scholarly journals Demand for and Supply of Drugs among School Youth. An Evaluation of the Swedish Dare Program

1998 ◽  
Vol 15 (1) ◽  
pp. 5-20
Author(s):  
Peter Lindström ◽  
Robert Svensson
Keyword(s):  
High School Students ◽  
Illicit Drugs ◽  
Drug Prevention ◽  
School Level ◽  
Individual Student ◽  
Seventh Grade ◽  
School Students ◽  
Perceived Availability ◽  
Students Attitudes ◽  
The Individual

Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyze what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eigth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention program, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE program (called VÅGA) about 1 800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eigth grade of students who participated in the DARE program in the seventh grade were not different from those of students who did not participate in the program. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.

Attitudes towards drugs among school youths: An evaluation of the Swedish DARE programme

1998 ◽  
Vol 15 (1_suppl) ◽  
pp. 7-23 ◽  
Author(s):  
Peter Lindström ◽  
Robert Svensson
Keyword(s):  
High School Students ◽  
Illicit Drugs ◽  
Drug Prevention ◽  
School Level ◽  
Eighth Grade ◽  
Individual Student ◽  
Seventh Grade ◽  
School Students ◽  
Perceived Availability ◽  
The Individual

Illicit drug use among high school students is on the rise in Sweden as well as in other countries. This fact has put high demand on the police, who are not only expected to reduce the availability of drugs but also to take part in the effort to affect the students' demand for drugs. The aim of this study was to analyse what impact students' demand for and perceived availability of illicit drugs in the seventh grade have on their attitudes towards and experience with drugs in the eighth grade. Moreover, the purpose was to investigate to what extent a specific police-led school-based drug prevention programme, the project DARE (Drug Abuse Resistance Education), affects students' attitudes and experiences regarding drugs. As a part in an ongoing evaluation of the Swedish DARE programme (called VÅGA) about 1,800 students in 22 Swedish junior high schools on three occasions anonymously answered questions about their attitudes towards and experiences with drugs. Contextual analysis was used to estimate the significance of various student-level risk-factors (such as family bonding, school involvement, and peer activity) and school aggregated contextual factors. The results show that students' curiosity and perceived availability of illicit drugs at the school-level have statistically significant effects on drug-related attitudes and experiences at the individual-student level. The attitudes towards and experiences with drugs in the eighth grade of students who participated in the DARE programme in the seventh grade were not different from those students who did not participate in the programme. A brief discussion of what measures the police should conduct in order to block the availability of drugs and what their role in schools should be are finally presented.

Feasibility and Acceptability of Classroom-Based Interventions for Students With Emotional/Behavioral Challenges at the High School Level

2016 ◽  
Vol 19 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Talida M. State ◽  
Judith R. Harrison ◽  
Lee Kern ◽  
Timothy J. Lewis
Keyword(s):  
High School ◽  
High School Students ◽  
Study Skills ◽  
School Level ◽  
Future Research ◽  
Individual Student ◽  
High School Level ◽  
School Students ◽  
Behavioral Challenges ◽  
Organizational Skills

Little is known about the feasibility and acceptability of interventions designed to address the needs of high school students with emotional and behavioral challenges and adopted by their teachers. In this study, 336 general and special education teachers rated classwide interventions (e.g., expectations, routines, positive student–teacher interactions [PSTI]) and individual student interventions (e.g., study skills, organizational skills) in terms of priority, feasibility, and acceptability before implementation. Teachers who implemented the interventions rated their acceptability post-implementation. Results indicated that acceptability ratings varied across interventions, and it appeared that teachers rated interventions that required the least amount of time to implement (e.g., PSTI) most acceptable and those that required the most time for implementation (e.g., study skills) least acceptable. Lack of time, perceived lack of effectiveness, and poor environmental fit were often cited as reasons for lack of feasibility. Regression analyses revealed that teacher characteristics (e.g., years of experience) and type of intervention (e.g., classwide vs. individualized) contributed to teacher ratings of intervention acceptability. Implications for future research and practice are discussed.

scholarly journals Autonomy of psychological space as a factor in school students' economic socialization

2021 ◽  
Vol 2-3 (23) ◽  
pp. 32-39
Author(s):  
Nataliia Dembitska ◽  
Keyword(s):  
High School Students ◽  
Differential Method ◽  
Economic Behavior ◽  
School Students ◽  
Psychological Space ◽  
Social Adaptability ◽  
Students Attitudes ◽  
The Individual ◽  
The Impact ◽  
Economic Socialization

Introduction. Economic socialization of the individual during adolescence takes place in the form of their spontaneous inclusion in predominantly consumer relations, with adolescentsʼ stable economic behavior patterns being developed through their communication in peer groups (by means of exchange of personal belongings and services and spontaneous buying and selling). This is greatly influenced by the individual's ability to preserve the integrity and autonomy of their psychological space.Aim: to determine the impact of school students' psychological space organization on the development of their economic and psychological qualities.Methods: Retrospective Questionnaire of Monetary Mental Sets (M. Semenov), the semantic differential method to study students' attitudes to personal property and the ways of appropriating personal goods (N. Dembitska), Attitude to Money questionnaire (M. Semenov), Social Adaptability questionnaire (O. Posipanov), GET2test (modified by N. Dembitska), and S. Nartova-Bochaver Autonomy of Psychological Space questionnaire. The study involved 634 students aged 11 to 16 years.Results. Adolescents experienced the growing impact of moral factors on their methods of appropriation. As the autonomy of adolescents' psychological space increased, their tendency to self-knowledge and positive attitudes to their own ideas and knowledge strengthened, too. High school students were shown to be inclined for direct, and sometimes aggressive, assertion of their right to privacy in the space of their own things, values, and tastes.Conclusions. There are ontogenetic factors in school students’ economic socialization, with the latter having relationships with some aspects of school students’ psychological space autonomy.

Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference?

2005 ◽  
Vol 49 (3) ◽  
pp. 320-334 ◽  
Author(s):  
Andrew Martin ◽  
Herb Marsh
Keyword(s):  
High School Students ◽  
Academic Motivation ◽  
School Level ◽  
Individual Student ◽  
School Students ◽  
Teacher Gender ◽  
Invariant Model ◽  
Relative Contribution ◽  
Motivation And Engagement ◽  
The Impact

We explore the impact of student gender, teacher gender, and their interaction on academic motivation and engagement for 964 junior and middle high school students. According to the gender-stereotypic model, boys fare better academically in classes taught by males and girls fare better in classes taught by females. The gender-invariant model suggests that the academic motivation and engagement of boys and girls is the same for men and women teachers. We also examine the relative contribution of student-, class-, and school-level factors, finding that most variation was at the individual student level. Of the statistically significant main effects for gender, most favoured girls. In support of the gender-invariant model, academic motivation and engagement does not significantly vary as a function of their teacher's gender, and in terms of academic motivation and engagement, boys do not fare any better with male teachers than female teachers.

scholarly journals Friends and family: A literature review on how high school social groups influence advanced math and science coursetaking

2017 ◽  
Vol 25 ◽  
pp. 62 ◽  
Author(s):  
Michael Gottfried ◽  
Ann Owens ◽  
Darryl Williams ◽  
Hui Yon Kim ◽  
Michela Musto
Keyword(s):  
High School ◽  
High School Students ◽  
Stem Education ◽  
Social Groups ◽  
The Body ◽  
Individual Student ◽  
School Students ◽  
Science Courses ◽  
Math And Science ◽  
The Individual

In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students’ likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do friends have on advanced math and science coursetaking? (2) What influence does family, particularly parents, have on advanced math and science coursetaking? (3) Do the effects vary by gender among each social group? By synthesizing existing literature on the influence of family and friends on advanced math and science coursetaking in high school, we find that both friends and families can influence the number of advanced math and science courses students complete, but the amount of advanced coursework students complete also varies based on the gender of the individual student, the gender of his/her friends, as well as by mother or father. Implications and limitations are discussed.

scholarly journals Measuring School Climate: Validating the Education Department School Climate Survey in a Sample of Urban Middle and High School Students

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094802
Author(s):  
Renee Ryberg ◽  
Sarah Her ◽  
Deborah Temkin ◽  
Rebecca Madill ◽  
Claire Kelley ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Factor Structure ◽  
Level Structure ◽  
School Level ◽  
School Students ◽  
Individual Level ◽  
State Education ◽  
The Individual ◽  
The U.S

The U.S. Department of Education’s School Climate Survey (EDSCLS) is a free, open-source school climate survey available for any local or state education agency to use to measure three domains of school climate: engagement, safety, and environment. The present study leverages EDSCLS data from 3,416 students from 26 middle and high schools in Washington, DC to confirm the factor structure of the survey using both single-level and multilevel confirmatory factor analyses. At the individual level, our findings paralleled those from the original validation study conducted by the U.S. Department of Education. At the school level, our findings suggested a simpler factor structure for the engagement and environment domains, and could not identify a reasonable well-fitting model for the safety domain. Particularly, as more states are considering school climate measurement for accountability systems, these findings suggest that simply using the individual-level structure may not yield valid measurement.

Drug Interests of Suburban Junior High School Students

1977 ◽  
Vol 7 (4) ◽  
pp. 295-304 ◽  
Author(s):  
Mary Sutherland
Keyword(s):  
High School ◽  
High School Students ◽  
Prescription Drugs ◽  
Junior High School ◽  
Illicit Drugs ◽  
Junior High ◽  
Junior High School Students ◽  
School Level ◽  
High School Level ◽  
School Students

The purpose of this study was to investigate the drug interests of junior high school students utilizing a questionnaire. The results of the study suggested that these particular students were most interested in the topic of illicit drugs and indicated less interest in the topics of commercial, over the counter, herbal, and prescription drugs. In addition, the students raised many questions about the effects of all drugs, the use of drugs, governmental control of drugs, and the buying and selling of drugs. From the information gathered, a relevant drug unit could be planned for the area of health education at the junior high school level.

scholarly journals Do School-Level Factors Affect the Health Behaviors of High School Students in Korea?

2022 ◽  
Vol 19 (2) ◽  
pp. 751
Author(s):  
Seon-Hui Kwak ◽  
Hyo-Jin Lee ◽  
Bo-Mi Shin
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Health Behaviors ◽  
School Level ◽  
Vocational Schools ◽  
School Students ◽  
Individual Level ◽  
Intensity Physical Activity ◽  
The Individual

We conducted a multilevel analysis to identify the individual- and school-level factors that affect Korean high school students’ tooth brushing, soda intake, smoking, and high-intensity physical activity. We sampled 27,919 high school students from the 15th Korea Youth Risk Behavior Web-Based Survey. The individual-level variables included demographic, socioeconomic, and health-related factors. The school-level variables included school system and school type. Regarding the individual-level factors, economic level and academic performance had a significant effect on health behavior when the demographic variables were adjusted. In the final model, the school-level factors had a significant effect on health behavior. The odds ratio (OR) of brushing less than twice a day in vocational schools compared to general schools was 1.63 (p < 0.001), and the OR of soda intake more than three times a week in vocational schools was 1.33 (p < 0.001). In addition, the OR of smoking in vocational schools was 2.89 (p < 0.001), and the OR of high-intensity physical activity in vocational schools was 0.80 (p < 0.001). Therefore, both individual- and school-level factors affect Korean students’ health behaviors. A school-based comprehensive health promotion strategy should be developed that considers schools’ characteristics to equip all students with health awareness, regardless of socioeconomic status.

scholarly journals Interpersonal Support, Emotional Intelligence and Family Function in Adolescence

2021 ◽  
Vol 18 (10) ◽  
pp. 5145
Author(s):  
Ana Belén Barragán Martín ◽  
María del Mar Molero Jurado ◽  
María del Carmen Pérez-Fuentes ◽  
Nieves Fátima Oropesa Ruiz ◽  
África Martos Martínez ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Peer Group ◽  
School Students ◽  
Family Function ◽  
Interpersonal Support ◽  
Perceived Availability ◽  
The Family ◽  
Positive Correlations ◽  
The Individual

Background: During adolescence, although the peer group exerts a strong influence on how the individual thinks and feels and on personal social values, the family still exerts a sustaining and supporting role. This study analyzed the relationships established between family function, emotional intelligence and perceived interpersonal support in adolescence. Method: The sample was made up of 1287 high school students aged 14 to 18 (M = 15.11; SD = 0.91) in the province of Almeria (Spain). Results: The results showed moderate correlations between the intrapersonal emotional intelligence dimension and perceived availability of support (advice or orientation), and between the mood dimension of emotional intelligence and the three interpersonal support dimensions (appraisal, belonging and tangible). In addition, significant positive correlations were found between family function and the intrapersonal and mood dimensions of emotional intelligence, with medium and large effect sizes, respectively. Apart from that, the data revealed that students who could count on a more functional family referred to high empathy and acceptance by others and greater support in material or financial matters, followed by those with moderate family function. In addition, students from homes with severely dysfunctional families perceived less available support. Finally, students who said they could count on strong family function also scored higher on the intrapersonal factor of emotional intelligence. Conclusions: The implications of these findings for the development of emotional intelligence in early adolescence are discussed from the family context, considering the relationship between emotional intelligence and social support.

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

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