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Biomechanics as a discipline is ideally placed to increase awareness and participation of girls and women in science, technology, engineering, and mathematics. A nationwide Biomechanics and Research Innovation Challenge (BRInC) centered on mentoring and role modeling was developed to engage high school girls (mentees) and early-mid-career women (mentors) in the field of biomechanics through the completion of a 100-day research and/or innovation project. This manuscript describes the development, implementation, and uptake of the inaugural BRInC program and synthesizes the research and innovation projects undertaken, providing a framework for adoption of this program within the global biomechanics community. Eighty-seven high school girls in years 9 and 10 (age range: 14–16 y) were mentored in teams (n = 17) by women in biomechanics (n = 24). Using a design thinking approach, teams generated solutions to biomechanics-based problem(s)/research question(s). Eight key reflections on program strengths, as well as areas for improvement and planned changes for future iterations of the BRInC program, are outlined. These key reflections highlight the innovation, impact, and scalability of the program; the importance of a program framework and effective communication tools; and implementation of strategies to sustain the program as well as the importance of diversity and building a sense of community. [ABSTRACT FROM AUTHOR]

We created a 2-week, dual-module summer course introducing high school students to environmental toxicology by teaching them quantitative polymerase chain reaction (qPCR) as a way to quantify gene expression of chemical defense proteins in response to exposure to environmental pollutants. During the course, students are guided through the various stages of a successful qPCR experiment: in silico primer design and quality control, total RNA extraction and isolation, cDNA conversion, primer test PCR, and evaluation of results via agarose gel electrophoresis or UV/Vis spectra. The course combines lectures, discussions, and demonstrations with dry and wet laboratory sections to give students a thorough understanding of the scope, utility, and chemical principles of qPCR. At the end of the course, the students are taught how to analyze qPCR data and are encouraged to discuss their findings with other classmates to evaluate their hypotheses and assess possible sources of error. This course was designed to be easily adaptable to multiple test species, chemical exposures, and genes of interest. To explore both terrestrial and aquatic toxicology, the students use honey bees (Apis mellifera) and mosquitofish (Gambusia affinis) as test organisms, as well as ABC-type efflux transporters, antioxidant enzymes, and cytochrome P450 enzymes as endpoints for assessing gene expression. We share this course setup and applied protocols to encourage others to design and offer similar courses that give high school students a hands-on introduction to a broad swath of environmental toxicology research and an opportunity to develop scientific skills necessary for university-level research.

This article provides three major contributions to the literature: we provide granular information on the development of student argumentative writing across secondary school; we replicate the MacArthur et al. model of Natural Language Processing (NLP) writing features that predict quality with a younger group of students; and we are able to examine the differences for students across language status. In our study, we sought to find the average levels of text length, cohesion, connectives, syntactic complexity, and word-level complexity in this sample across Grades 7-12 by sex, by English learner status, and for essays scoring above and below the median holistic score. Mean levels of variables by grade suggest a developmental progression with respect to text length, with the text length increasing with grade level, but the other variables in the model were fairly stable. Sex did not seem to affect the model in meaningful ways beyond the increased fluency of women writers. We saw text length and word level differences between initially designated and redesignated bilingual students compared to their English-only peers. Finally, we see that the model works better with our higher scoring essays and is less effective explaining the lower scoring essays.

Societal Impact Statement Summary Plants are essential for all life on earth, supporting ecosystems and providing vital resources such as food, medicine, and materials. However, botanical education has been neglected in K‐12 curricula, leading to limited plant awareness. Our project introduced 10 educational modules that connected high school students to their botanical heritage through herbarium curation. Students were engaged because of the emphasis on a personal connection to plants, fostering a deeper interest in botany and citizen science. This approach suggests that curricula emphasizing personal connections can enhance student engagement and should be prioritized to strengthen environmental and botanical education. A lack of plant awareness in human society has led to a view of plants as less important than animals. Since plants make up the bulk of biomass on earth and provide food, medicine, and shelter, increasing plant awareness is essential to our society's survival. In this study, we examine the effectiveness of 10 educational modules designed for use with high school students to engage them in botany and the importance of herbaria. Students explore botanical concepts by starting with their own family history. What plants were important to their ancestors? They choose a plant species and go through the process of identifying, collecting, pressing, mounting, and digitizing their herbarium specimen. The study comprised pre‐ and post‐assessments, student descriptions regarding plant significance, and teacher interviews with module reflections. Significant improvements were noted in students' ability to perceive plants and identify plant groups post‐intervention. Students exhibited nuanced shifts in attitudes toward science topics, with varying degrees of change observed. Common themes emerged in student descriptions, reflecting diverse perceptions of plants within familial contexts. Teacher interviews highlighted interest in plants, curriculum gaps, and increased student engagement through module activities. Overall, the collaborative approach presented a promising way to increase plant awareness, emphasizing the importance of integrating botanical education into standardized curricula to inspire future generations of plant scientists and promote the value of herbaria in addressing global challenges. Continued efforts in this direction are crucial for fostering plant appreciation and preparing students for environmental stewardship. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the sense of school belonging and sportspersonship behaviors of students who participate in traditional children's games. The research was designed using a quasi-experimental model with a pre-test and post-test control group and was conducted over a period of 16 weeks. The study group consisted of a total of 1871 students, including 1379 middle school and 492 high school students, continuing their education in Eskil, Aksaray during the 2023–2024 academic year. The experimental group students participated in the games and inter-school tournaments within the scope of the "2nd I Live My Values with Traditional Games Project" No intervention was applied to the control group after the introduction of the games. The "School Belongingness Scale" and the "Physical Education Course Sportspersonship Behavior Scale" were used as data collection tools. For data analysis, MANOVA, paired samples t-test, and regression analysis were employed. The findings of the study indicated that both the experimental and control groups showed positive scores in pre-test and post-test measures of school belongingness and sportspersonship behaviors. However, the experimental group demonstrated significant improvements in their sense of school belonging and sportspersonship behaviors in favor of the post-test. While no significant change was observed in the control group's sense of school belonging, a decline was noted in their sportspersonship behaviors. The experimental group exhibited greater development in school belongingness and sportspersonship behaviors compared to the control group. Although middle school students showed improvements in their sense of school belonging, high school students experienced a more substantial emotional development. No significant differences were found in school belongingness and sportspersonship behaviors based on the students' gender. Sportspersonship behavior predicted school belongingness by 11%, suggesting that positive sportspersonship behaviors increased school attachment among children. In conclusion, it was determined that students participating in traditional children's games developed a more positive sense of school belonging and sportspersonship behaviors over time. Based on the positive outcomes of student participation in traditional games, it is recommended to promote these games, incorporate them into physical education classes, and increase participation in tournaments. [ABSTRACT FROM AUTHOR]

In our interconnected world, Systems Thinking (ST) is increasingly being recognized as a key learning goal for science education to help students make sense of complex phenomena. To support students in mastering ST, educators are advocating for using computational modeling programs. However, studies suggest that students often have challenges with using ST in the context of computational modeling. While previous studies have suggested that students have challenges modeling change over time through collector and flow structures and representing iterative processes through feedback loops, most of these studies investigated student ST through pre and post tests or through interviews. As such there is a gap in the literature regarding how student ST approaches develop and change throughout a computational modeling unit. In this case study, we aimed to determine which aspects of ST students found challenging during a computational modeling unit, how their approaches to ST changed over time, and how the learning environment was supporting students with ST. Building on prior frameworks, we developed a seven-category analysis tool that enabled us to use a mixture of student discourse, writing, and screen actions to categorize seven ST behaviors in real time. Through using this semi-quantitative tool and subsequent narrative analysis, we found evidence for all seven behavior categories, but not all categories were equally represented. Meanwhile our results suggest that opportunities for students to engage in discourse with both their peers and their teacher supported them with ST. Overall, this study demonstrates how student discourse and student writing can be important evidence of ST and serve as a potential factor to evaluate ST application as part of students' learning progression. The case study also provides evidence for the positive impact that the implementation of a social constructivist approach has in the context of constructing computational system models. [ABSTRACT FROM AUTHOR]

Presentation features such as spelling, punctuation and handwriting can influence the evaluation of general text quality. High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7 years) with (n = 28) and without (n = 29) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher‐rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher‐rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education. [ABSTRACT FROM AUTHOR]

The construct of science identity has been gaining attention across various domains in the educational arena. To date, however, no studies have used a person-centered quantitative approach within science identity research that is based upon traditional identity theory. Hence, there is an absence of a theoretical underpinning of the number of science identity classes that might be derived from using person-centered techniques or descriptive dialogues of such classes. Due to this gap in the research and the potentially significant impact of science identity on students' pursuit of STEM studies and subsequent careers, our project team tested the Science Identity Scale rooted in traditional identity theory with a group of rural high school students. Using latent class analysis, an optimal 4-class science identity solution emerged that reflected the four traditional identity statuses – Achieved, Foreclosed, Moratorium, and Diffused. These classifications predicted student science career interest but also suggested the existence of social inequalities for low socioeconomic students, Latinxs, and African Americans. More study is needed to investigate classification stability over time and to identify factors that contribute to existing social inequalities, thereby providing insight into the effective cultivation of students' science identities and culminating in greater STEM persistence with less inequality. [ABSTRACT FROM AUTHOR]

This study examined whether there are differences between Israeli students with learning disabilities (LD) and their typically developing peers with regard to their 21st-century skills according to their self-report and whether the differences between the two groups are greater in postsecondary education than in high school—an aim that had not been examined in depth in previous research. Findings suggest that overall (beyond type of learner), in most skills, postsecondary education students reported higher scores than high school students on questionnaires designed for self-assessment of 21st-century skills. Second, students with LD exhibited lower scores in most 21st-century skills than their peers. Third, a comparison of the gaps in 21st-century skills between students with LD and their peers in each of the examined educational settings (i.e., high school vs postsecondary education) revealed that some of the gaps expand over the years, resulting in differences in additional skills. Results are discussed in the context of educational environment and its role in cultivating 21st-century skills and preparing students for integration into the labor market. [ABSTRACT FROM AUTHOR]

Motivation plays a crucial role in adult learners' decisions to enroll in educational programs. This study aimed to evaluate the motivations for adult learners who enrolled at adult high schools in Riyadh as well as the potential gender and age differences for their motivations. The Education Participation Scale (EPS) A-Form was administered to adult learners, and 221 valid responses were analyzed using Wilcoxon signed-rank, Mann–Whitney U, and Kruskal–Wallis H tests. The results indicated that professional advancement, cognitive interest, and educational preparation were the primary motivations, while social contact was the least influential motivator. Furthermore, female respondents reported higher levels of motivation for educational preparation than male respondents, but no significant differences were observed for motivational orientations across age groups. To enhance participation in adult high-school programs, the General Department of Continuing Education should tailor its enrollment strategies that they appeal to the three main motivations for various groups. [ABSTRACT FROM AUTHOR]

This study examines the complex interplay of gender and other demographics on continuation rates in high school physics. Using a diverse dataset that combines demographics from the Canadian Census and eleven years of gendered enrolment data from the Ontario Ministry of Education, we track student cohorts as they transition from mandatory science to elective physics courses. We then employ hierarchical linear modelling to quantify the interaction effects between gender and other demographics, providing a detailed perspective on the on continuation in physics. Our results indicate the racial demographics of a school's neighbourhood have a limited impact on continuation once controlling for other factors such as socioeconomic status, though neighbourhoods with a higher Black population were a notable exception, consistently exhibiting significantly lower continuation rates for both male and female students. A potential role model effect related to parental education was also found as the proportion of parents with science, technology, engineering, and mathematics (STEM) degrees correlates positively with increased continuation rates, whereas an increase in non-STEM degrees corresponds with a reduced student continuation rate. The most pronounced effects are school-level factors. Continuation rates in physics are very strongly correlated with continuation in chemistry or calculus — effects that much stronger for male than female students. Conversely, continuation in biology positively correlates with the continuation of female students in physics, with little to no effect found for male students. Nevertheless, the effect sizes observed for chemistry and calculus markedly outweigh that for biology. This is further evidence that considering STEM as a homogeneous subject when examining gender disparities is misguided. These insights can guide future education policies and initiatives to increase continuation rates and foster greater gender equity and inclusivity in physics education. [ABSTRACT FROM AUTHOR]

BACKGROUND: Adolescent suicide is a public health issue, and school is an ideal setting for prevention activities. LEARN is a peer‐led gatekeeper training for high school personnel, parents, and students. The purpose of this study was to evaluate the effectiveness of LEARN as a gatekeeper training. METHODS: Paired t tests were used to compare pre‐ and post‐training surveys for 4983 LEARN participants. RESULTS: Participants reported an increased likelihood of engaging in each LEARN step: looking for signs, empathizing and listening, asking about suicide thoughts and plans, reducing danger, and connecting the person with help. Most participants were highly satisfied with the peer trainer's delivery of content. CONCLUSIONS: LEARN gatekeeper training was successfully implemented in high schools with students, parents, and school personnel. All groups reported increases in likelihood of approaching and providing support and connections for at‐risk individuals and rated the trainer as effective, indicating satisfaction with the peer‐led training format. [ABSTRACT FROM AUTHOR]

This study focuses on the practices implemented by tutors, considering education professionals, especially teachers, on the one hand, and on the other, non-education professionals, namely students. Interviews with 24 tutors, inspired by the explicitation interview technique, enabled us to determine that the nine most frequently implemented practices are similar regardless of whether the tutor is an education professional. Nevertheless, eight elements are likely to influence tutoring, most notably being familiar with the tutored students and their difficulties before the session, and knowing how the concepts are addressed in class. In this regard, tutoring provided by education professionals is likely to be even more effective the more they know the tutees. However, it would appear that non-professionals trained in program concepts and who benefit from follow-ups with the students' teachers or parents are also able to provide quality tutoring. [ABSTRACT FROM AUTHOR]

Although research has consistently highlighted the importance of school adjustment for high school students, validated tools for assessing this construct are currently lacking. To address this gap, our study aimed to develop and validate a scale to measure school adjustment among high school students. Employing a two‐stage approach, we first examined the concept of adjustment and generated scale items. Subsequently, we surveyed 1121 high school students, and randomly split the data into two groups for subsequent analyses. Through exploratory in the first stage and confirmatory factor analyses in the second stage, we identified two higher‐order factors within the scale: social adjustment and academic adjustment, with academic adjustment consisting of two sub‐factors, academic performance and, academic engagement. The results indicated that the scale has an excellent model fit, as well as adequate reliability and high construct validity. Overall, our study provides a valuable tool for assessing school adjustment in high school students. Practitioner Points: Given that high school students' adjustment to school encompasses both academic and social dimensions, it is essential to consider both aspects when evaluating students' overall school adjustment.The school adjustment scale demonstrates satisfactory levels of validity and reliability in assessing high school students' school adjustment levels.Educators and school counselors can utilize this scale to differentiate between students who have successfully adjusted to school and those who have not. Additionally, the scale can be instrumental in evaluating the effectiveness of school adaptation programs. [ABSTRACT FROM AUTHOR]

To explore absenteeism among racially and ethnically minoritized transgender youth (trans REMY) compared to their White transgender (trans WY) and racially and ethnically minoritized cisgender (cis REMY) peers and identify associated psychosocial factors. Biennial California Healthy Kids Survey 2017-2019 data was analyzed with a weighted sample of California's secondary school population. Students reported past 30-day absences due to mental health and harassment, depressive symptoms, suicidal ideation, cyberbullying, victimization, and school connectedness. Poisson and linear regression compared absenteeism and psychosocial factors among peer groups. For trans REMY, Poisson regression assessed associations between absenteeism and psychosocial factors. Analyses were adjusted for grade, sex, and socioeconomic status. The analytical sample (n = 25,085) included 206 trans REMY, 64 trans WY, and 24,815 cis REMY. Trans REMY had higher relative risk of absenteeism due to mental health concerns and harassment compared to cis REMY (adjusted relative risk 2.9, 95% confidence interval 2.1–4.0 and adjusted relative risk 8.1, 95% confidence interval 4.0–16.6, respectively) but similar risk when compared to trans WY. For trans REMY, depressive symptoms, suicidal ideation, and victimization were associated with higher relative risk of absenteeism due to mental health concerns. Cyberbullying was associated with a higher risk of absenteeism due to harassment. Higher school connectedness was associated with lower risk of absenteeism due to mental health concerns. Trans REMY reported higher rates of school absenteeism due to mental health concerns and harassment compared to some of their peers. Mental health symptoms, victimization, cyberbullying, and school connectedness were associated with absenteeism among trans REMY. [ABSTRACT FROM AUTHOR]

We created a 2‐week, dual‐module summer course introducing high school students to environmental toxicology by teaching them quantitative polymerase chain reaction (qPCR) as a way to quantify gene expression of chemical defense proteins in response to exposure to environmental pollutants. During the course, students are guided through the various stages of a successful qPCR experiment: in silico primer design and quality control, total RNA extraction and isolation, cDNA conversion, primer test PCR, and evaluation of results via agarose gel electrophoresis or UV/Vis spectra. The course combines lectures, discussions, and demonstrations with dry and wet laboratory sections to give students a thorough understanding of the scope, utility, and chemical principles of qPCR. At the end of the course, the students are taught how to analyze qPCR data and are encouraged to discuss their findings with other classmates to evaluate their hypotheses and assess possible sources of error. This course was designed to be easily adaptable to multiple test species, chemical exposures, and genes of interest. To explore both terrestrial and aquatic toxicology, the students use honey bees (Apis mellifera) and mosquitofish (Gambusia affinis) as test organisms, as well as ABC‐type efflux transporters, antioxidant enzymes, and cytochrome P450 enzymes as endpoints for assessing gene expression. We share this course setup and applied protocols to encourage others to design and offer similar courses that give high school students a hands‐on introduction to a broad swath of environmental toxicology research and an opportunity to develop scientific skills necessary for university‐level research. [ABSTRACT FROM AUTHOR]

Computer programming has emerged as an important field in K‐12 science, technology, engineering, and maths (STEM) education in the AI era. However, contemporary programming education is hindered by fragmented course content, high complexity, and difficulties in maintaining engagement, impeding smooth progress. More effective collaborative learning strategies need to be explored. This study constructed jigsaw‐integrated task‐driven learning (jigsaw‐TDL) in a high school Python programming course under a STEM curriculum and verified its teaching effectiveness on students' learning motivation, computational thinking, collaborative skills, and programming performance both quantitatively and qualitatively. Nighty‐nine high school students were randomly assigned to a jigsaw‐TDL group and a general collaborative task‐driven learning group (collaborative‐TDL). During the experiment, a Python programming course was introduced over 7 weeks. Questionnaires, programming tasks, and semistructured interviews were comprehensively applied to examine students' learning outcomes. Finally, the jigsaw‐TDL group showed significantly better performance than the collaborative‐TDL group in learning motivation, computational thinking, and collaborative skills. However, it only led to better programming performance in the less complex tasks. The majority of students held a positive attitude toward the jigsaw‐TDL model, acknowledging its benefits in group collaboration, programming knowledge acquisition, and application. This research provides empirical evidence and potential guidance for task organization and collaborative learning support in programming courses and STEM education. [ABSTRACT FROM AUTHOR]

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Background: Youth sport specialization is a growing trend in youth sports and is associated with an increased risk of injuries and burnout. However, it is unknown how sport specialization is perceived to be affecting the working environment of secondary school athletic trainers (ATs). The purpose of this paper is to describe how ATs perceive youth sport specialization impacting their workload and whether they perceive it to impact patient safety. Hypothesis: ATs will perceive that youth sport specialization impacts their workload and could impact patient safety. Study Design: A sequential, explanatory mixed methods design with 2 phases: (1) cross-sectional surveys and (2) individual interviews. Level of Evidence: Level 3. Methods: A total of 487 secondary school ATs completed the online survey (access rate, 8.4%; completion rate, 85.4%). The survey consisted of Likert questions and included sections about aspects of workload impacted by specialization, impacts on patient safety, demographics. Ten participants were selected to complete a semi-structured interview via video conference. Results: Approximately two-thirds of ATs perceive that sport specialization impacts their workload. (Somewhat, 38.6%; Quite a bit, 25.5%; A great deal, 5.5%) Attempts to reduce or modify patient activity and a patient's time for rehabilitation were the highest rated aspects of workload impacted by sport specialization. Approximately 30% ATs (29.9%) perceive that sport specialization impacts their workload to where it may influence patient safety (Somewhat, 21.6%; Quite a bit, 6.4%; A great deal, 1.9%). Three themes and subsequent subthemes were identified from the qualitative interviews: (1) current youth sport expectations, (2) conflict between school and club sports, and (3) AT job impacts. Conclusion: Secondary school ATs perceive their workload to be negatively impacted by youth sport specialization and some believe it may impact patient safety. Clinical Relevance: Youth sport specialization is impacting youth sport stakeholders, including ATs, in a variety of ways. [ABSTRACT FROM AUTHOR]

Recess, the bus ride home, the school corridor and other grey areas are ambiguous for both teachers and students and fall under less institutional regulation. The purpose of this study was to examine the ways teachers would react when they encounter students' informal political comments in the grey areas. We presented vignettes to 71 Palestinian teachers and 64 Jewish teachers in Israel and asked them what they would have done in a similar situation in their classroom. Teachers' reactions were on a continuum ranging from avoidance and passivity to engaging in multidimensional mediation. Differences between Jewish and Palestinian teachers were found, and they reflect power relations between the Jewish majority and the Palestinian minority, which involve Palestinian teachers being more reluctant to engage in controversial public issues due to their minority status. [ABSTRACT FROM AUTHOR]

Educational experiences available to high school students have the potential to provide learning opportunities within science, technology, engineering, mathematics, and medicine (STEMM) that lead to student success in college and beyond. Therefore, the goal of our research was to identify whether participation in STEMM-specific outreach and pathway programs (OPPs), advanced placement/international baccalaureate (AP/IB), or dual enrollment correlate with self-directed learning (SDL) skills. Our population is composed of recent high school graduates matriculating into STEMM focused college programs. We collected responses from 339 students nationwide to assess their (1) experience with SDL, (2) the behavioral trait for SDL, and (3) the application of SDL in a newly developed situational judgment case. Our results demonstrate that those who have OPP experiences did not differ from their non-OPP counterparts regarding any aspect of SDL. However, dual enrollment significantly correlates with experience with components of SDL (r = 0.206, p < 0.001). Interestingly, AP/IB significantly correlates with the SDL behavioral trait (r = 0.145, p < 0.05) as well as the application of SDL skills (r = 0.202, p < 0.001), but not SDL experiences. This work identifies opportunities for improving the development of SDL within external and internal educational experiences for students interested in pursuing a career in STEMM. [ABSTRACT FROM AUTHOR]

Depressive and anxiety symptoms are common in adolescence and are associated with many impairments. However, their association with academic performance is unclear. Few studies have considered the effects of gender and school level or age on these associations and they found inconclusive results. Most studies were conducted in the United States or Europe and results may differ according to the country. For these reasons, the present study aims to examine the simultaneous effect of depressive and generalized and social anxiety symptoms on school grades, as well as the moderating effect of gender and school level in a sample of adolescents in Quebec, Canada. Participants were 4,688 students in secondary 1 to 5 (grades 7 to 11). They completed self-report questionnaires on their academic performance and on symptoms of depression, generalized and social anxiety. Data were subjected to moderation regression analyses. Results showed that higher depressive symptoms were associated with lower school grades in mathematics and French language, social anxiety symptoms were associated with higher grades in mathematics only, and generalized anxiety symptoms were not associated with grades. There was no moderating effect of gender. School level had a moderating effect on the association between depressive and generalized anxiety symptoms with grades in mathematics. Thus, depressive symptoms were negatively associated with grades in mathematics in secondary 1 to 5, whereas generalized anxiety symptoms were negatively associated with grades in secondary 1 and 2 only. Possible explanations and directions for future studies are proposed, as well as practical recommendations for schools. [ABSTRACT FROM AUTHOR]

There is growing evidence that mindfulness-based interventions reduce test anxiety in university-level students, but less is known about high school students. Adolescence is a time of frequent testing, identity concerns, and increases in self-conscious emotions. We hypothesized that test anxiety would be associated with negative self-referential thinking (negative self-thinking, study 1) and that Mindfulness-based Stress Reduction (MBSR) would reduce test anxiety, negative self-thinking, and self-judgment (study 2). 455 high school students (M age = 17.1 years (SD = 1.07), 43.2% female) reported their test anxiety and negative self-thinking in a cross-sectional study (study 1) and 33 high school students (mean age = 17.5 years (SD = 1.60, 88% female) reported measures at the pre-, post, and one-year follow-up during an 8-week MBSR course (study 2). Test anxiety was positively related to negative self-thinking (study 1). Test anxiety and self-judgment were reduced after participating in MBSR and remained low one year after (study 2). Negative self-thinking was not reduced during the intervention. MBSR seems promising in reducing test anxiety and self-judgment in adolescents and might increase awareness of negative self-thinking, perhaps also reducing the impact of such thoughts by encouraging observation of the thoughts as "events in the mind" rather than facts. Mindfulness training seems promising for reducing test anxiety in high school, but results need to be replicated in larger samples with a control group. [ABSTRACT FROM AUTHOR]

This study aims to find out the strategies of English teachers in teaching writing for high school students. This research was conducted in one of the high schools in Karawang, the subject in this study was one grade 10 English teacher. This research is a qualitative research, to collect researcher data using observation and interviews. The results of the analysis showed that teachers applied the Collaborative Learning strategy, which encourages students to collaborate in groups to complete writing tasks, as well as the Multimedia-Based learning (MBL) strategy, which involves the use of media such as videos and PowerPoint presentations to support students' understanding of recount text material. The use of collaborative strategies has proven to be effective in increasing student engagement and understanding through discussion and sharing of ideas. Meanwhile, multimedia-based media helps students understand concepts visually and interactively. The findings of this study show that teachers use Collaborative Learning and Multimedia-Based learning (MBL) strategies to teach writing recount texts. In conclusion, the implementation of this strategy provides positive results in learning to write recount texts, by increasing student engagement and understanding comprehensively. [ABSTRACT FROM AUTHOR]

Drug use by adolescents in Jakarta is an urgent public health problem. Many outreach programs have been created to stop drug abuse in schools. However, it is still unclear whether these programs are effective, especially in terms of how they can change students' knowledge, views, and behaviors. The focus of this study is students of Junior High School (SLTP) and Senior High School (SLTA) in Jakarta to evaluate how effective the socialization program for drug use prevention is. This research uses a qualitative approach, which involves in-depth interviews and focused group discussions. Data were collected from 20 students, 10 teachers, and 5 facilitators of socialization programs in high schools (SLTP) and high schools in Jakarta. The thematic analysis method is used to analyze the data to find patterns, themes, and perceptions related to program effectiveness. As a result of the socialization program, students understand the dangers of drugs better. Changes in attitudes and behaviors, however, are not always clearly visible. Most students stated an increase in their awareness. However, there is uncertainty about how this knowledge can be applied. The absence of parental support, irrelevant materials, and time constraints are some of the problems found by teachers and facilitators in running the program. The results of the drug prevention socialization program in Jakarta have succeeded in improving students' understanding, but it is difficult to consistently change attitudes and behaviors. Recommendations for improvement include increased parent participation, better socialization materials, and program adjustments to meet student needs. [ABSTRACT FROM AUTHOR]

Students' motivation to learn and the strategies they use during learning are two important factors that affect their learning outcomes. Some learning strategies are more effective, and some are less effective (deep and surface strategies). Both the knowledge of and motivation to use certain learning strategies depend on students' individual characteristics (prior knowledge) and the context (classroom practices). The aims of the present study were (1) to examine differences between middle and high school students' perceptions of the effectiveness of specific learning strategies and motivation to use effective strategies and (2) to explore relations between motivation, learning strategies, and grades in these two subgroups. The participants were 6287 middle school students (aged 13–16) and 5476 high school students (aged 17–20 years). The students completed an electronic questionnaire during school hours. Their perceptions of the effectiveness of specific learning strategies in certain learning scenarios and motivational beliefs (self-efficacy, utility, and cost) concerning the use of effective strategies were assessed with rating scales; additionally, students' self-reported math and history grades were used. A network analysis was used to examine the relations between constructs. The results show small between-group differences in accordance with the theoretical expectations. The findings are discussed in relation to school level and educational context. [ABSTRACT FROM AUTHOR]

Sexual and gender diverse youth (SGDY) are at greater risk for adolescent relationship abuse (ARA) than cisgender heterosexual youth, but there are not enough evidence-based interventions for reducing ARA among SGDY. We piloted online human-centered design (HCD) methodology to engage SGDY in generating ARA intervention ideas. This study evaluated the acceptability, appropriateness, and feasibility of the online methods and identified SGDY-derived intervention ideas for reducing ARA. From August 2020 through March 2021, we conducted a longitudinal online HCD study with 46 SGDY (aged 14–18 years) recruited via social media from across the United States. SGDY completed HCD activities using MURAL (collaborative digital whiteboard) in four group-based sessions (1.5 hours each) and a follow-up survey with validated measures of acceptability, appropriateness, and feasibility (a priori success benchmarks: means > 3.75 on each five-point scale). SGDY in the sample were 41% racial/ethnic minorities. SGDY rated the online HCD methods as highly acceptable, appropriate, and feasible (means ≥ 4.29). SGDY co-created a breadth of ARA intervention concepts across all social-ecological levels, including commonplace ideas (e.g., curriculum for schools) and novel ideas, such as social media–based interventions to foster healthy relationships, incentivization interventions for performing social justice work, and school plays with SGDY storylines. Online HCD methods are acceptable, appropriate, and feasible for designing ARA intervention ideas. The intervention ideas generated in this study can help catalyze ARA intervention research for SGDY. Our method can be transported to other populations and health topics to help advance adolescent health and equity. [ABSTRACT FROM AUTHOR]

The world is looking forward to advancements in artificial intelligence (AI) technology, with significant research underway regarding the application of AI in education. This study analyzed publications on the potential of AI in secondary schools, focusing on its bibliometric aspects. Data from the Scopus database revealed 1,764 publications from 2019 to 2024. The analysis showed a steady annual growth in publications in this area. China and the USA were the leaders in the number of publications. Xiaoyue Wang was the most prolific researcher, having authored 71 AI-related articles. Yueying Li, Xiaoxu Chen, Yanzhu Zhang, and Yi Liu contributed to the field with 56, 55, 53, and 51 articles, respectively. The themes that emerged from 2019 to 2022 are related to media, application, study, institutions, artificial, digital, learning, factors, development, technologies, medical, automated, perception, support, and sustainability. From 2023 to 2024, the topics discussed in AI are related to students, education, perception, algorithms, digital, prediction, networks, challenges, writing, teachers, AI-powered, curriculum, century, integration, technology, and framework. The difference in research in 2019-2022 and 2023-2024 is focusing the theme's focus from the general to the specific. The co-occurrence analysis revealed that prominent keywords appeared in 3 clusters. Cluster 1 is the most popular in recent times. It deals with the application, assessment, and management of AI. Cluster 2 relates to AI relationships and models, while Cluster 3 relates to AI data sources. [ABSTRACT FROM AUTHOR]

Introduction: Several studies have been done on the utilization of sexual and reproductive health services by high school students in Ethiopia, but they have yielded inconsistent results. This study aimed to evaluate the extent to which high school students in Ethiopia are using sexual and reproductive health services by conducting a systematic review and meta-analysis. Methods: Various electronic databases such as PubMed, Cochrane Library, AJOL, Google Scholar, and Grey Literature were used to search for relevant articles. Preferred Reporting Items for Systematic Reviews and Meta-Analysis Guidelines were followed for this review and meta-analysis. Heterogeneity was assessed using I² and Cochrane Q statistical tests, and data analysis was done with STATA 17 software. Random effect meta-analyses were used to determine the overall utilization rate of sexual and reproductive health services. Result: This review included 20 studies with 12, 215 study participants. The pooled magnitude of sexual and reproductive health service utilization among high school students in Ethiopia was 29.79% (95% CI: 25.14, 34.43). Students with grades 11--12 (AOR = 2.33, 95% CI: 1.39, 3.90), aged between 20 and 24 years (AOR = 2.61; 95% CI: 1.79--3.81), having higher level of knowledge towards sexual and reproductive health issues (AOR = 3.10; 95% CI: 1.67--5.77), previous history of sexual intercourse (AOR = 4.18; 95% CI: 2.59--6.75), previous history of sexually transmitted infection (AOR = 3.74; 95% CI: 2.22--6.31), presence of a reproductive health service facility in the school (AOR = 2.55; 95% CI: 1.72--3.77), and ever-discussed reproductive health issues (AOR = 4.04; 95% CI: 1.62--10.03) were more likely to utilize sexual and reproductive health services. Conclusions: The overall utilization of sexual and reproductive services among high school students in Ethiopia was found to be low as compared to SDG 3.7. Older individuals with higher education levels and knowledge about sexual and reproductive health services, as well as those who have had previous sexual experiences or discussions about sexual health, are more likely to utilize reproductive health services. To increase utilization, the Ministry of Health and the Ministry of Education should prioritize these factors. [ABSTRACT FROM AUTHOR]

School nurses represent cost-effective investments in students' health and educational success. Alternative high schools (AHSs) serve an understudied population of youth who are at risk for school dropout and face numerous social inequities, heightening their risk for poor health outcomes. In this two-phase explanatory sequential mixed methods study, we examined school nurse staffing in Texas AHSs. Findings suggest Texas AHSs face understaffing for familiar reasons common across districts (e.g., lack of funding), but also reveal potential deeper inequities. Quantitative findings indicate 71% of Texas AHSs have some form of nursing support, most often an on-call or part-time nurse. Qualitative findings support and enrich this finding with insights into the negative consequences of not having a full-time nurse, indiscriminate approaches to staffing AHSs, and how AHSs can be the only school in the district without a full-time nurse. Altogether, our findings reveal opportunities to better support AHSs with adequate nursing support. [ABSTRACT FROM AUTHOR]

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

Despite improvements in the awareness and acceptance of lesbian, gay, bisexual, transgender, queer, and other sexual and gender diverse (LGBTQ+) individuals, the LGBTQ+ community continues to experience discrimination, which can result in adverse health outcomes. In particular, LGBTQ+ youth have an increased risk of experiencing depression, substance abuse, and suicide. Societal stigma and rejection, bullying, and familial disapproval all contribute to these health disparities. In recognition of these inequities, an interprofessional team of biomedical faculty members, staff, and trainees from the Louisiana State University Health Science Center (LSUHSC) in New Orleans developed the needs-assessment evaluation, the Gender and Sexual Minority Youth Outreach Survey (GSMYO) for high school students. Health science centers have access to resources and experienced personnel who can provide support and education to high school students, teachers, and administrative staff. However, it is important to first determine the high schools' specific needs, attitudes towards LGBTQ+ acceptance, and their current resources. Faculty, staff, and trainees from the LSUHSC Science Youth Initiative (SYI) and the LSUHSC LGBTQ+ Organization, Tiger Pride, administered the short, anonymous survey to adolescents attending Southeast Louisiana high schools. English Language Learner (ELL) students received the survey in Spanish. Results from the GSMYO needs-assessment survey are presented. Other health science centers may adapt the presented survey to develop needs-based LGBTQ+ high school programs to address the educational and health inequities in their own communities, regardless of location or demographic region. [ABSTRACT FROM AUTHOR]

The present study investigated Iraqi teachers’ and students’ evaluation of the textbook English for Iraq for first and second grades of high school based on Litz's checklist using a descriptive qualitative method. The sample of this study was 2 textbooks entitled ―English for Iraq‖ for 1st and 2nd Intermediate Grades. The research data was collected from the evaluation checklist of experts consisting of 5 Points in evaluation textbooks. The results of the evaluation of the two books have mostly met the standards of a decent book based on the criteria of Litz in terms of objectives, layout, design, methodology, skills, and elements of language. This study also intended to examine EFL teachers’ and students’ points of view on these two textbooks. The participants were 70 first and second-grade intermediate school students and 30 EFL teachers who were chosen from various intermediate schools in Wasit province. The researcher designed two questionnaires to evaluate these textbooks. The examinations uncovered that EFL teachers were to some extent happy with the ―English for Iraq textbook series‖; Notwithstanding, EFL students were fairly impartial. The evaluation also indicated that the English for Iraq textbook meets the CLT educational plan's points and targets in introducing the exercises and activities through legitimate texts (fiction and nonfiction) that are connected with genuine circumstances. The findings of this research may hold any importance with Iraqi EFL teachers, materials designers, and the partners engaged with the materials readiness Departments of the Iraqi Ministry of General Education. [ABSTRACT FROM AUTHOR]

The study aims to identify the multiple intelligence patterns among high school students in Misan Governorate according to the (TEEN-MIDAS) scale and their relationship to the achievement. The researcher followed the descriptive survey method and the descriptive correlational method, where the research sample consisted of (200) male and female students from Maysan Governorate. The research sample was selected by a stratified random method. The study tools consisted of the TEEN-MIDAS scale for multiple intelligences. The researcher carried out the necessary statistical processing to confirm the psychometric properties of the study tool and to verify the validity of the hypotheses. The results were as follows: 1- Social intelligence ranked first among middle school students in Maysan Governorate 2-The results showed a high correlation between the multiple intelligence patterns of middle school students in Maysan Governorate according to the variable (gender and achievement) 3- The results also showed that there were differences between students (scientific, literary, industrial, and commercial) in the types of multiple intelligences. Based on the results of the research, the researcher recommends adopting the multiple intelligence scale (Teen-Midas) in the future to evaluate students who will move from middle school to high school in order to direct them to the specialization that suits their abilities and abilities. [ABSTRACT FROM AUTHOR]

Adolescent suicide is a public health concern in Chile as it is the leading cause of death of this age group. Reducing teens' suicidal ideation (SI) has been shown to decrease suicidal behaviors. Although research has identified multiple risk factors for SI, knowledge about the way in which these factors are associated with each other to exert their effects of SI is limited. This study aims at filling this knowledge gaps by examine the direct and indirect effects of demographic, socio-educational, psychosocial, and clinical risk factors on SI among Chilean adolescents. With cross-sectional data collected from 1376 Chilean high school students (49.2% females, 31.5% reporting SI), we tested a mediation model that accounted for the ways in which relevant risk factors can increase SI. The model explained 61% of variance in SI (r2 = 0.61). Being a female and experiencing economic hardship directly increased SI, and indirectly through increased social defeat, use of alcohol and drugs, depression symptoms, psychotic-like experiences, and lower life satisfaction. Findings confirm the complex relationships between individual, psychosocial, and clinical factors that increased SI among Chilean adolescents. Our findings confirm that the role of risk factors vary by gender, and suggest pathways to understand the SI vulnerability of adolescent females. School-based prevention efforts should focus on gender-specific strategies, and increase attention to the well-being of adolescent girls, especially those growing up in poverty. [ABSTRACT FROM AUTHOR]

Understanding the correlates of physical activity behavior is imperative for informing the development of interventions to address the low rates of physical activity guideline adherence among adolescents living in the United States. This cross-sectional study examined the predictive utility of the Multi-Process Action Control (M-PAC) framework for explaining self-reported and device-measured physical activity behavior among a Hispanic-majority sample of adolescents. A total of 1849 high school students (mean age = 16.0 ± 1.22 SD years; 52.3% women; 87.8% Hispanic) enrolled in one school district in south-central Texas completed a survey including instruments to assess M-PAC framework constructs (instrumental and affective attitudes, perceived capability and opportunity, behavioral regulation, habit, identity) and moderate-to-vigorous physical activity (MVPA) behavior. A subsample (n = 435) wore accelerometers for seven days. The results from robust linear regression models revealed role identity and habit were significant predictors of self-reported MVPA. Role identity was a significant predictor of accelerometer-derived daily MVPA and raw acceleration in the most active hour but not daily raw acceleration. The findings indicated reflexive processes are robust predictors of adolescent physical activity and should be the focus of interventions designed to promote adoption and maintenance of physical activity during this developmental life stage. [ABSTRACT FROM AUTHOR]

Teachers' racial biases can impact disparities in their perceptions and expectations of students and contribute to inequitable student outcomes. Therefore, interventions that train teachers on strategies for reducing racial biases may hold promise for mitigating inequities. However, research on bias‐reduction interventions in applied contexts is limited and has not focused on examining the implementation of specific strategies or the implementation context. In this study, we used mixed methodology to examine the extent to which teachers (n = 43) use four bias‐reduction strategies, called equity levers (i.e., seeking commonalities, gaining perspective, gathering facts to disprove assumptions, and knowing your vulnerabilities), which are embedded into a student–teacher relationship intervention called Equity‐Explicit Establish‐Maintain‐Restore. In addition, we explored whether any features of the school context support or hinder their implementation of these strategies. We found that teachers implemented the four equity levers and reported increased implementation of these strategies over time. We found quantitative and qualitative evidence of the importance of a strong implementation climate for supporting teachers' use of the equity levers, where teachers collectively value implementing the program and collaborating with one another. This study has implications for both the promise of four specific strategies that can be incorporated into other teacher training to reduce racial bias as well as the importance of establishing strong contextual supports to ensure the successful implementation of equity‐focused strategies. Practitioner Points: Teachers implemented four bias‐reduction strategies that were embedded in a student–teacher relationship intervention for ninth‐grade classrooms.Teachers increased their use of these strategies over the course of the school year.The implementation climate, including connections and collaborations with other teachers, supported their use of the bias‐reduction strategies. [ABSTRACT FROM AUTHOR]

Aims: The aim of this work was to measure the impact of P2P (i.e. peer‐to‐peer), a peer‐led smoking prevention intervention, on daily smoking prevalence of adolescents over 2 school years. Design: A cluster‐randomized controlled trial was performed over a 16‐month follow‐up (trial status: closed to follow‐up). P2P was implemented 1–3 and 13–15 months after baseline. Assessments took place at baseline and 4, 10 and 16 months after baseline. The research team, assessors and adolescents were blinded to the study‐arm assignment only at baseline. Setting: Fifteen vocational high schools in France were randomized into two clusters, using a 1:1 allocation ratio per French department (n intervention = 7, n control = 8). Participants: Participants comprised a sample of 2010 students in year 11 (i.e. 15–16 years) in vocational high schools. A total of 437 students could not be assessed at baseline (absent or left school), yielding a total sample of 1573 students (n intervention = 749, n control = 824). Intervention and comparator: The P2P programme trained voluntary students to become peer educators and design smoking prevention actions for their schoolmates in the intervention group (n = 945 students), compared with a passive control group (n = 1065 students). Measurements The primary outcome was change from baseline in the prevalence of self‐reported daily smoking (i.e. at least one cigarette per day) at 16 months. Findings The 'time × group' interaction indicated that, compared with the control group, the intervention group had statistically significantly fewer daily smokers after 16 months [odds ratio (OR) = 0.33, 95% confidence interval (CI) = 0.20, 0.53]. Similarly, compared with the control group, the intervention group had statistically significantly fewer daily smokers after 4 months (OR = 0.50, 95% CI = 0.30, 0.82) and 10 months (OR = 0.60, 95% CI = 0.37, 0.98). No adverse events of P2P2 were reported. Conclusions: A cluster‐randomized trial found evidence that the peer‐led P2P (peer‐to‐peer) smoking prevention intervention reduced the uptake of daily smoking among high school students in France over 16 months. [ABSTRACT FROM AUTHOR]

Background: Peer influence on risky behavior is particularly potent in adolescence and varies by gender. Smoking prevention programs focused on peer-group leaders have shown great promise, and a social influence model has proven effective in understanding adult smoking networks but has not been applied to adolescent vaping until 2023. This work aims to apply a social influence model to analyze vaping by gender in a high school network. Methods: A high school's student body was emailed an online survey asking for gender, age, grade level, vape status, and the names of three friends. Custom Java and MATLAB scripts were written to create a directed graph, compute centrality measures, and perform Fisher's exact tests to compare centrality measures by demographic variables and vape status. Results: Of 192 students in the school, 102 students responded. Students who vape were in closer-knit friend groups than students who do not vape (p <.05). Compared to males who vape, females who vape had more social ties to other students who vape, exhibiting greater homophily (p <.01). Compared to females who do not vape, females who vape were in closer-knit friend groups (p <.05) and had more ties to other students who vape (p <.01). Conclusion: Differences in vaping by social connectedness and gender necessitate school and state policies incorporating the social aspect of vaping in public health initiatives. Large-scale research should determine if trends can be generalized across student bodies, and more granular studies should investigate differences in motivations and social influence by demographic variables to individualize cessation strategies. [ABSTRACT FROM AUTHOR]

Physical activity (PA) is an important predictor of physical and mental health preventing chronic degenerative diseases. The purpose of this study was to investigate in a group of Italian high school students whether health-related quality of life (HRQoL) and lifestyle habits (diet) are associated with the level of physical activity performed (low, moderate, high). Data were collected from 2819 adolescents (n = 951 males). HRQoL was analyzed using the Italian version of the KIDSCREEN-52. Physical activity level was analyzed using the PAQ-A, while eating habits with KIDMED. Practicing physical activity in general improves HRQoL. Specifically, adolescents practicing moderate or high PA, in single dimensions of HRQoL, showed better mood (p < 0.001), self-perception (p < 0.001), family relationships (p < 0.001), reported a higher perception of socioeconomic status (p < 0.05), relationship with peers (p < 0.001), and social acceptance (p < 0.001). High PA subjects reported increased physical (p < 0.001) and mental health (p < 0.001), increased autonomy (p < 0.001), and school learning (p < 0.001). For lifestyle habits, practicing moderate PA showed higher adherence tox the Mediterranean diet (p < 0.001). Conclusion: Our results highlighted a positive association between the frequency of PA levels, some dimensions of HRQoL, and risk behaviors. These findings demonstrated the protective role of sports not only as a preventive strategy for the onset of chronic degenerative diseases, but also as an educator of healthy lifestyle habits, thus suggesting the importance and need to implement strategies to promote sports practice. [ABSTRACT FROM AUTHOR]

Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined. [ABSTRACT FROM AUTHOR]

This article describes how schooling – the oppressive, disciplinary force of much U.S. education – is a lively actor, with the agency to change in response to efforts to resist it. Using an agential realist account, the article traces how humans, nonhumans, and discourses intra-act to shape the ongoing power of schooling. The posthumanist framing decenters the human and affords the possibility of acknowledging the agency of more than human actors – clipboards, write-ups, resignation letters, schooling discourses, racialized discourses – that may not be accounted for within humanist framings. In doing so, it also offers a unique perspective on how efforts to challenge or resist schooling must take a broader range of actors into account, from clipboards and handouts to adultism and racism. [ABSTRACT FROM AUTHOR]

This article focuses on the ways the authors incorporate a transformational resistance framework in their ninth-grade ethnic studies curriculum. While literature on transformational resistance often highlights external forms of resistance, there is a need to examine the internal transformation youth experience when engaging in resistance. The authors utilize different theoretical tools that emerge from Latina/o Critical Theory (LatCrit) and Chicana feminist theories to analyze student responses. They also use testimonio and Youth Participatory Action Research (YPAR) pedagogy and methodology to measure the impact their curriculum has on students' internal resistance. As part of the authors' curriculum, the academic year culminates with a testimonio (narrative) published book and a YPAR project. By looking at students' engagement with these two projects, the authors capture the journey towards critical awareness internally by identifying aspects of conocimiento that lead their students to transformational resistance. [ABSTRACT FROM AUTHOR]

Metacognition in L2 listening has garnered attention, but there is limited research on concrete methods to practice it in high school EFL contexts. This study aims to investigate the effectiveness of self-annotation interventions in a high school EFL listening classroom. Through the analysis of pre- and post-listening tests, students' annotations over 10 sessions, and a post-questionnaire, this study reveals that self-annotation interventions improve students' comprehension, confidence, and motivation. Both higher- and lower-level students demonstrated improved L2 listening test scores compared to the control group, with the former generating more analytical self-annotations and achieving more statistically significant progress. The thematic analysis of students' self-annotations identified recurring patterns that can inform effective listening instruction, while also enabling students to recognize and correct their mistakes, as well as receive cognitive and affective support. This study emphasizes the importance and feasibility of incorporating self-annotation in high school EFL listening classrooms, making students' reflection processes observable and actionable, and providing recommendations for effective metacognitive interventions. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias 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.)