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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Children's literature about the ocean is a valuable learning tool for increasing ocean literacy in formal education. This instruction is, nonetheless, reliant on teachers' capacity to explore, appreciate and understand the different ways in which elements of picture books convey ocean concepts. As researchers who work collaboratively in marine science education and children's literature, we analysed a targeted sample of picture books about a largely unknown temperate reef system on the southern coastline of Australia, the Great Southern Reef. Our exploration of these picture books' verbal and visual strategies showed how they can be used as model examples of scientifically accurate educational resources to deliver ocean concepts, increase awareness of a local marine environment, and promote positive attitudes towards science. The portrayal of scientists, particularly female scientists in these texts can also expand children's perceptions and beliefs about who scientists are and how they work, and ultimately impact young people's career choices. We argue that the analysis modelled in this article can be adapted to different selections of ocean-themed picture books. Therefore, we provide recommendations for educators in other regions of the world choosing picture books to improve ocean education in the context of other local marine environments. [ABSTRACT FROM AUTHOR]

Copyright of International Journal for Educational & Vocational Guidance is the property of Springer Nature 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.)

Myopia is a major important public health concern and has huge burden on health system across the world. This study aimed to explore the spatial and temporal analysis of the prevalence of myopia among students aged 7–18 years to identify the potential clusters and the trends of myopia in China. Spatial autocorrelation analysis, temporal and spatial scan analysis and beta convergence test were performed using ArcGIS10.0 and Stata 15.0. The present study indicated that the prevalence of myopia among students aged 7–18 years in China increased every five years from 1995 to 2019, and there was a certain spatial clustering. The phased spatiotemporal scanning analysis indicated that the gathering area of myopia in students aged 7–18 years in China first shifted from northwest to southeast, and the gradually shifted to Hebei, Shanxi and other northern China regions with Tianjin as the core, and finally spread to the whole of East China, where high-risk areas regarding myopia continue to exist. At the same time, the difference in the level of myopia in each region will gradually shrink over time and will converge. There is a great deal of spatial variations in the pattern of the prevalence of myopia among children and adolescents in China. The spatial cluster analysis provides new evidence for policy-makers to design tailored interventions to reduce the prevalence of myopia and allocate health resource to unmet need areas. [ABSTRACT FROM AUTHOR]

Background: Premarital screening and counseling (PMCS) is a preventive measure for genetic, infectious, and blood-transmitted diseases. This study aimed to assess secondary school students' knowledge of and attitudes towards PMCS in Taiz City, Yemen. Methods: This study included 306 secondary school students selected through stratified random sampling from six secondary schools representing three directorates in Taiz city, Yemen. Researchers used two validated tools, students' knowledge and attitudes about the PMCS which were adopted from previous studies, to collect the necessary data. The data were analyzed using the SPSS software. Descriptive analysis was conducted for frequencies and percentages while chi square test was used to identify the relationships between the demographics and knowledge level. Results: Most of the students had a weak knowledge of 58.82%, while 40.52% showed fair understanding. The majority of students (79.09%) displayed a positive attitude towards PMCS, among the students with a positive attitude, 36.93% had fair knowledge, whereas 41.5% of the students had weak knowledge. Conclusion: The study concluded that secondary school students in Taiz lack knowledge and have positive attitudes towards various aspects of premarital screening and counseling. Knowledge deficits were linked to male students, younger academic years, non-engagement, and family history of disease. [ABSTRACT FROM AUTHOR]

The study aimed to know the effect of electronic games on emotional disorders among school students in Oman, the descriptive analytical approach was used, and the questionnaire was a tool, applied to a random sample of 565 male and female students in the schools of Al Dakhiliyah Governorate in the Sultanate. The study found that there were statistically significant differences in the level of practicing electronic games among school students according to their gender and in favor of males, while the differences between males and females in the level of emotional disorders did not appear statistically significant. And the level of causal relationship between the variables, the results showed that practicing electronic games by school students has a positive effect with statistical significance on the level of emotional disorders among them. By using the Process technique to test the moderating role of academic level, it also showed that the higher the academic level of students, the lower the intensity of the effect of electronic games on the level of emotional disorders among them, and it is recommended that the program be customized according to each target group, giving priority to the male group in its first stage. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Social Work Studies is the property of Helwan University, Faculty of Social Work 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.)

Background & Objectives: In today’s world, many adolescents face many problems due to social media distractions, one of the most important problem is mental health and its related problems. India has adolescents, a quarter of the total population and only a few studies were done on mental well-being among adolescents studying in government and private schools. The objectives of the study were to assess mental well-being among adolescents and to find out the association between mental well-being with selected sociodemographic variables. Methodology: This was a cross-sectional self-administered questionnaire based study. A convenient sampling method was used. Totally 184 male and female adolescents studying 9th to 12th standards from rural areas of government and private school students had voluntarily participated. To assess the mental well-being among adolescents Warwick Mental Well-being scale was used. All the collected data were cleaned, coded, and entered in MS Excel version 2007. Frequencies, Chi-square test, and Fisher’s exact test were analyzed by using SPSS software version 22.0. Results and Conclusion: The results were found that 59 % of adolescents were studying in a government school and 41% were studying in a private school. There was an association between mental well-being and the mother’s education, siblings, staying, domicile and extracurricular activities (p<0.05). This research study showed that the majority of the adolescents were having average level of mental well-being in the Vellore district of Tamil Nadu. [ABSTRACT FROM AUTHOR]

Background & Objectives: In today’s world, many adolescents face many problems due to social media distractions, one of the most important problem is mental health and its related problems. India has adolescents, a quarter of the total population and only a few studies were done on mental well-being among adolescents studying in government and private schools. The objectives of the study were to assess mental well-being among adolescents and to find out the association between mental well-being with selected sociodemographic variables. Methodology: This was a cross-sectional self-administered questionnaire based study. A convenient sampling method was used. Totally 184 male and female adolescents studying 9th to 12th standards from rural areas of government and private school students had voluntarily participated. To assess the mental well-being among adolescents Warwick Mental Well-being scale was used. All the collected data were cleaned, coded, and entered in MS Excel version 2007. Frequencies, Chi-square test, and Fisher’s exact test were analyzed by using SPSS software version 22.0. Results and Conclusion: The results were found that 59 % of adolescents were studying in a government school and 41% were studying in a private school. There was an association between mental well-being and the mother’s education, siblings, staying, domicile and extracurricular activities (p<0.05). This research study showed that the majority of the adolescents were having average level of mental well-being in the Vellore district of Tamil Nadu. [ABSTRACT FROM AUTHOR]

Considering the significant role of innovated technology in learning processes, the present study focuses on the use of Augmented Reality (AR) in students’ reading skills. Practitioners have started to use AR in different areas of language learning though a few studies examined the use of AR in reading skills. To this end, the present study explored the effect of integrated AR app into learners’ task-based reading instruction (TBRI). Using Test of English as a Foreign Language (TOEFL) diagnostic test, 30 homogeneous senior high school students were selected, randomly divided in two groups of 15 each in Hamedan, Iran. Adopting the pre-test-post-test design with a control group, all participants were given a pretest including 5 sections and 30 items. The validity of questions was confirmed by 12 TEFL specialists, and their reliability coefficient was also confirmed using Cronbach's alpha test. During an academic term-long instruction of reading, the experimental group was taught using integrated AR app, iStormAR, into task-based instruction while the control group underwent task-based instruction with no AR app. Following the treatment, both groups took a previously validated post-test including 5 sections and 30 items. After collecting the data, the results were analyzed using analysis of covariance (ANCOVA). The findings emphasized the effectiveness of learning affordances of integrated AR app into TBRI, specifically in finding main idea questions, requiring that syllabus writers, material developers, and teachers consider the prominent potentials of AR technology for the development of students’ English language.

Abstract Myopia is a major important public health concern and has huge burden on health system across the world. This study aimed to explore the spatial and temporal analysis of the prevalence of myopia among students aged 7–18 years to identify the potential clusters and the trends of myopia in China. Spatial autocorrelation analysis, temporal and spatial scan analysis and beta convergence test were performed using ArcGIS10.0 and Stata 15.0. The present study indicated that the prevalence of myopia among students aged 7–18 years in China increased every five years from 1995 to 2019, and there was a certain spatial clustering. The phased spatiotemporal scanning analysis indicated that the gathering area of myopia in students aged 7–18 years in China first shifted from northwest to southeast, and the gradually shifted to Hebei, Shanxi and other northern China regions with Tianjin as the core, and finally spread to the whole of East China, where high-risk areas regarding myopia continue to exist. At the same time, the difference in the level of myopia in each region will gradually shrink over time and will converge. There is a great deal of spatial variations in the pattern of the prevalence of myopia among children and adolescents in China. The spatial cluster analysis provides new evidence for policy-makers to design tailored interventions to reduce the prevalence of myopia and allocate health resource to unmet need areas.

Abstract Introduction and background The musculoskeletal pain (MSK) develops at an early age and pains in adolescence dispose to subsequent pain episodes in adulthood. High physical fitness levels in childhood and adolescence are linked to favorable health outcomes. This study has evaluated the prevalence of musculoskeletal pain among school students. Additionally, it examines the existing physical fitness of those children and explores potential associations between musculoskeletal pain and physical fitness. Methods A cross sectional study was conducted in the Guwahati urban area, a capital city of North East India, in different schools. The mean and standard deviation of age was 9.49 ± 2.53. Prevalence of MSK pain was determined by the Faces Pain Scale–Revised and pediatric Gait Arm Leg Spine (pGALS) assessment, whereas physical fitness was assessed by Fitnessgram test battery. Statistical analysis Paired “t” test and logistic regression analysis were used. The level of significance was set at 0.05 for all tests performed, and 95% confidence intervals (CIs) were used in all cases. Results The percentage of musculoskeletal pain is 38.28% where female school students have 40.33% and the male students have 36.52%. The odd ratio of 0.934 (CI = 0.916–0.972) was found between pain occurrence and aerobic capacity. The odd ratio of 0.72 (CI = 0.704–0.761) was found between the chances of pain onset and abdominal strength and endurance. The odd ratio of 0.859 (CI = 0.831–0.899) was found between pain occurrence and trunk extensor muscle strength and endurance. Conclusion The prevalence of the musculoskeletal pain in school students is found to be 38.28%. The incidence of musculoskeletal pain and the physical fitness of a child has a significant relationship, with children who have poor physical fitness being more likely to develop musculoskeletal pain.

Abstract In the current post-truth era, the ability to assess the reliability of information is an essential citizenship attribute. With nearly half of the present internet traffic estimated to be generated by bots, and misinformation being regularly weaponised by numerous parties for economic or political gain, it is imperative that citizens are equipped with the tools to discriminate facts from fiction, particularly for health- and science-related matters. The present study reports the results of a survey (n = 776) carried out to evaluate susceptibility to scientific misinformation and perception of news source reliability amongst students in an English secondary school. Two distinct scores were developed in order to differentially measure susceptibility to disinformation (i.e. deliberately false information) and unintentional misinformation (i.e. getting the facts wrong). Non-parametric analysis indicated that students’ misinformation (as measured by both scores) decreased significantly over the course of the 5 years of secondary education. Interestingly, the adolescents who took part in the survey exhibited considerably lower belief in common science-based conspiracy theories than the levels previously reported among British adults. Students indicated teachers as their most frequent choice of scientific news. While social media were also indicated as common news sources, students expressed awareness of the unreliability of the content available on social media. Analysis of the open answers indicated that students considered BBC as the most trustworthy source of scientific information, and TikTok as the least trustworthy.

Introduction and background: The musculoskeletal pain (MSK) develops at an early age and pains in adolescence dispose to subsequent pain episodes in adulthood. High physical fitness levels in childhood and adolescence are linked to favorable health outcomes. This study has evaluated the prevalence of musculoskeletal pain among school students. Additionally, it examines the existing physical fitness of those children and explores potential associations between musculoskeletal pain and physical fitness. Methods: A cross sectional study was conducted in the Guwahati urban area, a capital city of North East India, in different schools. The mean and standard deviation of age was 9.49 ± 2.53. Prevalence of MSK pain was determined by the Faces Pain Scale–Revised and pediatric Gait Arm Leg Spine (pGALS) assessment, whereas physical fitness was assessed by Fitnessgram test battery. Statistical analysis: Paired "t" test and logistic regression analysis were used. The level of significance was set at 0.05 for all tests performed, and 95% confidence intervals (CIs) were used in all cases. Results: The percentage of musculoskeletal pain is 38.28% where female school students have 40.33% and the male students have 36.52%. The odd ratio of 0.934 (CI = 0.916–0.972) was found between pain occurrence and aerobic capacity. The odd ratio of 0.72 (CI = 0.704–0.761) was found between the chances of pain onset and abdominal strength and endurance. The odd ratio of 0.859 (CI = 0.831–0.899) was found between pain occurrence and trunk extensor muscle strength and endurance. Conclusion: The prevalence of the musculoskeletal pain in school students is found to be 38.28%. The incidence of musculoskeletal pain and the physical fitness of a child has a significant relationship, with children who have poor physical fitness being more likely to develop musculoskeletal pain. [ABSTRACT FROM AUTHOR]

Multilingualism is increasingly seen as a resource among researchers, educators and in society. Whereas positive beliefs about the benefits of multilingualism may foster increased motivation for language learning, little is known about students' beliefs about potential multilingual benefits. This study examined the beliefs of Norwegian secondary school students concerning the benefits of multilingualism and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 593 secondary school students. The initial descriptive statistical analysis showed that students held diverging beliefs regarding the benefits of multilingualism being more positive about benefits related to the language learning process and less positive about general cognitive advantages. Further statistical analyses with independent T-tests revealed interesting relationships between students' overall beliefs about multilingualism and the following variables: Students' who reported having friends with other home languages than Norwegian, students who had lived abroad and students with migration backgrounds held significantly more positive beliefs about multilingualism than students' without such experiences. No significant relationships were found between students' beliefs about multilingualism and the number of languages learned in school or students' multilingual identity. Pedagogical implications for students' language learning in school contexts are discussed. [ABSTRACT FROM AUTHOR]

It is expected that the Spoken language is the first skill that learners of a language must acquire. This is due to the fact that spoken language is the most significant of every method of communication. On the other hand, when it comes to English as a Foreign Language (EFL), students face a variety of challenges that restrict their capabilities. One of the most important phenomena that occurs in the process of learning English as a foreign language (EFL) is the fact that the majority of learners are unable to correctly and fluently utter the English language. The objective of the research is to investigate the difficulties that high school students have when attempting to appropriately pronounce multisyllabic English words. This investigation was carried out in an effort to evaluate the effects of the English course that were represented in the difficulties that learners had in correctly pronouncing English verbs. The responses of students in their second year of high school were surveyed, and the results were acquired through the use of two different instruments. As part of an effort to provide a more in-depth diagnosis regarding issues with English pronunciation, a list of terms was distributed to a sample of fifty Iraqi male students attending three different secondary schools. It is given that analyses of the syllabi are presented in order to provide further details regarding the subject that was studied. According to the findings of the study, remedial pronunciation activities, practice of verbs that are confusing, and phonics procedures should be implemented throughout the course. [ABSTRACT FROM AUTHOR]

Civic education plays an important role in shaping Indonesian students into democratic, responsible and active citizens in social, political and economic life. Through an understanding of the political system, rights and responsibilities, community participation, social and cultural awareness, critical thinking, ethics, global citizenship and communication skills, citizenship education provides a foundation for students' active engagement and understanding of global roles. The purpose of this study is to identify and analyze the theories in social science that underlie citizenship education, as well as analyze how the application of social science can assist students in understanding and exercising their rights and responsibilities as citizens. This research uses a qualitative method with a literature study approach to examine the relationship between civic education and social science theories. The results show that the integration of social sciences such as sociology, psychology, education, politics and law in the civic education curriculum strengthens students' understanding of their rights and responsibilities. In addition, social sciences help advance civic engagement and responsibility, equipping students to face challenges in the 21st century. In conclusion, the application of Social Sciences in citizenship education prepares students to become informed and responsible citizens, capable of contributing positively in local and global communities. [ABSTRACT FROM AUTHOR]

This study investigates the impact of systematic desensitization (SD) on mathematics anxiety and achievement among Nigerian secondary school students. Employing a quasi-experimental design with a pretest and post-test nonequivalent control group design, we selected 120 students (58 boys, 62 girls) from a pool of 3390 senior class one students using a multi-stage sampling procedure. Assessment tools included the Mathematics Achievement Test and Mathematics Anxiety Scale. The six-week intervention demonstrated significant results with moderate effect sizes, revealing that SD significantly reduced mathematics anxiety (F[1,115] = 86.66, p <.001) and enhanced academic achievement (F[1,115] = 92.458, p <.001). Gender showed no substantial influence on mathematics anxiety (F[1,115] =.365, p =.547) or achievement under SD treatment (F[1,115] =.006, p =.937). This study underscores the effectiveness of SD in reducing mathematics anxiety and improving mathematics performance among Nigerian students. [ABSTRACT FROM AUTHOR]

The integration of digital technology into the teaching and learning process has both good and negative consequences. Several schools have incorporated digital citizenship to teach the responsible use of technology. The purpose of this scoping review is to provide an overview of research on tools for measuring digital citizenship competency among school children. This scoping study focuses on three main areas: (a) defining digital citizenship and competency; (b) instrument development and characteristics; and (c) key findings. The main outcomes of this research may help students, teachers, and school administrators implement digital citizenship education programs in schools. [ABSTRACT FROM AUTHOR]

Introduction: The phobia regarding examinations are increasing these days due to the increasing unhealthy competitions among students and changes in the syllabus courses that makes the studies difficult to comprehend. Aim: The research study aims to discuss the exam phobia and its impact on the academic outcome among the high school students. Literature review: High school students go through excessive stress and fear in their entire academic course dreading about the exam that can potentially affect their outcomes of the exam. Methodology: The application of primary quantitative method on the exam phobia of high school students helped to get the statistical and analytical findings that reflected the impact on the academic outcomes. Total 65 respondents were attended the online survey who were the parents and teachers of high school students to give their opinion regarding exam phobia. Findings: The finding section consists of these analytical responses through the procession of hypothesis testing. This research is based on the collected data with primary methods. This hypothesis results on the overview of the relationship that may have connection or not among these research variables. The responses of 65 respondents have acted as the fresh data for this research study or analytics. Discussion: School students face exam phobia from various issues of their preparation and other issues. Motivation on their psychological impact helps the students to overcome the issues of this exam anxiety. Conclusion: Exam phobia plays a critical role in students' live to keep negative affect and ruins the school's population. The students overcome this to motivate on positive impact of their thoughts. [ABSTRACT FROM AUTHOR]

In the current post-truth era, the ability to assess the reliability of information is an essential citizenship attribute. With nearly half of the present internet traffic estimated to be generated by bots, and misinformation being regularly weaponised by numerous parties for economic or political gain, it is imperative that citizens are equipped with the tools to discriminate facts from fiction, particularly for health- and science-related matters. The present study reports the results of a survey (n = 776) carried out to evaluate susceptibility to scientific misinformation and perception of news source reliability amongst students in an English secondary school. Two distinct scores were developed in order to differentially measure susceptibility to disinformation (i.e. deliberately false information) and unintentional misinformation (i.e. getting the facts wrong). Non-parametric analysis indicated that students' misinformation (as measured by both scores) decreased significantly over the course of the 5 years of secondary education. Interestingly, the adolescents who took part in the survey exhibited considerably lower belief in common science-based conspiracy theories than the levels previously reported among British adults. Students indicated teachers as their most frequent choice of scientific news. While social media were also indicated as common news sources, students expressed awareness of the unreliability of the content available on social media. Analysis of the open answers indicated that students considered BBC as the most trustworthy source of scientific information, and TikTok as the least trustworthy. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study examines the effect of teaching a school rhetoric unit employing Osborn's (1963) model. The study sample consisted of 70 Jordanian eleventh-grade students, with 35 in the experimental group and 35 in the control group. Two instruments were used to collect data: a scale designed according to Osborn's model and an achievement test. The school unit of rhetorical concept development was applied to six classes over six weeks in the experimental group, while the control group was taught using the standard method. The findings showed statistically significant differences in favour of the experimental group, with means of 76.66 and 66.15, respectively. The t-test value was 13.02, statistically significant at a significance level 0.01. The impact percentage was calculated at 92%, indicating a statistically significant result according to the Karl formula. Therefore, this percentage is a positive indicator of the effectiveness of using the Osborn model for the conceptual development of the experimental group of students. Based on the findings, the study recommends using this model for teaching rhetoric and literary criticism in other school classes. [ABSTRACT FROM AUTHOR]

Background/Objective: This study examined sedentary volume and bouts of Chinese primary and middle school students during different segments of a school day and determined whether gender and school level are associated with their sedentary volume and bouts. Methods: A total of 472 students participated in this study. Accelerometers were used to measure the sedentary volume and sedentary bouts of different durations (i.e., 1–4 min, 5–9 min and ≥10 min) during all segments. Results: The participants spent the majority of their time in sitting (61.7%) and sitting bouts of ≥10 min (37.3%). They spent higher percentages of time in sitting during regular classes (76.7%) and out-of-school time (54.5%), and lower during physical education (PE) classes (32.2%), lunch break (35.4%) and recess (38.0%). The highest proportions of time were in sedentary bouts of ≥10 min during regular classes (50.2%), out-of-school time (28.0%) and lunch break (18.8%), while the greatest percentages occurred in sitting bouts of 1–4 min during PE class (16.4%) and recess (18.6%). Girls and middle school students had higher percentages of sedentary volume than boys and primary school students during most segments. They spent greater proportions of time in sitting bouts of ≥10 min during regular classes, lunch break, and out-of-school time, and higher proportions in sedentary bouts of 1–4 min than boys and primary students during PE classes. Conclusion: Regular class and out-of-school time were identified as key segments for reducing sedentary volume and breaking up prolonged sitting. Interventions on interrupting prolonged sitting during lunch break should also be explored. Girls and middle school students should receive more attention in future interventions.

Background: Several reports indicate that extended stay at home for online school as a result of the coronavirus disease 2019 (COVID-19) pandemic or other reasons may change the normal physical activity and body weight of school-age students. Previous studies revealed that almost 50% of school students complained of an increase or decrease of more than 3 kg of weight due to lower physical activity. This study aims to provide an insight into the body mass index (BMI) of school students during the COVID-19 pandemic. Methods: A retrospective matched-longitudinal study was conducted in 2022 based on previous data on the BMI-for-age percentile in school students aged 6–18 years. These data were collected the year before and during the COVID-19 pandemic (2019–2021). Results: All the included students were Arabic (n = 53,580) and were not diagnosed with chronic illnesses. The outcomes showed that the overall percentage of students with normal weight was 54%, 56%, and 53% during 2019–2021 years, respectively. The frequencies of students with optimal BMI increased significantly in 2020 compared to 2019 (P < 0.01); however, there was no statistical significance with regard to normal body weight trends (P > 0.05) between 2019 and 2021. Overweight among students increased during the COVID-19 pandemic (2020–2021), as almost 10% of the students were overweight in 2019 compared to 12% in 2020 and 2021 (P < 0.01). In addition, obese students increased in 2020–2021 compared to 2019 (15–17% vs. 10%, P < 0.01). In contrast, underweight trends among students declined from 26% reported in 2019 compared to 17–18% in 2020 and 2021 (P < 0.01). Conclusion: There are significant variations in Arabic school-age students regarding their BMI values. Obesity was highly detected among children and adolescents during the COVID-19 pandemic years compared to that in 2019, while underweight cases declined. [ABSTRACT FROM AUTHOR]

Background: The Arabic version of the short form of the Health Literacy in Dentistry scale (HeLD) had not yet been developed in previously published studies. This study aims to test the reliability and validity of an Arabic version of the short form of the HeLD questionnaire. Methods: The short version of HeLD was translated into Arabic and the psychometric properties were evaluated in a sample of 1,889 female students in their first year of secondary school. Test–retest reliability was assessed using the intra-class correlation coefficient (ICC), and internal consistency reliability was assessed using Cronbach's alpha. Content validity was investigated by creating a correlation matrix between the individual items of the HeLD-14, and criterion validity was determined using Pearson's correlation between the HeLD-14 score and an overall oral health rating. Sensitivity analysis was assessed by testing the associations of the HeLD-14 score with oral health-related behaviours and residential area. Results: The Arabic version of HeLD-14 (A-HeLD-14) had acceptable ICC (0.54) and excellent internal consistency (Cronbach's alpha: 0.92). The correlations between the items of the A-HeLD-14 varied from 0.3 to 0.9. The A-HeLD-14 showed a statistically significant correlation with the overall oral health rating (r = 0.37, p < 0.001). The median A-HeLD-14 score was significantly higher in participants who brushed their teeth frequently (51.31), visited the dentist regularly (52.00), consumed fresh fruit frequently (51) and consumed soda or energy drinks infrequently (51.00) than participants who brushed their teeth infrequently (41.50), visited the dentist irregularly (49.00), consumed fresh fruit infrequently (47) and consumed soda or energy drinks frequently (48.00). Conclusion: The A-HeLD-14 instrument demonstrates sufficient validity, reliability, and sensitivity for measuring oral health literacy among the Arabic-speaking population. [ABSTRACT FROM AUTHOR]

This study examined sedentary volume and bouts of Chinese primary and middle school students during different segments of a school day and determined whether gender and school level are associated with their sedentary volume and bouts. A total of 472 students participated in this study. Accelerometers were used to measure the sedentary volume and sedentary bouts of different durations (i.e., 1–4 min, 5–9 min and ≥10 min) during all segments. The participants spent the majority of their time in sitting (61.7%) and sitting bouts of ≥10 min (37.3%). They spent higher percentages of time in sitting during regular classes (76.7%) and out-of-school time (54.5%), and lower during physical education (PE) classes (32.2%), lunch break (35.4%) and recess (38.0%). The highest proportions of time were in sedentary bouts of ≥10 min during regular classes (50.2%), out-of-school time (28.0%) and lunch break (18.8%), while the greatest percentages occurred in sitting bouts of 1–4 min during PE class (16.4%) and recess (18.6%). Girls and middle school students had higher percentages of sedentary volume than boys and primary school students during most segments. They spent greater proportions of time in sitting bouts of ≥10 min during regular classes, lunch break, and out-of-school time, and higher proportions in sedentary bouts of 1–4 min than boys and primary students during PE classes. Regular class and out-of-school time were identified as key segments for reducing sedentary volume and breaking up prolonged sitting. Interventions on interrupting prolonged sitting during lunch break should also be explored. Girls and middle school students should receive more attention in future interventions. [ABSTRACT FROM AUTHOR]

The integration of digital technology into the teaching and learning process has both good and negative consequences. Several schools have incorporated digital citizenship to teach the responsible use of technology. The purpose of this scoping review is to provide an overview of research on tools for measuring digital citizenship competency among school children. This scoping study focuses on three main areas: (a) defining digital citizenship and competency; (b) instrument development and characteristics; and (c) key findings. The main outcomes of this research may help students, teachers, and school administrators implement digital citizenship education programs in schools.

The information society is a reality nowadays, and computational thinking has become a relevant competence for everybody, regardless of age, social status, and primary activity. Information society is everywhere in contemporary life, and algorithmic thinking represents a significant competency for individuals, irrespective of their educational background and social condition. Developing and applying programming competencies represents a high-value know-how ability. Block-based coding and design tools like Scratch and TinkerCAD Arduino allow people to successfully build programming competencies in online environments regardless of age and social status. This article presents empirical evidence of the positive impact of the block-based programming language Scratch and the design tool TikerCAD Arduino in practical workshops to develop computational thinking with school children, school teachers, and university students. The results permit finding patterns, and almost transversal teaching approaches to build an elementary computational thinking competency applying Scratch and TinkerCAD Arduino, with a block-based approach in both tools and textual programming in the second one. The motivation and wishes of learning in all participants were hegemonic. Those results demonstrate the positive impact of Scratch and TinkerCAD Arduino on developing computational thinking competencies without restrictions. This work shows the application of Scratch and TinkerCAD Arduino in non-WEIRD contexts and, during the pandemic time, demonstrates the relevance of online education. The results show that developing programming competencies with Scratch and TinkerCAD Arduino motivated students’ autonomy and motivation for learning regardless of their education level and status. Those results encourage us to continue using Scratch and TinkerCAD Arduino to develop programming competencies without considering age and education level.

Background: Literature supports that for overall development of mental as well as physical health and academic success, working memory is an important necessity. Low childhood Socioeconomic status (SES) negatively affects the development of cognitive functions. Right nostril yoga breathing(RNB) and alternate nose breathing (ANB) are fairly simple and children can be taught to do this with practice easily. Material and Methods: It was a randomized pre -post study with a total of 48 students (25 boys & 23 girls) in an age group between 10 to 14 years. Each group comprising of 24 students were assigned to do RNB and ANB for 30 days. Model based on The Wechsler Intelligence scale for children in native language was used to test the working memory of the students before and after 30 days intervention. Results: Average age of the students was 13.10 years. Modified B. G. Prasad was used to define socioeconomic status and all fitted in to the Lower Socioeconomic class. There was an improvement in all the three subsets of working memory in the post test score of both the group. Using Cohen's D analysis, the effect size was large for Digi Span Forward with both RNB and ANB intervention (1.12 vs 1.16) Both practices showed a medium effect size on Digi Span Backward assessment (1.41 vs 1.20). In the more complex Letter Number Sequencing assessment, the effect size was larger after practicing ANB and medium after practicing RNB (1.16 vs 0.91). Conclusions: Support in the form of this inexpensive, simple intervention like yogic breathing techniques might help to improve the working memory skills among these impoverished children who have too many environmental and social stressors hampering their cognition.

Antimicrobials are lifesaving medicines, but their misuse drives antimicrobial resistance. Schools, as educational hubs wield transformative potential in fostering responsible antimicrobial behavior among students and the broader community. An online campaign targeted Delhi schools, training teachers as master trainers who, in turn, educated 359,940 students. Significant pre- to post-test score improvements were observed among teachers (6.98–8.14; P < 0.01) and students (5.20–6.56; P < 0.01). The campaign received excellent feedback (85%), with 966 students participating in the “IDEAthon” competition. While a single session improved knowledge, continuous engagement and activities are imperative for sustained behavioral change in antibiotic usage.

Objective: Most countries teach limited information about sex and reproductive health education, often concentrating on how not to get pregnant. In this study, we examine what 16- to 18-year-olds in England have learnt and their views about reproductive health education. Design: This is a mixed-methods study. An anonymous, online survey was conducted on Qualtrics software using multiple-choice and open-ended questions. Schools were recruited via the Biotutors forum, and they distributed the survey to students aged 16–18 years. Setting: Data collection took place across England. Methods: A total of 931 students completed the survey, of whom 636 were girls, 250 were boys, 31 as other genders, and 14 did not disclose their gender. Quantitative data were analysed descriptively, and associations were explored using Chi-square tests. Qualitative data were analysed thematically. Results: Over half (65%) of the students rated the sex education they had received as adequate or below. Over half (74%) reported that they do not, or only sometimes, talk to their parents/guardians about these topics. Half (49%) did not know when a woman is most fertile. Students showed a better knowledge of female fertility than male fertility. There was no relationship between how much teaching respondents said they had received and their knowledge of reproductive health topics. From the free text question 'How do you think we can improve sex and fertility education in schools?', five themes were identified: inclusivity for all students; comprehensive with relevant topic variety; logistical improvements needed to teaching; the need for honest, transparent and non-judgemental teaching; and sex positivity. Conclusion: Schools should teach a wider range of issues relevant to sexual and reproductive health. Data from this study have assisted the creation of a teachers' education resource which is being developed in partnership with the International Reproductive Health Education Collaboration (IRHEC). [ABSTRACT FROM AUTHOR]

The perception of positive social interactions is important for positive experiences in heterogeneous groups, cultural diversity and inclusion in educational contexts. Based on social-cognitive theories, findings on motivation in school are available from numerous studies. However, only few studies focus on longitudinal relationships between students' mastery vs performance goal orientations and their later perception of peer relationships in school. Aim of the current research was to clarify the extent to which reciprocal effects exist between students' mastery vs performance goal orientation and their perception of peer relationships. To test the assumed reciprocal effects, data from 204 primary school students (on average 11 years of age) of the longitudinal study RUMBA-S in Switzerland were analyzed using cross-lag structural-equation modeling. The results suggest a statistically significant effect of the students' mastery goal orientation on their later positive perception of peer relationships, but not vice versa. Thus, no other and no reciprocal relationships exist. Performance goal orientation is related to the perception of peer relationships. The results highlight the importance of students' mastery goal orientation for their academic and social learning. [ABSTRACT FROM AUTHOR]

The purpose of the study was to carry out a bibliometric analysis of the global scientific literature on substance abuse among school children to understand the global research trend on the subject. Bibliographic data of journal articles related to the study topic published during 1991-2021 were retrieved from PubMed database. Data were analyzed using the Bibliometrix R package and MS Excel. The study identified annual growth of publication trends, top authors, leading institutions, Core journals, most contributing countries, and the country collaboration in the research activities on this subject. A total of 3,326 records were selected for the analysis. The annual growth of publications was increasing in trend. Lowry Richard from USA was the most contributing author based on the highest number of publications. The USA was the most productive country publishing the highest number of articles (2408 articles) and the highest international country collaboration with 49 countries all over the world. The University of California was the leading institution (874 articles) in this study. The study identified that the journal titled 'Addictive behaviors' was found to be the top journal with the highest number of publications (118 articles) on this subject. The study provides the current status and development of research in the field. [ABSTRACT FROM AUTHOR]

Considering the significant role of innovated technology in learning processes, the present study focuses on the use of Augmented Reality (AR) in students' reading skills. Practitioners have started to use AR in different areas of language learning though a few studies examined the use of AR in reading skills. To this end, the present study explored the effect of integrated AR app into learners' task-based reading instruction (TBRI). Using Test of English as a Foreign Language (TOEFL) diagnostic test, 30 homogeneous senior high school students were selected, randomly divided in two groups of 15 each in Hamedan, Iran. Adopting the pre-test-post-test design with a control group, all participants were given a pretest including 5 sections and 30 items. The validity of questions was confirmed by 12 TEFL specialists, and their reliability coefficient was also confirmed using Cronbach's alpha test. During an academic term-long instruction of reading, the experimental group was taught using integrated AR app, iStormAR, into task-based instruction while the control group underwent task-based instruction with no AR app. Following the treatment, both groups took a previously validated post-test including 5 sections and 30 items. After collecting the data, the results were analyzed using analysis of covariance (ANCOVA). The findings emphasized the effectiveness of learning affordances of integrated AR app into TBRI, specifically in finding main idea questions, requiring that syllabus writers, material developers, and teachers consider the prominent potentials of AR technology for the development of students' English language. [ABSTRACT FROM AUTHOR]

Background This study aimed to exploratorily evaluate the learning success of a 90-minute resuscitation class taught by recently trained teachers in the German state of Brandenburg before a statewide implementation of these classes.Methods In five public schools, teachers, trained by professional first aid instructors, taught 90-minute resuscitation courses to 340 seventh (7th) grade students. We surveyed the students’ knowledge immediately before their course and their knowledge, self-confidence, and willingness to perform resuscitation one month afterward using standardized self-report questionnaires. The practical skills were assessed in randomly selected subgroups.Results One month after the course, up to 25% more of the students were able to answer questions correctly regarding relevant CPR parameters. More than half of the students felt confident in their skills and were willing to perform CPR.Conclusions Middle-school students can benefit from a single short resuscitation course taught by their trained teachers. Future research should include the development of the teaching methods for these classes and the timing of refresher courses later in the curriculum. The findings of this study support the statewide implementation of resuscitation training for middle school students as part of a greater ambition to increase bystander assistance in out-of-hospital cardiac arrest. HintergrundZiel dieser Studie war es, den Lernerfolg eines 90-minütigen Reanimationsunterrichts, der von zuvor speziell ausgebildeten Lehrkräften in Brandenburg unterrichtet wurde, vor einer landesweiten Einführung dieser Kurse explorativ zu evaluieren.MethodenIn fünf öffentlichen Schulen unterrichteten Lehrkräfte, die von professionellen Erste-Hilfe-Ausbildern geschult wurden, 340 Schüler der siebten Klasse (7. Klasse) in 90-minütigen Wiederbelebungskursen. Unmittelbar vor dem Kurs wurde das Wissen der Jugendlichen erhoben, einen Monat danach wurden das Wissen, das Selbstvertrauen und die Bereitschaft der Jugendlichen, Wiederbelebungsmaßnahmen durchzuführen, mit standardisierten Fragebögen erhoben. Die praktischen Fertigkeiten wurden in zufällig ausgewählten Subgruppen einen Monat nach dem Kurs bewertet.ErgebnisseEinen Monat nach dem Kurs waren bis zu 25 % mehr Jugendliche in der Lage, Fragen zu relevanten Parametern der Herzlungenwiederbelebung richtig zu beantworten. Mehr als die Hälfte der Jugendlichen fühlte sich sicher in ihren diesbezüglichen Fähigkeiten und bereit, eine Reanimation durchzuführen.SchlussfolgerungenSchülerinnen und Schüler der Mittelstufe können von einem einmaligen kurzen Wiederbelebungskurs, der von entsprechend dafür ausgebildeten Lehrkräften durchgeführt wird, profitieren. Künftige Forschungsarbeiten sollten sich mit der (Weiter-)Entwicklung von Lehrmethoden für diese Kurse und der zeitlichen Planung von Auffrischungskursen zu einem späteren Zeitpunkt im Lehrplan befassen. Die Ergebnisse dieser Studie unterstützen die landesweite Einführung von Reanimationsunterricht in der Mittelstufe mit dem langfristigen Ziel, die Hilfeleistung durch Laien bei Herzstillstand, der außerhalb des Krankenhauses auftritt, zu verbessern.SchlüsselwörterAusbildung in Herz-Lungen-Wiederbelebung, Laienausbildung, Mittelschule, Erste-Hilfe-Ausbildung, Basic Life SupportWprowadzenieCelem badań było ocenienie efektów wiedzy nabytej podczas 90-minutowego kursu resuscytacji, prowadzonego przez wcześniej przeszkolonych nauczycieli w Brandenburgii. Badanie pozwoliło przeprowadzić eksploracyjną ocenę przed wprowadzeniem kursów RKO na arenie krajowej.MetodologiaW pięciu publicznych szkołach nauczyciele, przeszkoleni wcześniej przez profesjonalnych instruktorów pierwszej pomocy, przeprowadzili 90-minutowe kursy resuscytacji dla 340 uczniów siódmej klasy. Bezpośrednio przed kursem za pomocą ustandaryzowanych ankiet oceniono wiedzę uczniów, a miesiąc po nim wiedzę, pewność siebie i gotowość do przeprowadzania resuscytacji. Umiejętności praktyczne oceniano w losowo wybranych podgrupach.WynikiMiesiąc po kursie nawet o 25% więcej młodzieży potrafiło odpowiedzieć na pytania dotyczące istotnych parametrów resuscytacji. Ponad połowa uczniów czuła się pewna swoich umiejętności i była gotowa do wykonania resuscytacji.WnioskiUczniowie szkół średnich mogą odnieść korzyści, biorąc udział w jednorazowym kursie resuscytacji przeprowadzonym przez przeszkolonych wcześniej w tym celu nauczycieli. Przyszłe badania powinny skupić się na opracowaniu metod nauczania stosowanych podczas kursów i harmonogramu odświeżania wiedzy w późniejszym terminie zawartym w planie nauczania. Wyniki tego badania popierają ogólnokrajowe wprowadzenie nauczania resuscytacji w szkołach średnich jako części celu głównego, tj. poprawy częstotliwości udzielania pierwszej pomocy przez osoby cywilne w przypadku zatrzymania krążenia poza szpitalem.Słowa kluczoweSzkolenie z resuscytacji krążeniowo-oddechowej, szkolenie laików, szkoła średnia, szkolenie w zakresie pierwszej pomocy, podstawowe wsparcie życiowe.

The aim of our study was to perform hygienic assessment of use of electronic digital devices and its relationship with likely disorders of the visual analyzer in students of different age. Our research object is represented by students of different age (5th grade (n = 55), 11th grade (n = 67) and the 6th year of HEI (n = 102)). This study focused on examining a relationship between disorders of the visual analyzer and use of electronic digital devices (EDDs) by students of different ages (5th and 1th grades in school, 6th year in HEI). We conducted social research by using a group indirect survey that relied on a specifically designed questionnaire consisting of 13 questions. Answers were collected by using Google Forms online platform. Students were established to use a smartphone (99.6 % of the respondents) and / or laptop (83 %) in their everyday activities. We analyzed duration of an activity involving use of various devices and established that 95 % of the respondents did not adhere to the existing hygienic standards when using EDDs and spent more than 4 hours a day on using them. The regression analysis revealed an association between myopia development and simultaneous use of various EDDs (R2 = 0.68; р < 0.0001). A contribution made to developing eyesight disorders by working with a laptop equaled 62 % whereas contributions made by watching TV and use of smart-watch equaled 19 % and 10 % respectively. Our assessment of a relative risk established that use of a laptop (PC) for more than 4 hours a day increased likelihood of myopia by 8.6 times (RR = 8.6; 95 % CI = 1.4–54.9, р < 0.05). Development of other functional disorders in school students was primarily associated with watching TV (85–89 %). Therefore, our study findings provide more precise data on the established relationship between improper EDDs use and disorders of the visual analyzer in students of different age. They provide solid grounds for implementation of relevant prevention activities.

Background: School students are at high risk of being injured or facing life-threatening conditions. So, improving their knowledge about first aid is essential. Objective(s): To assess first aid knowledge and its determinants among primary school students in Alexandria and measure the level of their knowledge after first aid educational program. Methods: A cross-sectional study followed by a pre- /post-test intervention was conducted on fourth to sixth grade students from the eight districts of Alexandria, who were selected by a multistage random sample technique. Students were invited to fill out a questionnaire to assess their knowledge regarding first aid. Then, educational sessions were conducted using different methods such as group discussions, case scenarios, and visual aids. Finally, students’ knowledge was assessed after the educational program. Results: The current study involved 372 (154 males and 218 females) primary school students with a mean age of 11.49 ± 0.93 years. Among the 15 questions used for assessing the knowledge of students, there was a deficiency in the knowledge about dealing with swallowing a chemical substance, burns, snake bites, epistaxis, bleeding, fractures, and sunstroke. These shortages improved significantly after the educational program. There was a highly statistically significant improvement in first aid knowledge score among the students, from 48.8 ± 11.5% to 87.4 ± 14.6 after the educational program. This improvement was also highly significant among males, females, the different districts and class grades, as well as among those having or not having a working father or mother. Conclusion: School aged children showed high improvement in their knowledge regarding first aid dealing with swallowing a chemical substance, burns, snake bites, epistaxis, bleeding, fractures, and sunstroke after the application of an educational program.

The main purpose of the study was to find out if cultural value orientation have any influence on selfefficacy with reference to social self-efficacy, academic self-efficacy, language self-efficacy and moral self-efficacy. Literature review was done according to the variables under study. The ex-post facto design was adopted for the study. A sample of 1,586 students was randomly selected from the public secondary schools in Cross River State for the study. A questionnaire titled "Cultural Value Orientation and Self-Efficacy (CVOSEQ) was the instrument used for data collection. The face validity of the instrument was determined by three other research experts educational psychology and measurement and evaluation from the department of Educational Foundations, University of Calabar while the reliability of the instrument was determined using Cronbach Alpha reliability method. The data collected were analyzed using One-way Analysis of Variance tested at .05 level of significance. The result of the analysis revealed that cultural value orientation has a significant influence on social self-efficacy, academic self-efficacy, language self-efficacy, moral self-efficacy and overall self-efficacy. Based on the findings of this study, it was recommended among others that parents should educate the children about their cultural heritage. They should be encouraged to communicate in their local language, dress in their cultural outfits and take part in cultural activities. The school should lay emphasis on promotion of cultural heritage and values so that the child can have an understanding of his origin. [ABSTRACT FROM AUTHOR]

Prevention of non-communicable diseases through, among other factors, increasing vegetables and fruit (V&F) intake is a cost-effective strategy for risk reduction but requires behavioral change. Such changes in adolescents benefit from their active involvement. The Food Boost Challenge (FBC) was developed using a participatory action research approach to enhance healthy eating behaviors, namely V&F products among adolescents. The FBC is an innovation process, involving adolescents, (peer) researchers, and food system partners, like non-governmental and commercial organizations. In 2021–2022, 34 partners provided both cash and in-kind contributions to join the FBC community. Phase 1 involved 200 students identifying barriers and drivers for consumption of F&V products among 1000 pre-vocational adolescents, aged 12–20 years. In phase 2, student teams submitted innovative ideas, resulting in 25 concepts fitting into ≥1 of 4 routes: (I) innovative technology for a healthy diet, (II) new food products/concepts for adolescents, (III) hotspots improving the F&V product experience, and (IV) new routes to market. In phase 3, consortia of adolescents, students, and partners were formed to develop 10 selected concepts into prototypes, and phase 4 offered teams a national platform. Results show that the FBC resonates with all stakeholders, generating valuable insights to increase F&V intake. Prototypes in all four routes have been developed. Additionally, other regions in the Netherlands have adopted the FBC approach. Overall, the FBC is an approach that transforms ideas into actionable measures and shows potential to be adapted to promote various healthy eating behaviors among school students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) 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.)

The overall prevalence of dental caries among individuals aged 3 to 75 years in India is approximately 54.16% and the burden is ever increasing. This cross-sectional study aimed at mapping oral health status among government school children in Mumbai. The study focused on identifying the prevalence of dental caries and tobacco consumption among students. The study involved 94 randomly selected schools, focusing on healthy 9th and 10th-grade students in M.C.G.M-run schools. A closeended questionnaire assessed demographics, oral hygiene practices, and tobacco use, followed by oral examinations for dental caries and hygiene status, with subsequent oral health education provided to all students. A high prevalence of dental caries (62.6%) and tobacco use (5.1%) was observed among 14-16-year-old students, emphasizing the urgent need for habit interception and oral health education. To progress, Indian health systems must collaborate to promote oral healthcare for all children, with a focus on disease prevention, especially among disadvantaged backgrounds and those with special healthcare needs. [ABSTRACT FROM AUTHOR]

Intergenerational activities have many benefits for older adults and adolescents. The present study describes an intergenerational activity involving older adults and high school students co-producing a video of an experience that was meaningful to residents of a nearby aged care residence. Over two weeks, 2–4 students co-designed an engaging video with 1–2 residents, culminating in a final session where both residents and students stationary cycled while viewing the video. Valuable lessons about the complexity of the activity, materials needed, timing and locations of some activities, and the length of the program will inform a larger trial of the program. [ABSTRACT FROM AUTHOR]

Background Bullying is defined as a specific form of aggression, which is repeated, intentional, and involves a disparity of power between the perpetrators and the victim. Bullying can take several forms of behavior, including physical (hitting, pushing, and fighting), verbal (calling names, teasing, spreading rumors, and threatening), social (ignoring, leaving on purpose, and exclusion), sexual (sexual harassment, sexual comments), and cyber (annoying electronic messages through the computer or phone). Verbal and physical bullying are the most common types of bullying in boys, while with females, relational/social bullying is more frequently observed. And bullying behaviors are associated with aggression in school students. Objective The authors studied the prevalence of school bullying behaviors and their relationship with aggression, gender, residence area, and school type. Results The authors had a total sample of 521 students: males represented 48.4, while females represented 51.6% of the sample. More than half of the sample (54.7%) was students from governmental schools, while 45.3% were from experimental and private schools. Students reported as sometimes involved in bullying in the following sequence: relational bullying (27.1%), verbal bullying (26.9%), cyber bullying (24.4%), sexual bullying (18.4%), and physical bullying (17.9%). Students reported as usually involved in bullying in the following sequence: relational bullying (3.3%), verbal bullying (2.68%), physical bullying (1.7%), sexual bullying (1.7%), and cyber bullying (0.4%). Males had higher scores in verbal, physical, and sexual bullying and lower scores in relational bullying than females with comparable scores regarding cyber bullying. Governmental school students had the highest scores in all bullying domains than experimental and private school students. There were positive and statistically significant correlations between the scores of domains of bullying battery on one hand and verbal as well as physical aggression on the other hand. Conclusions Governmental school students are more exposed to all bullying types than experimental and private school students. Adolescents' bullying is strongly associated with verbal and physical aggression. [ABSTRACT FROM AUTHOR]

Internet Addiction is a rising problem among the Indian school students. The purpose of this research was to find out the extent of internet addiction among higher secondary level school students and the anxiety of higher secondary level school students having different levels of internet addiction. The research was conducted on 600 students of CBSE schools in Bhopal. The information was collected by Internet Addiction Scale and General Anxiety Scale. The findings revealed that 10% had normal level of internet addiction, 56% had mild level of internet addiction, 33% had moderate level of internet addiction and just 1% had severe level of internet addiction, the lower the level of internet addiction the lower will be the anxiety of the higher secondary level school students and girls are found to have significantly higher anxiety than boys.

Background: Diabetes in adolescence is a global public health issue that is getting more and more attention. It is a long-term metabolic condition defined by a partial or total lack of the hormone insulin. The key to effective control of diabetes is adherence to the complicated collection of chores that go into diabetic self-care practices. The adolescents spend (5-6) hours in school and during this time they are outside of parental care, so we need to monitor self-care practices of students with T1D. Aim: The aim of the study was to assess self-care practices among diabetic secondary school' students. Methods: A descriptive (cross sectional) research design was used in this study. Sample size consist of (200) secondary school students. A non-probability (purposive) technique was used to collect data. Developed interview instrument was used in collect data. Data was gained in the al najaf center for diabetic and endocrine. Results: 64% of the studied diabetic secondary school students have moderate total self-care practices score while (33.50 %) of them have (low) level of Self-Care practice; finally (2.50%) of them have (high) level of Self-Care practices. Conclusion: The results of the present study concluded that the highest percentage of the studied diabetic secondary school students have either moderate or low self-care practices. the highest percentage of the studied diabetic secondary school students have either moderate or low self-care practices in all parts of T1D self-care practices. [ABSTRACT FROM AUTHOR]

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