أثر التدريب على برنامج للعلاج الانتقائي في خفض حدة أعراض اضطراب ما بعد الضغوط الصدمية لدى الطالبات الوافدات المعرضات لصدمة من النوع الأول من المرحلة المتوسطة بمدينة بريدة

In Japan, national crude suicide mortality rates (CMR-suicides) consistently decreased during the 2010s, whereas adolescent CMR-suicides have increased from the mid-2010s. However, the high-risk groups and their causalities remain to be clarified. Temporal fluctuations of adolescent CMR-suicides disaggregated by gender, age, social standing, and suicide motive were analyzed with joinpoint regression and linear mixed-effect models using two government suicide databases. CMR-suicides among female elementary school students, middle school students, high school students, university students, and <20-year-old individuals with social withdrawal syndrome (SWS) increased from the mid-2010s. CMR-suicides among male elementary school, middle school, and high school students also increased from the mid-2010s, while those of university students were unchanged. In contrast, CMR-suicides of males aged <20 and 20–29 with SWS unexpectedly decreased. Surprisingly, the increasing trends of CMR-suicides of female students were greater than males; consequently, CMR-suicides of female students in middle school and high school became greater than those of male students in the 2020s. The highest suicide risk among those under 20 years of age was observed among part-time high school students. Among individuals 20–29 years of age, those with SWS were in the highest-risk group for suicide, while CMR-suicides of individuals with SWS aged under 20 years were almost equivalent to those of middle school students. The leading suicide motives for elementary school students were family-related, including family discord and parental reprimand (there was no difference in gender in terms of leading suicide motive). Among middle school female students and older, the leading suicide motives were mental issues followed by school-related problems. Among male middle school students and older, the leading suicide motives were underachievement followed by mental issues. CMR-suicides caused by mental issues (for both genders) and underachievement (in males) increased from the mid-2010s. These results suggest that increasing internalizing problems may be a fundamental factor contributing to the currently increasing suicides among adolescents (particularly females) in Japan. Although the recent promotion of inclusive education in Japan has successfully provided educational opportunities for individuals with internalizing problems, these statistics highlight the need for a further enhancement of psychosocial support for adolescents with internalizing problems who are at a high risk for suicide.

The suicide mortality rate per 100 000 population (SMRP) consistently decreased before the COVID-19 pandemic outbreak in Japan and then unexpectedly increased during the pandemic. However, the underlying mechanisms remain poorly understood. To identify trends in and factors associated with suicidal mortality and motives among students in Japan from 2007 to 2022. In this cross-sectional study, data on SMRPs among Japanese middle-school, high-school, and university students were obtained from the government suicide database Suicide Statistics of the National Police Agency. Age-dependent and temporal fluctuations in annual SMRPs, disaggregated by suicidal motive (7 categories and 52 subcategories), sex, and school, were analyzed using linear mixed-effect and joinpoint regression models, respectively. Total suicide numbers from 2007 to 2022 were as follows: 760 male middle-school students, 635 female middle-school students, 2376 male high-school students, 1566 female high-school students, 5179 male university students, and 1880 female university students. The mean (SD) student populations from 2007 to 2022 were as follows: 1 752 737 (81 334) male middle-school students, 1 675 572 (78 824) female middle-school students, 1 648 274 (67 520) male high-school students, 1 614 828 (60 032) female high-school students, 1 652 689 (32 724) male university students, and 1 229 142 (57 484) female university students. Among male students, the leading motives were school-related factors (underachievement and worrying about the future), followed by family-related and health-related motives. Among female students, school-related and family-related motives decreased, but health-related motives showed an age-dependent increase. The SMRPs of middle-school male students and female students were almost equal (mean [SD], 2.7 [1.0] vs 2.4 [1.4]), but the age-dependent increase in SMRPs among male students was pronounced (mean [SD], high-school vs university male students, 9.1 [2.4] vs 19.6 [3.0]; high-school vs university female students, 6.1 [2.4] vs 9.6 [1.8]). However, the incidence of suicide among high-school students associated with health-related motives was greater in female students. The majority of suicides associated with major impactable suicidal motives (school-related, health-related, and family-related motives) began increasing before the pandemic. Changes in SMRP associated with interpersonal relationships, such as conflict with classmates or parents, were not significant, but the rates increased greatly during the pandemic. School-related, health-related, and family-related problems were major motives, whereas the impacts of health-related and family-related motives increased and decreased with age, respectively. Notably, most SMRPs associated with major impactable motives (underachievement, conflict with a parent or classmate, and mental illnesses) had already begun increasing in the late 2010s, indicating that recent increasing SMRPs among school-aged individuals were associated with pandemic-related factors and other factors affecting this generation before the pandemic. It may be inappropriate to uniformly apply research findings based on school-aged individuals to school-based suicide prevention programs for students in middle school, high school, and university.

Background: Concussions affect millions of youths in the United States each year, and there is concern about long-term health effects from this injury. Purpose: To examine the association between sports- or physical activity–related concussion and health risk behaviors among middle and high school students in 9 states. Study Design: Cross-sectional study; Level of evidence, 3. Methods: Data from the 2019 middle school and high school Youth Risk Behavior Survey were used for this analysis. Nine states were identified that included the same question on concussion and similar questions on health risk behaviors in their 2019 Youth Risk Behavior Survey. Students were asked to self-report whether they had ≥1 sports- or physical activity–related concussions during the 12 months preceding the survey. Self-reported concussion was the primary outcome of interest. Other variables included sex, race/ethnicity, played on a sports team, were physically active 5 or more days/week, ever tried cigarette smoking, ever used an electronic vapor product, academic grades, drank alcohol, were in a physical fight, seriously considered attempting suicide, made a suicide plan, and attempted suicide. Results: Among the 9 states, 18.2% of middle school students and 14.3% of high school students self-reported ≥1 sports- or physical activity–related concussions. Among both middle school and high school students, the prevalence of ≥1 sports- or physical activity–related concussions was higher among students who played on a sports team, were physically active 5 or more days per week, had ever tried cigarette smoking, had ever used an electronic vapor product, had seriously considered attempting suicide, had made a suicide plan, and had attempted suicide compared with those who had not engaged in those behaviors. The prevalence of sports- or physical activity–related concussion was consistently higher among middle school students than high school students across sex, race/ethnicity, and adverse health behaviors. Conclusion: Middle school students with a history of concussion warrant attention as an at-risk population for concussions and adverse health behaviors. Health care providers may consider screening students for adverse health behaviors during preparticipation examinations and concussion evaluations.

The aim of this study is to adapt the Academic Grit Scale, developed by Clark and Malecki (2019), into Turkish. Validity and reliability studies for the adaptation process were conducted on two different groups. The first participant group consisted of middle school students, while the second participant group included high school students. Middle and high school students from various schools were selected using an appropriate sampling method and included in the study sample. Confirmatory Factor Analysis (CFA) was applied to test whether the construct was confirmed within these two distinct sample groups. According to the CFA results, the scale’s 10-item, single-factor structure demonstrated good fit indices. Internal consistency coefficients of the Academic Grit Scale were calculated using Cronbach’s alpha reliability coefficient. Accordingly, the internal consistency coefficient was determined to be .89 for middle school students, .92 for high school students, and .92 for the entire sample. After determining the internal consistency coefficients, the test-retest reliability of the scale was also calculated. Test-retest reliability was found to be .82 for the middle school group, .86 for the high school group, and .85 for the entire sample. As a result of the study, the Academic Grit Scale was found to be a valid and reliable measurement tool for middle and high school students.

Mathematical modeling is a cyclical process involving the competencies of understanding the problem, simplifying, mathematizing, working mathematically, interpreting, and validating. Mathematical modeling self-efficacy beliefs are essential to students’ mathematical modeling performance. This study examined middle and high school students’ mathematical modeling self-efficacy beliefs. The participants consisted of 1091 middle school students and 974 high school students. The data were collected through the “Mathematical Modeling Self-Efficacy Scale [MMSS]”. T-tests and ANOVA test statistics were used to determine the effect of gender, school level, grade level and previous engagement in model-eliciting activities on the mathematical modeling self-efficacy beliefs. The results showed that the mathematical modeling self-efficacy beliefs of middle school students were significantly higher than those of high school students. Furthermore, middle school students’ mathematical modeling self-efficacy beliefs did not differ significantly by gender, while at the high school level there was a significant difference in favor of males. Regarding grade levels, only a statistically significant difference was found between the mathematical modeling self-efficacy beliefs of seventh- and eighth-grade students. Moreover, middle and high school students who had previously engaged in model-eliciting activities had significantly higher mathematical modeling self-efficacy beliefs than those who had not. In the accessible literature, there is no study on the mathematical modeling self-efficacy beliefs of middle and high school students. Therefore, we believe this study’s results will contribute to the literature on mathematical modeling.

The Career Adapt-Abilities Scale in Macau: Psychometric characteristics and construct validity

Abstract: This study analyzed the structural relationships between school‐related psychological variables (teacher support, learning flow, friendship) and the happiness of Korean youths, and compared structural equation models for middle and high schools. Questionnaire data were collected from students in middle and high schools in 10 cities and provinces of Korea. The final data set from 870 students was analyzed with Amos 20.0. Goodness of fit indices for the hypothetical model were good, and all paths were significant. That is, a model incorporating indirect and direct impact of school‐related psychological environment variables, such as teacher support, learning flow, and friendship, on the happiness of Korean youths is valid. Second, structural equation models for middle and high schools demonstrated significant differences. Therefore, different types of assistance are needed to increase the happiness of students in middle schools and high schools.

Throughout our respective experiences as middle school teachers and teacher educators, we have worked with diverse populations of students with varying beliefs about education-students for whom achievement and success are perceived as foregone conclusions, students for whom school is viewed as pathway to better life, and students for whom school is believed to be one more trial to be endured. These latter young adolescents from an urban school, and their experiences with literacy specifically, are the focus of this article.Educators of young adolescents understand that students in that age group have unique cognitive, social, emotional, and physical needs. Middle school students often disengage from school because the dissonance between their needs and the realities of the context for learning is so extreme (Perlstein, 2003). They crave clear and specific instructions from teachers, knowledge that their teachers care deeply about them as individuals, and the belief that they can do what is asked of them (Daniels, 2010). Instead, what they often experience is context where too many students compete for the limited time, resources, and patience of too few teachers (Cushman & Rogers, 2008).PurposeThis article describes project that emerged from shared concern that too many middle school students are not learning to think critically about what they read, write, and experience. Nor do they have the opportunity to ask questions about and engage deeply with topics that matter to them. Finally, the most disadvantaged learners are rarely allowed to meaningfully use technology as an integrated learning tool. This project was designed to actively engage middle school students in reading and writing using research-based teaching practices.Jennifer, middle school teacher who works with struggling and reluctant learners, believed the unrelenting focus on test performance as result of No Child Left Behind was actually decreasing student achievement. She wondered what would happen if she focused on what is known about effective teaching and learning instead of preparing students to perform well on standardized tests. Two of the authors (middle school teacher educators) worked with Jennifer to create and implement unit integrating inquiry learning (Wilhelm & Wilhelm, 2010) with the purposeful uses of technology (Hicks, 2009). We explored how integrating blogging into inquiry-based learning impacted students' learning of literacy skills and their attitudes toward schooling.Theoretical foundationSituated cognition (e.g., Brown, Collins, & Duguid, 1989) acknowledges that learning and knowledge are influenced by both the linguistic and behavioral cues within any given environment because they do not exist in vacuum. As result, students who enter school with more home literacy experiences tend to perform better than their peers because their cognitive abilities align more closely with the learning and knowledge required by traditional schooling, although these effects can be mitigated (Oyserman, Brickman, & Rhodes, 2007).Too frequently education assumes a separation between knowing and doing, treating knowledge ... as theoretically independent of the situations in which it is learned and used (Gee, 2007, p. 32). As the United States has moved toward dependence on standardized test results when determining whether educators teach and students learn (Bronson & Merryman, 2010), this separation has become more pronounced. Situated cognition emphasizes that knowing and doing are intimately interwoven and that the success of one depends upon the quality of the other.Cognitive scientists know that everything people learn is put to immediate use, filed for later retrieval, or forgotten (Willingham, 2009). If learners are to engage in school, they must understand how their learning will be applied or employed. The context in which the learning occurs is inextricable from the learning itself (Daniels, 2011), which drove our efforts to actively engage one particular group of middle school students. …

This paper is mainly based on psychological theory, physical education theory, the use of questionnaire survey method, field survey method on a middle school students' physical exercise and mental health status to investigate the psychological problems relying on physical education class as a form of psychological education and physical education, aimed at the study of the role of physical education and sports on the psychological impact of a middle school students, and the use of physical education classroom as a vehicle for physical education and psychological education integration, in order to effectively and efficiently improve the psychological health of middle school students, enhance the psychological health of middle school students. the purpose is to study the effect of physical education on the psychology of students in a middle school, and to use the physical education classroom as a vehicle to integrate physical education and psychological education, to change the traditional mode of psychological education in middle schools, so as to effectively and efficiently improve the psychological health of middle school students and enhance the psychological health of middle school students. The questionnaire adopts the Chinese Middle School Mental Health Scale (MSSMHS) to rate the experimental subjects' 10 factors of obsessive-compulsive disorder, paranoia, hostility, interpersonal tension and sensitivity, depression, anxiety, learning pressure, maladaptation, emotional imbalance, and psychological imbalance, and adopts the Physical Education and Sports Questionnaire of a Middle School to investigate the experimental subjects' sports, and to follow up on the experimental data obtained to Correlation analysis was carried out. the specific conclusions are as follows. (1) The number of students in a secondary school whose psychological condition is healthy is in the majority, 82%, but 18% of them have psychological problems, and the school should pay attention to psychological education. (2) Students who have a preference for sports and take the initiative to participate in sports have better mental health, and sports have a significant effect on promoting the mental health of secondary school students. (3) Combine physical education with psychological education, give play to the positive influence of sports on mental health, change the traditional way of psychological education, enrich the content and methods of psychological education, so that secondary school students can promote mental health in sports.

A Three-Year Develop-Pilot-Revise Process Produces Effective and Enjoyable Behavior-based Nutrition Lessons (Grades 6-12)

The aim of the current research is to measure the level of educational behavior among middle school teachers and its relationship to the academic adjustment of their students. The first aim was to measure the level of educational behavior among middle school teachers, while the second aim was to measure the level of educational behavior among middle school teachers according to the gender variable (male-female) While the third objective is to measure the level of academic adaptation among middle school students, and the fourth aim is to find the relationship between the educational behavior of middle school teachers and the academic adaptation of their students. As for the study sample, two samples were selected (the first of the teachers (80) and the second Of the students (80), the apparent honesty and consistency were verified by using the re-test method and using the Pearson correlation coefficient of the educational behavior scale (0.83) and the coefficient of the academic adaptation scale was (0.87), and the measures were applied to the research sample and the results were extracted using T-Test for one, two samples and Pearson correlation coefficient. The results showed the following:

Social media use has become ubiquitous among schoolchildren. This study examined the association of social media use and posting regret with self-esteem among middle and high school students, and tested whether school type (i.e., middle vs. high school) could moderate these associations. Data on 6944 schoolchildren (mean age: 15.2 ± 1.8years) were derived from the 2019 cycle of the Ontario Student Drug Use and Health Survey, a biennial repeated cross-sectional survey of students in grades 7 through 12 across Ontario, Canada. Students self-reported time spent using social media, regret of posting on social media, and their self-esteem. Ordinal logistic regression analyses were adjusted for age, sex, subjective socioeconomic status, ethnoracial background, and body mass index z-score. The proportional odds model showed that middle (OR: 2.36; 95% CI: 1.65-3.36) and high school (OR: 1.72; 95% CI: 1.44-2.06) students with daily social media use of 5h or more have higher odds of lower self-esteem across the categories of self-esteem. However, daily use of 3 to 4h was associated with lower self-esteem among middle school students (OR: 1.52; 95% CI: 1.14-2.04), but notamong their high school counterparts (OR: 1.13; 95% CI: 0.94-1.35). Posting regret was associated with lower self-esteem in high school students, but not inmiddle school students. Results suggest that heavy social media use and posting regret are associated with lower self-esteem among adolescents, and that younger students could be more vulnerable than their older counterparts.

Objectives The purpose of this study is to classify the latent groups according to the learning motivation of Korean language and mathematics of middle and high school students, and to analyze the differences in academic achievement, distance learning experiences and satisfaction in 2020 by learning motive groups.
 Methods The subject of analysis is the data of 10,653 middle school students and 10,528 high school students responding to the ｢2020 National Assessment of Educational Achievement｣ of Korea Institute for Curriculum and Evaluation. For data processing, frequency analysis, factor analysis, and reliability analysis were performed using SPSS and Jamovi programs, the latent groups according to the Korean language and math learning motivation were extracted using the Mplus program, and the characteristics of each latent group were analyzed.
 Results The learning motivation groups of middle and high school students were identified as upper, middle, and lower 3 groups in Korean, and upper, middle-high, middle-low, and lower 4 groups in mathematics. As a result of examining the characteristics of each group, the group with high motivation for Korean and math had good Korean and math achievement. Looking at the changes in school level, Korean learning motivation gradually increased, but Korean language achievement decreased, and math learning motivation gradually decreased, but achievement tended to increase. As a result of examining the environmental differences in distance learning experienced in 2020 by the learning motivation group, the group with high Korean and math learning motivation was found to have the least negative influence of distance learning, suggesting the possibility of a learning gap. In addition, there was a difference in satisfaction with distance learning according to the level of motivation, and lower satisfaction with feedback and communication was shown compared to other items.
 Conclusions Middle and high school students' motivation for Korean and mathematics and academic achievement are closely related, suggesting the development of convergence classes between subjects. In addition, the group with high learning motivation appears to be the group that minimizes the unfavorable influence of distance learning, requiring the establishment of strategies to improve learners' learning motivation for each subject.

Two studies were conducted to determine if the Reread-Adapt and Answer-Comprehend (RAAC) repeated reading fluency intervention is effective in improving the reading achievement of deaf middle school and high school students. Participants included six middle school students and eight high school students. We found consistently good comprehension during the interventions sessions and consistent improvement in ability to read fluently increasingly more difficult passages in both studies. We also found statistical and practical significance for pre- and post-tests on the Woodcock-Johnson for reading comprehension for the high school students but not for the middle school students and no statistical significance for reading fluency in either study.

With the development of globalization, the society's requirements for English ability are constantly improving. In English teaching, the golden stage of students' ability development is this stage of middle school learning. Therefore, if we can make middle school English teaching more efficient, we can effectively improve middle school students' English learning level. At present, with the deepening of the new curriculum reform aimed at developing students' subject literacy, teaching methods are increasingly diversified. Among many teaching methods, situational teaching method attracts people's attention, which plays a positive role in mobilizing students' enthusiasm and emotion, and can effectively improve teaching quality. Based on the implementation of situational teaching method in middle school English teaching, this paper discusses how to implement situational teaching method in English teaching and promote the cultivation of middle school students' English core literacy. English teaching in middle schools plays an important role in promoting students' comprehensive quality and ability. The application of situational teaching method in middle school English teaching can effectively stimulate students' interest in learning English, improve their enthusiasm for learning English, and let students experience situational teaching personally; It can also help students discover the charm of English and cultivate their love for English learning.