Incidence and Outcomes of Dating Violence Victimization Among High School Youth: The Role of Gender and Sexual Orientation

2015 ◽  
Vol 33 (9) ◽  
pp. 1472-1490 ◽  
Author(s):  
Katie M. Edwards
Keyword(s):  
High School ◽  
At Risk ◽  
Academic Performance ◽  
High School Students ◽  
Sexual Orientation ◽  
Binge Drinking ◽  
Dating Violence ◽  
Survey Study ◽  
Male Victims ◽  
Poor Academic Performance

The purpose of this study was to examine rates of dating violence (DV) victimization and DV victimization outcomes as a function of sex and sexual orientation. Participants were 25,122 high school students who participated in the 2013 New Hampshire Youth Risk Behavior Survey study. Heterosexual youth, especially heterosexual male youth, were less likely to report experiencing physical and sexual DV victimization than lesbian, gay, bisexual, and questioning (LGBQ) girls and boys. Among LGBQ girls and boys, there was little variability in rates of DV victimization with the exception of questioning boys being significantly more likely to experience physical and sexual DV victimization than several other LGBQ sub-groups. Furthermore, LGBQ DV victims reported worse outcomes than heterosexual DV victims on measures of depression, binge drinking, and poor academic performance. At the sub-group level, bisexual and questioning female victims were most at risk for depression; bisexual and questioning male victims were most at risk for binge drinking; bisexual male victims were most at risk for poor academic performance. The findings underscore the importance of better understanding variability in DV incidence and outcomes within the LGBQ population and using this information to inform clinical intervention and prevention efforts.

scholarly journals Nonmedical Use of Prescription Stimulants Among US High School Students to Help Study: Results From a National Survey

2018 ◽  
Vol 33 (1) ◽  
pp. 38-47 ◽  
Author(s):  
Christian J. Teter ◽  
Christopher G. DiRaimo ◽  
Brady T. West ◽  
Ty S. Schepis ◽  
Sean Esteban McCabe
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Binge Drinking ◽  
High School Seniors ◽  
National Study ◽  
Grade Point ◽  
Prescription Stimulants ◽  
Study Results ◽  
Nonmedical Use

Objective: Mixed findings exist regarding extent and efficacy of nonmedical use of prescription stimulants (NMUPS) for study enhancement (SE). This national study of US high school seniors examined NMUPS for SE and addressed risk/benefit questions: To what extent are students reporting NMUPS specifically for SE, and do these individuals demonstrate fewer problem behaviors and superior academic performance? Method: Total of 15 098 US students surveyed (2009-2015) and divided into 4 subgroups: (1) no past-year NMUPS (nonusers), (2) past-year NMUPS to help study (NMUPS-SE only), (3) past-year NMUPS for study/nonstudy motives (NMUPS-SE+ other), and (4) past-year NMUPS for nonstudy motives (NMUPS-nonSE only). Student characteristics (eg, grade point average [GPA]) and substance-related problems (eg, binge drinking) compared between subgroups. Results: Among students who reported past-year NMUPS (n = 781), 7.4% reported NMUPS-SE only, 40.9% NMUPS-SE+ other, and 51.7% NMUPS-nonSE only. Odds of binge drinking, cigarette smoking, marijuana, and opioid nonmedical use significantly higher among all NMUPS subgroups. GPAs significantly lower among subgroups reporting NMUPS nonstudy motives; did not differ between NMUPS-SE only and nonusers. Conclusions: 7% of US high school seniors engaged in NMUPS for SE only (0.4% total population). Findings indicate greater substance-related problems without superior academic performance among NMUPS-SE subgroups.

scholarly journals The Effects of Science Intervention Material in the Academic Performance of Junior High School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 128-130
Author(s):  
Carlo Vincent J. Jordan
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Junior High School ◽  
Junior High School Students ◽  
Control Group ◽  
School Students ◽  
Poor Academic Performance ◽  
Science Intervention ◽  
Proficiency Scores

The researcher being a science teacher identified problems encountered by the students namely; low mean proficiency scores in science grade 10 during the first quarter examination, lack of interest during discussion and frequent absenteeism among students. The Division mean proficiency score target is 68 but the grade 10 students only obtained a score of 60 which is behind the target of the department. Science intervention material was conceptualized and created by the researcher based on the least mastered competencies. This material was utilized as intervention to address the problem of poor academic performance. The 15 respondents who received the science intervention material obtained M=27.9, SD=3.13 compared to the 15 respondents in the control group who obtained M=14.37, SD=9 demonstrated significantly better scores, t = - 21.29, p = <.00001. Intervention material based on least mastered compe-tencies is an effective method of improving the academic performance of students.

How the interpretation of social comparison affects academic performance among high school students

2007 ◽  
Author(s):  
Maike Wehrens ◽  
Bram Buunk ◽  
Miranda Lubbers ◽  
Hans Kuyper ◽  
Greetje van der Werf
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Comparison ◽  
School Students

Binge Drinking and Educational Participation among Youth in the COMPASS Host Study (Year 5: 2016/2017): School Connectedness and Flourishing as Compensatory Factors

2020 ◽  
Vol 12 (3) ◽  
pp. 55-77
Author(s):  
Simone D. Holligan ◽  
Wei Qian ◽  
Margaret De Groh ◽  
Ying Jiang ◽  
Karen A. Patte ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Binge Drinking ◽  
School Connectedness ◽  
Educational Goals ◽  
School Students ◽  
Educational Participation ◽  
School Year ◽  
Canadian Youth ◽  
Reported Data

The current study investigated resilience factors influencing the associations between binge drinking and measures of educational participation among Canadian youth. Self-reported data were collected during the 2016/2017 school year from 5238 students in Grades 9 through 12 (2744 females, 2494 males) attending 14 secondary schools in Ontario and British Columbia as part of the COMPASS study. Logistic regression analyses were conducted to determine relationships between binge drinking, school connectedness and flourishing on measures of educational participation. Binge drinking was associated with increased likelihood of skipping classes, going to class without completing homework, lower Math and English scores, and having educational and/or training expectations and aspirations beyond high school only. Decreased flourishing was linked to increased likelihood of going to class with incomplete homework, lower Math and English scores, and decreased likelihood of aspiring and expecting to achieve education and/or training beyond high school only. Increased school connectedness was associated with decreased likelihood of skipping classes and going to class with incomplete homework, higher Math and English scores, and increased the likelihood of aspiring to and expecting to achieve education and/or training beyond high school only. Lower flourishing was additive in its effect on current binge drinking in negatively impacting class attendance and homework completion and academic performance, while higher school connectedness was compensatory in its effect on these outcomes. This study suggests that, for high school students who are susceptible to binge drinking, those who are more connected to school and have a higher sense of wellbeing can maintain active participation in school and achieve their educational goals.

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