Gender Differences in Patterns of School Victimization and Problem Behaviors During Middle School and Their Relation to High School Graduation

2017 ◽  
Vol 51 (3) ◽  
pp. 339-357
Author(s):  
Kevin Tan ◽  
Ryan D. Heath ◽  
Aditi Das ◽  
Yoonsun Choi
Keyword(s):  
High School ◽  
Middle School ◽  
Gender Differences ◽  
High Risk ◽  
Problem Behaviors ◽  
Latent Class ◽  
Risk Group ◽  
High School Graduation ◽  
High Risk Group ◽  
School Graduation

Victimization and problem behaviors during middle school detrimentally influence student learning. However, less is known about how they may cooccur and collectively affect high school graduation and whether the interrelationships vary by gender. Using data from a nationally representative cohort of seventh-grade students from the National Longitudinal Survey of Youth (1997; N = 1,009), latent class analyses identified three groups among boys and two among girls. Results indicated that 50% of boys in the high-risk group (high victimization and problem behaviors) did not graduate from high school on time. Furthermore, boys in the moderate-risk group (high victimization, low problem behaviors) graduated from high school on time at a rate comparable with the low-risk boys. Two groups emerged for girls (i.e., low vs. high risk) in which each corresponds to graduation in an expected direction. Findings from this study underscore the importance of gender differences in intervention efforts, especially during middle school.

Application of latent class analysis in assessing the mental health of medical students during the COVID-19 Epidemic (Preprint)

2020 ◽  
Author(s):  
Fei Wang
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
High Risk ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Risk Group ◽  
Multinomial Logistic Regression ◽  
High Risk Group ◽  
Class Analysis ◽  
Related Factors

BACKGROUND The novel coronavirus disease 2019 (COVID-19) is a global public health emergency that has caused worldwide concern. The mental health of medical students under the COVID-19 epidemic has attracted much attention. OBJECTIVE This study aims to identify subgroups of medical students based on mental health status and explore the influencing factors during the COVID-19 epidemic in China. METHODS A total of 29,663 medical students were recruited during the epidemic of COVID-19 in China. Latent class analysis of the mental health of medical students was performed using M-plus software to identify subtypes of medical students. The latent class subtypes were compared using the chi-square test. Multinomial logistic regression was used to examine associations between identified classes and related factors. RESULTS In this study, three distinct subgroups were identified, namely, the high-risk group, the low-risk group and the normal group. Therefore, medical students can be divided into three latent classes, and the number of students in each class is 4325, 9321 and 16,017. The multinomial logistic regression results showed that compared with the normal group, the factors influencing mental health in the high-risk group were insomnia, perceived stress, family psychiatric disorders, fear of being infected, drinking, individual psychiatric disorders, sex, educational level and knowledge of COVID-19, according to the intensity of influence from high to low. CONCLUSIONS Our findings suggested that latent class analysis can be used to categorize different medical students according to their mental health subgroup during the outbreak of COVID-19. The main factors influencing the high-risk group and low-risk group are basic demographic characteristics, disease history, COVID-19 related factors and behavioral lifestyle, among which insomnia and perceived stress have the greatest impact. School administrative departments could utilize more specific measures on the basis of different subgroups, and provide targeted measures.

Identification of a High-Risk Group for Development of BOS Using Latent Class Analysis

2014 ◽  
Vol 33 (4) ◽  
pp. S107-S108
Author(s):  
R. Shah ◽  
S. Bellamy ◽  
J. Diamond ◽  
E. Cantu ◽  
J. Flesch ◽  
...  
Keyword(s):  
High Risk ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Risk Group ◽  
High Risk Group ◽  
Class Analysis

scholarly journals Application of Latent Class Analysis in Assessing the Mental Health of Medical Students During the COVID-19 Epidemic

2021 ◽  
Author(s):  
Zhuang Liu ◽  
Yue Zhang ◽  
Ran Zhang ◽  
Rongxun Liu ◽  
Lijuan Liang ◽  
...  
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
High Risk ◽  
Latent Class Analysis ◽  
Latent Class ◽  
Risk Group ◽  
Multinomial Logistic Regression ◽  
High Risk Group ◽  
Class Analysis ◽  
Related Factors

Abstract Background: The novel coronavirus disease 2019 (COVID-19) is a global public health emergency that has caused worldwide concern. The mental health of medical students under the COVID-19 epidemic has attracted much attention. This study aims to identify subgroups of medical students based on mental health status and explore the influencing factors during the COVID-19 epidemic in China. Methods: A total of 29,663 medical students were recruited during the epidemic of COVID-19 in China. Latent class analysis of the mental health of medical students was performed using M-plus software to identify subtypes of medical students. The latent class subtypes were compared using the chi-square test. Multinomial logistic regression was used to examine associations between identified classes and related factors. Results: In this study, three distinct subgroups were identified, namely, the high-risk group, the low-risk group and the normal group. Therefore, medical students can be divided into three latent classes, and the number of students in each class is 4325, 9321 and 16,017. The multinomial logistic regression results showed that compared with the normal group, the factors influencing mental health in the high-risk group were insomnia, perceived stress, family psychiatric disorders, fear of being infected, drinking, individual psychiatric disorders, sex, educational level and knowledge of COVID-19, according to the intensity of influence from high to low. Conclusions: Our findings suggested that latent class analysis can be used to categorize different medical students according to their mental health subgroup during the outbreak of COVID-19. The main factors influencing the high-risk group and low-risk group are basic demographic characteristics, disease history, COVID-19 related factors and behavioral lifestyle, among which insomnia and perceived stress have the greatest impact. School administrative departments could utilize more specific measures on the basis of different subgroups, and provide targeted measures.

scholarly journals High School Completion in Context: Student- and School-Level Factors Related to On-Time Graduation

2019 ◽  
Vol 121 (10) ◽  
pp. 1-28
Author(s):  
Mathew C. Uretsky
Keyword(s):  
High School ◽  
Multilevel Models ◽  
Research Policy ◽  
Research Question ◽  
High School Graduation ◽  
High Risk Group ◽  
School Level ◽  
Critical Element ◽  
High School Diploma ◽  
School Graduation

Background/Context There is an expansive body of research concerning high school graduation; however, most studies omit students who persist through four years of high school without earning a diploma. In addition, there is scant research exploring longer term outcomes among students whose academic trajectories do not fit within the traditional four-year model of high school graduation, including eventual graduation, postsecondary enrollment, or engagement in the workforce. Purpose/Objective/Research Question/Focus of Study The current study addresses the substantive gaps in research regarding high school noncompletion by examining the college and workforce outcomes of persisters—defined here as students who do not formally withdraw from high school, nor earn a regular diploma, four years after entering high school as a first-time ninth grader. Research Design The present study accessed five years of linked, longitudinal, student-level administrative data from the Maryland Longitudinal Data System. Multilevel models assessed the relationship between student- and school-level factors with the odds of students earning a high school diploma four years after beginning their freshman year. Independent variables included student-level demographic and academic indicators and school-level concentrations of student characteristics. Conclusions/Recommendations This study offers a first look into the academic and employment trajectories of an understudied and high-risk group of young adults. The multilevel examination of student- and school-level factors indicated that on-time graduation for four-year persisters should be understood as a function of students within their academic environment. Overall, persisters had less favorable college and workforce outcomes when compared with students who earned a high school diploma, suggesting the need for interventions that promote college and workforce readiness across the population of persisters. The findings presented herein suggest that the phenomenon of persisting should be considered, along with dropout, as a critical element of a more informed analysis of high school graduation. Implications for research, policy, and practice are discussed.

“Reality Math”

1991 ◽  
Vol 39 (1) ◽  
pp. 10-16
Author(s):  
Linda K. Moniuszko
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
Junior High School ◽  
Junior High ◽  
High School Graduation ◽  
Hard Work ◽  
School Students ◽  
School Graduation

Junior high school and middle school students are a rare breed. They can be utterly charming one minute and yet extremely difficult to reach the next. Their minds seem to be everywhere but in the classroom. The far-off goal of high school graduation is too remote to entice some to hard work, and to others it must seem the impossible dream.

scholarly journals A Measure of College-Going Self-Efficacy for Middle School Students

2010 ◽  
Vol 13 (4) ◽  
pp. 2156759X1001300
Author(s):  
Melinda M. Gibbons ◽  
L. DiAnne Borders
Keyword(s):  
High School ◽  
Middle School ◽  
Middle School Students ◽  
School Counselors ◽  
Self Efficacy ◽  
High School Graduation ◽  
Validity And Reliability ◽  
School Students ◽  
College Going ◽  
School Graduation

Many career and educational plans are made well before high school graduation. School counselors’ efforts to support these plans are limited by the lack of assessments of middle school students’ college-going beliefs. Development of the College-Going Self-Efficacy Scale for middle school students is described in this article. Initial evidence of validity and reliability from three separate studies is reported, and suggestions for using this scale with students are provided.

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