Association between online and offline social support and internet addiction in a representative sample of senior high school students in Taiwan: The mediating role of self-esteem

Background: Math anxiety (MA) emerges as a state of discomfort and anxiety when a student is faced with a math problem. Objectives: The present study aimed to investigate the association between self-esteem and classroom environment perceptions with math anxiety through the mediating role of mathematics self-concept (MSC) in female high school students. Methods: This descriptive-correlational study was conducted on all the female high school students in Ahvaz, Iran in the academic year 2020 - 2021. In total, 237 students were selected as the sample population via single-stage cluster sampling. Data were collected using the Math Anxiety questionnaire (MAQ), Self-Esteem questionnaire (SEQ), Dundee Ready Educational Environment measure (DREEM), and Mathematical Self-Concept questionnaire (MSCQ). The proposed research model was evaluated using structural equation modeling. Results: With the exception of self-esteem and classroom environment perceptions (CEPs), all the direct paths were significantly correlated with MA (P = 0.001). Moreover, the indirect paths of self-esteem were significantly correlated with MA considering the mediating role of MSC (β = -0.240; P = 0.002). Furthermore, a significant association was observed between CEP and MA, mediated by MSC (β = -0.129; P = 0.001). Conclusions: According to the results, the proposed model had a good fit and could be an important step in identifying the influential factors in the MA of students.

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Prevalence of internet addiction and its risk and protective factors in a representative sample of senior high school students in Taiwan

Journal of Adolescence ◽

10.1016/j.adolescence.2017.11.004 ◽

2018 ◽

Vol 62 ◽

pp. 38-46 ◽

Cited By ~ 17

Author(s):

Min-Pei Lin ◽

Jo Yung-Wei Wu ◽

Jianing You ◽

Wei-Hsuan Hu ◽

Cheng-Fang Yen

Keyword(s):

High School ◽

High School Students ◽

Protective Factors ◽

Internet Addiction ◽

Representative Sample ◽

Risk And Protective Factors ◽

Senior High School ◽

School Students ◽

Senior High School Students

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Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

Research in Science Education ◽

10.1007/s11165-021-10011-z ◽

2021 ◽

Author(s):

Thu Ngo ◽

Len Unsworth ◽

Michele Herrington

Keyword(s):

High School ◽

High School Students ◽

Senior High School ◽

School Students ◽

Symbolic Representations ◽

Different Types ◽

Cell Components ◽

Diagram Comprehension ◽

Senior High School Students

AbstractStudents’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of teachers’ orchestration of language and gesture in explaining diagrams—and very few in senior high schools. Research with younger students and studies of research scientists’ practice indicate the significance of the interaction of teachers’ gesture and language in explaining visualisations. The strategic deployment of such teacher-focussed authoritative explanations has been observed in facilitating progression to more complex and symbolic representations in classroom work. However, the paucity of such research in senior high school leaves open the question of how these teachers use gesture and language in managing the challenges of explaining the intricate sub-microscopic and abstract visualisations senior high school students need to negotiate. In this paper, we outline existing studies of teachers’ use of gesture and language to explain complex images in senior high school and investigate how it is managed by two biology teachers with images of different types and complexity representing the activity of certain cell components in the early phase of cell duplication. Implications are drawn for foci of further research including the role of a metalanguage describing different types of visualisations and their affordances.

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The Relationship Between Social Support and Student Academic Involvement: The Mediating Role of School Belonging

Canadian Journal of School Psychology ◽

10.1177/08295735211034713 ◽

2021 ◽

pp. 082957352110347

Author(s):

Luis Francisco Vargas-Madriz ◽

Chiaki Konishi

Keyword(s):

Social Support ◽

High School ◽

High School Students ◽

Parental Support ◽

Critical Role ◽

School Belonging ◽

School Students ◽

Academic Involvement ◽

The Relationship

Canada’s high school graduation rates are still low when compared to other members of the OECD. Previous studies have found academic involvement is associated with positive trajectories toward graduation, that social support promotes student engagement, and that school belonging could mediate this relationship. Still, little is known about the specificity of such mediation, especially in Québec. Therefore, this study examined the role of belonging as mediator of the relationship between social support and academic involvement. Participants ( N = 238) were high-school students from the Greater Montréal Area. All variables were measured by the School-Climate Questionnaire. Results from hierarchical multiple regressions indicated parental support had a direct relationship, whereas peer and teacher support had a mediated relationship by school belonging with academic involvement. Results highlight the critical role of school belonging in promoting academic involvement in relation to social support.

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