臺灣地區高中（職）與大專學生健康生活型態與相關因素研究

This is descriptive correlational research that evaluates the challenges experienced by Senior High School (SHS) students of Lopez National Comprehensive High School, Quezon Province, Philippines in taking modular distance learning mode. Pearson R was used to assess the significant relationship between the demographic profile of the respondents and the challenges experienced by SHS students in taking modular distance learning mode. The respondents of this study were sixty-nine (69) Grade 12 SHS students who experienced taking modular distance learning mode. A self-made questionnaire was used. It was found out that independent learning practices, motivation and focus, learning intervention and support and learning space and management were significantly correlated to demographic profile and the challenges experienced in taking modular distance learning mode, thus, the null hypothesis is rejected. It is evident that respondents hardly understand the lesson in modular distance learning mode because the instruction in the self-learning module is not clear. SHS students spent more time using gadgets than studying. Moreover, the study area had distractions and noise and most parents of SHS students did not talk about the problems they encountered in the self-learning module. It is recommended to coordinate with the parents to create a learning intervention at home, and also, teachers should provide books to act as supplementary materials. Hence, this will introduce to the academy a possible enhancement program to the institution that will allow us to utilize different learning strategy and gamification in teaching considering the post pandemic learning mode.

Comparing the centrality symptoms of major depressive disorder samples across junior high school students, senior high school students, college students and elderly adults during city lockdown of COVID-19 pandemic—A network analysis

Guidance counseling is crucial in supporting the academic, emotional, and social development of Senior High School (SHS) students, especially as they face career choices and personal challenges (Gysbers & Henderson, 2020; ASCA, 2020). While its impact on academic and emotional outcomes is recognized, less is known about how students perceive and engage with guidance services—particularly in private school settings where cultural attitudes and access may vary (Lapan, 2020). This study aimed to examine students’ perceptions and levels of engagement with guidance counselors in selected private SHS in Biñan, Laguna. The study utilized a descriptive-correlational design and surveyed SHS students from selected private schools in Biñan, Laguna. Data was gathered through questionnaires focused on demographics, perceptions of guidance counseling, and engagement levels. The theoretical framework was anchored on Social Cognitive Career Theory (SCCT), emphasizing how personal beliefs and contextual factors influence career-related behaviors. The study revealed that most respondents were female, Roman Catholic, and from middle-income families, with household heads primarily employed in the private sector or owning businesses. Students generally held a favorable perception of guidance counseling, with an average weighted mean of 3.44. However, their level of engagement with guidance counselors was low, reflected in a mean score of 1.95, indicating limited participation, especially in one-on-one counseling sessions. Statistical analysis showed that economic status significantly influenced students' perceptions of guidance counseling (p<0.05), with middle-income students reporting more favorable views, while gender and religion had no significant impact. In terms of engagement, there were no notable differences across all demographic variables. Importantly, a significant positive correlation was found between students’ perceptions of and their engagement with guidance counselors (p<0.05), suggesting that students with more positive perceptions were more likely to engage with counseling services. These findings informed the creation of a targeted action plan aimed at improving students' perceptions and increasing engagement with guidance services in private SHS settings in Biñan, Laguna. The study concludes that while students recognize the value of guidance counseling, they seldom engage deeply with it. Economic status influences how students perceive these services, with middle-income students generally showing more favorable attitudes. Lack of engagement may be due to misconceptions or limited accessibility. Addressing these gaps through targeted programs, inclusive policies, and improved counselor-student interaction is recommended. A contextualized action plan for private schools in Biñan, Laguna was proposed to enhance guidance services and student well-being.

School-based bullying, a global challenge, negatively impacts the health and development of both victims and perpetrators. This study examined the relationship between bullying victimization and selected psychological variables among senior high school (SHS) students in Ghana, West Africa. This study utilized data from the 2008 Ghana Global School-based Student Health Survey (GSHS). Prevalence rates of being bullied (95% confidence intervals [CI]) were calculated by each demographic group, as well as each psychological variable. Multiple logistic regression was used to model the relationship of being bullied (physical/nonphysical) on the linear combination of demographic variables. A total of 7137 students participated in the 2008 GSHS with 40.1% reporting being bullied. Senior high school-level 1 (lowest grade) students were 3 (95% CI: 2.45-3.68) times more likely to be bullied compared with SHS level 3 (highest grade) students. Victims of bullying were significantly more likely to report negative psychological health compared with those who reported not being bullied. Odds ratios were as follows: signs of depression, 1.97 (95% CI: 1.75-2.21); suicide ideation, 1.72 (95% CI: 1.45-2.05); being so worried that it affects sleep, 2.10 (95% CI: 1.77-2.49); and loneliness, 1.82 (95% CI: 1.49-2.22). There was no significant difference in self-reports of negative psychological health when comparing students who experienced physical forms with those who were bullied in nonphysical ways. Bullying victimization is a major problem among SHS students. We recommend strengthening of existing proactive anti-bullying programs by taking into account the association between bullying and the psychological health of students.

This paper aims to determine whether certain classroom practices will increase the chance that students will decide whether they are poor in math. The study was conducted to Senior High School (SHS) students in a private university in Dasmarinas City, Cavite. A total of 282 respondents coming from the different strands were selected. Using multiple linear regression, results revealed that two factors were found to be significant as to why the ability perceptions exist in the classroom. The teacher’s report about the student’s talent in math and the task structures practiced inside the classroom. This further implies that in a student’s point of view, the higher the grade that they are receiving, the more that they think they are superior to others, which makes the ability perception score to increase as well. On the other hand, the more frequent the math structure is practiced in class, the lower the tendency of ability perception to exist in class. This study, therefore proves that ability perception also exists in SHS students.

To clarify the incidence of predictive risk factors for poor mental health status in Japanese adolescents. In 2010, baseline surveys of first-year junior and senior high school students were conducted at 10 randomly selected junior high schools and 14 senior high schools in Japan. After 2 years, follow-up surveys were conducted on the same students. For both surveys, a self-administered questionnaire about mental health status and lifestyle, General Health Questionnaire-12 (GHQ-12), was provided to the students. In total, 1,304 junior and 4,383 senior high school students were enrolled at the start of the study, and 776 junior and 2,697 senior high school students responded to both surveys. The new incidence of poor mental health status (GHQ-12 ≥ 4 points), determined by changes between the baseline and follow-up surveys, was 17.1% (95% CI, 13.9% to 20.3%) of junior high school students and 22.6% (95% CI, 20.5% to 24.7%) of senior high school students. According to the multiple logistic regression analysis, in junior high school students, factors associated with the onset of poor mental health were not participating in sports activities (adjusted odds ratio, 3.13; P = .035) and spending ≥ 2 hours per day studying outside of school (2.18; P = .010). In senior high school students, factors associated with the onset of poor mental health were female sex (2.51; P < .001), difficulty initiating sleep (3.38; P < .001), poor sleep quality (1.83; P = .034), poor appetite (3.43; P = .011), spending less than 2 hours per day watching television (1.37; P = .038), being a victim of bullying (2.46; P = .011), and not having a sympathetic supporter (1.72; P = .006). The findings of this study are valuable for formulating approaches aimed at addressing adolescent mental health.

This study basically focused on the use of algebraic tiles to improve Senior High School (SHS) students’ conceptual understanding of a system of two linear equations at St. Mary’s Seminary Senior High School, Lolobi in the Volta Region of Ghana. The test instrument used for the data collection was an achievement test with eight essay type questions, with an internal consistency reliability of 0.78. The simple random sampling technique was used to assign 70 SHS two students equally to experimental and control groups. The two groups were pre- and post-tested in the study. A paired-sample t-test was used to analyze the data. The results showed that even though there was some improvement in the posttest across the board (both control and experimental groups), there was a statistically significant improvement in the experimental group which received the intervention for four weeks using the algebraic tiles.

To investigate the relationship between violence exposure, self-control, social anxiety and school bully. In the urban and rural areas of Xinxiang between September and December, 2018, a total of 1631 students from grade 1 to grade 3 from 3 junior high schools and 3 senior high schools were selected by convenient sampling. Violence exposure scale, middle school students& apos; self-control scale, adolescents' social anxiety scale and middle school students& apos; school bully scale. Among them, there were 770 boys and 861 girls. The number of junior high school students was 891, and the number of senior high school students was 740.There were 922 urban students and 709 rural students. There recovery data was analyzed by independent sampled t-test, correlation analysis and the structural equation model was established. (1) The male in the scores of violence exposure(34.45±12.97), social anxiety(11.04±3.61), traditional bully(24.09±8.86) and cyberbully(14.94±6.25) were higher than the female [(32.07±11.09), (10.30±3.58), (21.57±7.98), (13.00±4.30)], and the difference was statistically significant(P& lt; 0.05). The junior high school students in the scores of violence exposure(35.21±13.83), social anxiety(11.24±3.58), traditional bully(26.40±8.68) and cyberbully(15.06±6.26) were higher than the senior high school students [(30.52±8.51), (9.92±3.53), (19.26±6.14), (12.55±3.73)], but the junior high school students in the scores of self-control(121.98±17.22) was lower than senior high school students(129.84±19.02) and the difference was statistically significant(P& lt; 0.05). The urban students in the scores of self-control(126.30±18.54) was lower than rural students(122.99±18.04), but the junior high school students in the scores of social anxiety(10.38±3.53) and traditional bully(22.41±8.28) were higher than senior high school students [(11.06±3.67), (23.25±10.01)] and the difference was statistically significant(P& lt; 0.05). (2) The scores of violence exposure, social anxiety, traditional bully and cyberbully were positively correlated each other(r=0.24-0.59, P& lt; 0.01), but separately negatively correlated with the scores of self-control(r=-0.36--0.19, P& lt; 0.01). (3) Social anxiety played a partial mediating role between violence exposure and school bully. The direct effect of violence exposure on school bullying was β=0.45, 95%CI 0.38-0.53, t=17.19, P& lt; 0.001.The mediating effect of social anxiety was 0.02, accounting for 4.26% of the total effect. Self-control played a moderating role in the second half of the relationship between violence exposure and school bully. Interaction between social anxiety and self-control can significantly positively predict school bully(β=0.08, 95%CI 0.03-0.12, t=3.05, P& lt; 0.01). Violence exposure positively predicts school bully. Violence exposure also plays a mediating effect on them through social anxiety and a moderating effect on them through self-control. The moderating effect of self-control is not significant in boys and junior high school students.

Making a career choice is a major turning point in the lives of adolescents in senior high schools. For it is in the senior high schools that students are advised or counselled on future worthwhile occupations. The study set to establish the relationship among self-knowledge, family influence, career knowledge level and senior high school students’ aspirations for entrepreneurial careers. Four hypotheses were tested, whilst 1,004 Form 3 senior high school students were selected from 27 senior high schools nationwide using the multi-stage sampling approach. A 71-item questionnaire with an overall reliability of 0.79 was used to collect data. The three dependent variables were found to be significantly related to students’ aspirations for entrepreneurial careers. Again, a positive relationship was found between self-knowledge and aspirations for entrepreneurial careers. It was, therefore, concluded that senior high school students in Ghana rank high regarding their self-knowledge, family influence and career knowledge levels in their aspirations to entrepreneurial careers. It was recommended that students should be equipped with skills or assisted to know and understand themselves well with respect to making career choices, and also entrepreneurship education should be introduced in senior high school curriculum in Ghana. Implications of the study for counsellor education include taking the variables (personal and contextual) into consideration in counselling students on careers..

This study examines community related factors influencing academic achievement and expectations among junior and senior high school students in Greece, drawing upon Bronfenbrenner's ecological systems theory. Data was collected from a sample of 193 students using a multistage cluster sampling method. Overall, the study found several significant associations between various factors and academic performance and expectations among junior and senior high school students: Previous academic performance in Mathematics and Language and Literature was positively associated with present performance and expectations score in the total sample, regardless of the class attended in the previous year. Present grades were positively associated with neighborhood support, safety, and activity in both junior and senior high school students, with stronger associations found in junior high school students. Expectations score was positively associated with neighborhood support, safety, activity, and friendships in the total sample, with stronger associations found in junior high school students. Junior high school students' expectations were strongly associated with motivation, perceived support from friends, family, and teachers, as well as neighborhood support and safety. Senior high school students' expectations were also strongly associated with motivation, perceived support from friends, family, and teachers, as well as neighborhood support and safety, though to a lesser extent compared to junior high school students. These findings highlight the relationship between individual, social, and environmental factors affecting academic development during adolescence. Implications for educators, policymakers, and practitioners are discussed within the context of Bronfenbrenner's ecological systems theory, emphasizing the importance of a holistic approach to promoting student success. Received: 17 July 2025 / Accepted: 09 October 2025 / Published: 05 November 2025

The purpose of the study is to investigate the perception and propensities of Senior High School (SHS) students regarding the teaching profession. Convergent Mixed Method research design will be used in this study since the data will be collected at the same time through a consolidated survey instrument, analyzed separately, and then compared to have complete understanding of the research problem (Creswell &amp; Creswell, 2018). The respondents of the study are SHS students of the National Teachers College. Stratified sampling was employed ensuring that all strands are well-represented. The consolidated survey instrument will collect the demographic profile of the respondents, RIASEC Career Pathway test, researcher-made test on propensities to perform the duties and responsibilities and the open-ended questions on their perception about teaching profession. Research instruments used in this study have sound psychometric properties. The data will be analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation to know the level of career pathway, and propensity to become a teacher. The impact of SHS strands and career pathway were gauged through Kruskal Wallis H test with epsilon square calculation for the effect size. Spearman Rank Order Correlation was used to know the significant relationship between career pathway and propensities to perform duties and responsibilities of teachers. Thematic analysis was employed to interpret the perception of respondents regarding the teaching profession.

Iron deficiency anemia (IDA) in reproductive females remains a public health problem in Indonesia. Transferrin receptor 1 (TfR1) is one of important proteins, which are involved in regulation of the iron metabolism in the human body. Mutation of A210G TfR1 gene increases soluble TfR levels in some patients with type 2 diabetes. This study aimed to investigate the relationship between polymorphism of TfR1 gene and IDA in female students of senior high schools in Sukoharjo regency. This was an analytic observational study with the cross sectional approach. Research subjects were 470 female students who studied in year 10 and 11 of Public Senior High Schools in Sukoharjo Regency, Central Java. IDA diagnosis was determined using haemoglobin (Hb) levels, erythrocyte indexes (mean corpuscular volume, mean corpuscular haemoglobin and mean corpuscular haemoglobin concentration) and plasma ferritin levels. Food recall 1x24 hours was used to determine daily nutrient intake. Polymorphism of TfR1 gene A210G was determined using DNA sequencing. All collected data were analyzed using chi-square and Pearson correlation tests with p value <0.05. Anemia was detected in 18.9% female students and 60% of them had iron deficiency. Intake of carbohydrate (r= -0.07; p= 0.45), protein (r= 0.01; p= 0.93) and iron (r= 0.04; p= 0.32) did not correlate with Hb levels whilst lipid intake had weak correlation with Hb levels (r= -0.19; p= 0.03). Inadequate food intake was commonly found in female students. A genetic variation of TfR1 gene was not found in female students with IDA. In conclusion, IDA is found in two third of anemic female students of senior high schools in Sukoharjo regency. There is no polymorphism of TfR1 gene in female students with IDA.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

With the reform of the new college entrance examination, senior high school English writing has received great attention. The English Curriculum Standards for Senior High Schools (2017 Edition Revised in 2020) proposes that English teaching in senior high schools should focus on cultivating students’ core competence in the English discipline. In particular, English writing, which can fully reflect students’ comprehensive English application skills, plays a significant role in English learning. However, according to current learning situation, the writing performance among senior high school students is not satisfactory. In the recent years, the importance of functional adequacy as an essential component of L2 proficiency has been observed by some scholars. Based on this, this study highlights the effectiveness of functional adequacy in facilitating students’ writing performance and emphasizes the importance of developing students’ pragmatic writing ability. Also, this study explores how to develop functional adequacy in senior high school students’ writing and puts forward some pedagogical implications of improving pragmatic performance in writing for English teachers.

The Philippines recently adopted the K to 12 program in basic education. Under this program, students can choose their track and strand relative to their interests or career choices when they reach senior high school. However, issues surfaced when the K to 12 graduates were admitted to the college courses not aligned with the strand they have completed. This cross-sectional study was conducted to determine the difference in the academic self-regulated learning and performance of the STEM (Science and Technology, Engineering, and Mathematics) and non-STEM graduates in senior high school among freshmen nursing students in a city-subsidized college in the Philippines. The Academic Self-Regulation Learning Scale and grades of students in the first semester were used and analyzed in this study. Results showed that there was a significant difference in the academic self-regulated learning (p=0.045) and academic performance (p=0.000) of freshmen nursing students when grouped according to their senior high school strand. The STEM graduates had significantly higher academic self-regulated learning and academic performance than the non-STEM completers. Unfortunately, no significant relationship was established between academic self-regulated learning and academic performance (p=0.559). Students who are graduates of the STEM strand from senior high school appear to be better prepared to take up the nursing course. Colleges of nursing may consider the academic strand of students in senior high school when admitting students in the nursing program.