scholarly journals The Relationship between Alexithymia, Anxiety, Depression, and Internet Addiction Severity in a Sample of Italian High School Students

2014 ◽  
Vol 2014 ◽  
pp. 1-8 ◽  
Author(s):  
Giuseppe Scimeca ◽  
Antonio Bruno ◽  
Lucia Cava ◽  
Gianluca Pandolfo ◽  
Maria Rosaria Anna Muscatello ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Addiction ◽  
Depression Scale ◽  
Hamilton Depression Scale ◽  
School Students ◽  
Addiction Severity ◽  
Hamilton Anxiety Scale ◽  
Anxiety Depression

We aimed to assess whether Internet addiction (IA) severity was related to alexithymia scores among high school students, taking into account the role of gender differences and the possible effect of anxiety, depression, and age. Participants in the study were 600 students (ages ranging from 13 to 22; 48.16% girls) recruited from three high schools in two cities from Southern Italy. Participants completed a sociodemographic questionnaire, the Toronto Alexithymia Scale, the Internet Addiction Test, the Hamilton Anxiety Scale, and the Hamilton Depression Scale. The findings of the study showed that IA scores were associated with alexithymia scores, over and above the effect of negative emotions and age. Students with pathological levels of alexithymia reported higher scores on IA severity. In particular, results showed that difficulty in identifying feelings was significantly associated with higher scores on IA severity. No effect of gender was found. Implications for clinicians were discussed.

scholarly journals Loneliness and Depression among Polish High-School Students

2021 ◽  
Vol 18 (4) ◽  
pp. 1706
Author(s):  
Beata Dziedzic ◽  
Paulina Sarwa ◽  
Ewa Kobos ◽  
Zofia Sienkiewicz ◽  
Anna Idzik ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Depressive Disorders ◽  
Depression Scale ◽  
Young Person ◽  
Anxiety And Depression ◽  
School Students ◽  
Loneliness Scale ◽  
Emotional Loneliness ◽  
Anxiety Depression

Introduction: Having impaired relations and limited interpersonal contact is associated with a sense of loneliness, and can result in a number of mental disorders, including the development of depression. Approximately one in five adolescents in the world suffers from depression, and first episodes of such are occurring at increasingly young ages. Due to a lack of appropriate support from parents, teachers and the healthcare system, the young person feels alone when dealing with their problem. Aims: The aims of this study are to determine the prevalence of anxiety, depression, aggression and sense of loneliness among high school students, and to analyze a correlation between loneliness and depression. Materials and methods: The study was conducted on 300 high school students in Poland. The study material was collected using the Hospital Anxiety and Depression Scale (HADS-M) and De Jong Gierveld Loneliness Scale (DJGLS). Results: A feeling of loneliness correlated significantly with depressive disorders (p < 0.005), with the strongest effect between the total HADS-M score and the total loneliness scale score (r = 0.61). The overall presence of disorders as per HADS-M was found to be 23%, and borderline conditions were found in 19.3%. In 24% of the students, disorders were revealed on the anxiety subscale and in 46.3% on the aggression subscale. On DJGLS, a very severe sense of loneliness was observed in 6.67% of the subjects, and in 42.3% of them, a moderate feeling of loneliness was indicated. On the social loneliness subscale, a severe sense of loneliness was found in 22.7%, while on the emotional loneliness subscale, it was found in 16.7% of the subjects. Conclusions: In this study, a quarter of the student participants experienced anxiety and depression disorders. Students showing higher levels of anxiety, depression, and aggression also showed enhanced loneliness. Girls showed higher levels of anxiety, depression and aggression, as well as emotional loneliness.

scholarly journals The role of personality traits in the formation of problematic Internet use in high school students

2021 ◽  
Vol 54 (6) ◽  
pp. 271-284
Author(s):  
Irina M. Bogdanovskaya ◽  
◽  
Natalya N. Koroleva ◽  
Anna B. Uglova ◽  
Yulia V. Petrova ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Internet Addiction ◽  
Internet Use ◽  
Personal Characteristics ◽  
Problematic Internet Use ◽  
The Internet ◽  
School Students ◽  
Internet Environment

Introduction. In the modern educational environment, the informatization of the learning process changes the process of development and socialization of schoolchildren. The widespread introduction of information technologies has both a constructive and destructive impact on the formation of young people. This actualizes the need to research the inner world of students who are affected by the negative consequences of excessive involvement in the Internet environment to create a modern system of psychological and pedagogical support. The purpose of the study: to study the influence of the characteristics of personal maturity on the formation of problematic Internet use of high school students. Materials and methods. The study of problematic Internet use was conducted using the CIAS test (Chen's Internet Addiction scale, adapted by V. L. Malygin, K. A. Feklisova). To study personal characteristics, such methods were used as: the scale of self-assessment of personal maturity (A.V. Miklyaeva.); the test of resilience (S. Muddy in the adaptation of D. Leontiev); the scale of socialization (California psychological Questionnaire); the modified method of "Who am I" by M. Kuhn, T. McPartland. The sample consisted of 1,031 people (669 girls and 362 boys), aged 14 to 18 years. Methods of mathematical statistics: methods of descriptive statistics, one-factor analysis of variance, regression analysis. The results of the study. Significant differences were revealed in a number of components of personal maturity in adolescents with different levels of involvement in the Internet environment. High school students with normative Internet use have significantly higher academic performance (H=12.35, p=0.0021), personal maturity (H=24.81, p=0.0001), reflexive maturity (H=76.26, p=0.0001), socialization (H=138.43, p=0.0001), self-esteem of the desire to grow up (H=7.25, p=0.0266). Students with problematic Internet use significantly more often have high indicators of resilience (N=225.5, p=0.0001), engagement (N=181.11, p=0.0001), control (N=172.38, p=0.0001), risk taking (N=199.62, p=0.0001). Predictors of the formation of problematic Internet use in high school students were identified: reflexive maturity (b=-0.573, p=0.000008), regulatory maturity (b=0.387, p=0.0059), level of socialization (b=-0.407, p=0.000006) and resilience (b=0.821, p=0.000001). Using regression analysis, the role of the characteristics of personal maturity and resilience in the actual determination of the CIAS Internet addiction index was determined. Conclusion. A number of new data have been obtained that reveal the personal characteristics of adolescents with different levels of involvement in the Internet environment. The role of the features of personal maturity and resilience in the actual determination of the CIAS Internet addiction index is determined. The data obtained can be used in psychological support of modern high school students in order to diagnose and prevent problematic Internet use.

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

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.

Risk as Value: A Switch of Set Hypothesis

1976 ◽  
Vol 38 (2) ◽  
pp. 655-658 ◽  
Author(s):  
George W. Kelling ◽  
Rhea Zirkes ◽  
Deena Myerowitz
Keyword(s):  
High School ◽  
Sex Differences ◽  
High School Students ◽  
General Tendency ◽  
Age Group ◽  
School Students ◽  
Risky Shift

Advisers are expected to be cautious. Typical instructions in research on risky shift induce the adviser role. However, subjects may take the role of the story's hero when they can identify with the hero. It is acceptable for people to be daring when acting for themselves. This hypothesis of a switch of set predicts that subjects should consider themselves more risky than the majority of their peers, a way of expressing the value of risk, when they are similar to the story's hero. High school students rated themselves and the majority on stories dealing with situations common to their age group and on stories dealing with adult problems. Sex of hero was also manipulated. Results supported the hypothesis of a switch of set. Subjects displaced themselves more when the situation was similar to those they might face; in addition, subjects displaced themselves more when the story's hero was of their sex. No sex differences in general tendency to risky displacement were found.

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

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.

Trauma and self-harming behaviors in high school students: The mediating role of identity formation

2021 ◽  
Vol 92 ◽  
pp. 20-29
Author(s):  
Leni Raemen ◽  
Koen Luyckx ◽  
Nina Palmeroni ◽  
Margaux Verschueren ◽  
Amarendra Gandhi ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Formation ◽  
School Students ◽  
Mediating Role
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