The Association Between Problem Behaviors and Yin-Yang Temperament in Korean Middle School Students

2017 ◽  
Vol 41 (S1) ◽  
pp. S125-S126
Author(s):  
S.J. Lee ◽  
H. Chae
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Problem Behaviors ◽  
Reliability And Validity ◽  
Self Report ◽  
School Students ◽  
Psychological Study ◽  
Yin Yang ◽  
Externalizing Problem ◽  
Internalizing Problem

ObjectivesThe Yin-Yang represents two opposing and complementary traits of nature such as introvert-extrovert and passive-active, and has been primary framework of medicine for thousands of years in the East. The purpose of this study was to examine the problem behaviors of the middle school students, which is a major social and psychopathological issue in Korea, from the Yin-Yang temperaments.MethodsSubjects of 670 middle school students (365 boys and 305 girls) finished Korean version of youth self-report (YSR) for describing the problem behaviors and Sasang personality questionnaire (SPQ) for measuring Yin-Yang temperament. The high (30%) and low (30%) SPQ score groups were shown to represent Yin and Yang temperament groups with acceptable reliability and validity. We examined the correlation between YSR and SPQ, and YSR subscale differences between high and low SPQ score groups.ResultsThe SPQ significantly (P < 0.01) correlated positively with YSR externalizing problem (r = 0.148, r = 0.182) and negatively with YSR Internalizing Problem (r = −0.212, r = −0.177) in boys and girls, respectively. The Yang temperament group (8.42 ± 6.24, 8.36 ± 6.59) is significantly (P < 0.01) higher than Yin group (6.17 ± 4.82, 5.83 ± 5.32) in Externalizing Problem, and the Yin temperament group (9.55 ± 7.72, 11.38 ± 8.18) is significantly (P < 0.01) higher than Yang group (6.01 ± 5.95, 8.28 ± 7.49) in Internalizing Problem with boys and girls, respectively.ConclusionThese results showed that the Yin-Yang temperament of traditional eastern medicine might be clinically useful for screening psychopathological problems in adolescents. Implications and suggestions for cross-cultural psychological study of the East and West are also suggested.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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 The Effect of Reading Duration on the Reliability and Validity of Middle School Students’ ORF Performance

2014 ◽  
Vol 40 (1) ◽  
pp. 53-64 ◽  
Author(s):  
Amy E. Barth ◽  
Karla K. Stuebing ◽  
Jack M. Fletcher ◽  
Carolyn A. Denton ◽  
Sharon Vaughn ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Reliability And Validity ◽  
School Students

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.

scholarly journals Psychometric properties of an inventory to determine the factors that affect students’ attitudes toward mathematics

2017 ◽  
Vol 6 (1) ◽  
pp. 1 ◽  
Author(s):  
Myint Swe Khine ◽  
Ernest Afari
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
United Arab Emirates ◽  
Factor Model ◽  
Attitudes Toward Mathematics ◽  
Reliability And Validity ◽  
Arabic Language ◽  
School Students ◽  
Students Attitudes ◽  
Para Determinar

Abstract: This study explored the reliability and validity of the inventory that measures attitudes toward mathematics among middle school students. The original version of Attitudes toward Mathematics Inventory (ATMI) was adapted and translated into Arabic language and administered to middle school students in the United Arab Emirates (UAE). The data were analysed to establish the reliability and construct validity as well as the factor structure of the instrument. Our results showed that four factor model was the best fit using confirmatory factor analysis. The findings from this study indicated that the translated version of the inventory can be effectively used in Arabic speaking countries. Propiedades psicométricas de un inventario para determinar los factores que afectan a las actitudes de los estudiantes hacia las matemáticas Resumen: El presente artículo analiza la fiabilidad y validez del inventario que mide las actitudes hacia las matemáticas entre los estudiantes de secundaria. La versión original de las actitudes hacia la Matemática Inventory (ATMI) fue adaptado y traducido al árabe y se administró a los estudiantes de secundaria en los Emiratos Árabes Unidos. Los datos se analizaron para establecer la fiabilidad y validez de constructo, así como el factor de estructura del instrumento. Nuestros resultados muestran que el modelo de cuatro factores fue el mejor ajuste en el análisis factorial confirmatorio. Los resultados de este estudio indican que la versión traducida del inventario puede ser utilizado con eficacia en países de habla árabe.

Strategies and Tools to Embrace Prevention with Upstream Programs: A Novel Pilot Program for Enhancing Social and Emotional Protective Factors in Middle School Students

2019 ◽  
Vol 41 (4) ◽  
pp. 213-220
Author(s):  
M Amaris Knight ◽  
Amanda Haboush-Deloye ◽  
Pamela M Goldberg ◽  
Kelly Grob
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Protective Factors ◽  
Problem Behaviors ◽  
Self Regulation ◽  
Intervention Group ◽  
School Students ◽  
Negative Behaviors ◽  
Social And Emotional ◽  
Quasi Experimental

Abstract Social–emotional learning (SEL) programs can be considered upstream, or primary prevention, because they focus on providing students with the life skills necessary to navigate situations and relationships from which problem behaviors may arise to prevent a crisis situation. Strategies & Tools to Embrace Prevention with Upstream Programs (SEL@MS, formerly known as STEP UP) is a comprehensive SEL curriculum for middle school students aimed at promoting universal prevention strategies for healthy populations. SEL@MS enhances protective factors against negative behaviors by reinforcing multilevel approaches to strengthening community, interpersonal, and individual attributes with lesson plans that can be integrated into school curricula. This quasi-experimental pilot study was conducted over the course of two years with 59 middle school students assigned to either the intervention (n = 27) or control (n = 32) group. Analyses demonstrated significant improvements among students in the intervention group in self-regulation, responsibility, social competence, and empathy. Results of this study suggest that SEL@MS is a promising approach to enhance social and emotional protective factors that, when fostered over time, have the potential to improve overall mental health.

Assessment of Psychopathic Traits in Children and Adolescents

2009 ◽  
Vol 25 (3) ◽  
pp. 157-163 ◽  
Author(s):  
Patricia Bijttebier ◽  
Stef Decoene
Keyword(s):  
Problem Behaviors ◽  
Community Sample ◽  
A Priori ◽  
Reliability And Validity ◽  
Self Report ◽  
Antisocial Process Screening Device ◽  
Screening Device ◽  
Age Range ◽  
Childhood Psychopathy ◽  
Internalizing Problem

The study examined the reliability and validity of the Antisocial Process Screening Device (APSD) and the Childhood Psychopathy Scale (CPS) in a community sample of 182 Flemish adolescents in the age range of 9 to 19 years. Data were gathered by means of parent, teacher, and self-report, and the factor structure was examined by means of confirmatory factor analysis. Internal consistencies of the resulting scales and associations with measures of disruptive behavior disorders and internalizing problem behaviors were explored. Results confirmed the underlying a priori structure of both APSD and CPS.

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