Supplemental Material for Peer Factors as Mediators of Relations Between Exposure to Violence and Physical Aggression in Middle School Students in a Low-Income Urban Community

Emerging research on dating aggression in early adolescence suggests that it occurs as early as 6th grade. However, our understanding of dating aggression during this developmental phase remains limited. The primary purpose of the current study was to examine gender differences in various potentially harmful dating behaviors, including physical and psychological dating aggression and victimization as well as jealous, controlling, and monitoring behaviors in a low-income, urban sample of middle school students (N = 3,174). Approximately 40% of youth reported physical dating aggression as a perpetrator or victim. Girls endorsed all forms of physical aggression at a higher rate than boys with one exception: physical restraint. Regarding physical dating victimization, boys reported higher rates of having been slapped; scratched; or kicked, bit, or hit than did girls. There were no statistically significant gender differences in the frequency of injury to self (6% of boys, 2% of girls) or partner (4% of boys and 5% of girls injured a partner). Although the overall injury rate was low, it was not inconsequential. Regarding other potentially harmful behaviors, girls and boys reported jealous accusations, monitoring and spiteful verbal and nonverbal retaliation with the highest frequency. Although, the vast majority of dating aggression was characterized as “just playing around,” many youth demanded apologies and a substantial minority broke up as a result of dating aggression. Of note, boys were significantly more likely to “do nothing” in response to dating aggression compared to girls. Results highlight the complex, variable meaning of aggression, jealousy, and control in early adolescent dating relationships.

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The Effects of A Strengths-Based Career Group Program on the Career Decision Self-Efficacy and Career Maturity for Middle School Students from Low-Income Families

The Korea Association of Yeolin Education ◽

10.18230/tjye.2017.25.4.289 ◽

2017 ◽

Vol 25 (4) ◽

pp. 289-307

Author(s):

Mi-Hwa Kim ◽

◽

Mi-Ok Kim ◽

Keyword(s):

Middle School ◽

Middle School Students ◽

Low Income ◽

Self Efficacy ◽

Career Maturity ◽

Career Decision ◽

Group Program ◽

School Students ◽

Low Income Families

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Empowering Low Income Mexican and African-American Middle School Students in Two Southwest Urban Communities

Journal of Poverty ◽

10.1300/j134v06n01_06 ◽

2002 ◽

Vol 6 (1) ◽

pp. 109-118

Author(s):

Diane C. Jacobs ◽

Heng-Yu Ku

Keyword(s):

Middle School ◽

African American ◽

Middle School Students ◽

Urban Communities ◽

Low Income ◽

School Students

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Perceived Barriers to Recommended Diet and Physical Activity Patterns Among Ethnically Diverse Middle School Students

Californian Journal of Health Promotion ◽

10.32398/cjhp.v5i4.1265 ◽

2007 ◽

Vol 5 (4) ◽

pp. 21-31 ◽

Cited By ~ 4

Author(s):

Shaunna Carter ◽

Cindy Wolff ◽

Jean Schuldberg ◽

Keiko Goto

Keyword(s):

Physical Activity ◽

Middle School ◽

Middle School Students ◽

Low Income ◽

Ethnically Diverse ◽

Peer Pressure ◽

Perceived Barriers ◽

School Students ◽

Activity Promotion ◽

Hmong Students

The purpose of this cross-sectional, descriptive study was to examine perceived barriers to the adoption of recommended dietary and physical activity behaviors in low income ethnically diverse middle school students. Respondents completed surveys in sixth and eighth grade (n=289): 37% (n=100) of whom were Hmong, 34% (n=92) White, and 18% (n=57) Non-Asian, Non-White (NANW). Chi square and ANOVA were used to test the hypothesis that there were significant differences in perceived barriers for the adoption of recommended dietary and physical activity behaviors among ethnic groups. At 46%, significantly more Hmong versus White (12%) and NANW (16%) students indicated that cost was a significant barrier to fruit and vegetable availability at home (p=.001). In addition, 51% of Hmong students versus 33% of White and 34% of NANW students indicated that peer pressure was a barrier to the consumption of fruits and vegetables (p=.002). At 33%, significantly fewer Hmong students reported meeting the guidelines for physical activity compared to White students (52%, p=.016). Furthermore, Hmong students believed that being physically active every day was less important to their family members compared to non-Hmong students (p=.004). These results indicate that there is a need for culturally specific nutrition education and physical activity promotion with a particular focus on reducing obstacles to the adoption of recommended dietary patterns and physical activity for Hmong middle school students.

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PENERAPAN NILAI-NILAI MORAL DAN KARAKTER DALAM PPKn DI SMP DARUL HIKMAH MATARAM

CIVICUS : Pendidikan-Penelitian-Pengabdian Pendidikan Pancasila dan Kewarganegaraan ◽

10.31764/civicus.v6i1.629 ◽

2019 ◽

Vol 6 (1) ◽

pp. 35

Author(s):

Azhar Azhar ◽

Achmad Djunaidi

Keyword(s):

Middle School ◽

Middle School Students ◽

Citizenship Education ◽

School Principals ◽

Moral Values ◽

Research Subjects ◽

School Students ◽

Technological Factors ◽

Descriptive Approach ◽

Peer Factors

Nilai-nilai moral dan karakter di Indonesia masih sangat memprihatinkan terutama dalam dunia pendidikan maraknya terjadi tindakan kekerasan dan perbuatan asusila seperti, pemerkosaan, tawuran antar pelajar, pelecehan seksual dan lain sebagainya. Tujuan penelitian adalah untuk menjelaskan penerapan nilai-nilai moral dan karakter dalam pembelajaran PPKn di SMP Darul Hikmah Mataram, dan mengidentifikasi faktor yang mempengaruhi moral dan karakter siswa di SMP Darul Hikmah Mataram. Metode penelitian yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif, pengumpulan digunakan adalah observasi, wawancara, dan dokumentasi. Subyek penelitian adalah, guru PPKn, guru BK, siswa SMP, serta kepala sekolah. Analisis data menggunakan model interaktif. Hasil penelitian ini menunjukkan bahwa penerapan nilai-nilai moral dan karakter dalam pembelajaran Pendidikan Pancasila dan Kewarganegaraan dibutuhkan kesiapan mempersiapkan perangkat pembelajaran yang lengkap, nilai-nilai moral dan karakter siswa perlu diajarkan. Nilai-nilai moral dan karakter yang ajarkan yaitu mengamalkan nilai-nilai pancasila, juga diajarkan karakter sikap toleransi, menghargai, berbicara sopan santun, kejujuran, dan saling menghargai dan tolong menolong untuk diajarkan kepada peserta didik tersebut. Faktor yang mempengaruhi nilai-nilai moral dan karakter siswa dilihat dari segi positif seperti, mengajarkan hal-hal bernuansa agama, merubah peserta didik menjadi lebih baik, patuh dan taat. Segi negatif seperti, factor lingkungan, factor teman sepergaulan, dan factor teknologi.Moral and character values in Indonesia are still very alarming especially in the world of education where there are widespread acts of violence and immoral acts such as rape, brawls between students, sexual harassment and so on. The purpose of the study was to explain the application of moral and character values in PPKn learning at Darul Hikmah Middle School in Mataram, and identify factors that influence the morale and character of students in Darul Hikmah Middle School in Mataram. The research method used is qualitative research with a descriptive approach, the collection used is observation, interviews, and documentation. The research subjects were PPKn teachers, BK teachers, middle school students, and school principals. Data analysis using interactive models. The results of this study indicate that the application of moral values and character in the learning of Pancasila and Citizenship Education requires readiness to prepare a complete learning device, moral values and character of students need to be taught. Moral values and characters that teach are practicing the values of the Pancasila, also taught the character of tolerance, respect, speaking of manners, honesty, and mutual respect and helping help to be taught to these students. Factors that influence students' moral and character values are seen in a positive way, such as teaching religious nuances, changing students to be better, obedient and obedient. Negative aspects such as environmental factors, peer factors, and technological factors.

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The prevention of depressive symptoms in low-income minority middle school students.

Prevention & Treatment ◽

10.1037/1522-3736.5.1.58a ◽

2002 ◽

Vol 5 (1) ◽

Cited By ~ 60

Author(s):

Esteban V. Cardemil ◽

Karen J. Reivich ◽

Martin E. P. Seligman

Keyword(s):

Middle School ◽

Depressive Symptoms ◽

Middle School Students ◽

Low Income ◽

School Students

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Level of Oral Hygiene Practices and its Association with Socio-Demographyic Characters Among Middle School Students in Low Income Countries

10.21203/rs.3.rs-627216/v1 ◽

2021 ◽

Author(s):

Tecleab Okubai Gebregiorgis ◽

Alhassen Saleh Humed ◽

Beraki Mael Tekle ◽

Bereket Tesfamichael Ghebremedhin ◽

Letebrhan Habtemariam Haile

Keyword(s):

Middle School ◽

Middle School Students ◽

School Children ◽

Low Income ◽

Oral Hygiene ◽

Low Income Countries ◽

School Type ◽

School Students ◽

Dental Floss ◽

Tooth Cleaning

Abstract Background: The practice of keeping the mouth clean to prevent common oral health diseases is necessary, especially in children who live in developing countries. Thisstudyaims to assess middle school students’ oral hygiene practice (OHP)Status and its association with socio-demographic factors among children in low- income countries in Asmara, Eritrea.Methods: Descriptivecross-sectionalstudy wasconducted to determine the status ofOHPamongMiddle school studentsage of 12-15years. Data was collected from all participants (N=572) through face -to- face interview using a pretested and semi structured questionnaire. Pearson’s chi-square test and multiple binary logistic regressions were usedto analyze the whole data.Results: Overall, majority (70%) of middle school children were having poor OHP.From the total respondents, only 201 (35.2%) of the middleschool children cleaned their teeth two times or more a day,16(3.1%) used dental floss for dental cleaning and 314(54.9%) brushed their teeth after meals.The most utilized oral hygiene tools were toothbrush 554.8(97%), chewstick411.3(71.9%), and toothpick 192 (33.6%).Most of the participants 554(97.4%) used toothpaste during tooth cleaning, but 509 (89%) of the children were unaware about the presence of fluoride in their toothpaste.From the children, 196 (34.4%) changed their brush every three months,and only 72 (12.6%) applied circular strokes while brushing their tooth. The most frequently consumed sugar foods and drinks were bread and biscuits, sugar containing chewing gum and tea cited as 536(93.7%), 256(54.8%) and 486(85%) of the respondents respectively.Around half (52%) of the respondents didn’t cleaning their tongue at all. Only 112 (19.5%) visited a dentist during the past twelve months. OHP score was significantly different for gender and school type (P<0.05).Females children were having better OHP than males AOR=0.636 (0.441 – 0.918, P=0.012).Moreover, Arbate Asmara was less likely to have poor OHP than Bana AOR=0.426 (0.197 – 0.92, P=0.030).Conclusions: This study found that,majority of the children was having poor OHP. Sex and school ofmiddle school children in low income countries had a significantcorrelation with OHP. The results of this study indicatetheneed of a Comprehensive oral hygiene practiceeducation for the children and their parents to achieve good oral hygiene in the middle school.

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