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Ninth grade health education classrooms were randomly assigned to conditions in which a 14-lesson unit on HIV and pregnancy prevention was provided either by the permanent classroom teacher or by a temporary health educator. Student data were collected prior to the lessons and approximately 3 weeks after the completion of the unit. Results indicate that students who learned the unit from the classroom teacher reported that that the instructor was more likeable and credible and that the classrooms were more motivational. Sexually active adolescents with regular classroom teachers reported greater increases in frequency of class discussion. [ABSTRACT FROM AUTHOR]

Examines the relations between school-level variables and victimization, behavior and school safety of early adolescents in United States. Variables that cause misbehavior, aggression and delinquency on adolescents; Use of the National Longitudinal Study (NELS) in the study; Construction of student-level dependent variables for the study; School-level responses to student misbehavior; Differences of victimization and perceptions of safety across schools.

Presents a study which focuses on the relationship between the achievement gaps in math and science between adolescents with and without learning disabilities (LD), and middle school transitions. Information on maths and science achievement of students with LD; Methodology used in the study; Results of tests which were done; Discussion on the study; Other information on the study.

Examines several cognitive and motivational variables that distinguish children with learning disabilities from children without learning disabilities. Levels of metacognitive knowledge and reading comprehension; Self-efficacy; Intrinsic orientation; Anxiety; Signs of learned helplessness; Clusters of children with learning disabilities.

Studies the relations of individual differences and motivation to the learning of current events in schools. Role of motivation in acquiring current events knowledge; Role of formal instructions and television news broadcast; Problems in measuring context.

Some students purposefully use self-handicapping strategies (e.g., procrastinating, fooling around, getting involved in many activities) so that these circumstances, rather than lack of ability, will be seen as the cause if subsequent performance is low. The aim of the present study was to determine whether we could reliably assess fifth-grade students' reports of their use of self-handicapping strategies and to examine individual- and classroom-level predictors of self-handicapping. Surveys were given to 646 fifth-grade students. The handicapping items formed a single factor with good internal consistency. Handicapping varied significantly across classrooms. Using hierarchical linear modeling, we found that boys used handicapping more than girls did and students' grade point average and perceived academic competence were negatively related to handicapping. Students' perceptions of an emphasis on relative ability in the classroom (ability goal structure) as well as teachers' reported use of instructional practices that highlight relative ability were positively related to handicapping. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]