A Sense of Connection: Examining Social Identity and Adherence to a School-Based Exercise Club

2021 ◽  
pp. 1-5
Author(s):  
Mark W. Bruner ◽  
Colin McLaren ◽  
Kevin S. Spink
Keyword(s):  
Social Identity ◽  
Secondary Students ◽  
Grade Level ◽  
Exercise Program ◽  
Exercise Group ◽  
School Students ◽  
School Based ◽  
The Future ◽  
Intentions To Return ◽  
Program Attendance

Purpose: This study aimed to investigate the relationship between social identity and adherence in the context of a school-based, 8-week structured group exercise program. Methods: Secondary students (N = 116; Mage = 15.52 years) from 10 newly formed school-based exercise clubs reported social identity perceptions specific to their exercise group, which were used to predict attendance and intentions to return to the club in the future. Results: Controlling for sex and grade level, the results of hierarchical regression analysis revealed that exercise group social identity was significantly positively related to program attendance (ΔR2 = .09, p < .01). A positive relationship was also found between exercise group social identity and intentions to return to the exercise club in the future, while also controlling for sex, grade level, and program attendance (ΔR2 = .05, p < .05). Discussion/Conclusion: The findings suggest that stronger exercise group social identity in the form of ingroup ties is associated with greater attendance and intention to return to the school-based exercise club among secondary school students.

Effects of Cooperative Homework Teams on the Acquisition of Mathematics Skills by Secondary Students with Mild Disabilities

1994 ◽  
Vol 60 (6) ◽  
pp. 538-548 ◽  
Author(s):  
Mary Curley O'Melia ◽  
Michael S. Rosenberg
Keyword(s):  
Secondary Students ◽  
Grade Level ◽  
Global Measure ◽  
School Students ◽  
Mild Disabilities ◽  
Mathematics Skills ◽  
Mediating Factor ◽  
8Th Graders ◽  
Performance Rate ◽  
Post Hoc

We examined the effects of a homework model, Cooperative Homework Teams (CHT), on three measures of mathematics performance: rate of homework completion, percentage correct on homework, and a norm-referenced global measure of mathematics achievement. Participants, 171 middle school students with mild disabilities (learning disabilities or emotional disturbance), were assigned to either the CHT or a control (C) condition. Significant differences between the conditions were found on the two homework measures, but not on the global measure. Post-hoc analyses indicated that grade level was a mediating factor: CHT was less effective for 6th than for 7th and 8th graders. No significant effects were noted for either type of disability or level of special education service.

scholarly journals A Trial Protocol for the Effectiveness of Digital Interventions for Preventing Depression in Adolescents: The Future Proofing Study

2019 ◽  
Author(s):  
Aliza Werner-Seidler ◽  
Kit Huckvale ◽  
Mark E. Larsen ◽  
Alison L. Calear ◽  
Kate Maston ◽  
...  
Keyword(s):  
Large Scale ◽  
Controlled Trial ◽  
Control Group ◽  
School Students ◽  
Mixed Effect ◽  
School Based ◽  
Cognitive Behaviour ◽  
The Future ◽  
To Receive

Abstract Background Depression frequently first emerges during adolescence, and one in five young people will experience an episode of depression by the age of 18 years. Despite advances in treatment, there has been limited progress in addressing the burden at a population level. Accordingly, there has been growing interest in prevention approaches as an additional pathway to address depression. Depression can be prevented using evidence-based psychological programs. However, barriers to implementing and accessing these programs remain, typically reflecting a requirement for delivery by clinical experts and high associated delivery costs. Digital technologies, specifically smartphones, are now considered a key strategy to overcome the barriers inhibiting access to mental health programs. The Future Proofing Study is a large-scale school-based trial investigating whether Cognitive Behaviour Therapies (CBT) delivered by smartphone application can prevent depression.Methods A randomized controlled trial targeting up to 20,000 Year 8 Australian secondary school students will be conducted. In Stage I, schools will be randomized at the cluster level to receive either the CBT intervention app (SPARX) or to a non-active control group comparator. The primary outcome will be symptoms of depression and secondary outcomes include psychological distress, anxiety and insomnia. At the 12-month follow-up, participants in the intervention arm with elevated depressive symptoms will participate in an individual-level RCT (Stage II) and be randomised to receive a second CBT app which targets sleep difficulties (Sleep Ninja) or a control condition. Assessments will occur at post-intervention (both trial stages), and at 6, 12, 24, 36, 48- and 60-months post-baseline. Primary analyses will use an intention-to-treat approach and compare changes in symptoms from baseline to follow-up relative to the control group using mixed effect models.Discussion This is the first trial testing the effectiveness of smartphone apps delivered to school students to prevent depression at scale. Results from this trial will provide much needed insight into the feasibility of this approach. They stand to inform policy and commission decisions concerning if and how such programs should be deployed in school-based settings in Australia and beyond.

scholarly journals Exam Preparation: Concerns of London Upper Secondary School Students with Implications for Teachers and Teaching

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Mark A Minott
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Research Literature ◽  
Preparation Process ◽  
School Students ◽  
Face To Face ◽  
School Based ◽  
Exam Preparation ◽  
Upper Secondary ◽  
Examination Preparation

The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the concerns, and to discuss the implications for teachers and teaching. A subsidiary yet important aim was to give the students a “voice” in the research literature. Using convenient or opportunity sampling, 14 Grade 12 and 13 students, ages 16–18 in a south-west London secondary school, were interviewed face-to-face. The analysis of the data revealed external factors and a personal need factor, that is the need to pass the exam, impacted the examination preparation process and caused concerns for students. Schools and students have use various solutions to reduce and/or resolve concerns. For example, school-based solutions included offering make-up or additional sessions or extra classes. Students—when faced with large amounts of material and information—employed solutions such as “things-to-do lists” and breaking down tasks into manageable sections. Implications for teachers and teaching include the need for teachers’ lesson contents to address factors impacting exam preparation and students’ concerns. Teachers also need to equip students to use a variety of revision strategies, encourage students to use social support and ensure that promised extra lessons materialize.

scholarly journals A Trial Protocol for the Effectiveness of Digital Interventions for Preventing Depression in Adolescents: The Future Proofing Study

2019 ◽  
Author(s):  
Aliza Werner-Seidler ◽  
Kit Huckvale ◽  
Mark E. Larsen ◽  
Alison L. Calear ◽  
Kate Maston ◽  
...  
Keyword(s):  
Large Scale ◽  
Controlled Trial ◽  
Control Group ◽  
School Students ◽  
Mixed Effect ◽  
School Based ◽  
Cognitive Behaviour ◽  
The Future ◽  
To Receive

Abstract Background Depression frequently first emerges during adolescence, and one in five young people will experience an episode of depression by the age of 18 years. Despite advances in treatment, there has been limited progress in addressing the burden at a population level. Accordingly, there has been growing interest in prevention approaches as an additional pathway to address depression. Depression can be prevented using evidence-based psychological programs. However, barriers to implementing and accessing these programs remain, typically reflecting a requirement for delivery by clinical experts and high associated delivery costs. Digital technologies, specifically smartphones, are now considered a key strategy to overcome the barriers inhibiting access to mental health programs. The Future Proofing Study is a large-scale school-based trial investigating whether Cognitive Behaviour Therapies (CBT) delivered by smartphone application can prevent depression.Methods A randomized controlled trial targeting up to 20,000 Year 8 Australian secondary school students will be conducted. In Stage I, schools will be randomized at the cluster level to receive either the CBT intervention app (SPARX) or to a non-active control group comparator. The primary outcome will be symptoms of depression and secondary outcomes include psychological distress, anxiety and insomnia. At the 12-month follow-up, participants in the intervention arm with elevated depressive symptoms will participate in an individual-level RCT (Stage II) and be randomised to receive a second CBT app which targets sleep difficulties (Sleep Ninja) or a control condition. Assessments will occur at post-intervention (both trial stages), and at 6, 12, 24, 36, 48- and 60-months post-baseline. Primary analyses will use an intention-to-treat approach and compare changes in symptoms from baseline to follow-up relative to the control group using mixed effect models.Discussion This is the first trial testing the effectiveness of smartphone apps delivered to school students to prevent depression at scale. Results from this trial will provide much needed insight into the feasibility of this approach. They stand to inform policy and commission decisions concerning if and how such programs should be deployed in school-based settings in Australia and beyond.

The Baby and the Bathwater: Making a Case for Work Experience

2003 ◽  
Vol 12 (2) ◽  
pp. 29-37 ◽  
Author(s):  
Annette Green ◽  
Erica Smith
Keyword(s):  
Secondary Students ◽  
Work Experience ◽  
School Students ◽  
Workplace Engagement ◽  
School Based ◽  
Time Work ◽  
Part Time ◽  
Traditional Work ◽  
Senior Secondary ◽  
Poor Relation

Few Australian school students, particularly those completing their senior secondary years, now leave school without some experience of workplaces. While well over half of school students now have part-time work, the traditional work experience program is still the most common way in which secondary students gain some knowledge of workplaces. However, little policy attention is expended on work experience and it is viewed in some quarters as a ‘poor relation’ of structured work placements, which form part of VET in schools programs. This article presents findings about work experience derived from a recent study of school students' learning in workplaces. School-based case studies and employer interviews were used to augment the data from a survey of 1451 school students. Despite other forms of workplace engagement becoming more common, it is argued that work experience should be retained. While aspects of work experience can be improved, it is argued that the baby should not be thrown out with the bathwater.

scholarly journals Taking the Temperature of Rights and Freedoms: Zimbabwean Secondary School Students’ Knowledge about the African Charter of Human and Peoples’ Rights and Their Support for Its Provisions

2011 ◽  
Vol 40 (1) ◽  
Author(s):  
Ottilia Chareka
Keyword(s):  
Human Rights ◽  
Secondary School ◽  
Secondary Students ◽  
Grade Level ◽  
Secondary School Students ◽  
Human Rights Education ◽  
School Students ◽  
African Charter ◽  
Pour Cent ◽  
Education In Africa

The African Banjul Charter is a cornerstone document promoting human rights education in Africa. As Zimbabwe is one of the signatory states to the Charter, a survey was conducted with 265 Zimbabwean secondary students to assess their knowledge of and support for the provisions detailed in the Charter. Fifty-six percent of the participants knew about the Charter and 59% supported the Chart. Knowledge and support were found to be positively correlated. While gender did not influence responses, grade level was a significant predictor of knowledge and support for the Charter). La Charte de Banjul est le document de base pour la promotion de l‘éducation des Droits de l‘Homme. Comme le Zimbabwe a signé cette Charte, une enquête y a été menée auprès de 265 étudiants de l‘école secondaire afin d‘évaluer leurs connaissances et l‘acceptation de la Charte. Cinquante-six pour cent des participants connaissaient la Charte et 59% y adhéraient. Les résultats de l‘enquête montrent une corrélation positive entre connaissance et acceptation. Ils montrent également que bien que le sexe n‘influence pas les réponses, l‘année d‘étude représente un indice important quant à la connaissance et l‘acceptation de cette dernière.

scholarly journals A Study of Problem Solving Ability and Creativity among the Higher Secondary Students

2020 ◽  
Vol 8 (2) ◽  
pp. 30-34
Author(s):  
M Kumar
Keyword(s):  
Problem Solving ◽  
Secondary Students ◽  
Mental Process ◽  
School Students ◽  
Problem Finding ◽  
Final Goal ◽  
Significant Difference ◽  
The Future

Creativity is universal. Every one of us possesses creativity to some degree. Although creativity abilities are natural endowments. Though creativity expression, something new or moral is produced. Problem-solving ability is a mental process that is the conducting part of the larger problem process that includes problem finding, shaping, and reaching towards a final goal. A problem is any situation where you have an opportunity to make a difference to make things better Sharma- 2006. There is a need for the development of the same among school students who will become the future citizens of the country. This paper presents our attempt to study problem-solving ability and creativity among higher secondary students in Nagapattinam District. The results of the study indicate that the level of problem-solving ability among the higher secondary students is high. The results of the study indicate that the level of creativity among the higher secondary students is moderate. There is no correlation between creativity and problem-solving ability among the higher secondary students, there is no significant difference between boys and girls concerning their problem-solving ability, and There is no significant difference between higher secondary boys and girls in their creativity.

CYBERBULLYING AMONG SECONDARY SCHOOL STUDENTS IN HONG KONG

2018 ◽  
Vol 52 (01n02) ◽  
pp. 49-62 ◽  
Author(s):  
JI-KANG CHEN
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary Students ◽  
Grade Level ◽  
Large Scale ◽  
Secondary School Students ◽  
Intervention Programs ◽  
School Students ◽  
The Past ◽  
Large Scale Dataset

Using a large-scale dataset from Hong Kong, this study describes the prevalence of cyberbullying and examines how gender and grade level relate to cyberbullying among secondary school students in Hong Kong. Participants were 1,855 students from secondary schools (Forms 1 to 7). Students were given an anonymous questionnaire that included a scale for reporting their experiences of cyberbullying. Responses indicated that 17.8% of students reported cyberbullying and 30.9% experienced at least one type of cyberbullying in the past three months. Curses, insults, and humiliation were the most common types of cyberbullying. Males reported higher rates of bullying and victimization than did females. The overall rates of bullying and victimization peaked in Forms 2 or 3 and in Form 6. Cyberbullying among secondary students in Hong Kong is a serious problem that needs immediate attention. Potential intervention programs should target males and students in Forms 2, 3, and 6. Programs should mainly aim to reduce online curses, insults, and humiliation by students.

scholarly journals School-based relationships and problematic internet use amongst Chinese students

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0248600
Author(s):  
Alimila Hayixibayi ◽  
Esben Strodl ◽  
Wei-Qing Chen ◽  
Adrian B. Kelly
Keyword(s):  
Secondary Students ◽  
Internet Use ◽  
Mental Health Problems ◽  
School Connectedness ◽  
Southern China ◽  
Problematic Internet Use ◽  
School Students ◽  
Adolescent Students ◽  
School Based ◽  
Reported Data

The potential for adolescent mental health problems arising from heavy internet use is significant. There is a need to better understand the risk and protective factors related to problematic internet use (PIU) amongst adolescents. This study examined the role of adolescents’ perceptions of school-based relationships as potential contextual antecedents to problematic internet use. Specifically, 6552 adolescent students (55.9% boys, 13.51 ± 2. 93 years) from 22 primary and middle schools in southern China completed questionnaires to measure the degree of adolescent conflict with peers, teachers and other staff, school connectedness, perceived classroom atmosphere and problematic internet use. Self-reported data was collected using a two-level stratified sampling. Multiple regression analyses showed that conflict with peers and teachers was positively associated with higher levels of PIU, while school connectedness and perceived classroom atmosphere were negatively associated with PIU. An interaction effect was found for conflict with peers and grade level, such that the association between conflict with peers and PIU was stronger for secondary students compared to primary school students. The results support the need for school-based interventions for PIU to include a focus on conflict with peers and teachers, and for a focus on the enhancement of school connectedness and classroom atmosphere.

Feasibility of an Exercise Program for Older Depressive Inpatients

GeroPsych ◽  
2015 ◽  
Vol 28 (4) ◽  
pp. 163-171 ◽  
Author(s):  
Andreas Heissel ◽  
Anou Vesterling ◽  
Stephanie A. White ◽  
Gunnar Kallies ◽  
Diana Behr ◽  
...  
Keyword(s):  
Major Depressive Disorder ◽  
Pilot Trial ◽  
Exercise Program ◽  
Exercise Group ◽  
Neurocognitive Functioning ◽  
Control Group ◽  
Active Control Group ◽  
Major Depressive ◽  
Older Inpatients ◽  
Relaxation Exercises

Abstract. Twelve older inpatients (M age = 66.8) with Major Depressive Disorder (MDD) participated in this controlled pilot trial either in a physical exercise group (PEG; n = 6; aerobic, strength, and coordination exercises) or an active control group (ACG; n = 6; relaxation exercises) twice a week for four weeks. While depressive symptoms decreased in both groups, reduction of symptoms was significantly larger in the PEG. However, the PEG had higher BDI scores compared to the ACG at pretest. Neurocognitive functioning and brain-derived neurotrophic factor (BDNF) concentration did not change significantly. A four-week exercise program may be a feasible adjunct therapy in older MDD patients but the efficacy of the program needs to be proven with larger samples.

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