Evolution of a Bridge Builder Outreach Activity

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

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.

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.

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.

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.

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.

This study aimed to identify longitudinal changes in family economic difficulties and family conflicts perceived by middle and high school students due to COVID-19.For this purpose, panel data from the 14th (2019) to the 17th (2022) of the Korea Welfare Panel were used.Middle and high school students used 476 data in the analysis as of 2019.SPSS 24.Reliability analysis, frequency analysis, and repeated measurement variance using a general linear model were applied using version.The main findings of the study were as follows.First, as a result of examining the changes due to the COVID-19 period, it was found that family economic difficulties were worse in 2020 than in 2019, decreased in 2021, and then increased again in 2022 to the level of 2019.On the other hand, family conflicts intensified from 2019 to 2020 and eased again in 2021 and 2022.On the other hand, family conflicts intensified from 2019 to 2020 and eased again in 2021 and 2022.Second, the perceived family economic difficulties of middle and high school students were the main effect of timing, and the interaction between time and school level was significant.As of 2019, the economic difficulties of families of middle school students were severe, while the economic difficulties of families of high school students in 2019 gradually decreased in 2019, 2020 and 2021 and then intensified again in 2022.Third, the perception of family conflict by middle and high school students was significant only as a major effect of timing.In other words, family conflicts among middle and high school students were slightly worse in 2020 than in 2019, but they both tended to drop in 2021 and 2022.

This study aimed to differentiate between middle and high school students by investigating the structural relationships between academic self-efficacy, academic stress, learning motivation, and learning strategies-the learning-related factors of South Korean adolescents' learning achievements. We obtained relevant information for 4051 middle school students and 4242 high school students from the Gyeonggi Institute of Education's three-year panel data study (2016-2018). The results showed direct and indirect influential relationships between academic self-efficacy, academic stress, learning motivation, and learning strategy. Results of the analysis conducted by separating the structural equation model into middle and high school student groups showed that both models met the goodness-of-fit indices criteria; the difference between middle and high school student group models was significant. Hence, to promote academic achievement among middle and high school students, differential assistance is needed. Middle school students should be assisted so that they have a good command of learning strategy after reducing academic stress by increasing academic self-efficacy. For high school students, management of academic stress by increasing academic self-efficacy is the most important aspect.

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

The importance of students’ engagement for upper elementary, middle, and high school students has received great attention in recent years, in part because it is widely recognized as a mechanism by which students achieve success in school. Examples of success-oriented outcomes include, but are not limited to, greater academic performance, completion of high school, and life satisfaction. Both individual-level and group-level factors are discussed as contributing factors to students’ levels of engagement in school. However, the present body of literature offers a range of mixed findings about student engagement which, in part, may be due to variable definitions and operationalizations of student engagement. This thesis uses data from the Gallup Student Poll of over 330,000 students in grades 6 through 12 from 716 U.S. public schools across all U.S. census regions to find that grade level is a stronger predictor of students’ emotional engagement with school than gender and race/ethnicity. Results from this thesis also provide evidence that predicting students’ emotional engagement requires more information about students and schools than is commonly available for researchers to use. This conclusion is supported by intraclass correlations for school clustering and small effect sizes for both individual and school level characteristics. In other words, student’s emotional engagement with school cannot be accurately gauged simply by only their demographic characteristics (i.e., grade level, gender, and race/ethnicity) or the characteristics of the school they attend (i.e., cohort sizes, free or reduced lunch rate, and student teacher ratio). This is not to say that the school a student attends does not matter for students’ emotional engagement, however, the sources of variability in students’ emotional engagement may are far more complex than simply which demographic group they belong to or the general characteristics of their school.

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.

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.

0360 PURPOSE: The purpose of this study was to test the predictive utility of a battery of psychosocial correlates on physical activity in children and adolescents. METHODS: A total of 2072 youth (1069 males, 1003 females) ranging in age from 10 to 20 participated in the study. There was a relatively even distribution among elementary (24%), middle (36%) and high school (39%) youth. Each participant completed the Physical Activity Questionnaire for Children (PAQ-C) and the Children's Physical Activity Correlates (CPAC) scale. The CPAC includes subscales of attraction to physical activity (Attract), perceived athletic competence (PAC) and parental influence (ParInf). All surveys were completed during the participant's physical education class. Univariate ANOVAs were conducted on the three correlate variables and the outcome measure of physical activity to test for differences across grade level. Stepwise regression analyses were performed to determine the relative importance of the three correlate variables on the prediction of physical activity. RESULTS: ANOVA results confirm typical declining patterns of physical activity with age and parallel trends for the psychosocial correlates. For each measure, younger students scored higher (p < .001) than the older students. Males scored higher (p < .001) than females on all scales except for the ParInf scale, in which scores were about equal. Stepwise regression analyses indicate Attract accounted for the largest amount of variance in physical activity in all three grade levels (elementary school: 23%, middle school: 33%, high school: 28%). The ParInf and PAC subscales accounted for smaller amounts of the variance (4%, 3%, 2%, and 2%, 1.4%, and .8%, respectively) but both were significant predictors for all three age groups. Overall, the models accounted for 29%, 38% and 30% of the variance in activity for elementary, middle, and high school students, respectively. CONCLUSIONS: The patterns of declining involvement and interest in physical activity are consistent with previous research findings. The results of this study show that the CPAC has good predictive validity across this broad age range.

Aims This study assessed support for increases in sexuality education and sexual health services for both middle school and high school students. Data is essential to reinforce change in communities with limited sexuality education, services, and related policy, yet with high rates of teen pregnancy and STDs/HIV. Methods A 22-item survey was developed after an extensive review of existing instruments and feedback from an expert panel. Questions addressed support for specific sexuality education topics and sexual health services at middle and high school levels. Through a University research-polling center, Random-Digit-Dialing methodology for landlines (26.9%) and cell phones (71.3%) was implemented. Surveys were conducted in English and Spanish. The resulting sample included 615 completed surveys. Results Despite wide differences in party identification, median household income, population density and racial make-up, the counties’ aggregate opinions were very supportive of sexuality education and sexual health services. Of eight sexuality education topics presented, ‘HIV and STDs’ received the highest support (91% middle school, 96% high school) and ‘Gender and Sexual Orientation’ received the lowest (71% middle school, 78% high school). Of four sexual health services presented, ‘Testing for STDs/HIV’ received the highest level of support (61% middle school, 82% high school), while ‘Providing Condoms’ received the lowest (49% middle school, 69% high school). Additionally, most participants (84-90%) would allow their children to participate in grade level appropriate sexuality education, most (85-89%) support teaching both abstinence and birth control, yet almost half (47%) do not know if sexuality education is taught in their districts. Demographic differences will be presented along with participant perceptions of adolescent sexual behaviors. Conclusions Overwhelming support for increasing efforts to improve sexual health among adolescents exits. Findings from this study can be used to advance initiatives addressing unplanned pregnancy, STD/HIV infection, healthy relationships and active consent. This data supports components of evidence-based programs and current national efforts to improve adolescent sexual heath.