Integrating Mindfulness into Mixed Martial Arts Training to Enhance Academic, Social, and Emotional Outcomes for At-Risk High School Students: a Qualitative Exploration

This study aims to look at the effect of martial arts exercises on changes in adolescent personality. The sample of this study was Yadika Lubuklinggau High School students who participated in pencak silat extracurricular activities, totaling 22 people. The sampling technique is a total sampling technique. The hypothesis proposed in this study is that martial arts exercises provide a significant influence on changes in adolescent personality. The design of this study is one group pretest-posttest. Data collection techniques using a questionnaire with Likert Scale. The data in this study are the answers of the sample parents regarding their daily personalities both before and after pencak silat training. Hypothesis testing with a t-test at a significant level of 0.05%. Based on testing the research hypothesis using the t-test statistical analysis it is known that the t-value is 3,227, while the t-table value is 1,720. Thus, it can be concluded that the hypothesis proposed in this study was accepted. The conclusion that can be drawn in this study is that martial arts exercises provide effects on changes in adolescent personality.

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Anger Assessment In Rural High School Students

The Journal of School Nursing ◽

10.1177/10598405030190010601 ◽

2003 ◽

Vol 19 (1) ◽

pp. 30-40 ◽

Cited By ~ 8

Author(s):

Jacqueline M. Lamb ◽

Kathryn R. Puskar ◽

Susan Sereika ◽

Kathy Patterson ◽

Judith A. Kaufmann

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

Cognitive Processing ◽

Anger Expression ◽

Trait Anger ◽

Future Research ◽

School Students ◽

Rural High School ◽

American Society

Anger and aggression in school children are a major concern in American society today. Students with high anger levels and poor cognitive processing skills are at risk for poor relationships, underachievement in school, and health problems. This article describes characteristics of children who are at risk for high anger levels and aggression as well as those who are able to modulate their anger. Results of a survey are reported which describe levels of anger in 624 rural high school students. This sample reported lower levels of anger, compared to the normative group. Differences among the sample include higher internal anger expression in girls, higher trait anger in boys ages 15–16, and higher trait anger in girls ages 16–17. Recommendations are made for future research and specific steps that school nurses can take.

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Effectiveness of a Character Education Group Program based on Social and Emotional Learning for Junior High School Students

The Korean Journal of Educational Psychology ◽

10.17286/kjep.2021.35.3.04 ◽

2021 ◽

Vol 35 (3) ◽

pp. 463-488

Author(s):

Dongil Kim ◽

Yeyoung Woo ◽

Chanhoon Park ◽

Dasom Han

Keyword(s):

High School ◽

High School Students ◽

Character Education ◽

Junior High School ◽

Social And Emotional Learning ◽

Junior High School Students ◽

Group Program ◽

School Students ◽

Social And Emotional ◽

Education Group

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High school students at risk of exclusion

Safe, Supportive, and Inclusive Learning Environments for Young People in Crisis and Trauma ◽

10.4324/9780429282102-8 ◽

2020 ◽

pp. 85-96

Author(s):

Adrian B. Kelly ◽

Bosco Rowland ◽

Rebecca A. Kuhn ◽

Andrew W. Munnings ◽

John W. Toumbourou

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

School Students ◽

Students At Risk

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Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

Advances in Educational Marketing, Administration, and Leadership - Leveraging Technology to Improve School Safety and Student Wellbeing ◽

10.4018/978-1-7998-1766-6.ch008 ◽

2020 ◽

pp. 126-151

Author(s):

Lauren R. Tidmore

Keyword(s):

High School ◽

At Risk ◽

High School Students ◽

Social Skills ◽

Behavioral Disorders ◽

Emotional And Behavioral Disorders ◽

Composite Score ◽

Social Skills Intervention ◽

School Students ◽

Post Test

The purpose of this study was to evaluate a nine-week blended learning social skills intervention for high school students identified as being at risk for emotional and behavioral disorders. Exploring how social skills interventions improve students' social and emotional deficits aids in the development of an engaging curriculum. This quantitative study utilized a pretest-posttest method. High school students identified as being at risk for emotional and behavioral disorders and their special educators were invited to complete the researcher-designed social skills intervention with a corresponding pre- and post-test. There were no statistically significant differences between the pre- and post-test scores for the students or the special educator. The SEARS' social-emotional domains were all found to be statistically significant predictors of the students' total composite score. Gender was found to be a significant predictor of the student's total composite score. Implications of the study include strategies for developing interventions at the high school level.

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