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Behavioral inhibition (BI) is an early-appearing temperamental trait characterized by intense negative affect and withdrawal behaviors to novel and challenging situations. Inhibited children are more likely to display social withdrawal and experience an increased risk for internalizing problems. Trait inference, the way children interpret behaviors and infer the characteristics of others, may be one potential mechanism. The current study examined the individual differences of BI in trait inference using a cross-sectional design (Study 1, Age 4, N = 80, 38 boys, Chinese) and explored the role of trait inference (Age 4) in relation to early BI (Age 2) and later internalizing behaviors (Age 4) using a longitudinal design (Study 2, N = 163, 93 boys). Trait inference was measured by children's personality judgments after watching four pieces of behavioral information of animated actors in two conditions: a high positive information condition and a high negative information condition. We found that high BI children exhibited a more negative trait inference than low BI children did in two studies, except for the trait inference in the high negative information condition of Study 2. Besides, in Study 2, trait inference in the high positive information condition partially mediated the BI-internalizing behavior link, and such mediation effect was moderated by the level of trait inference. These findings highlight the contribution of social information processing in the social adjustment of children with extreme temperament and have implications for prevention and intervention.

Despite university efforts to create honour codes and a culture of integrity, student academic dishonesty remains a widespread problem around the world. Previous theoretical and methodological approaches, which informed the development of measures for the prevention of dishonest behaviour, focus only on student justifications of academic misconduct as abnormal or deviant acts. However, understanding the arguments that both criticize and justify dishonesty at universities is crucial for developing an effective integrity policy. Based on Boltanski and Thevenot's theory, we develop and validate a questionnaire measuring the prevalence of students who draw on domestic, market and industrial orders of worth justifying or criticizing academic dishonesty. A total of 3,538 students from six Russian universities participated in the study. The results supported the applicability of the proposed model, demonstrating the validity and reliability of the instrument. The instrument can be utilized by universities for monitoring what order of worth prevails among students and developing honour codes and integrity policy.

Identifying factors related to expulsion risk is of great need due to the high and disparate rates of young children routinely excluded from preschool classrooms. This study aimed to explore the pathways to expulsion risk among a sample of 88 preschool children from 22 Head Start classrooms. Data were collected on children's inhibitory control using the Child Behavior Questionnaire, the closeness subscale of the Student-Teacher Relationship Scale, and on children's overall expulsion risk using the Preschool Expulsion Risk Measure. Direct pathways from children's inhibitory control and student--teacher closeness to expulsion risk were significant. Results indicated that student--teacher closeness mediated the relationship between children's inhibitory control and expulsion risk, indicating the importance of supporting positive relationships in preschool classrooms to disrupt pathways to expulsion. Implications for practices and future research to prevent expulsion are discussed.

Objective: People are often resistant to hearing-health education messages such as those aimed at the prevention of noise-induced hearing loss. This resistance may be due to psychological distance: the perceived relevance of hearing and awareness of sound to daily life. The soundscape is the internal, perceptual, experience of a sound environment. The objective of this study was to explore people's thought processes when completing a questionnaire designed to assess the soundscape and, in particular, to investigate whether the experience reduced psychological distance of sound and their hearing. Design: Semi-structured interviews and qualitative data analysis. Setting: Questionnaires were completed on personal phones in any environment participants wished. Interviews were conducted via online video connection. Method: A soundscape questionnaire was administered to a convenience sample of adult volunteers who were then interviewed about the experience of completing it, and how doing so had influenced their views of sound and their hearing. Results: Themes in three main areas were identified: the questions, which were found to be challenging but interesting; the soundscape, and the insights of participants about their own soundscape experience; and participants' new awareness of sound and their own hearing. Conclusion: The findings provide interesting feedback about the meaning of responses to the questionnaire and on how people thought while using it. Furthermore, the findings imply that bringing the soundscape to a person's conscious awareness may successfully reduce psychological distance for them about their hearing and may, therefore, be a useful preliminary to hearing-health education interventions.

Youth referred to mentoring programs vary considerably in the range and severity of difficulties (i.e., behavioral, internalizing, social and academic) and environmental challenges they face. However, their patterns of risk and corresponding consequences for mentoring have rarely been investigated. This study draws on data for youth participants in 30 mentoring programs (n = 2,165, 55.1% females) to examine patterns of presenting challenges. Four profiles emerged using three-step latent profile analyses. Profiles with more intensive symptoms were associated with more environmental stressors. Moreover, there were significant differences between profiles in youth-perceived relationship attributes, including closeness, youth-centeredness, growth focus and mentor-mentee relational health. The profile with the highest externalizing and social challenge indicators scored the lowest across these four relational indices. The results highlight variability of youth risk at baseline, and its differential impact on mentoring relationship outcomes. Implications for mentoring programs are discussed.

Most questionnaires construe avoidance as resulting from a problem-solving process and analyse only a few, single-factor and mostly non-adequate, forms of avoidance. The aim of the present study was to develop a multi-dimensional questionnaire to measure avoidance among adolescents. We tested the Avoidance Questionnaire for Adolescents (AQA) with 12-, 15- and 18-year-olds to measure most forms of avoidance in social problem-solving as well as to shed light on the relationships between the sub-processes of social problem-solving. Exploratory factor analysis (EFA) was employed to examine the measure's factor structure, while confirmatory factor analysis (CFA) and structural equation modelling (SEM) were used to support the theoretical process model of avoidance. The convergent and discriminative validity of the AQA was tested in relation to the Social Problem-Solving Inventory-Revised (SPSI-R). Two versions (a long version of 42 items and a short version of 23 items) of the 11-factor AQA were developed in accordance with the results. The long and short versions were found to be valid measures of problem-solving with regards to negative thoughts, feelings and physical symptoms; negative self-efficacy/insolvability; prevention; annulation; ignoring the problem; expectation/diversion; mulling; procrastination/rethink; stopping/subordination; external pressure; and asking for help. The factors show positive or negative correlations with the SPSI-R factors. The results of the SEM support the original process model. Based on earlier Hungarian research carried out with the SPSI-R, avoidance shows a tendency to increase in adolescence. In contrast, the results of the AQA show that the earliest age differences occur in the ignoring the problem, procrastination, stopping, diversion and expectation factors.

The purpose of this study is to understand student perceptions towards plagiarism and identify some factors influencing their plagiarist behaviour to be able to develop successful strategies to promote academic integrity and prevent plagiarism. Although academic dishonesty and plagiarism have been investigated by many researchers, psychometric qualities of these data collection instruments have generally been ignored, which has resulted in a shortage of standardized and validated questionnaires in the literature. Therefore, to address this issue the researcher ran a rigorous psychometric analysis on a previously developed and psychometrically evaluated questionnaire (Attitudes Towards Plagiarism). The modified instrument was conducted on 404 students studying in a private university in Kuwait in March 2022, representing the first administration of a psychometrically established plagiarism scale in the Kuwaiti context. The statistical analysis revealed that students' perceptions are significantly different according to the high school type they graduated from, their reasons for studying at the university, and their post-graduation career plans, whereas gender, major and year of study do not cause statistically significant differences.

"LifeSkills Training" (LST) is a popular drug prevention program shown to be effective at preventing youth substance use. The Middle School Health Survey (MSHS) is a questionnaire that was created by the developers of the LST curriculum to measure changes in knowledge and attitudes about drugs and life skills among youth. Despite the widespread use of the MSHS, the measurement quality of the instrument is largely unknown because no prior research has evaluated its psychometric properties. This study evaluated the reliability of scores and factor structure of the MSHS, which was administered to 986 students (Grades 6-8) before the implementation of the LST curriculum. Results indicate that one of the subscales had poor internal consistency reliability as measured by Cronbach's alpha, which is likely due to restricted variability in item responses. Exploratory and confirmatory factor analytic procedures indicated that a three- or four-factor solution fit the data; however, fewer than half of the items had loadings above the acceptable threshold, indicating that the MSHS requires modification to meet acceptable standards of measurement quality. This paper fills a void in the literature and informs if and which modifications to the MSHS might be necessary.

Help-seeking is an adaptive process whereby a person seeks external support for a problem. Help-seeking early in response to mental health concerns is thus important in preventing mental illness in later life. Recent developments in service provision such as online help services, have been identified as promoting help-seeking behaviours, but there are many barriers that work against a young person seeking effective help early on, including personal characteristics such as attitudes toward help sources. Further, the influence of others on a young person's help-seeking behaviours is beginning to emerge in the youth help-seeking literature, and may be an important facilitator of help-seeking behaviours. The present mixed-method study explored young people's attitudes toward help sources, and how receptive young people are to the influence of others on their help-seeking intentions. Critically, the study aims to determine whether these variables have varying effects on different types of help sources (formal, informal and online). It was found that the influence of others and attitudes toward help sources had little bearing on online help-seeking intentions, in contrast to help-seeking intentions from traditional modes of help-seeking. Recommendations are made as to how young people can be better informed about the benefits of online help-seeking, with the hopes of highlighting the potentially untapped resource of other people's influence on a young person's decision to seek help online.

This study was designed to evaluate the effectiveness of a brief Alcohol Expectancy Challenge, with the aim of reducing the prevalence of alcohol consumption amongst Maltese teenagers.119 students were randomly allocated to a control or a 3-hour expectancy challenge session. Alcohol consumption and alcohol expectancies were investigated via a self-report questionnaire delivered at baseline, immediately after the intervention and at 4 months follow-up. Despite significant differences in alcohol expectancy scores at the post-intervention, no significant reductions in alcohol consumption were observed in the experimental group. On the other hand, a significant increase in alcohol consumption was observed in the control group at post-intervention. This study failed to support the effectiveness of alcohol expectancy challenge (AEC) to curb alcohol misuse, but it is still possible that AEC may help prevent the increase of alcohol consumption. Possibly, the teaching of alcohol refusal skills and educational efforts to help dispel prevalent misconceptions related to alcohol expectancies amongst both parents and students can yield more effective long-term outcomes. Targeting school children from an earlier age might also be needed since alcohol expectancies are often formed in childhood.

Currently, schools face the challenge of dealing with the phenomena of cyberbullying, which is increasingly present among teenagers. This study analyses teachers' and students' perception of the problem, as well as the strategies that both groups use to avoid it. Its findings will allow advances in prevention and intervention in the schools. The study was conducted on 1,704 primary and secondary school students and 238 teachers who completed questionnaires about cyberbullying. We used a cross-sectional descriptive method. Findings show significant differences in the motives teachers attributed to cyberbullying. These depend on the educational stage they work in, whereas, among students, it depends on the role they have in the cyberbullying situation: victim or aggressor. We also find differences in the intervention strategies used by teachers, depending on the type of school, educational stage, and gender. Those used the most are communicating, mediating and seeking help. For students, the predominant strategies are avoidance, protection, and reporting. Schoolchildren, in general, show little confidence in their teachers' ability to solve the problem of cyberbullying. The study highlights the importance of training teachers and providing them with action models when faced with this issue, and it points out the necessity of coordinating the efforts of both teachers and students.

Bullying is a very serious social-pathological problem. It is a form of aggression which is often encountered in particular in the school environment, whether at elementary of high schools. At present bullying is not only associated with puberty, but also is a problem among pupils of younger age. The aim of this research was to create and test a reliable research tool to determine what children perceive as bullying, what their direct experience with bullying is and where they most often encounter bullying. Another aim was to determine who should deal with the occurrence of bullying in school. The sampling (N = 1147; return n = 913) consisted of pupils from 10 elementary schools Banska Bystrica, Slovakia (from grades 6 to 9, 60 classes together). The questionnaire contained 5 questions requiring open-ended and direct answers. From the first three questions we learned what children perceive as bullying, what forms of bullying they have encountered and in what types of places children have encountered bullying most often. Questions 4 and 5 were focused on intervention and prevention of bullying. The study will include output from the first three questions.

The fact that technologies have become a normal part of our lives has meant that bullying and other problems have shifted towards the virtual, hence complicating possible solutions. While before peer harassment occurred mainly at school, today Information and Communications Technology (ICT) means that children now have no place to "hide" from this problem. This and other features, like anonymity, have led many people to believe that this problem is more serious than traditional bullying. The purpose of this research was to determine the incidence of this phenomenon and its impact on students in compulsory secondary education in the Region of Murcia, specifically the prevalence of victimization and differences in relation to gender, age and academic year. One of the main results is that 49.3% of students have suffered from one or more cyberbullying behaviours. Greater victimization of females was observed in fourth of ESO and at higher ages (age ranges: 11-13; 14-15; 16-18). These results show the reality of secondary schools and the need to establish effective measures to solve this problem.

The aim of this study was to explore caregivers' views about the risks of the Internet for people with intellectual disabilities and their preparation and ability to use prevention strategies to address them. The participants (20 family members and 24 staff members) belonged to a non-profit association working with people with developmental and intellectual disabilities and were asked to respond to a questionnaire about Internet safety and risks. Findings show some concerns from caregivers with regard to the use of the Internet by people with intellectual disabilities and suggest that this group is more vulnerable to online risks. Participants use different kinds of strategies to prevent the risks but they have not received any formal training. They think that this training should come from the Administration and other organisations. Some differences were found between family and staff members' responses. Training programmes for all the groups involved in this process (i.e. people with intellectual disabilities, staff and family members) should be designed, implemented and assessed to promote the inclusion of people with intellectual disabilities in the digital arena.

Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors' specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims.

This study reports on the first stages of a larger project to develop an ICT-supported cyberbullying prevention programme that fosters development of children's communication skills for the safe use of social media. To establish baseline data on the incidence and growth of cyberbullying in Bogotá, Colombia, we applied a Revised School Violence Questionnaire (CUVE-R) to a population of 1355 fifth-grade pre-adolescents. The results show that cyberbullying is at an early stage in the surveyed educational institutions, and we make specific recommendations on developing cyberbullying prevention programmes that foster effective communication and self-regulatory skills supported by multimodal strategies and ICT tools.

The aim of this research is to investigate the aggression types observed in class environment in preschool and primary schools and the strategies that teachers use in order to prevent aggressive behaviors in classes by variables like gender, seniority and socioeconomic level. 118 preschool teachers and 176 primary school teachers, a total of 294 teachers are involved in the research. A questionnaire prepared by the researcher was used in the study. Teachers stated that physical aggression is more common in preschool classes while verbal aggression is more common in primary school classes. In a comparison of schools' socioeconomic status, teachers working at schools with low, average and medium socioeconomic status stated that verbal aggression is the most common type of aggression in their classes. Upon examining strategies used as timely intervention means against aggression in classroom, it was determined that both preschool teachers in preschool education institutions and class teachers working at primary schools almost always use the methods such as "Encouraging mutual apology, reconciling, peacemaking", "Dialogue" and "Encouraging to place oneself in someone else's position", in other words empathizing. It can be said that teachers generally use positive conflict resolution methods in order to prevent aggression.

I report on an investigation into a group of Free State educators' recognition of bullying, their reactions to incidences of bullying, and their perceptions of the effectiveness of a number of bullying prevention strategies. The research instrument was a synthesis of the Delaware Research Questionnaire and questions based on findings from previous research on bullying in the Free State. The first important result was that Free State educators had frequently witnessed learners being physically and verbally abused by fellow learners. The second was that more than 80% of the respondents were willing to intervene in such cases. Thirdly, the results indicated that the respondents saw parental involvement as critical in preventing bullying. Finally, some comments and recommendations are made regarding the role of parents, educators, the police, and learners in the prevention of bullying.

This paper brings to light the essence, characteristics, and role of educational-cognitive barriers in the preparation of college-attending future social pedagogues that may arise in the process of their mastering social-pedagogical skills related to the prevention of social dependencies. The authors share the findings of their study of a typology of such obstacles in the educational process. Special attention is devoted to typical educational situations in the preparation of students (e.g., getting engaged in methodological activity related to preventing social dependencies, testing mastered methodological schemes and algorithms in activity related to preventing social dependencies, and discovering methodological knowledge) and specific educational-cognitive barriers dominating these situations.

This study is a fraction of a larger research on cheating, at the School of Engineering (SOE). The study design used a descriptive survey approach and a document analysis. A designed confidential self-report questioner was used as the main instrument, for this study, with the sample size of 100 subjects and response rate of 95%. The tool was pre-tested, to ensure its validity and reliability. The study focused on the Classical Test Theory and on the Theory of Reasoned Action. The data collection instrument was subjected to the statistical analysis to determine its reliability via Cronbach's alpha coefficient, and found high inter-item consistency (a > 0.9). The results of the survey revealed that only 18% of the respondents admitted that they have never cheated; however, they have witnessed an array of cheating techniques used by their classmates, which illustrates, that students are exceedingly inventive and opportunistic, in nature, and they are ready to use any method, to achieve their ultimate goals (mainly, good grades). 22% of those never cheated, confessed that they were afraid of being caught by the invigilators; while only 6% stated that "I was afraid of being reported by my fellow classmates." The absence of "risk" (fear of penalties), is above all, attention-grabbing, to this study, as it implies that SOE students do not bothered much about getting caught cheating. Recommendations on measures, to be applied, to fight cheating menace, were presented, in conjunction with suggestions, for further research, in this area. In synopsis, the maintenance of academic integrity, by all stakeholders, is a continuing and enduring task, which will bring in rewards, but "only" if attentively managed.

The present study investigated how self-related English learning motivation among Taiwanese adolescent learners differs between students who only receive English instruction in formal schooling and those who have additional private tutoring. A total of 1,698 teenage English learners in public secondary schools across Taiwan completed a self-reported questionnaire based on the "L2 motivational self-system theory" (Dörnyei, 2005, 2009). The results showed that students who had additional tutoring had a significantly stronger intention to learn English and exhibited a higher frequency of English learning behaviors compared with those who only received English instruction in the mainstream. Regression analyses revealed similarities and differences between the motivational profiles and self-conceptualizations of those with and without private tutoring, revealing that "ought-to self," "learning attitudes," and "learning experiences" were prominent predictors of learning motivation for both groups. For students without tutoring, the influence of prevention-based instrumentality was found in their intention to invest effort and their perceived motivated learning behaviors. While the motivational power of "ought-to self" was observed in both groups, "ideal self" was only a pertinent contributory factor of intended effort in those who had tutoring. The study highlights the importance of considering learning experiences across diverse learning contexts in L2 motivation research.

Preschool PATHS (Promoting Alternative Thinking Strategies) is an evidence-based universal prevention program focused on promoting children's social and emotional competencies and reducing the likelihood of behaviour problems and negative relationships with peers and teachers. This paper examines changes in the social and emotional competencies of the first children to participate in Preschool PATHS in Croatia. This study included 164 children, ages 3-6, in 12 preschool classrooms in three cities across Croatia, who participated in the classroom-based Preschool PATHS curriculum. At the beginning and end of the preschool year, teachers completed well-validated and reliable assessments of social and emotional competencies on each child. Hierarchical linear models revealed statistically significant and substantial improvements in prosocial behaviour, emotion regulation, emotion symptoms, peer problems, relational aggression, conduct problems, and hyperactive-impulsive behaviour. Study findings reveal significant changes in children's social and emotional competencies during preschool. This time may present a unique opportunity to buttress children's skills and improve long-term school success through the implementation of a rigorous empirically-validated prevention program such as Preschool PATHS.

This article portrays the ongoing and ever-expanding journey of the Center for Research and Practice of School Psychology (CRPSP) of the National and Kapodistrian University of Athens. Based on an integrative approach to school community well-being that includes positive psychology perspectives and systems interventions, all activities of the Center focus on a social and emotional learning (SEL) framework that emphasizes strengths and contextual protective factors for members of the school community and other educational settings. Special attention is given to the implementation of SEL prevention programs in times of crisis and economic recession. Furthermore, the incorporation of SEL framework into the general education curriculum as well as in the preparation of psychologists and teachers at undergraduate and graduate level is presented. The role of SEL in building evidence-based interventions is discussed under the scope of multicultural and transnational considerations.

Objective: Suicide risk is a significant public health concern for college students and may be exacerbated by hopelessness resulting from negative life events (NLE), yet may be ameliorated by self-compassion. We examined the mediating role of hopelessness in the relation between NLE and suicidal behavior, and the moderating influence of self-compassion on all model paths. Participants: Participants were 338 undergraduates (89% white; 67% female). Data were collected from December 2014 to December 2015. Methods: Participants completed the Life Events Checklist for College Students, Beck Hopelessness Inventory, Self-Compassion Scale, and Suicidal Behaviors Questionnaire -- Revised. Results: Negative life events were related to greater hopelessness and, in turn, to more suicidal behavior, yet self-compassion attenuated this effect. Conclusions: Self-compassion may buffer the NLE--hopelessness linkage, thereby reducing suicide risk among college students. Therapeutic promotion of self-compassion, and reduction of hopelessness, may be important suicide prevention strategies on college campuses.

School-based empowerment programs are types of interventions targeting students with or without behavioral, psychological, and emotional difficulties at schools. The purpose of the current study was to examine the effectiveness of a school-based social and mental empowerment program on students' behavioral and developmental problems. We hypothesized that providing adolescents with social and emotional skills may result in improved well-being and health. For this study, which involved 1008 students, we recruited 557 students (242 boys and 315 girls) for the intervention group using a cluster sampling. Also, we recruited 451 students (198 boys and 253 girls) for the control group. Students in both groups were administered the Strength and Difficulties Questionnaire (SDQ). The students in the treatment group received fourteen 90-min sessions designed to address psycho-social and health issues in adolescence, while students in the control group received their regular curriculum. In order to analyze the data, analysis of covariance test was used. Consistent with our hypothesis, respondents in the intervention group had lower difficulties as measured by SDQ and higher pro-social behavior (P <0.05). In conclusion, our study showed that the Social and mental Empowerment Program was a structured preventive program and feasible even in low-resource settings. Future studies might benefit from follow-up with participants in the experimental group, as well as including other relevant students' outcomes.

Health is essential for social and economic development of any country. Nearly 10 million children in developing countries die each year before reaching the age of five from ailments, mostly pneumonia, diarrhea, and malaria. The socio-cultural belief about the causation of disease and its curability has direct correlation with the treatment seeking behaviour of an individual. It is in the light of the foregoing that this research was necessitated to investigate various health seeking behaviours exhibited by undergraduates in the Faculty of Health Science and Technology. Health Belief Model was used to examine ways people react to health issues. A descriptive survey research design was employed while a questionnaire was the data collection tool for the study. The study revealed that common illnesses among students are headache and fever. Students generally go to buy drugs from the patent medicine stores when sick. Students will not go to the hospital until they experience pains that they cannot accommodate again. Factors affecting the choice of health care adopted when ill is mostly related to its accessibility, effectiveness and none delay. Finally, while government should be able to provide access to many health care facilities, health promotion and preventive strategies should be reinforced in universities.

The overall objective of this study is to increase the awareness of secondary school students of the effects of pollen allergy on human health by mapping allergic pollens appearing in Burdur atmosphere. This study is a pre-test and post-test experimental design. Mix method is applied thus. Both qualitative and quantitative data are gathered. The sample of this study consists of students in 6th and 7th grades in Alpaslan Ali Can Secondary School, Burdur. Pre-treatment and post-treatment questionnaire and achievement test are administered in order to determine the effectiveness of the education seminar given on the effects of pollen allergy. According to the findings obtained from the analysis of the achievement test, cognitive awareness of the students about the effects of pollen allergy on human health is found to be higher. Post-treatment results obtained from the questionnaire show there is increase in awareness of the students about the importance of pollen allergies and how to take precautions.

A qualitative case study research design provided an in-depth perspective of the participants in relation to understanding the holistic impact technology has on the incivility of student-to-student and student-to-faculty interactions in higher education. The conceptual framework by Twale and Deluca (2008), based upon Salin's (2003) proposed model for bullying, is detailed. Participants were doctoral students (n=17) who are full-time professionals in higher education. The participants were given open-ended questions regarding technology and incivility. Access and ethical considerations are detailed. Participants' detailed written responses were analyzed as outlined by Yin (2003). Four themes emerged from the data analysis; reported causes, reported outcomes, relationship types of participants, and ways to reduce technology's impact on incivility. Technology use and incivility in higher education are both increasing. This study is important in understanding the views of students and perceptions of the causes, impact, and ways to decrease incivility.

This study investigated usability of educational software: case of "?pón-Ìm?`" in Osun state, Nigeria. Specifically, the study investigated influences of gender and school locations on students' assessment of "?pón-Ìm?`" Technology Enhanced Learning System (OTELS) based on selected usability parameters. 701 students were selected from six secondary schools across the three Senatorial districts of the state. A researcher-developed instrument: Educational Software Usability Assessment Questionnaire (ESUAQ) was used for data collection. Using Pearsons Product Moment Correlation statistics, the instrument yielded reliability value of 0.87. t-test and ANOVA were used to test hypotheses one to five and six to ten respectively. Scheffe's post-hoc test was used to locate the direction of difference established in ANOVA. The study revealed that gender and school location had no significant influence on students' satisfaction with OTELS (t (666) = 1.21, p>0.05., F (2, 665) = 0.436, p>0.05); efficiency (t (666) = 0.68, p>.05, F (2, 665) = 2.420, p>0.05); retentiveness (t (666) = 1.22, p>0.05, F (2, 665) = 2.792, p>0.05) and error prevention (t (666) = 0.15, p>0.05,). School location had significant influence on learnability of the software, F (2, 665) = 10.87, p<0.05.The study recommends that Osun state government may take into account students' location when teaching them how to use the software.

Objective: In this study, it was aimed to determine knowledge, "attitudes" and "behaviors" in mothers with a child aged 0-5 years regarding factors causing "home accidents" and prevention. Method: The target population of the study consisted of mothers with a child aged 0-5 years who were admitted to pediatrics ward of A County Hospital. The sample size was determined as 305 subjects by power analysis. Overall, 340 mothers were recruited. The data sheet developed by researchers and a questionnaire on parental attitudes about home accidents developed by Yalaki et al. were used for data collection. Before data collection, verbal consent was obtained from mothers. The study was approved by local Ethics Committee. Data were analyzed by using Kruskal-Wallis test, t test and chi-square test. Results: Mean age was 30.11 ± 5.8 years among mothers included. A significant association was detected between experiencing home accident and maternal age, maternal education level, number of child, number of person in the family and income of family (p<0.05). In this study, it was found that wrong attitudes and behaviors were more common among mothers of children experienced home accident (p<0.05). Conclusions: It was found that there is a significant association between home accident and maternal age, maternal education level, number of child, number of person in the family, residence and income level. In addition, it was found that mother of "children" experience home accident have inappropriate attitudes and behaviors regarding prevention of home accidents and that education is an important factor in prevention of home accidents.

This paper attempted to investigate the effects of integrating Peace Education into Nigeria educational system. Four research questions were designed for the study. The researcher designed an instrument tagged: Questionnaire on effect of Integrating Peace Education (QEIPE). The entire population of two hundred respondents spread across Secondary Schools and lecturers in higher institutions of learning in Ondo State were used as the sample for the study. A 20-item questionnaire structured on a 4-point scale was used for the collection of data. Mean and Standard deviation was used to answer the four research question generated from the study. The findings identified the inclusion of Peace Education in Nigerian School curriculum in order to reduce crime, violence and other social vices in Nigeria. The result of the study further revealed that there is no significant differences between Peace Education and Social Studies. The findings equally identified with the relevance effects of integrating Peace Education in the school curriculum on teachers and students. Based on these findings among others, it was recommended that training and retaining of teachers should be intensified to enable teachers acquire the skills and knowledge to use appropriate techniques and methods to effectively teach Peace Education. Also, while integrating Peace Education concepts, thematic approach in restricting the Social Studies curriculum in social studies and other related subjects should be reviewed in such a way that concepts that are relevant to Peace Education will be reflected and identified.

Background: Psychology has also proven to be helpful in developing and evaluating diabetes prevention programs, aimed at helping persons at risk for diabetes to achieve lasting lifestyle changes. There are psychological and chemical advantages of doing physical exercise over eating. Nurses caring for patients with diabetes need to be working towards the same objectives, therefore determining priorities for managing their condition are important aspects of care. Aim: this study aimed to assess the effect of the psycho-motor program on sugar level in the blood among the elderly. Setting: the Internal Medicine and, Diabetes & Endocrinology of the University Hospital, Dar El-Khar & Baraka, Dar El-Halala Al-Ahmer and El- Noer & El-Amal in the Beni Suef Center at Beni Suef Governorate. Subjects: A sample of convenience of 150 patients of the diabetic elderly recruited from four places. Tools: Data were one tool consisting of three parts, socio-demographic questionnaire, the psychological pressures questionnaire and Life satisfaction scale. The results: The findings of this study indicated that, application of the program leads to reduced levels of fasting and cumulative blood sugar. Conclusion: Based on the findings of the present study, it can be concluded that, It shows that there were many statistically significant associations between, reduction of blood glucose level; reduce the duration of walking 2 km and life satisfaction.

With the gravity of the HIV and AIDS situation in most African nations and its implications for the education sector, a study was undertaken to analyze the spatial awareness and vulnerability level to pandemic in tertiary institutions with specific reference to academic and support staff at one polytechnic in Zimbabwe. A sample comprised of sixty-five academic and forty support staff was selected through stratified random sampling from a target population of five hundred and twenty-five. For data triangulation institutional administrators were purposively selected to participate in the study. A semi-structured questionnaire, focus group discussions and interviews were used to collect data from the participants. Descriptive statistics were used to analyze quantitative data while qualitative data was analyzed manually according to themes. The findings from the study revealed that it is critical for learning institutions to have an HIV and AIDS policy framework to facilitate employees' acquisition of knowledge on HIV and AIDS pandemic, resulting in them experiencing healthy lives. In the study it was noted that the institution under study has no institutional HIV and AIDS policy framework, thus issues to do with awareness, prevention, treatment and care of the same are done in an uncoordinated manner. Therefore this triggers existence of cases where those living with the disease are stigmatized. The study also revealed some strategies, which can be used to reduce negative effects of failure to have an institutional policy, among them the provision of employees with basic information on transmission, protection, treatment, care and support. It can be concluded that an institutional HIV and AIDS policy was acknowledged to be an important framework guiding activities on education and training related to the epidemic. At the institution under study members of staff encounter challenges on issues to do with HIV and AIDS prevention, care and support of the infected and affected staff, resulting in high vulnerability level to the pandemic. Having an institutional policy to provide framework for the effective operation in fight against the epidemic through provision of adequate information, education and training is recommended. Thus with this notion it is probable that stigmatization and discrimination indignations may be curtailed.

The importance of the studied problem is determined by a continuous growth of suicidal activity in a majority of economically developed countries of the world. The statistical data on teenage suicides is especially frightening: according to the recent data (2014) among teenagers at the age of 15-19 there are 5,9 suicidal cases for 100 thousand people and Russia remains on first place in the world in the number of suicides among teenagers. In a developed conception of the RF demographic policy for a period up to 2025 (The order of The RF President of October 9 2007, ? 1351) it is supposed to reduce the mortality rate from suicides at the expense of raising the effectiveness of preventive work. Thus there is a burning issue of both studying suicidal behavior factors in teenage milieu and development of the preventive measures system. In this connection the article is directed towards the study of value orientations and social mindsets of teenagers who prone to suicidal behavior. The article contains the results of empirical investigation of studying value orientations and social mindsets in teenagers who are prone to suicidal behavior. Specific features of interaction of the social mindsets system and value orientations have been identified in teenagers prone to suicidal behavior as a basis of controlling their behavior having influence on the suicidal activity manifestation. The leading approaches in studying this problem are holistic, systemic and dialectic approaches that ensure holism and comprehensiveness of the study based on the holistic personal development that takes into account the history of a personality. The materials of the article are of practical value for psychologists, social workers and staff members of educational institutions which are involved in work with deviant teenagers.

The problem of demonstrative behavior is very topical among teenagers and this issue has become the subject of systematic scientific research. Demonstrative manifestations in adolescents disrupt the favorable socialization; therefore, understanding, prevention and correction of demonstrative behavior at this age is relevant and requires special attention. The purpose of the research is to examine and diagnose demonstrative behavior in adolescents (college students), as well as to develop and implement the program aimed at preventing demonstrative manifestations in adolescents. The experiment involved 90 first-year students of the Kazan College of Humanities and Social Sciences. The leading method in the study of this problem was the diagnostic testing that helped to reveal the level of demonstrativeness and personal accentuation of teenagers. The following diagnostic tools were applied: H. Schmieschek's personality accentuation test ("Schmieschek Fragebogen") designed to diagnose the type of personality accentuation; test on demonstrativeness. On the basis of the results of the ascertaining experiment, the program containing a variety of forms and methods of preventing demonstrative manifestations in adolescents was developed. Statistical analysis of empirical research was carried out by means of standard techniques of mathematical statistics (Student's t-test). The given program has practical value to educators, psychologists and classroom teachers of secondary schools in the organization of the educational process.

Aim of research: to develop complex of psychology-pedagogical conditions, directed on prevention of suicidal tendencies among teenagers. On analysis basis of scientific literature authors disclose main causes of suicidal behavior in adolescence. To confirm science veracity of advanced theoretic assumptions, describes experiment, conducted on basis of middle schools in Kostanay cities of the Republic of Kazakhstan. In it took part 300 pupils at age of 10-16 years. Results of approbation of methodics, oriented on development of value orientations system, communicational and organizational skills and abilities, showed an increase of maturity level of teenagers vitality in experimental group. Thus, proposed program can be used in modern psychology-pedagogical practice with aim to prevent formation of suicidal tendencies among teenagers.

The urgency of research is caused by the growth of risky behaviours among children and adolescents, which poses a serious danger to their physical, mental and moral health, leads to biological, genetic and social degradation, poses a threat to the health and well-being of society as a whole. In this regard, this article aims to identify psycho-pedagogical conditions of prevention of addictive behaviours in adolescents. The leading approach to the study of this problem was organizational psychology, identify professional resources for the education system to a comprehensive, systemic effects on a minor for the purpose of formation of culture and attitudes on healthy and safe lifestyle. The article reveals that the prevention and overcoming of teenagers ' propensity to addiction in the conditions of modern educational space is possible through the implementation of organizational and psychological models of preventive work. The structure of organizational-psychological model of modular system of training lessons, which includes cognitive, autopsychological, technological, axiological and components of valeological. Effectiveness of individual and group interactive forms of content modular system in the preventive work on the prevention of addictive behaviours in adolescents. It is proved that preventive pedagogical activity must be prolonged, complex and carry the complementary kind. Intermediate revealed positive changes, which suggest that the application of modular system of training classes «my Choice» reduces the risk of initiation of adolescents to substance abuse and to other forms of addictive behavior. A modular system of training classes «my Choice» can be used in practice of educational establishments for work with adolescents 14-17 years.

The purpose of the study was the theoretical justification and experimental verification of content, complex forms and methods to ensure effective prevention and psycho-pedagogical correction of bullying in school. 53 teenage students from Kazan took part in the experiment. A complex of diagnostic techniques for the detection of violence and bullying in the school environment was used: "Questionnaire for diagnosis of violence and bullying at school" by Su-Jeong Kim (V. R. Petrosyants's modification), The Buss-Durkee Hostility Inventory (BDI), Emotional Empathic Tendency Scale (EETS) by A. Mehrabian & N. Epstein. Based on the results of ascertaining experiment, a program containing the forms and methods of prevention and psycho-pedagogical correction of bullying among younger teenagers in school was developed. Statistical analysis of empirical research was carried out by standard techniques of mathematical statistics (t-Student's t test, Pearson's correlation coefficient).

The aim of this study is to compare the risk perception levels of Basketball athletes in Turkish League teams according to some variables. In this research the "general screening model," which is one of the descriptive screening methods, was used. While the population of the study consists of athletes actively engaged in the Turkish basketball league teams, its sampling consists of 229 athletes selected by chance and at random methods, which have been playing in different clubs. The questionnaire of Gok was used as a data tool in the study to perception of risk in sports. The difference between the risk perception levels according to the variables of gender, education level and years of playing basketball of the athletes who participated in the study were statistically significant. However, according to the variables of marital status and age of the athletes, the difference between the levels of risk perception statistically was not significant. Results showed that the average risk of female athletes were higher than the average risk of male athletes. The average risk of the athletes educated at high-school level were lower than the average risk of athletes educated at university and postgraduate level, average risk of athletes who play basketball between 1-5 years was lower than the average risk of athletes who play basketball between 6-10, 11-15, 16-20 and above 21 years. Basketball clubs, in order to be robust, should have professional managers in their club managements. Sports clubs should employ specialized advisors regarding the risks that players may encounter. In sports clubs, satisfaction of the players should be the first goal and expectations from them should be clearly specified. Sports club Administrators should also ask the players' opinions when preparing strategic plans against the risk factors that may occur.

This study employed the survey design to investigate the relevance of parent communication in preventing sexual abuse among secondary school students in Nigeria. The instrument for data collection tagged "Parent Communication Strategy for Preventing Sexual Abuse questionnaire" (PCOSPSAQ), was a researcher designed instrument. It was administered to 686 respondents (266 male and 420 female) 500 and 400 sandwich undergraduates of the University of Ado Ekiti, Ekiti State who were parents to adolescent secondary school students. Mean scores were used to answer the research question while t test and Analysis of Variance (ANNOVA) were used to test the six null hypotheses at 0.05 alpha level. Findings reveal parents' irresponsibility, ignorance of sexual abuse signs as well as inability to see and stop sexual abuse before it happens as part of the reasons for showing reluctance to communicate with their adolescents on sexual matters. Findings also reveal no significant difference in parents' pattern of communication on prevention of sexual abuse based on gender, religion and type of family, but significant difference was found on type of parenting and geo political zones. Recommendations include the need for government and nongovernmental organizations to provide adults and parents resources that could boost their awareness on the things they need do to prevent sexual abuse of their adolescent boys and girls. [Paper presented at the Annual National Conference of the Nigerian Society for Educational Psychologists (NISEP) (14th, Ondo, Nigeria, Oct 6-10, 2014).]

Over the past two decades, the United States has become increasingly more diverse. This growth and diversification of society means that schools are becoming more diverse as well. Students of color now make up 48% of the school population and are projected to reach 55% by 2023 (National Center for Education Statistics, 2013). Nonetheless, the majority (84%) of teachers in schools remain predominantly White (National Center for Education Information, 2011). Therefore, it is important for these teachers-and teachers of any racial background-to be educated on various multicultural issues in order to better serve a diverse population of students, as well as for them to be capable of guiding their children in proper interactions with children and adults who are of different racial or ethnic backgrounds. Teachers have a prime opportunity to educate children about diverse issues and help them better understand the complexities of a multicultural society. Literature in the field of multicultural education encourages teacher educators to learn about the populations they serve and become culturally competent (e.g., Howard, 1999). However, the implementation of multicultural education programs has been varied, and evidence of the effectiveness of the programs in terms of turning knowledge into practice is scarce and somewhat inconclusive (Levine, 2006; Lowenstein, 2009). Teachers have a prime opportunity to educate children about diverse issues and help them better understand the complexities of a multicultural society. Although literature in the field of multicultural education encourages teacher educators to learn about the populations they serve and become culturally competent (e.g., Howard, 1999), the implementation of multicultural education programs has been varied, and evidence of the effectiveness of the programs in terms of turning knowledge into practice is scarce and somewhat inconclusive (Levine, 2006; Lowenstein, 2009). The study reported here sought to explore why teachers choose, or choose not, to discuss race, which particular topics related to race they are willing to discuss, whether they perceive the children at their school to harbor any racial biases, and whether the teacher's own race influence these choices. Finally, the teachers were asked what advice they have in regards to teaching children tolerance and anti-bias and whether they perceived any barriers to implementing an anti-bias curriculum.

Cheating in examinations transpires in every-country of the world, and it is a fraudulent-behavior that involves some-form of deception, in which a candidate's efforts, or the efforts of other-candidates, are altered; it has negative educational, social and psychological-effects. Even though cheating is widespread, it has been observed that some-faculties rarely-discuss rules and consequences of academic-dishonesty with their-students. The main objective of this-study is to comprehend, cheating-phenomena, on a deeper- level, by evaluating perception of the-trend from the faculty' perspective, so that ways could be proposed for preventing it from happening. This study is a fraction of a larger-research on cheating at the School of Engineering (SOE). The study-design used a descriptive-survey-approach and a document-analysis. A designed confidential self-report-questioner was used as the main-instrument for this study, with the sample-size of 25-subjects and response-rate of 84%. The tool was pre-tested to ensure its validity and reliability. The study focused on the Attribution-Theory and Constructivist-paradigm of research that view knowledge as socially-constructed from the context of cheating in examinations. The data collection-instrument was subjected to the statistical-analysis to determine its reliability via Cronbach's alpha-coefficient, and found high inter-item consistency (a > 0.9). The results of the survey, where 81% of the respondents agreed that students frequently indulge in examination-malpractice, clearly revealed that cheating, indeed, is a significant-problem in the SOE. The challenge for the school is, therefore, to tailor effective-strategies to prevent cheating-opportunities, and to establish and enforce valuable-means of dealing with particular-patterns and types of cheating. Specific-recommendations on how to deal with cheating in examinations are also highlighted.

Ascertaining if non-drama specialist teachers would be able to use role-play to help reduce bullying in their classrooms was the key aim of a longitudinal two-year pilot study conducted in an inner-city school in Ireland. The study combined qualitative and quantitative elements, including ongoing teacher feedback (oral and written), student focus groups and teacher interviews and the Olweus Bully Victim Questionnaire. Role-play has been offered as a resource in other anti-bullying interventions, but its efficacy is not often evaluated as usage is optional and left to the discretion of teachers who can eschew role-play activities due to time constraints, curriculum overload and unfamiliarity with drama activities. At the end of the two-year intervention, students indicated that there was a 53% drop in victimisation. Most teachers reported that role-play was a very effective resource for opening the discussion and creating awareness about bullying while aiding its prevention. Students, who participated in focus groups, reported that they found their teachers more effective in dealing with bullying incidents. Thus, this study provides evidence that role-play can be a powerful resource for teachers to utilise in creating awareness about bullying and give teachers and students the skills the aid its prevention.