scholarly journals School Personnel Perception of Parental Involvement and Students’ Behavior Problems: Practical Implications

2020 ◽  
pp. 001312452095033
Author(s):  
Sónia Caridade ◽  
Vanessa Azevedo ◽  
Maria Alzira Pimenta Dinis ◽  
Ana Sani ◽  
Laura M. Nunes
Keyword(s):  
Parental Involvement ◽  
Behavior Problems ◽  
Social Functioning ◽  
School Personnel ◽  
Intervention Strategies ◽  
School Students ◽  
Specific Behavior ◽  
School Activities ◽  
General Behavior ◽  
Practical Implications

School is a privileged context to prevent specific behavior problems. Parental involvement in school activities is crucial to promote social functioning. This study aimed to access the Portuguese school personnel perception of parental involvement and students’ behavior problems. A study with 333 school personnel, aged between 29 and 66 ( M = 50.84, SD = 7.54), was developed. School personnel’s participants rated parental involvement as low and nearly one in five professionals rated student’s general behavior as bad. A significant association between parental involvement and the perception of students’ general behavior was found. 80% of the professionals rating student’s general behavior as bad also rating parental involvement as poor. Additional research into implications of parental involvement in school activities and school students’ behavior problems is necessary aiming assessment, prevention, and intervention strategies in this area.

scholarly journals The Mediating Effect of Parental Involvement on School Climate and Behavior Problems: School Personnel Perceptions

2020 ◽  
Vol 10 (8) ◽  
pp. 129 ◽  
Author(s):  
Sónia Maria Martins Caridade ◽  
Hélder Fernando Pedrosa e Sousa ◽  
Maria Alzira Pimenta Dinis
Keyword(s):  
School Climate ◽  
Parental Involvement ◽  
Behavior Problems ◽  
Social Functioning ◽  
School Context ◽  
School Personnel ◽  
Mediating Effect ◽  
Potential Factor ◽  
And Behavior ◽  
The Relationship

As a reflection of the culture and norms of the school community, the school climate (SC) is a potential factor connected to students’ major behavior problems (BP). Parental involvement (PI) is considered as an essential factor for SC, contributing to promote good students’ educational results, as well as better social functioning. The present study aimed to analyze the mediating effect of PI on the relationship between SC and BP, taking into consideration the school personnel perceptions. A total of 329 school personnel (teachers versus no teachers) aged between 29 and 66 (M = 50.78, SD = 7.56), mainly female (79%), were integrated in the sample. Based on the perception of the school personnel, the results indicate moderate level of PI and SC, as well as the existence of different BP in the school context. The mediating effect of PI in the relationship between the SC and BP has been demonstrated. These results suggest that, if the SC and PI are improved, it could be an effective strategy to enhance the social functioning of students in the school context. This study thus contributes to a comprehensive empirical analysis of how PI can improve the relationship between the SC and the BP of Portuguese students.

Family-Related Variables and School Disciplinary Events at the Secondary Level

1997 ◽  
Vol 23 (1) ◽  
pp. 18-28 ◽  
Author(s):  
Rollande Deslandes ◽  
Égide Royer
Keyword(s):  
High School Students ◽  
Parental Involvement ◽  
Behavior Problems ◽  
Negative Relationship ◽  
Disciplinary Action ◽  
Future Research ◽  
First Year ◽  
School Students ◽  
Inappropriate Behaviors ◽  
Style Factor

This study explored predictors of school disciplinary events on a sample of 249 first-year high school students using two instruments developed by Steinberg, Lamborn, Dornbusch, and Darling (1992) and Epstein, Connors, and Salinas (1993), respectively. Logistic regression analyses revealed two parental involvement factors positively associated with school disciplinary events. One parenting style factor showed a negative relationship with school disciplinary events. It appears that parent-adolescent interactions based on daily school matters occurred in response to inappropriate behaviors. Parent-teacher communications were related to students' behavior problems. Adolescents whose parents provided supervision were less likely to have received disciplinary action. Implications for future research in terms of primary prevention of behavior problems are discussed.

Teacher Identification of Behavior Problems among Junior High School Students: A Preliminary Study

1981 ◽  
Vol 6 (4) ◽  
pp. 219-222 ◽  
Author(s):  
Lyman W. Boomer ◽  
Tom R. King
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Student Interactions ◽  
Teacher Student ◽  
Scanning Behavior

Factors associated with teacher identification of behavior problems among junior high school students were investigated. Teacher-student interactions were compared to examine the differences between students identified as emotionally disturbed and non-identified students. Results indicated there were significant differences between interaction profiles. These were in the areas of student attention-to-task and student scanning behavior while the teacher was instructing.

585 The Relationship between Napping and Behavioral Problems among Vocational High School Students in China

SLEEP ◽  
2021 ◽  
Vol 44 (Supplement_2) ◽  
pp. A231-A231
Author(s):  
Jing Han ◽  
Rendong Huang ◽  
Lei Yue ◽  
Naixue Cui ◽  
Fenglin Cao
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Internalizing Behavior ◽  
Individual Development ◽  
Vocational High School ◽  
School Students ◽  
And Behavior ◽  
The Relationship

Abstract Introduction Although napping is very common and related to the outcome of individual development, the relationship between napping and health is not the same in different social and cultural contexts. In China, napping is considered as a healthy lifestyle and is often associated with better adolescent development outcomes. As a special group of teenagers (the academic level does not meet the requirements of ordinary high school), vocational high school students have a higher incidence of behavioral problems than ordinary high school students. Therefore, the purpose of this study is to explore the characteristics of napping and its relationship with behavioral problems in vocational high school students. Methods The napping questionnaire, Youth Self Report (YSR), general information questionnaire and other tools for covariates were used to measure 2505 high school students (62.04% boys, 37.96% girls, 16.71±0.02 years), recruited by convenient sampling. The relationship between nappingand behavioral problems was analyzed by multiple linear regression. Results 72.58% of the participants reported taking a midday nap at least three days per week during the past month, and 55.79% of our sample reported naps more than 30 minutes. Multiple regression analysis showed that nap frequency was negatively associated with high school students’ behavior problems after controlling for general characteristics and other important covariates. Compared with high school students who did not nap or napped less than 1 time/week, high school students who napped 1–2 times/week or 3–4 times/week had lower level of both internalizing behavior problems and externalizing behavior problems. There was no statistically significant association between nap duration and behavior problems. Conclusion This study finds that when napping is allowed, moderate frequency of napping is associated with lower level of internalizing and externalizing behavioral problems in vocational high school students, while nap duration is not significantly associated with behavioral problems. Further research is needed to explore the mechanism of the relationship between napping and behavior problems. Support (if any):

Alternative Opportunity Program: Stemming Potential Delinquency in Young Adolescents

1979 ◽  
Vol 4 (4) ◽  
pp. 232-238 ◽  
Author(s):  
Paula C. Wood ◽  
Thomas M. Buescher ◽  
Christina Denison
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Support Services ◽  
Junior High ◽  
School Personnel ◽  
Education Student ◽  
School Students ◽  
Regular School ◽  
Opportunity Program

The Alternative Opportunity Program is preventive in nature, and designed for junior high school students “at risk” for dropping out or becoming delinquent offenders. Students are carefully screened and participate voluntarily. Part of each day is spent in the regular school and part on the campus of Camp Oakland—a privately-funded treatment facility. The program consists of three major components: Education, Student Support Services and Guidance/Management Instruction for teachers and parents. Evaluation data show that student grades and attendance have improved during participation in the program. Some of the crucial components of the program appear to be the cooperation of the regular school personnel, the voluntary nature of placement, the inclusion of parents in counseling and support services, and the maintenance of a positive image for the program at the regular junior high school.

scholarly journals Parental Involvement and High School Dropout: Perspectives from Students, Parents, and Mathematics Teachers

2022 ◽  
Vol 11 (1) ◽  
pp. 469-480
Author(s):  
Giang-Nguyen T. ◽  
Byron Havard ◽  
Barbara Otto
Keyword(s):  
High School ◽  
High School Students ◽  
Parental Involvement ◽  
Drop Out ◽  
Negative Effects ◽  
School Students ◽  
Education Statistics ◽  
Using Data ◽  
And Mathematics ◽  
The Individual

<p>Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.</p>

scholarly journals Attending a Sports Club Can Help Prevent Visual Impairment Caused by Cram School in Elementary School Children in Japan

2021 ◽  
Vol 18 (23) ◽  
pp. 12440
Author(s):  
Yui Mineshita ◽  
Hyeon-Ki Kim ◽  
Takae Shinto ◽  
Mai Kuwahara ◽  
Shigenobu Shibata
Keyword(s):  
Elementary School ◽  
Visual Impairment ◽  
Elementary School Students ◽  
Health Care Providers ◽  
Care Providers ◽  
School Students ◽  
Sports Clubs ◽  
School Activities ◽  
Cram Schools ◽  
The Relationship

Longer durations for near-work activities, such as studying, worsen eyesight. In contrast, outdoor exercise is effective in reducing the risk of developing myopia. Despite these findings, however, the interaction between studying and exercise in eyesight has not been quantitatively evaluated. Moreover, since there is a culture of attending lessons in Japan, it is important to investigate the relationship between elementary school activities, such as cram schools or sports clubs, and vision. Therefore, in this study, we examined whether attending cram schools and/or sports clubs is associated with the use of glasses among elementary school students. We conducted a survey among 7419 elementary school students in Tokyo, Japan using a food education questionnaire. A logistic regression analysis was used to evaluate the relationship between wearing glasses, an objective variable, and attending sports clubs and cram schools. Sex and school year were considered confounding factors. The results of this study showed that students who attended only sports clubs were more likely to be categorized into the “not wearing glasses” group (p = 0.03, OR = 1.45), whereas those who attended only cram schools were more likely to be categorized into the “wearing glasses” group (p = 0.008, OR = 0.67). In addition, students who attended both cram schools and sports clubs were more likely to be categorized into the “not wearing glasses” group than those who only attended cram schools (p = 0.28, OR = 0.85). Our findings indicate that attending not only cram schools but also sports clubs may prevent deterioration of eyesight. Parents and health care providers need to take these findings into account in order to prevent visual impairment in children.

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