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High-school Students (high-school + student)
Selected AbstractsDiscovering ,Language Myths and Truths': A Summer Enrichment Course in Linguistics for High-School StudentsLINGUISTICS & LANGUAGE COMPASS (ELECTRONIC), Issue 2 2010Thomas W. Stewart This article presents the rationale and curriculum for an intensive 3-week summer course in linguistics designed for students ages 13,16, and implemented within the Joseph Baldwin Academy, a residential program held annually on the campus of Truman State University in Kirksville, Missouri, USA, which aims to provide young and motivated learners with opportunities for academic enrichment beyond those offered within their regular high-school curriculum. [source] Psychometric evaluation of a measure of Beck's negative cognitive triad for youth: applications for African,American and Caucasian adolescentsDEPRESSION AND ANXIETY, Issue 4 2005Leilani Greening Abstract A measure of Beck's negative cognitive triad, the Cognitive Triad for Children (CTI-C), was evaluated for its psychometric properties and utility with a community sample of 880 African,American and Caucasian adolescents. High-school students ranging from 14 to 17 years of age completed the CTI-C, the Children's Depression Inventory (CDI) and the Children's Attributional Style Questionnaire-Revised (CASQ-R) on two occasions 4 months apart. The CTI-C was found to be internally consistent, Cronbach's ,=.90, to have acceptable test-retest reliability, r=.70, and concurrent validity as demonstrated by a significant correlation with the CASQ-R, r=.53. A principal factor analysis with promax rotation did not yield support for Beck's tripartite model of negative cognitions about the self, world, and future but rather yielded three factors with a combination of cognitions from all three domains. African American adolescents who reported more maladaptive cognitions on the CTI-C reported fewer depressive symptoms on the CDI 4 months later compared to their Caucasian counterparts, suggesting some limitation to using the CTI-C to predict depressive symptoms in African,American youth; however, Factor 1 derived from a factor analysis with the sample was more consistent in predicting future symptoms among both African,American and Caucasian adolescents. This factor consisted largely of positively worded items, offering some support for low positive affect as a predictor of depressive symptoms in adolescents. Depression and Anxiety 21:161,169, 2005. © 2005 Wiley-Liss, Inc. [source] Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims,PSYCHOLOGY IN THE SCHOOLS, Issue 2 2009Lindsey M. O'Brennan Bullying poses a threat to children's social-emotional functioning and their perceptions of school climate, yet few studies have examined different types of social-emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary-, middle-, and high-school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive-impulsive behavior and endorsed retaliatory attitudes. High-school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc. [source] Can solving of wordchains be explained by phonological skills alone?DYSLEXIA, Issue 1 2010Arve E. Asbjørnsen Abstract The present study focussed on the determinants for effective solving of the Wordchains Test (WCT) in a normative sample of Norwegian junior high-school students. Forty voluntary participants from a rural school district in Western Norway completed the WCT along with tests of general intellectual capacity, single word and non-word reading, auditory working memory, and visual scanning. All measures correlated significantly with each other except for general non-verbal abilities were not correlated with visual scanning. A stepwise multiple regression analysis, using the WCT as the dependent variable, yielded a model that included single word reading, letter recognition, and working memory as independent variables. This model accounted for 75% of the variance in WCT performance. This finding suggests that phonological skills only have an indirect influence on WCT performance. Thus, the core deficit in dyslexia, i.e. impaired phonological skills, may be related to the development of word recognition skills, but have no direct effect on the WCT performance in a normative sample. Copyright © 2009 John Wiley & Sons, Ltd. [source] Greater leftward lateralization of the inferior frontal gyrus in second language learners with higher syntactic abilitiesHUMAN BRAIN MAPPING, Issue 11 2009Arihito Nauchi Abstract There is a great individual variability for acquiring syntactic knowledge in a second language (L2). Little is, however, known if there is any anatomical basis in the brain for individual differences in syntactic acquisition. Here we examined brain structures in 95 nonnative speakers of English, including 78 high-school students and 17 adult international students. We found a significant correlation between the performance of a syntactic task and leftward lateralization of a single region in the triangular part (F3t) of the inferior frontal gyrus, which has been proposed as the grammar center. Moreover, this correlation was independent of the performance of a spelling task, age, gender, and handedness. This striking result suggests that the neural basis for syntactic abilities in L2 is independent of that for lexical knowledge in L2, further indicating that the individual differences in syntactic acquisition are related to the lateralization of the grammar center. Hum Brain Mapp, 2009. © 2009 Wiley-Liss, Inc. [source] Eating fast food: attitudes of high-school studentsINTERNATIONAL JOURNAL OF CONSUMER STUDIES, Issue 1 2007Jan Mattsson Abstract Alarmingly consistent recent research shows that industrially produced foods such as fast food contain compounds that add to obesity and high cholesterol among young people. Less physical activity and a higher propensity to eat ready-made food (in Sweden and internationally) have aggravated the health situation for the young generation. They also have become ,addicted' to sugar by the consumption of lemonade and other sweet drinks that are often served in conjunction with fast food. Food consumption patterns are highly cultural, and, once formed in early years, they become difficult to change. The findings of this study, which was based on a small sample of written accounts and transcribed interviews, indicate that high-school students in Sweden are well aware of the good and bad attributes of fast food, such as: speed, convenience, fat and sugar. Clear differences in attitude were found between male and female students: female students view fast food in a broad food chain context, whereas male students concentrate on fast eating and satiety. [source] Effects of age and competence type on the emotions: Focusing on sadness and angerJAPANESE PSYCHOLOGICAL RESEARCH, Issue 3 2007TOSHIHIKO HAYAMIZU Abstract:, The effects of age and competence type on emotional reactions were demonstrated in this study. Participants: (362 junior high-school students, 658 senior high-school students, 407 undergraduates, and 1027 adults) were asked to rate the Assumed-competence Scale, second version (ACS-2) and Rosenberg's Self-esteem Scale, which were prepared to classify the participants into four competence types: Omnipotent, Assumed, Self-respective, and Atrophy. They also rated their perceived emotional reactions toward negative personal and social events, and the responses were compared among age groups and competence types. Remarkable results showed that the Assumed and the Atrophy types were prominent in junior and senior high-school students. They tend to get angry toward negative personal events, and they also tend not to respond emotionally toward social events. Another result was that people in the Assumed and Omnipotent types were likely to get angry toward both personal and social events, and they were also less responsive toward social events. [source] Factors that prevent learning in electrochemistryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2007Hans-Jürgen Schmidt Electrochemistry plays an important role in curricula, textbooks, and in everyday life. The purpose of the present study was to identify and understand secondary-school students' problems in learning electrochemistry at an introductory chemistry level. The investigation covered four areas: (a) electrolytes, (b) transport of electric charges in electrolyte solutions, (c) the anode and the cathode, and (d) the minus and plus poles. Written tests were given to high-school students in five cycles. The population from which random samples were drawn totalled 15,700 subjects. Students were asked to select the correct answers and to justify their choices. It was found that students based their reasoning on four alternative concepts: (a) During electrolysis, the electric current produces ions; (b) electrons migrate through the solution from one electrode to the other; (c) the cathode is always the minus pole, the anode the plus pole; and (d) the plus and minus poles carry charges. The results suggest a teaching strategy in which students first experience and learn about electrochemistry concepts. In the second step, appropriate concept terms are added, and students then are confronted with the alternative concepts described in this article. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 258,283, 2007 [source] Exploring alternative conceptions from Newtonian dynamics and simple DC circuits: Links between item difficulty and item confidenceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2006Maja Planinic Croatian 1st-year and 3rd-year high-school students (N,=,170) completed a conceptual physics test. Students were evaluated with regard to two physics topics: Newtonian dynamics and simple DC circuits. Students answered test items and also indicated their confidence in each answer. Rasch analysis facilitated the calculation of three linear measures: (a) an item-difficulty measure based upon all responses, (b) an item-confidence measure based upon correct student answers, and (c) an item-confidence measure based upon incorrect student answers. Comparisons were made with regard to item difficulty and item confidence. The results suggest that Newtonian dynamics is a topic with stronger students' alternative conceptions than the topic of DC circuits, which is characterized by much lower students' confidence on both correct and incorrect answers. A systematic and significant difference between mean student confidence on Newtonian dynamics and DC circuits items was found in both student groups. Findings suggest some steps for physics instruction in Croatia as well as areas of further research for those in science education interested in additional techniques of exploring alternative conceptions. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 43: 150,171, 2006 [source] Circadian preference, sleep and daytime behaviour in adolescenceJOURNAL OF SLEEP RESEARCH, Issue 3 2002Flavia Giannotti Summary The aim of this study was to determine the relationship between circadian preferences, regularity of sleep patterns, sleep problems, daytime sleepiness and daytime behaviour. As a part of an epidemiological survey on sleep in a representative sample of Italian high-school students, a total of 6631 adolescents, aged 14.1,18.6 years, completed the School Sleep Habits Survey, a comprehensive questionnaire including items regarding sleep, sleepiness, substance use, anxiety and depressed mood, use of sleeping pills, school attendance and a morningness/eveningness scale. The sample consisted of 742 evening-types (315 males and 427 females; mean age 17.1 years) and 1005 morning-types (451 males and 554 females; mean age 16.8 years). No significant sex differences were found for morningness/eveningness score. Eveningness was associated with later bedtime and wake-up time, especially on weekends, shorter time in bed during the week, longer weekend time in bed, irregular sleep,wake schedule, subjective poor sleep. Moreover, evening types used to nap more frequently during school days, complained of daytime sleepiness, referred more attention problems, poor school achievement, more injuries and were more emotionally upset than the other chronotype. They referred also greater caffeine-containing beverages and substances to promote sleep consumption. Our results suggest that circadian preference might be related not only to sleep pattern, but also to other adolescent behaviours. [source] Effect of inbreeding depression on growth and fluctuating asymmetry in Turkish young malesAMERICAN JOURNAL OF HUMAN BIOLOGY, Issue 4 2010Özener This study sought to examine the effects of inbreeding on physical development and fluctuating asymmetry (FA). A total 144 male high-school students (mean age = 18.11 ± 0.52) whose parents are first cousins (F = 0.125) of low-socioeconomic status and 146 male students (mean age = 18.08 ± 0.54) from the same school who do not have any consanguineous parents (F = 0) were observed in Ankara. In addition to the weight and height measurements of the individuals, eight bilateral traits (hand width, elbow width, wrist width, knee width, ankle width, foot width, ear length, and ear width) were measured. Whereas the inbred group has lower values in terms of weight and height, the difference in body mass index between the groups is not significant. Although the inbred group is more asymmetric in terms of the observed bilateral traits, the differences are below the significance level. However, the composite FA index shows that the inbred group is more asymmetric and the difference is significant (P < 0.05). Inbreeding depression has a negative effect on weight and height development, and a negative effect on developmental stability.Am. J. Hum. Biol. 2010. © 2010 Wiley-Liss, Inc. [source] Prevalences of lifetime histories of self-cutting and suicidal ideation in Japanese adolescents: Differences by agePSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 3 2008Toshihiko Matsumoto md We examined differences in the prevalence of a lifetime history of self-cutting and suicidal ideation by age among junior and senior high-school students. Histories of self-cutting and suicidal ideation were reported by 9.9% and 40.4% of the students. Among early teens, females were more likely to report suicidal ideation than males, and among late teens, females were more likely than males to report self-cutting. [source] Self-injury in Japanese junior and senior high-school students: Prevalence and association with substance usePSYCHIATRY AND CLINICAL NEUROSCIENCES, Issue 1 2008Toshihiko Matsumoto md The present study examined the prevalence of self-injury and its association with substance abuse in 2974 junior and senior high-school students, by self-reporting questionnaires. Consequently, 9.9% of students (boys, 7.5%; girls, 12.1%) reported an experience of self-injury at least once. Significant differences were found in substance use-related problems including alcohol abuse, smoking, and illicit drug use (P < 0.001) between students with and without an experience of self-injury. The results also suggest that self-injuring students may more easily gain access to illicit drugs even if they had not yet experienced the use of illicit drugs. Self-injury in adolescence may be associated with substance use and is considered to be a risk factor predicting future illicit drug use. [source] Examining developmental differences in the social-emotional problems among frequent bullies, victims, and bully/victims,PSYCHOLOGY IN THE SCHOOLS, Issue 2 2009Lindsey M. O'Brennan Bullying poses a threat to children's social-emotional functioning and their perceptions of school climate, yet few studies have examined different types of social-emotional and behavior problems presented by children involved in bullying, as a bully, victim, or bully/victim across multiple school levels. The current study used data from 24,345 elementary-, middle-, and high-school students to examine the association between frequent involvement in bullying and aggressive impulsivity, attitudes toward aggressive retaliation, internalizing symptoms, peer relations, and perceptions of school climate. Logistic regression analyses indicated that bully/victims were most likely to display internalizing symptoms, problems in peer relationships, and have poorer perceptions of the school environment. Both frequent bullies and bully/victims displayed aggressive-impulsive behavior and endorsed retaliatory attitudes. High-school students frequently involved in bullying tended to display the greatest risk for internalizing problems, but less risk for aggressive impulsivity. Developmental trends and implications for prevention and early intervention are discussed. © 2008 Wiley Periodicals, Inc. [source] Adolescents' collaboration in the classroom: Do peer relationships or gender matter?,PSYCHOLOGY IN THE SCHOOLS, Issue 8 2008Lisa M. Swenson Peer collaboration can be a useful tool in a school classroom to help students perform at their best. With whom should students be paired, though? Previous research yields inconsistent findings regarding whether the benefits of peer collaboration depend on the gender or friendship of collaborators. We paired students with a same-gender friend or a nonfriend in their classroom to examine whether friendship and specific dimensions of relationship quality were important for understanding adolescent (N = 132 high-school students) boys' and girls' performance on a scientific reasoning task. Dimensions of relationship quality were related to task performance with greater perceived conflict predicting poorer performance. Girls outperformed boys, but the difference was marginal and nonsignificant after accounting for dimensions of relationship quality. Friends' and nonfriends' performance was similar. Results are informative for educators who use collaboration as an instructional technique and for other professionals who work to support the development of effective reasoning and problem-solving skills among adolescents. © 2008 Wiley Periodicals, Inc. [source] Academic resilience and its psychological and educational correlates: A construct validity approachPSYCHOLOGY IN THE SCHOOLS, Issue 3 2006Andrew J. Martin This study examines educational and psychological correlates of academic resilience using within-network and between-network validity approaches. Based on a sample of 402 Australian high-school students, a newly developed unidimensional academic resilience construct found within-network validity by way of sound item and factor properties. In terms of between-network validity, correlation, path analysis, and cluster analysis showed that five factors predict academic resilience: self-efficacy, control, planning, low anxiety, and persistence. Hence, a 5-C model of academic resilience is proposed: confidence (self-efficacy), coordination (planning), control, composure (low anxiety), and commitment (persistence). Path analysis also showed that academic resilience subsequently predicts three educational and psychological "outcomes": enjoyment of school, class participation, and general self-esteem. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 267,281, 2006. [source] Risky Parental Behavior and Adolescent Sexual Activity at First CoitusTHE MILBANK QUARTERLY, Issue 3 2002Esther I. Wilder In comparison with other industrialized countries, the United States has exceptionally high rates of adolescent pregnancy and abortion. In 1999, nearly half of high-school students reported having had sexual intercourse, and 6 percent said they had been pregnant or gotten someone pregnant (CDC 2000). American adolescents are especially unlikely to use birth control, and those who do practice contraception tend to rely on inefficient methods (Forrest 1990). Sexual behavior at first intercourse is of particular interest because early entry into sexual activity is associated with contraceptive nonuse and a heightened risk of pregnancy (Abma and Sonenstein 2001; Koenig and Zelnik 1982; Zabin, Kantner, and Zelnik 1979). Moreover, the timing of first intercourse may be a useful marker for risky sexual behavior and a history of sexually transmitted diseases (Greenberg, Magder, and Aral 1992). For example, age at first intercourse is inversely associated with the number of lifetime sexual partners (McGuire et al. 1992). Data from the National Longitudinal Study of Adolescent Health (Add Health) were used to examine the impact of parents' behavior on adolescents' sexual experience and contraceptive use. All else being equal, adolescents whose parents engage in risky behaviors are especially likely to be sexually active and to have had sex before age 15. These findings are only partly attributable to the link between parents' risky behaviors (smoking, drinking, driving without seatbelts) and adolescents' risky behaviors (smoking, drinking, delinquent activity, association with substance-using peers). Although parental behaviors are effective predictors of adolescents' sexual activity, they are not effective predictors of contraceptive use or of method choice at first coitus. Overall, parents with low levels of self-efficacy seem to be especially likely to have children at risk of engaging in problem behaviors. [source] Teenage team traces terminal tracksASTRONOMY & GEOPHYSICS, Issue 4 2010Article first published online: 23 JUL 2010 Digital cameras , inspired, of course, by astronomical research , are now ubiquitous. It seems that nothing happens anywhere in the world without it being recorded by a teenager and promptly uploaded to the net. This truism now extends to the edge of the atmosphere: a group of high-school students has recorded a video of the re-entry and disintegration of the Japanese spacecraft Hayabusa, from a plane over the Australian outback. [source] Dietary intakes of Pacific, M,ori, Asian and European adolescents: the Auckland High School Heart SurveyAUSTRALIAN AND NEW ZEALAND JOURNAL OF PUBLIC HEALTH, Issue 1 2010John D. Sluyter Abstract Objective: To compare dietary intakes of European, M,ori, Pacific Island and Asian adolescents living in Auckland. Methods: A self-administered food frequency questionnaire was used to assess daily nutrient intakes of 2,549 14- to 21-year-old high-school students in Auckland (1,422 male and 1,127 female) in a cross-sectional survey carried out between 1997 and 1998. Results: Compared with Europeans, M,ori and Pacific Islanders consumed more energy per day. Carbohydrate, protein and fat intakes were higher in M,ori and Pacific Islanders than in Europeans. Cholesterol intakes were lowest in Europeans and alcohol intakes were highest in Europeans and M,ori. When nutrient intakes were expressed as their percentage contribution to total energy, many ethnic differences in nutrient intakes between Europeans and M,ori or Pacific Islanders were eliminated. After adjustment for energy intake and age, Europeans ate the fewest eggs, and Pacific Islanders and Asians ate more servings of chicken and fish, and fewer servings of milk and cereal than Europeans. Compared to Europeans, Pacific Islanders consumed larger portion sizes for nearly every food item. Conclusion: There were marked differences in nutrient intakes between Pacific, M,ori, Asian and European adolescents. Ethnic differences in food selections, frequency of food servings and portion sizes contribute to the differences in nutrient intakes between these ethnic groups. These differences generally matched those of other studies in children and adults from these ethnic groups. Implications: Interventions that reduce frequency of food consumption and serving sizes and promote less-fatty food choices in M,ori and Pacific adolescents are needed. [source] Self-control and Resistance to School,CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 4 2000M. Reza Nakhaie Dans cet article, on examine la relation entre l'autocontrôle, le contrôle social et la résistance au système scolaire. Les données d'étude sont tirées d'un sondage réalisé auprès d'étudiants des premier et deuxième cycles du secondaire en Alberta. Les résultats de ce sondage penchent fortement en faveur de la General Theory of Crime (Gottfredson et Hirschi, 1990), selon laquelle la perte d'autocontrôle est le prédicteur le plus sûr de tous les types de résistance. Les résultats soutiennent l'hypothèse voulant que, si le lien entre classe sociale (ou bien genre ou appartenance ethnique) et résistance est ténu (au Canada du moins), c'est peut-être parce que les mécanismes d'autocontrôle qui suscitent ou rejettent le phénomène de résistance ne sont pas intimement liés à la classe sociale (ou bien au genre ou à l'appartenance ethnique). Toutefois, le sexe, l'âge, la classe sociale et l'appartenance ethnique restent étroitement liés à certains ou à l'ensemble des aspects de la résistance au système scolaire même en présence d'autocontrôle. Les conclusions de la General Theory of Crime et leurs répercussions sont également abordées ici. This paper tests the relationship between self-control, social control and resistance to school. The data source is a survey of senior and junior high-school students in Alberta, Canada. Results offer strong support for the General Theory of Crime (Gottfredson and Hirschi, 1990) in that lack of self-control is the strongest predictor of all types of resistance. The results support the hypothesis that if the link between social class (or gender and ethnicity) and resistance is low (at least in Canada), it may be because self-control mechanisms that produce or repudiate resistance are not strongly linked to social class (or gender and ethnicity). Nevertheless, gender, age, class and ethnicity maintain a significant relationship with some or all aspects of resistance to school even after controlling for self-control. Implications of the findings for the General Theory of Crime are discussed. [source] Enhancing students' understanding of the concept of chemical bonding by using activities provided on an interactive websiteJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2009Marcel Frailich Abstract This study investigated the effectiveness of a web-based learning environment in enhancing 10th grade high-school students' understanding of the concept of chemical bonding. Two groups participated in this study: an experimental group (N,=,161) and a comparison one (N,=,93). The teachers in the experimental group were asked to implement four activities taken from a website, all dealing with the concept of chemical bonding. Computer-based visual models are utilized in all the activities in order to demonstrate bonding and the structure of matter, and are based on student-centered learning. The study incorporated both quantitative and qualitative research. The quantitative research consisted of achievement questionnaires administered to both the experimental and comparison groups. In contrast, the qualitative research included observations and interviews of students and teachers. Importantly, we found that the experimental group outperformed the comparison group significantly, in the achievement post-test, which examines students' understanding of the concept of chemical bonding. These results led us to conclude that the web-based learning activities which integrated visualization tools with active and cooperative learning strategies provided students with opportunities to construct their knowledge regarding the concept of chemical bonding. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 289,310, 2009 [source] | |||||||||||||||||||