scholarly journals Multidimensional profiles of learning orientations and school achievement: a person-oriented approach in middle-school students

2021 ◽  
Author(s):  
Giulia Vettori ◽  
Claudio Vezzani ◽  
Lucia Bigozzi ◽  
Giuliana Pinto
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Achievement ◽  
Self Report ◽  
School Students ◽  
Chi Square ◽  
School Subjects ◽  
Dimensions Of Learning ◽  
Learning Orientations ◽  
Oriented Approach

AbstractA person-oriented approach was applied to the study of early adolescents’ learning orientations to identify different profiles and their association with school achievement. A total of 244 middle-school students (male: 128; female: 116; M-age ± SD = 12.51 ± .93) completed a self-report questionnaire to explore cognitive, metacognitive, and affective dimensions of learning orientations. School achievements were collected in a range of school subjects. Cluster analyses and one-way MANOVA were carried out to verify the existence of profiles. Chi-square tests were used to test the association between profiles of learning orientations and school achievement. The results showed two profiles differently associated with school achievement: students “Dragged by the current” (Profile 1) showed low school achievement across school subjects, meanwhile students “At the helm” (Profile 2) reached excellent school achievement. In promoting middle-school students’ achievement, it is important for teachers to consider students’ profiles of learning orientations.

scholarly journals Positive Attitude Program’s Impact upon Self-Concept across Childhood and Adolescence // Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: El papel mediador del compromiso académico y la autoeficacia

2016 ◽  
Vol 21 (2) ◽  
pp. 261-280 ◽  
Author(s):  
Vítor Alexandre Coelho ◽  
Marta Marchante ◽  
Vanda Sousa
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Elementary Students ◽  
Repeated Measures ◽  
Self Report ◽  
Self Concept ◽  
Childhood And Adolescence ◽  
School Students ◽  
Social And Emotional ◽  
Repeated Measures Design

This study aims to analyze the differential impact of social and emotional learning programs between Portuguese elementary and middle school students, and to clarify developmental and gender differences in children and adolescents self-concept. The sample included 2682 students, 1237 elementary students (4th grade; Mage = 9.24; SD = 0.72) and 1445 middle school students (7th to 9th grade: Mage = 13.30; SD = 1.32). Self-report questionnaires were administered before and after intervention. Multilevel linear modeling with a repeated measures design was used to evaluate the effects of the program on self- concept. Results show significant intervention gains in social and emotional self-concept, which differ by grade level (elementary students benefited more). There were also differences between genders, boys showed more benefits in social self-concept and girls in emotional self-concept as well as a smaller decrease in academic self-concept. Participation in the programs led to more pronounced gains for elementary school students. 

scholarly journals Validation of a questionnaire assessing students’ self-directed and collaborative learning with and without technology in Canadian middle school classrooms

2019 ◽  
Vol 45 (2) ◽  
Author(s):  
Chantal Labonté ◽  
Veronica R. Smith
Keyword(s):  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Collaborative Learning ◽  
Model Fit ◽  
Self Report ◽  
Self Directed Learning ◽  
School Students ◽  
Confirmatory Factor ◽  
Directed Learning

In the current study, the researchers examine the validity of a questionnaire assessing students’ perceptions of their self-directed learning and collaborative learning with and without technology with a group of Canadian middle school students. Lee and colleagues (2014) developed an 18-item questionnaire for use in assessing high school students’ perceptions of their learning in Singapore. Three hundred and twenty middle school students from across Alberta, Canada completed the questionnaire. The results of a confirmatory factor analysis revealed that the questionnaire did not have sufficient model fit. The researchers used a jackknifing procedure to systematically remove four items in order to achieve a psychometrically sound questionnaire. The results suggest that the reduced questionnaire is a useful self-report instrument for assessing Canadian middle school students’ perceptions of their learning. Dans la présente étude, les chercheurs examinent la validité d’un questionnaire évaluant les perceptions qu’ont les élèves de leur apprentissage autonome et collaboratif, avec et sans technologie, au sein d’un groupe d’élèves d’écoles intermédiaires canadiennes. Lee et ses collègues (2014) ont développé un questionnaire de 18 items pour évaluer les perceptions qu’ont des élèves d’écoles secondaires quant à leur apprentissage. Trois cent vingt élèves d’écoles intermédiaires à travers l’Alberta, au Canada, ont rempli le questionnaire. Les résultats d’une analyse factorielle confirmatoire ont révélé que le questionnaire avait été insuffisamment ajusté au modèle. Les chercheurs se sont servis d’une procédure de jackknife afin de supprimer systématiquement quatre items afin d’obtenir un questionnaire solide sur le plan psychométrique. Les résultats suggèrent que le questionnaire raccourci est un instrument utile pour l’auto-évaluation des perceptions qu’ont des élèves d’écoles intermédiaires quant à leur apprentissage.

scholarly journals Bullying Among Middle School Students with Disabilities

2018 ◽  
Vol 20 (1) ◽  
Author(s):  
Breanna McNeal ◽  
Dorothy Espelage
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Students With Disabilities ◽  
Critical Role ◽  
Self Report ◽  
Male Students ◽  
School Students ◽  
Bully Victimization ◽  
Willingness To Intervene ◽  
Caucasian Students

This investigation examined the association between bully victimization and willingness to intervene in bullying situations among students with and without disabilities. Through the use of self-report surveys, middle school students (n = 1005) participated in the study. The majority of students with disabilities reported having a Specific Learning Disability, and the sample included 49% male students and 44% Caucasian students. Results indicated that there was no significant effect for disability status on willingness to intervene; however, students who were bullied were more willing to intervene compared to youth with low rates of victimization. Students with disabilities who were victimized at high rates reported greater willingness to intervene in bullying situations compared to students with disabilities who reported lower rates of victimization and students without disabilities. These findings suggest that students with disabilities play a critical role in supporting other students who are being victimized by intervening to help them.

Assessment of the Risks and Needs of Middle School Students: Invariance Properties Related to Gender and Ethnicity

Assessment ◽  
2021 ◽  
pp. 107319112110625
Author(s):  
Paul S. Strand ◽  
Brian F. French ◽  
Bruce W. Austin
Keyword(s):  
Middle School ◽  
Native American ◽  
Middle School Students ◽  
School Engagement ◽  
Intervention Program ◽  
School Attendance ◽  
School Personnel ◽  
Self Report ◽  
General Factor ◽  
School Students

The middle school version of the Washington Assessment of Risks and Needs of Students (msWARNS) is a self-report instrument designed for use by school personnel to identify barriers to school attendance and school success for sixth- to eighth-grade students. It measures six domains relevant to improving school outcomes that include aggression-defiance, depression-anxiety, substance use, peer deviance, home environment, and school engagement. In the present study, a bifactor S − 1 model, for which the aggression-defiance domain was the reference factor for the general factor and the other domains constituted the subfactors, had good fit and better fit than several other alternative models. Results of multigroup confirmatory factor analysis revealed invariance across different groups defined by gender and race/ethnicity (Native American, African American, Hispanic, and White), with a sample of referred middle school students ( N = 2,356; ages 10–15 years). Reliability analyses support the use of the general factor to guide decision-making, the reliable use of the depression-anxiety factor for providing additional insights, and the remaining factors for guiding communication, as part of an assessment and intervention program for middle school students.

scholarly journals Middle School Students’ Beliefs About Intelligence and Giftedness

2018 ◽  
Vol 30 (1) ◽  
pp. 50-73
Author(s):  
Dongyao Tan ◽  
Mike Yough ◽  
Ophélie A. Desmet ◽  
Nielsen Pereira
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
School Achievement ◽  
Gifted Students ◽  
Eighth Graders ◽  
School Students ◽  
Incremental Belief ◽  
Motivation And Learning ◽  
Regular Classes ◽  
Practical Implications

This study investigated middle school students’ beliefs about intelligence and differences in the development of intelligence across ages, beliefs about giftedness and the development of giftedness, and how beliefs about intelligence and giftedness were related. A total of 52 eighth graders from two regular classes ( n = 36) and one gifted class ( n = 16) at a public school in the U.S. Midwest completed a survey and a vignettes task. Results revealed that participants associated intelligence with school and non-school intelligence, knowledge and learning, smartness, and motivation. They associated academic giftedness with intelligence, motivation, school achievement, and high ability. Participants were more certain young children could grow intelligence. Most participants endorsed incremental views of intelligence and giftedness. This was more evident in students holding an incremental belief about intelligence, and in non-gifted students. Gifted participants and those holding an incremental belief about intelligence placed more value on motivation and learning. Theoretical and practical implications were discussed.

The Role of Recreational Spaces in Meeting Physical Activity Recommendations Among Middle School Students

2011 ◽  
Vol 8 (s1) ◽  
pp. S8-S16 ◽  
Author(s):  
Virginia Rall Chomitz ◽  
Denise Burke Aske ◽  
Julia McDonald ◽  
Howard Cabral ◽  
Karen Ann Hacker
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Cross Sectional Study ◽  
School Students ◽  
Space Utilization ◽  
Chi Square ◽  
Cross Sectional ◽  
8Th Grade

Background:There is growing recognition of the importance of recreational space utilization for promoting physical activity (PA) among youth.Methods:An cross-sectional study was conducted with a sample of 926 diverse 6th-8th grade students in Somerville, MA. Participants completed the 2007 Youth Risk Surveillance Survey (YRBS). Chi-square testing and logistical regression modeling were performed to predict meeting national PA recommendations for moderate, vigorous, and 60 minutes or more (60+) PA.Results:The participants reported meeting recommended PA levels for moderate (27%), vigorous (70%) and 60+ (21%) PA. In multivariate analysis, being male and speaking English were significantly associated with meeting all 3 PA recommendations. Recreational spaces significantly associated with meeting PA recommendations included neighborhood parks and walk/bike paths, playing fields and courts, and recreational centers. Recreational space utilization varied by gender, race/ethnicity, and language.Conclusions:Recreational space utilization was an important predictor of meeting PA recommendations among middle school students. Our results showed that PA attainment and recreational space utilization varied by demographic characteristics. The role of each recreational space in predicting PA varied depending on the outcome used. This study demonstrates the potential use of YRBS data to inform resource allocation for PA promotion in diverse communities.

scholarly journals Development of Structural Model on Suicidal Ideation in Adolescents’ Exposure to Violence

2021 ◽  
Vol 18 (6) ◽  
pp. 3215
Author(s):  
Jeoung Mi Kim
Keyword(s):  
Middle School ◽  
Suicidal Ideation ◽  
Middle School Students ◽  
School Violence ◽  
Family Violence ◽  
Violence Exposure ◽  
Structural Model ◽  
Self Report ◽  
School Students ◽  
Ego Resilience

Purpose: This study developed and examined a structural model and influencing factors of suicidal ideation by path analysis of family violence exposure, school violence exposure, anger, aggression, depression, hopelessness, and ego resilience among adolescents. Methods: A hypothetical model was constructed on the basis of general strain theory developed by Agnew, as well as a review of studies in the literature related to suicidal ideation in adolescents in terms of violence exposure. The subjects were 1150 middle school students located in P city and K province. The model included 8 concepts and 24 paths. Data were collected using self-report questionnaires from September 2 to 20, 2013, and analyzed using the IBM SPSS and AMOS 21.0 programs. Results: Family violence exposure, school violence exposure, anger, depression, hopelessness, and ego resilience showed a direct effect, while aggression showed an indirect effect on suicidal ideation in adolescents. These factors accounted for 45% of the variance of suicidal ideation in middle school students in terms of violence exposure. Conclusions: The results suggest that suicidal ideation of adolescents who are exposed to violence could be decreased by increasing ego resilience and reducing family violence exposure. It is necessary to develop an intervention strategy to prevent suicidal ideation.

scholarly journals Identification of expectations and encountered problems of the middle-school students participating in the sports activities

2016 ◽  
Vol 13 (2) ◽  
pp. 3044
Author(s):  
Menzure Sibel Yaman ◽  
Mustafa Bar ◽  
Murat Sarıkabak ◽  
Gülten Hergüner
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
School Life ◽  
School Students ◽  
Chi Square ◽  
The Family ◽  
Sport Activities ◽  
Level Of Significance ◽  
Chi Square Analysis

In healthy societies, physical education and sport activities carry important roles in raising individuals. Previous scientific researches point out that physical activity is very important in the development process of the children. Therefore, children need to be supported in joining planned and systematic physical education and sport activities in both family and school life, beginning at very young ages. Every possibility should be offered to the children for performing sport activities healthily in the habitat while also taking precautions.The purpose of the study is to identify the expectations of the middle-school students and the problems they encounter when attending sport activities in their family and school lives. The data was collected through a survey developed by the researchers. A descriptive method with the aim of revealing the current situation was used in the study. The population of this study consisted of 2500 students, studying in the 5th, 6th, 7th and 8th grades of the middle-school. Two middle schools from the schools within the Sakarya province were selected through a random selection method. The survey was applied to a total amount of 400 volunteer students that were selected as the sample group and studied in these schools. The SPSS 15.0 for Windows software was used for the data analysis. Frequency analysis was used in order to determine the quantity and percentage distributions of the demographic information of the participants. On the other hand, chi-square analysis was used for the comparison of the problems and expectations related to family and school life in regards to the demographic variables. The level of significance in the chi-square analysis was specified as p<0,05.As a result of the study, in relation to the family and school life, the male students were found to have more problems and expectations regarding the participation in physical education and sport activities, when compared to female students. In addition to this, the students who participated in physical education and sport activities regularly seemed to have bigger expectations and more problems with their families.The problems and expectations of participating students regarding the family and school life were identified and suggestions for possible solutions were presented. The study is hoped to be beneficial for the field.

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