP intervention involved students asking questions, thinking, gathering evidence, and making judgments. The teacher in this group questioned students to promote their thinking, enabling them to search for empirical information to support the discussion and interpretation of food security issues, such as false advertising, supplementing them with new scientific findings. Meanwhile, the comparison group was taught about food security issues in a traditional manner, with the teacher presenting and students listening. We conducted descriptive statistics, independent t-tests, and paired sample t-tests to compare the students’ similarities and differences on their food safety literacy tests, food security attitude scales, and food safety behavior scales after the interventions. In addition, we used a one-way analysis of covariance to examine the effects of the EIP intervention. The results revealed that junior high school students’ beliefs concerning maintaining healthy behaviors involved medium and high scores. They believed that a balanced diet, regular exercise, and good hygiene could increase the body’s resistance to disease. More than 80% of the students consumed healthy food, and nearly 40% of these students consumed more than two types of healthy food. Students with a higher belief in the value of maintaining health had a significantly higher score in food safety literacy. However, those students with a frequent intake of healthy food tended to have lower scores on their food safety literacy. This study developed and validated well-structured food safety literacy scales and an effective EIP teaching model that enhanced the experimental group students’ food safety literacy. This empirical evidence provides fresh insight into how to promote junior high school students’ food safety literacy. Our findings have implications for implementing the EIP teaching model and administering effective food safety literacy scales with context-based items in more educational settings.

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ObjectiveTo study the anxiety and depression status of the third-year junior high school students in Nanning city， and to discuss their relationships with test anxiety， so as to provide references for targeted psychological intervention for students.MethodsFrom May to June， 2021， a simple random sampling method was adopted to randomly enroll three classes of third-grade students from one junior high school in each district and county of Nanning city. The selected students were assessed using Test Anxiety Scale （TAS）， Self-rating Anxiety Scale （SAS） and Self-rating Depression Scale （SDS）. Thereafter， Pearson correlation analysis was conducted to explore the correlation among each scale score.ResultsA total of 2 080 students participated in the survey， and 1 826 （87.79%） valid questionnaires were collected. Among them， 999 students （54.71%） felt uncomfortable due to the test. Anxiety and depression were detected in 577 （31.60%） and 830 （45.45%） students， respectively. TAS score of female students was higher than that of male students ［（16.75±6.78） vs. （15.08±6.97）， t=-5.136， P

Copyright of Journal of Textbook Research is the property of National Academy for Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Taiwan Journal of Sociology of Education is the property of Taiwan Association for the Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

ObjectiveTo examine the prevalence of myopia and its related personal eye habits among junior high school students and to explore stage-specific myopia prevention behaviors of the students based on health action process approach (HAPA) and theory of planned behavior (TBA).MethodsUsing stratified random cluster sampling, we recruited 4 894 students at 6 junior high schools in 5 prefectures of Guangdong province. An anonymous questionnaire survey was conducted among 2 289 students online and 2 570 students on-site during July 2020.ResultsOf the 4 859 students with valid responses, 3 013 (62.0%) reported being myopic and 994 (20.5%) reported suffering from myopia during past 6 months. The students being female, in higher schooling grade, and with parental myopia reported a significantly higher myopia prevalence rate than other students (P < 0.001 for all). The students′ myopia prevalence differed significantly by sleeping time during school days, proper reading/writing time during school days or weekends, daily outdoor activity, outdoor activity in school days, outdoor activity with parents/friends during free days, posture while reading/writing, and rest time after continuous reading for 40 minutes (all P < 0.05). The results of multivariate logistic regression analysis revealed following risk factors of myopia for the students: being female, in higher schooling grade, with parental myopia, low frequency of outdoor activity for 2 hours per day, and low frequently of having a rest of 10 minutes after reading/writing for 40 minutes. Based on reported frequencies of having daily outdoor activity for at least 2 hours and having a rest of 10 minutes after reading/writing for 40 minutes, we classified 1 543 (31.8%), 1 433 (29.5%), and 1 883 (38.3%) of the students as at the pre-intention, intention, and action stage of developing eye habits for myopia prevention; high proportions of the boy students and the students in low schooling grade were assessed in the action stage. The students at the action stage reported a higher social cognition and better eye habits related to myopia prevention than the students at both pre-intention and intention stage (P < 0.01 for all) but no difference in risk cognition was observed among the students at different stages. The results of hierarchical regression analysis showed that for the students at pre-intention stage, the attitude towards and self-efficacy of action were major predictors for myopia prevention behaviors, jointly explaining 15% of total variance of behavior change; for the students at intention stage, risk perception, subjective norm, and action self-efficacy were major predictors, altogether explaining for 12% of total variance of behavior change; whereas, attitude towards action, subjective norm, action and coping self-efficacy, and behavioral planning and coping were major predictors, explaining 20% of total variance of behavior change, for the students at action stage.ConclusionAmong junior high school students, the prevalence of myopia varies with individual characteristic and eye habits; the influence of social cognition variables on myopia prevention behaviors is different among the students at various stages of developing eye habits for myopia prevention.

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Shanghai Physical Education Institute / Shanghai Tiyu Xueyuan Xuebao is the property of Shanghai Physical Education Institute and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: To understand the relationship between academic delay and depression in myopic junior high school students., Methods: Medical visual acuity examination(including far-vision examination and dioptometry) and questionnaire survey(including Middle School students&apos; Academic Procrastination Questionnaire and Childhood Depression Scale) were conducted among 1752 junior middle school students in a district of Chongqing in June 2022. Difference analysis, correlation analysis and binary Logistic regression analysis were performed on the data obtained from myopic students., Results: 1116(63.69%) students with myopia were detected, 405 students with academic delay and 1289 students with depression. Among them, 266(65.68%) and 835(64.78%) were nearsighted due to academic procrastination and depression. There were significant differences in academic procrastination and depression between myopic and non-myopic students(P&lt;0.01). Moreover, myopic junior high school students have a greater risk of academic procrastination and depression(OR=4.94, 95%CI 3.04-8.01)., Conclusion: Myopic junior high school students are more likely to have academic delay and depression.

Copyright of Society: Chinese Journal of Sociology / Shehui is the property of Society: Chinese Journal of Sociology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Chinese Journal of Contemporary Pediatrics is the property of Xiangya Medical Periodical Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Extra- curricular tutoring becomes more and more prevail among junior high school students. U - sing data from the China Education Panel Survey CCEPS) conducted by National Survey Research Center ( NSRC) at Renmin University of China, the extra-tutoring in key subjects such as English, literature and mathematics is analyzed in this paper. The research in this paper can provide insight into decision-making by the government, schools and parents. The study found that the only children are the main population entering extra-tutoring.From the perspective of school location, the central area has the highest proportion of tutoring students, while the rural area has the lowest proportion of tutoring students. The proportion of students with rural household registration is lower. The higher the education level, the higher the proportion of tutoring students. In terms of the effect of tutoring, tutoring has a positive influence on a ll three subjects, with mathematics being the most influential. English is slightly higher than Chinese, but the effect o f language tutoring is far less than that o f mathematics. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Taiwan Journal of Sociology of Education is the property of Taiwan Association for the Sociology of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: The aim of current study was to develop a questionnaire with good reliability and validity for measuring Taiwanese adolescents' total and domain-specific time spent engaging in various sedentary behaviors. Methods: Ninety-seven junior high school students in Changhua City participated in this study. They completed the questionnaire twice over a one-week period and wore a tri-axial accelerometer during this period. The test-retest reliability was examined by Spearman's rank correlation and paired-samples t-test. The criterion-related validity in total sedentary time per day was first examined by Spearman's rank correlation between self-report measurement and accelerometer-assessed measurement. In addition, a Bland-Altman Plot was used to compare the consistency between these two measurements. Results: The results showed that the mean self-reported total sedentary time was 6.11 (SD = 2.98) hours. With regard to the test-retest reliability, there was no significant difference in total and domain specific time of self-report sedentary behavior, except for "Studying/Doing homework." The Spearman's rank correlation coefficients of the total sedentary time per day, and the two domain specific items, "Using a computer for fun" and "Playing/practicing a musical instrument," were higher than the recommended level 0.70. The coefficients of the other five items, "Using the phone," "Out-of-school-hours tutoring," "Reading for fun," "Passive transport," and "Using a computer for homework," ranged between 0.60 and 0.69. The reliability of the remaining Three items-"Studying/Doing homework," "Watching TV," and "Doing crafts or others," ranged from 0.50 to 0.59. Results also showed that there was a significant correlation in total sedentary time between self-report measurement and accelerometer-assessed measurement (Spearman's ρ = 0.55), indicating a good criterion-related validity. According to Bland-Altman Plot, compared to accelerometer- assessed measurement, the self-report questionnaire underestimated the total sedentary time per day about 1.36 hours, which was better (i.e., less underestimated) than previous research. Conclusion: The current study showed the preliminary evidence that our questionnaire was useful for measuring the sedentary behavior in Taiwanese adolescents with acceptable reliability and validity. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)