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Suicidal ideation (SI) assumes a pivotal role in predicting suicidal behaviors. The incidence of SI among high (junior and senior) school students is significantly higher than that of other age groups. The aim of this study is to explore the gender differences in SI among high school students in Yunnan Province. A total of 6180 students in grades 7–12 in Yunnan province, China from May 2021 to May 2022 participated in this survey. Univariate analysis was employed to describe the influencing factors of male and female students' SI. Subsequently, data were stratified by gender. Adopting machine learning technique, including Least Absolute Shrinkage and Selection Operator (Lasso) and Boruta algorithm, and logistic regression model to estimate the direction and effect magnitude of the influencing factors. The prevalence of SI was significantly higher for females (31.34 %) than males (16.73 %). The logistic regression model was established using the variables screened by Boruta algorithm, indicated that anxiety, depression, suffering emotion abuse or emotion neglect in childhood, non-suicidal self-injury, evening chronotype are common risk factors for SI in male and female students. Notably, female students who exhibited aggressive behavior, have experienced bullying, and were in the junior high school learning stage were more likely to report SI than their male counterparts. Females showed more vulnerability to SI than males especially among females in junior high school, reporting aggressive behavior and bullying experiences. Tailored prevention strategies, informed by these gender-related distinctions, should be developed and implemented. • Females who exhibit aggressive behaviors and experience campus bullying face a heightened risk of suicidal ideation compared to males. Prevention strategies for suicidal ideation based on gender-specific risk factors are proposed. [ABSTRACT FROM AUTHOR]

In this research, the Religious Culture and Ethics course curriculum and the RCE teacher, which are two important sources of reference for questions of specially talented and inquiries on religious issues, were examined. In this context, a specially prepared curriculum and materials for the RCE course are available to support all development areas of gifted students, There is a need for field research on how RCE teachers can work with this particular group. "Case study", one of the qualitative research methods, was preferred in this research, which tries to reveal in detail and in depth the views of specially talented high school students on the RCE curriculum and the RCE teacher within the framework of answering their questions about religious issues. The sample of the research consists of 20 specially talented high school students studying in Kocaeli secondary schools and attending Science and Art Centers in the same city. The research findings were evaluated using the Nvivo 14 program and the content analysis method. The findings and discussion were contextualized with relevant literature under the headings of RCE curriculum and RCE teacher. The issue of differentiation of the RCE curriculum was evaluated by presenting examples from the literature on curriculum differentiation studies and making discussions. Again, the findings regarding the opinions of gifted students about the RCE teacher were evaluated within the framework of the literature regarding the characteristics that teachers of special talented students should have. According to the results obtained in the research; It has been determined that specially talented high school students consider the RCE curriculum inadequate in answering their questions on religious issues. It was observed that gifted participants criticized the RCE curriculum from various aspects. Participating students jointly stated that the promotion of other religions is more included in the RCE curriculum; based on discussion, questioning and interpretation; They expressed their expectations for a RCE course where they can access more current topics and information from real life. In this context, gifted high school students found the approaches of RCE teachers largely positive in answering their questions on religious issues, but also put forward various criticisms and suggestions. In general, gifted high school students stated that they saw RCE teachers as tolerant, sincere, caring, patient and with open-minded approaches. However, some of the specially talented participants also stated the negative situation caused by the indifferent, fearful, harsh, fixed-minded and judgmental attitudes of RCE teachers. When the literature on religious education was examined, it was seen that qualitative studies that included these and similar views of specially talented students and reflected the perspectives of these students were very limited. This research aimed to determine the situation in the field of religious education and training of specially talented students, centered on the RCE curriculum and the RCE teacher, and to determine the needs of these students. Thus, students with special talents will have the opportunity to contribute to studies and new research on religious education and training. In addition, with this study, besides contributing to the literature, attention will be drawn to providing specially talented students with the educational opportunities they need in religious education and training as soon as possible. [ABSTRACT FROM AUTHOR]

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

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

The Internet environment is becoming one of the factors of socialization of the younger generation. Nowadays, more high school students are opening up their own lives, emotions and behavior to the public when running a video blog on the Internet. The study of the socio-psychological characteristics of a high school student blogger represents a considerable interest, since, the number of domestic and foreign studies on this problem is not sufficient. The article arises the problem of acquiring socio-psychological characteristics by the young people using the Internet for blogging. As methodological tools of the study the author used various research methods including the author's questionnaire, "Scale of measurement of self-presentation tactics", "Scale of social trust of J. P. Blavatsky", "N. Hall's methodology for determining the level of emotional intelligence" etc. The article discusses the results of the comparative analysis of the socio-psychological characteristics of high school students, active Internet users and bloggers. The article describes an attempt to consider video blogging as a factor of socialization. As a result of the study, the definite features were identified, which consisted in the fact that a high school blogger having a low reflected self-attitude, may feel antipathy towards himself, and may actively use defensive-type tactics, that is, a defensive style of self-presentation.

In the context of fundamental and comprehensive reform of education and training, in addition to innovating teaching content and teaching methods, changing moral education of students through positive discipline also receives great attention. Positive disciplinary education contributes to the comprehensive education of students' personalities, meeting the requirements of society. Survey results show that awareness of positive discipline education for students in high schools, besides the positive aspects, still has certain limitations. To contribute to the formation of a “Happy school” and comprehensively improve the quality of education, awareness of administrators and teachers in high schools needs to be improved about positive discipline education.

Background Current research on the physical fitness test scores of high school students is more localized within provinces and cities, with few multicenter, large-sample-size, domain-wide research results. The prevalence of blended online and offline teaching in schools of all types has inevitably prolonged the already long sedentary time of high school students. Whether this trend has some impact on the physical health of high school students is an urgent need for a region-wide study. Objective To investigate and analyze the levels of physical fitness test scores and related influencing factors of urban and rural high school first- and second-year students in seven regions of China, and to explore the empowering paths for the balanced improvement of physical fitness levels of first- and second-year high school students. Methods Stratified randomized cluster sampling method was used to conduct stratified sampling according to urban counties and townships and villages in high school schools in seven regions (East China, South China, North China, Central China, Northwest China, Southwest China, Northeast China) of 31 provinces (municipalities directly under the central government and autonomous regions) of China from January to March 2019, and then randomized clusters of 1 high school school in urban counties and 1 high school school in townships and villages in total of 62 schools were selected respectively. A total of 42 523 freshmen and sophomores in high schools were randomly selected to conduct the research, and the data on students' physical fitness test scores were collected at the same time (BMI reflects the level of physical development; lung capacity reflects the level of physical function; sit-and-reach reflects the level of flexibility; pull-up, 50 m run, standing long jump reflects the level of explosive strength of upper and lower limbs; 1 min sit-up reflects the level of core strength of the torso; 800 m run, 1 000 m run reflects the level of cardiorespiratory endurance), and non-parametric tests and multiple linear regression analysis were used to explore the influencing factors of the level of physical fitness test scores. Results The age distribution of 42 523 high school students was 16.0 (16.0, 17.0) years; 20 074 (47.2%) boys and 22 449 (52.8%) girls, 21 725 (51.1%) in cities, counties and districts, and 20 798 (48.9%) in towns and villages. Comparison of the gender and urban-rural distribution of high school students in the seven regions showed statistically significant differences (PNortheast China>Central China), body mass (Northeast China>North China>Central China), BMI (Central China>Northeast China>North China), lung capacity (Northeast China>Central China>South China), 50 m run (South China>Central China>East China), standing long jump (South China>North China>Northwest China), sit-and-reach (South China>Southwest China>Central China), pull-up (South China>Southwest China>Northwest China), and 1 000 m run (South China>Central China>Southwest China). High school boys in the city, county and districts had higher lung capacity scores than those in the town and country, and lower scores than those in the town and country in the 50 m run, standing long jump, sit-and-reach, pull-up, and 1 000 m run (P0.05). The differences in the scores of high school girls in each physical fitness test in the seven regions are statistically significant (PNortheast China>Northwest China), body mass (Northeast China>North China>Northwest China), BMI (Northeast China>North China>Northwest China), lung capacity (Northeast China>South China>Central China), 50 m run (South China>Central China>East China), standing long jump (South China>North China>Central China), sit-and-reach (Northeast China>Central China>South China), 1 min sit-up (North China>Central China>East China=Southwest China), 800 m run (Northeast>Central China>South China). High school girls in the city and county districts had higher height, body mass, and BMI scores than those in the town and country, and lower scores than those in the town and country in lung capacity, 50 m run, standing long jump, sit-and-reach, 1 min sit-up, and 800 m run (P

Introduction: Understanding the relationship between parenting style and the non-cognitive development of high school students is crucial, particularly in rural China. Non-cognitive abilities, including traits such as emotional regulation, resilience, and interpersonal skills, play a significant role in students' overall development and future success. This study aims to investigate how different parenting styles impact non-cognitive abilities among high school students in rural China. Methods: This study surveyed 6,549 high school students and their primary caregivers in rural China. The students had an average age of 17.61 years, with 48% being male, and 62% of Han ethnicity. Primary caregivers self-reported their parenting styles, while the students' non-cognitive abilities were assessed using the Big Five Inventory-Short (BFI-S). The relationship between parenting style and non-cognitive development was analyzed using two distinct methods: two dimensions (authoritative and authoritarian) and four categories of parenting styles. Results: The study revealed that an authoritative parenting style had a positive impact on the non-cognitive abilities of students. Conversely, a negative association was observed between the authoritarian parenting style and the students' non-cognitive development. This association was more pronounced in the non-cognitive developmental scores of girls compared to boys. Additionally, parents from wealthier families or those with higher levels of education were more likely to adopt an authoritative parenting style rather than an authoritarian one. Discussion: The results of this study highlight the significant influence of parenting styles on the non-cognitive development of high school students in rural China. Authoritative parenting, characterized by warmth and structure, appears to foster better non-cognitive outcomes, while authoritarian parenting, marked by strictness and less warmth, is associated with poorer non-cognitive development. The gender differences observed suggest that girls may be more sensitive to variations in parenting style. Furthermore, the socioeconomic and educational background of parents plays a crucial role in determining the parenting style adopted. These findings underscore the importance of developing and implementing parenting training interventions in rural China, aimed at promoting authoritative parenting practices to enhance the noncognitive development of students. [ABSTRACT FROM AUTHOR]

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

Copyright of Journal of Youth Research is the property of Genclik & Spor Bakanligi 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 prevalence of mental health issues among high school students has raised concerns globally, with depression, anxiety, and stress being common challenges. This study investigates the relationship between depression, anxiety, stress, and internet use among high school students in Da Nang, Vietnam. The short Internet Addiction Test (s-IAT) and Depression Anxiety Stress Scales (DASS-21) were used to assess internet addiction and mental health symptoms. Data were analyzed using correlation analysis and regression models. Results revealed significant positive correlations between internet use and symptoms of stress, anxiety, and depression, highlighting the importance of addressing problematic internet usage patterns. Additionally, associations were found between demographic variables, such as parental occupations and socioeconomic status, and mental health outcomes, emphasizing the interconnected nature of individual, familial, and societal factors. The study underscores the need for targeted interventions to promote healthy internet habits and mitigate potential harms among high school students. By understanding the complex interplay between internet use and mental health outcomes, stakeholders can develop effective strategies to support the well-being of adolescents in an increasingly digital world. This research contributes to a deeper understanding of the socio-ecological factors shaping adolescent mental health and informs future intervention efforts. [ABSTRACT FROM AUTHOR]

Cultural behavior is important in creating a favorable environment for teaching and learning activities. The current study examines teachers' and students' assessment of cultural behavior education among high school students. There were 394 participants who completed the survey-55 teachers (14%) and 339 students (86%). Teachers' assessment of the manifestation of cultural behavior had mean scores from 1.53 to 4.05; all the mean scores of the methods and forms of cultural behavior were above three. This study examines all the mean scores of the teachers' assessments of the requirements of cultural behavior that are greater than four. In addition, all mean scores of teachers' assessment of the efficiency of cultural behavior outcomes were above three. Teachers must actively study, cultivate, and improve their professionalism and carry out the responsibility of educating students regarding cultural behavior. Creating a culture of respect, kindness, and responsibility in the classroom and establishing guidelines for teachers, staff, and students are some suggestions proposed for high schools to form cultural behavior among students. Teachers and staff must exhibit model behavior and be approachable and friendly to students. Initiatives both inside and outside the school should be organized to influence student conduct. Positive interactions between the family and school are necessary, thus teachers must maintain contact with families all year round, not only when issues develop. [ABSTRACT FROM AUTHOR]

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

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies 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.)

Health literacy plays a pivotal role in shaping an individual's adoption of a healthy lifestyle, particularly among students transitioning into adolescence and adulthood. Hence, integrating health literacy into educational curricula is imperative. For instance, the study of the human kidney excretory system, which necessitates the use of measuring instruments, can serve as a platform to enhance students' health literacy skills within the realm of biology education. This study was conducted to develop and determine the feasibility of human kidney health literacy instruments. The research method used in this study is ADDIE development research which consists of 5 stages, including (1) preliminary needs analysis (2) product design (3) Development (4) Implementation, and (5) evaluation. The trial results stated that the instrument was feasible to use with a linguist assessment of 9.8% very feasible category, and a material expert of 91% very feasible category. The empirical validity test was conducted with a limited trial to 47 students of Al-Azhar 9 Yogyakarta High School and the results showed that 92% of the items were declared valid with a high reliability value of 0.7. This study produced 16 statement items on the attitude aspect, 6 items on the knowledge aspect, and items on the skill aspect. The total question items produced in this study were 24 question items that were valid and feasible to use as a tool to improve the quality of education.

Negative gossip is prevalent in schools, yet there is limited research on the relationship between negative school gossip and prosocial behavior, as well as the underlying mechanisms. The present study examined the moderated mediation model to validate the mediating role of basic psychological needs satisfaction and the moderating effect of self-compassion in this relationship. A total of 854 Chinese high school students (Mage=16.89, SD = 1.07) were asked to complete a questionnaire consisting of a negative school gossip scale, a prosocial behavior measure, a basic psychological needs scale, and a self-compassion Scale. The PROCESS macro in SPSS was applied to examine the moderated mediation model. The results showed that, first, negative school gossip negatively predicted prosocial behavior among high school students. Second, basic psychological needs satisfaction mediated the link between negative school gossip and prosocial behavior. Third, self-compassion moderated the indirect link between negative school gossip and prosocial behavior. Self-compassion buffered the effect of negative school gossip on basic psychological needs satisfaction but enhanced basic psychological needs satisfaction on prosocial behavior. The study examined the negative predicting effect of negative school gossip on prosocial behavior among Chinese high school students. These results highlight the importance for educators to focus on the adverse effects of negative gossip on prosocial behavior among adolescents in school. It also emphasizes the importance of fulfilling student's basic psychological needs and strengthening their self-compassion abilities. [ABSTRACT FROM AUTHOR]

Copyright of Nigde University Journal of Physical Education & Sport Sciences / Nigde Üniversitesi Beden Egitimi ve Spor Bilimleri Dergisi is the property of Journal of Physical Education & Sports Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study explores the mental health status of high school students in Hanoi, Vietnam, focusing on depression, anxiety, stress, and academic burnout. Using the Burnout Assessment Tool (BAT-S-23) scale, the study assesses the prevalence of these conditions among students and their awareness of these issues. The findings reveal significant levels of depression, anxiety, stress, and burnout risk, with notable differences based on gender and grade level. The study underscores the importance of mental health interventions and burnout prevention programs in schools. It also highlights the potential of the BAT-S-23 scale as a tool for assessing burnout. The results are expected to contribute to the development of effective strategies for promoting student mental health and managing burnout, thereby holding significant implications for the future of mental health management in the Vietnamese educational setting. Future research should focus on identifying the specific factors contributing to these mental health issues among high school students in Vietnam and developing targeted interventions to address them. Despite some limitations, the study offers important contributions to the ongoing efforts to promote mental health and academic success among students. [ABSTRACT FROM AUTHOR]

ObjectivesThis study aimed to identify dietary knowledge, attitudes, and behaviors related to obesity and highly underweight among urban Chinese high school students.MethodsUsing the data of 403 high school students from a cross-sectional survey in 2022, multinomial logistic regression analysis was conducted with the body mass index as the objective variable (reference: normal weight), dietary knowledge, attitudes, and behaviors as the explanatory variables, adjusted for sex.ResultsBoth obesity and highly underweight were most strongly related to incorrect dietary knowledge of desirable types of diets. Additionally, obesity was related to inappropriate dietary attitudes regarding the importance of diet, eating at irregular meal-times, and eating without chewing well, while highly underweight was related to picky eating and not having three meals per day, but not related to attitudes.ConclusionThe incorrect knowledge of desirable type of diet was related to both obesity and highly underweight, while other risk factors of knowledge, attitudes, and behaviors related to obesity or highly underweight differed respectively. These findings should be useful in examining effective nutrition education for urban Chinese high school students.

Mental health among high school (SMA) students is an important issue that needs attention. This research aims to develop a mental health scale for high school students, which is expected to be able to detect whether students have mental problems or not, so that students with problems can get fast and appropriate help. Apart from that, this scale is also expected to be able to see the extent to which students' mental development is good. This scale was developed based on three dimensions of mental health, namely peace with oneself, social interaction function, and basic and advanced psychological needs. The research method employed in this study is the quantitative method. Meanwhile the participants involved in this research were 1045 high school students consisting of students in grades 10-12. The analysis technique uses item-total correlation and exploratory factor analysis. The result was that 25 items had satisfactory item-total correlations with values ranging from 0.307 to 0.677. The results of the exploratory factor analysis that has been carried out are the formation of three dimensions with a different distribution of items from the initial design. Apart from that, this measuring tool also has a cumulative proportion of variance explained by factors of 0.434 and a model fit of CFI (0.910) and TLI (0.900). In the future, in-depth research is needed regarding the external validity of this mental health scale, which is correlated with other variables using convergent and discriminant validity methods. Abstrak Kesehatan mental pada siswa Sekolah Menengah Atas (SMA) merupakan salah satu permasalahan penting yang perlu menjadi perhatian. Penelitian ini bertujuan untuk mengembangkan alat ukur kesehatan mental bagi siswa SMA, yang diharapkan dapat mendeteksi apakah siswa memiliki permasalahan mental atau tidak, sehingga siswa yang bermasalah bisa mendapatkan pertolongan yang cepat dan tepat. Selain itu, alat ukur ini juga diharapkan dapat melihat sejauh mana mental siswa berkembang dengan baik. Skala ini dikembangkan berdasarkan tiga dimensi kesehatan mental yaitu berdamai dengan diri sendiri, fungsi interaksi sosial, serta kebutuhan psikologis dasar dan lanjut. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuantitaif, sedangkan partisipan yang terlibat dalam penelitian ini sebanyak 1045 siswa SMA terdiri dari siswa kelas 10-12. Teknis analisis menggunakan korelasi item-total dan analisis faktor eksploratori. Hasilnya 25 item memiliki korelasi item-total yang memuaskan dengan nilai antara 0.307 sampai 0.677. Hasil dari analisis faktor eksploratori yaitu terbentuknya tiga dimensi dengan sebaran item yang berbeda dari rancangan awal, selain itu alat ukur ini juga memiliki proporsi kumulatif varian yang dijelaskan oleh faktor sebesar 0.434 dan model fit CFI (0.910) dan TLI (0.900). Untuk selanjutnya, perlu penelitian mendalam mengenai validitas eksternal skala kesehatan mental ini yang dikorelasikan dengan variabel-variabel lain menggunakan metode validitas konvergen dan diskriminan. Kata Kunci: Evaluasi; kesehatan mental; siswa SMA; pengembangan alat ukur

Background: The adaptation of students to academic challenges in high school is crucial for academic performance. This study proposes the concept of "learning crafting," a previously under‐researched area, and investigates its associated variables. Methods: Using a diary method, we studied 187 Chinese high school students (64% female; Mage = 15.57) over a 9‐day period. We examined the effect of daily life events on learning crafting, and considered academic emotions as mediators and regulatory focus as moderators. Results: Hierarchical linear modeling revealed that daily positive events were positively correlated with learning crafting at both within‐person and between‐person levels. Positive academic emotions served as mediators of this relationship. Furthermore, promotion focus had a positive moderating effect on the relationship between daily positive events and positive academic emotions. Conversely, daily negative events were only negatively correlated with learning crafting at the between‐person level, and no additional significant relationships were identified. Conclusion: This study elucidated the effect of daily life events on learning crafting, its mediating mechanisms, and conditional factors. These results not only contribute to crafting theory, but also provide theoretical underpinnings for future interventions targeting high school students' learning crafting. [ABSTRACT FROM AUTHOR]

Many high school students take accelerated courses, and past research has shown that this can lead to higher stress. The Advanced Placement program (AP) is currently one of the most ubiquitous accelerated course programs across the United States. To understand how AP enrollment changes over time, this study analyzed AP data reports from 2002-2021 provided by the College Board. To further understand how AP classes affect students' academic stress and well-being factors, this study surveyed 176 students at a North Central Florida high school. The results show that the AP exams per student exhibited a significant increase for high school students in the past two decades, with faster increases in the lower grades (9th and 10th graders) and higher expectation students. In addition, the survey indicates that when the average student takes more APs, they tend to spend more time on homework, get less sleep, and have higher self-perceived stress. However, students who took one to three AP classes generally had the best median mental well-being score. Though the sample distribution may have certain biases, these results provide useful information for students and families to develop optimal academic strategies based on students' study habits, stress-coping ability, and expectations. [ABSTRACT FROM AUTHOR]

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

Copyright of 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.)

Copyright of CBÜ Beden Eğitimi & Spor Bilimleri Dergisi is the property of CBU Beden Egitimi & Spor Bilimleri Dergisi 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 aims to determine the effectiveness of the problem-based learning (PBL) model in increasing high school student achievement. This research method uses a descriptive method with a quantitative approach. The research instruments that will be used in this research and development are Biology learning achievement tests and assessment rubrics. Data analysis used SPSS 26 software for testing one paired sample t-test The results showed that the treatment of problem-based learning methods in student achievement for biology class was quite effective in increasing student achievement. This learning model emphasizes long-term learning, students are directly involved in various problems and problems of daily life, learning to understand and solve problems in life. Practical, interdisciplinary, and engaging students play a key role in the design, implementation, and reporting of results-oriented (student-centered) activities. In scientific subjects, practices involving students directly are needed. This study supports some of the results of research using the same method in the field of science and technology but contrasts with the results of research using the same method in the field of linguistics. [ABSTRACT FROM AUTHOR]

ObjectiveTo analyze the association between alcohol dependence and overweight and obesity among high school students.MethodsThis study adopted stratified cluster sampling method. Four high schools （one vocational high school included） were selected as the research sites. We used self-designed questionnaires to investigate the drinking behavior of high school students. This study used propensity score matching method to control confounding factors （e.g gender， school type， etc.）. Then we compared the differences in drinking behavior between obese/overweight group and normal weight group after matching， and used a multivariate logistic regression model to analyze the relationship between drinking behavior and overweight and obesity.ResultsA total of 811 high school students participated in the survey. 60 people were excluded due to mild and moderate weight loss， and 751 people were normal or obese/overweight. After 1：1 propensity score matching， there were 217 people each in obese/overweight group and normal group. The characteristics of gender， school type， grade and family economic level of the two groups were balanced after matching. The difference was statistically significant （P

Abstract Background The positive youth development program highlights the abilities of adolescents and young people. This concept emphasizes that teenagers are capable of making positive changes (such as: flexibility, Responsibility, Identify abilities). This study aimed to determine the effectiveness of the Positive Youth Development (PYD) program on reducing aggression among high school female students in Yazd city. Iran. Methods This was a quasi-experimental study, using pretest-posttest design with a control group. In the 2019–2020 academic year, the statistical population comprised all female students in high school first and second years in the city of Yazd, Iran. Using purposive sampling and based on include and exclude criteria (high risk of aggression due to their scores on a screening test and Parental consent to participate in the class) 30 female students were selected. Randomly, they were assigned to an experimental(n = 15) and control groups(n-15). The Buss-Perry Aggression Questionnaire was conducted on students. The experimental group had 8 intervention sessions, whereas the control group received no intervention. The data were subsequently examined using Analysis of Covariance(ANCOVA). Results The dependent t-test revealed a significant difference between the pretest-posttest aggression scores in the experimental group, but there was no significant difference in the control group. There was no significant difference in the mean scores of physical aggression, anger, and hostility in the experimental and control groups, but a significant difference was found between the experimental and control groups in the mean verbal aggression scores. Conclusion training of positive youth development did not affect on aggression and its three dimensions (physical aggression, anger, and hostility) and only affected adolescent verbal aggression.

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.)

During the normalization of COVID-19 control measures, more and more high school students are learning through the Internet. With the widespread use of online teaching, students’ internet self-efficacy has become an important factor in measuring students’ online learning ability. Although researchers have been paying greater attention to the relationship between duration of internet use, internet use experience, attitudes towards the internet and internet self-efficacy, the existing literature lacks in-depth analysis of the structural relationships of these variables among high school students in the normalization stage of epidemic prevention and control. Therefore, this study aimed to establish an integrated model to describe the structural relationship between senior high school students’ duration of internet use, internet use experience, attitudes towards the internet and internet self-efficacy. A total of 640 Chinese high school students participated in this study. Through structural equation modelling, the results confirm that internet use experience is related to attitudes towards the internet and attitudes towards the internet are related to Internet self-efficacy. At the same time, it is confirmed that attitudes towards the internet-mediated the relationships between internet use experience and internet self-efficacy. [ABSTRACT FROM AUTHOR]

Although the need for social and emotional development has existed for decades, implementing Social-Emotional Learning (SEL) in schools continues to get considerable attention as newer generations enter the educational system. The demand for development is presently increasing daily. No one challenges the significance of social-emotional learning and the influence of organizations on adolescent development today. Social-emotional learning matches accurately with the priorities in modern schools. In Vietnam, quantitative research was conducted on 350 high school students. This research aimed to determine how students evaluate the implementation of the Social-emotional learning model in soft skills education. The results revealed students’ interest in implementing the social-emotional learning model into soft skills education. In addition, the results indicated the obstacles to implementing the social-emotional learning model in soft skills education. This study’s findings suggested that school leaders and background educators should implement the social-emotional learning model and support, monitor, and evaluate program efficacy to ensure program objectives are reached and students acquire social and emotional abilities. In addition, the study suggested that specific strategies are necessary to limit the factors that prevent the implementation of the social-emotional learning model in high schools. [ABSTRACT FROM AUTHOR]

The phenomenon of dropout rates at the high school level in rural areas, which is the evidence of the educational gap in rural and urban areas, can be caused by many factors, one of which is a lack of academic motivation. This research aims to analyze the influence of parental expectations and academic self-efficacy on the academic motivation of high school students in rural areas. The research was conducted on 100 students from three high schools in Rumpin District, Bogor Regency, West Java. The research sample consisted of 59 girl students and 41 boy students. Data collection was carried out using self-administered techniques. Data analysis used independent sample t-tests and multiple linear regression. The results of independent sample t-tests prove that the academic self-efficacy, parental expectations, and academic motivation of female students were greater than boys. Based on the the regression test results, parents' expectations of the dimensions of personal maturity and high academic selfefficacy played a role in increasing students' academic motivation. Parents' expectations of high academic achievement dimensions can reduce students' academic motivation. Parents' expectations that are too high for their child's academic achievement can lower students’ academic motivation due to high pressure. The results of this research suggest the importance of aligning parents' expectations with students' expectations and increasing academic self-efficacy to increase students' academic motivation. [ABSTRACT FROM AUTHOR]

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Background: A pharmacist's work has shifted from non-personal to in-person services; especially in a super-aging society, further collaboration with other professions is needed. Communication has become an essential skill for pharmacists. However, there is limited public awareness about the work of pharmacists, and their perception among high school students is unclear. Medical dramas have been reported as educational tools for students, including their role in influencing the career choices of health professionals. Objective: This study aimed to evaluate the impact of a TV drama featuring a hospital pharmacist on perceptions of pharmacists among high school students and guardians. Methods: An online survey involving 300 high school students and 300 guardians with their own high school children was conducted before the drama aired, and a post-survey conducted after it finished airing. Regular viewing was defined as exposure in this study. A difference-in-differences approach was used to compare the change in perceptions toward pharmacists' work, required knowledge, aptitude, and communication needs. Results: Comparing before and after they viewed the drama, high school students had significant differences in their perceptions of pharmacist duties such as “one-dose package dispensing” and “health consultation other than medicine,” while guardians had different perceptions of “collaboration with health care professionals” and “information sharing about medication therapy.” Regarding pharmacist aptitude, only guardians showed significant differences in their perceptions of skills such as “precision,” “cooperativeness,” and “decisiveness.” There were no significant differences in the perceived level of communication required for pharmacists. Conclusions: The results indicated that the portrayal of the pharmacist in the drama may have had some impact on high school students and guardians and was considered useful as an opportunity to learn about pharmacists. However, it was suggested that pharmacists should make the public understand that their work requires real-world communication skills.

Copyright of Journal of Health Sciences / Sağlık Bilimleri Dergisi is the property of Erciyes Universitesi Saglik Bilimleri Dergisi 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: The positive youth development program highlights the abilities of adolescents and young people. This concept emphasizes that teenagers are capable of making positive changes (such as: flexibility, Responsibility, Identify abilities). This study aimed to determine the effectiveness of the Positive Youth Development (PYD) program on reducing aggression among high school female students in Yazd city. Iran. Methods: This was a quasi-experimental study, using pretest-posttest design with a control group. In the 2019–2020 academic year, the statistical population comprised all female students in high school first and second years in the city of Yazd, Iran. Using purposive sampling and based on include and exclude criteria (high risk of aggression due to their scores on a screening test and Parental consent to participate in the class) 30 female students were selected. Randomly, they were assigned to an experimental(n = 15) and control groups(n-15). The Buss-Perry Aggression Questionnaire was conducted on students. The experimental group had 8 intervention sessions, whereas the control group received no intervention. The data were subsequently examined using Analysis of Covariance(ANCOVA). Results: The dependent t-test revealed a significant difference between the pretest-posttest aggression scores in the experimental group, but there was no significant difference in the control group. There was no significant difference in the mean scores of physical aggression, anger, and hostility in the experimental and control groups, but a significant difference was found between the experimental and control groups in the mean verbal aggression scores. Conclusion: training of positive youth development did not affect on aggression and its three dimensions (physical aggression, anger, and hostility) and only affected adolescent verbal aggression. [ABSTRACT FROM AUTHOR]

The study of gratitude has begun to develop in Indonesia. Along with this development, there is a need for a measurement tool that can explain the concept of gratitude. This study aims to adapt the gratitude questionnaire (QG-6) to the Indonesian language. The study was conducted on 275 high school students in Surabaya City. The results of confirmatory factor analysis obtained 5 adequate items that have a factor loading value (> 0.5). Measurement model fit (p < 0.01, RMSEA =. 0.08, GFI = 0.98, CFI = 0.99, SRMR = 0.02.) Construct reliability on QG-5 is 0.813. [ABSTRACT FROM AUTHOR]

Effective interpersonal communication with parents plays a crucial role in providing support and minimizing emotional exhaustion among high school students. The objective of this study is to examine the relationship between interpersonal communication effectiveness and emotional exhaustion in high school students, with a specific focus on the potential moderating effect of gender. Utilizing a correlational quantitative approach and employing cluster random sampling, the study included a population of 356 high school students. Data collection involved the utilization of two scales: the Interpersonal Communication Scale (comprising 48 items with a high internal consistency of α = 0.951) and the Emotional Exhaustion Scale (consisting of 42 items with a strong internal consistency of α = 0.931). Through simple regression analysis, the findings revealed a significant negative association between interpersonal communication effectiveness and emotional exhaustion, with interpersonal communication accounting for 14.7% of the variance in emotional exhaustion. When examining the data from a gender perspective, the analysis demonstrated that female students reported higher levels of emotional exhaustion compared to their male counterparts. Further exploration indicated that the aspect of openness emerged as the primary contributor to emotional exhaustion among high school students. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to reveal high school students' perceptions of the value of justice through metaphors. The participants of the research consist of students studying at Süleyman Demirel Science High School, Kamil Miras Anatolian High School and Private AOSB Rahmiye Sare Palalı Technical College located in Afyonkarahisar city center. The research was carried out with 268 people in the summer of 2022 and was carried out using qualitive research. Personal information form and a semi-structured form in which the sentences "Justice ... (metaphor) ... are similar, because ... (reason for metaphor) ..." were used as data collection tools. Metaphor analysis, which is a special form of content analysis, was used in the analysis of the data. At the end of the research, it was seen that 125 different metaphors were produced by 268 high school students. Within the scope of the research, 3 themes related to the metaphors produced regarding the value of justice were created. These themes are; corrective justice, distributive justice and injustice. Two codes were created for the theme of corrective justice (%21.26): An autonomous system and equality in practice. 8 codes were created for the distributive justice theme (%52.98). These codes are; Necessary need for life, conditions that make you feel good, system that provides what is needed, practice that requires effort, quality that can be gained through education, a subjective understanding, a systemic part that creates a butterfly effect and fairness. For the theme of injustice (%25.74), 1 code was created: Absence of justice. [ABSTRACT FROM AUTHOR]

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

Objective: Hidden hunger remains a severe public health problem that affects millions of people worldwide. In China, challenges related to dietary imbalance and hidden hunger persist. Micronutrient inadequacy deserves more attention among adolescents, given its vital role in their growth and development; however, this problem appears to have been largely ignored. High school students, in particular, are often at a high risk of hidden hunger but have limited assessment tools available. Therefore, this study aims to revise the hidden hunger assessment scale for high school students (HHAS-HSS) in China and assess its reliability and validity. Methods: Based on a literature review, expert consultation, pre-experiment, and formal survey, a hidden hunger assessment scale was revised for high school students. The formal survey involved 9 336 high school students in 11 of the 16 cities in Anhui Province, China, and 9 038 valid questionnaires were collected and included in the analysis. The item analysis, internal consistency reliability, test-retest reliability, content validity, exploratory factor analysis, and confirmatory factor analysis of the HHAS-HSS were examined. Results: The HHAS-HSS included a total of 4 dimensions and 12 items: "vegetables and food diversity" (three items), "fruits and dairy products" (three items), "micronutrient-dense foods" (four items), and "health condition and eating habits" (two items). The results showed a Cronbach's alpha of 0.758, a split-half reliability of 0.829, and a test-retest reliability of 0.793, indicating good internal consistency. Using the Bartlett's test and Kaiser-Meyer-Olkin test (KMO) to test the exploratory factor analysis presented a four-factor model of the HHAS-HSS, the KMO value was 0.820 (P < 0.001), which indicated the possibility for factor confirmatory factor analysis. Using the maximum variance rotation method, four factors were obtained, and the cumulative variance explained rate was 57.974%. Confirmatory factor analysis also supported the division of the scale into four dimensions, and the fitting indices were 𝜒² = 1417.656, 𝜒²/df = 29.534, goodness-of-fit index = 0.974, adjusted goodnessof-fit index = 0.958, parsimonious goodness-of-fit index = 0.600, normed fit index = 0.938, incremental fit index = 0.940, Tucker-Lewis index = 0.917, comparative fit index = 0.939, and root mean square error of approximation = 0.056. Except for 𝜒²/df, all the indices reached the fitting standard, and the above results showed that the construct validity of the scale reached an acceptable level. Conclusions: The HHAS-HSS has good validity and reliability for Chinese high school students. It is a convenient self-report measure of hidden hunger risk. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer 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.)